I. INTRODUCTION

Purpose

The Ministry of Education (MoE) has developed an English Language learning continuum that shows how learners progress in their language skills as they are exposed to the language formally and informally within and beyond the school environment. English progression is organised across six phases based on the ten language levels found in the MoE English curriculum and mapped to the English curriculum resources, as shown in Table 1 below.

PHASE	MOE LEVEL		ENGLISH CURRICULUM RESOURCE
PHASE 1	1	1.1	UAE Phonics 1 UAE Literacy Skills (MOE Level 1.1 – 2.1)
PHASE 1	1	1.2	UAE Phonics 2 BTS Book 2 UAE Literacy Skills (MOE Level 1.1 – 2.1)
PHASE 2	2	2.1	Access Book 4 BTS Book 3 UAE Literacy Skills (MOE Level 1.1 – 2.1)
PHASE 2	2	2.2	Access Book 5 BTS Book 4
PHASE 3	3	3.1	Access Book 6 BTS Book 5 AEP Cycle 3 (MOE Level 3.1 – 5.1)
	3	3.2	Access Book 7 BTS Book 6 AEP Cycle 3 (MOE Level 3.1 – 5.1)
	4	4.1	Access Book 8 (MOE Level 4.1 – 5.1) BTS Book 7 ASP Elite Book 6 AEP Cycle 3 (MOE Level 3.1 – 5.1)
PHASE 4	5	5.1	Access Book 8 (MOE Level 4.1 – 5.1) BTS Book 8 ASP Elite Book 7 AEP Cycle 3 (MOE Level 3.1 – 5.1)
	6	6.1	BTS Book 9 (MOE Level 6.1 – 6.2) ASP Elite Book 8 (MOE Level 6.1 – 6.2)
	6	6.2	BTS Book 9 (MOE Level 6.1 – 6.2) ASP Elite Book 8 (MOE Level 6.1 – 6.2) BTS Book 10 (MOE Level 6.2 – 7.1)
PHASE 5	7	7.1	BTS Book 10 (MOE Level 6.2 – 7.1) BTS Book 11 (MOE Level 7.1 – 8.1) ASP Elite Book 9 [New Interactions]
	8	8.1	BTS Book 12 BTS Book 11 (MOE Level 7.1 – 8.1) ASP Elite Book 10 [New Interactions L3] (MOE Level 8.1 – 8.2) New Interactions 11A [Elite 10] (MOE Level 8.1 – 8.2)
	8	8.2	ASP Elite Book 10 [New Interactions L3] (MOE Level 8.1 – 8.2) New Interactions 11A [Elite 10] (MOE Level 8.1 – 8.2) ASP Elite Book 11 [New Interactions L3-4]
PHASE 6	9	9.1	ASP Elite Book 12 [New Interactions L4]
	9	9.2
	10	10.1
	10	10.2

Table 1. Phase progression according to MOE level and resource

Structure

The structure of the English Language Learning Continuum is based on the four domains of the English Language curriculum: Reading, Listening, Speaking and Writing, and the content of the supporting syllabus: Grammar and Functional Language.

The four domains are organised in the continuum across three aspects: Reception, Production and Interaction with correlating strands. Learners use receptive skills to receive and construct meaning through reading and listening, learners use productive skills to create and share meaning through speaking and writing, and learners use interactive skills to receive, construct, create and share meaning through reading, listening, speaking and writing.

Table 2 shows how the three aspects work across the four domains of the English Language curriculum and the strands within each aspect.

	ENGLISH LANGUAGE CURRICULUM DOMAIN
	READING	LISTENING	SPEAKING	WRITING
RECEPTION	Phonological awareness Comprehension skills Receptive strategies
PRODUCTION			Pronunciation Production skills Productive Strategies
INTERACTION	Interaction skills Interactive strategies

Table 2. Aspects and strands of the English Language Learning Continuum

In addition to these aspects, the content of the supporting syllabus is contained within the English Language Learning Continuum. For grammar, the learning continuum provides phase-level descriptors detailing the language learners are expected to understand (through receptive texts) or understand and use (through productive texts) at that level. In addition, phase-level example language exponents are provided for the relevant grammar structures found at each phase. For functional language, the learning continuum also provides phase-level descriptors detailing the ability learners have with each language function relevant to that level and relevant example exponents.

II. USING THIS GUIDE

This guide is primarily designed to be used in digital form. To support readers to navigate the digital version of this guide, hyperlinks are embedded which allow readers to jump to the relevant phase level and section they require (appendices can be accessed from the links provided in the contents list and the main text).

Please also note that the Learning Continuum provides links to the Literacy and Communication Toolkit.

The Literacy and Communication Toolkit contains videos and activities that practice the use of Functional Language and Grammar. These can be used in the classroom or as self-study resources to support student learning as well as a professional development tool for teachers. A direct link for each item can be found in the second column of the tables in each Functional Language and Grammar section for each phase.

Additionally, for teachers, the toolkit contains professional development resources in the form of short videos relating to Literacy & Communication Strategies, Vocabulary Development Strategies, Second Language Teaching Strategies, and Pronunciation Strategies.

1. PHASE 1

1.1 Phase 1 Overview

PHASE

ENGLISH CURRICULUM RESOURCE

MOE LEVEL

CEFR LEVEL

LEXILE RANGE

UAE Phonics Books 1-2

UAE Literacy Skills (Phases 1 – 2)

Pre-A1 - A1

BR40L - 230L

TEXT, TASK AND TOPIC FEATURES
Text Type, Length and Complexity	Learners will be taught English language through a variety of songs/rhymes, stories, short conversations, descriptions and instructions.
	Receptive texts are very short, simple and clear. (For more information, see: Text Complexity Progression)
	Learners produce very short, simple sentences and use familiar words and set phrases in response to questions and prompts.
	Learners participate in very short and simple interactions in response to questions and prompts.
Task Features	Information needed to complete tasks is explicitly stated.
	Tasks that require the use of full sentences include scaffolding, such as sentence frames with gaps for written production or speaking prompts.
	Learning is supported by images, gestures and repetition.
	Input speech is slow, clearly articulated and delivered in a familiar accent.
Topics	Topics are familiar and relate to the learners’ immediate experiences and needs (i.e. families, friends and school).

RECEPTION			PRODUCTION				INTERACTION
Phonological Awareness	Comprehension Skills	Receptive Strategies	Pronunciation	Production Skills		Productive Strategies	Interactive Skills	Interactive Strategies
By the end of Phase 1, students will be able to ...
Identify each phoneme, grapheme, digraph and trigraph. Identify initial, median and end sounds in simple words. Identify the number of syllables in words. Decode short, simple words using phonemic awareness and blending strategies.	Understand the overall meaning of very short, simple texts on familiar topics with the help of pictures. Identify familiar words and set phrases in very short, simple texts on familiar topics with the help of pictures.	Read High Frequency Words correctly. Follow words and sentences in English from left to right. Recognise the effect of word spacing and simple punctuation when reading. Read and listen to very short, simple texts. Recognise that written language represents spoken words. Recognise the difference between Arabic and English script.	Accurately reproduce familiar words, set phrases and very basic language structures when modelled. Pronounce learned words using correct stress and intonation. Produce each phoneme correctly.	Express own ideas using familiar words and set phrases. Retell very simple stories and personal experiences using familiar words and set phrases. Produce very short, simple sentences on familiar topics.		Write correctly formed letters and words moving from left to right. Use phonological awareness and segmenting strategies to produce short, simple words. Write High Frequency Words correctly. Write very short, simple sentences using correct spacing, capitalisation and full stops. Use very basic language structures when writing or speaking.	Listen and respond appropriately to peers and adults. Participate in very short, simple interactions on familiar topics.	Ask and answer simple questions on familiar topics.
SUPPORTING SYLLABUS
GRAMMAR					FUNCTIONAL LANGUAGE
Understand only					Asking for and giving personal information Greetings, making introductions, saying goodbye Using numbers to express amount, quantity, number, and time Describing objects Describing habits, routines, tasks, and jobs Asking for and telling the time Apologising Expressing and responding to thanks Asking about and describing feelings and emotions
adjectives (position) adverbs (manner, frequency, time and place) imperatives conjunctions (coordinating and subordinating) determiners modals (present) nouns (regular plurals, countable / uncountable, proper nouns, compound nouns, noun phrases) phrasal verbs (non-separable) prepositions present time (simple and continuous) past time (past simple) future time (simple future) pronouns (personal / subject, object, dummy subject, possessive, possessive adjectives, indefinite) questions (yes / no, wh-)

Click here to access the Literacy and Communication Toolkit for professional development resources, and resources that practice Functional Language and Grammar items from the curriculum.

1.2 Phase 1 Skills Outcomes

By the end of Phase 1, students will be able to ….
RECEPTION
Phonological Awareness	Identify each phoneme, grapheme, digraph and trigraph.
	Identify initial, median and end sounds in simple words.
	Identify the number of syllables in words.
	Decode short, simple words using phonemic awareness and blending strategies.
Comprehension Skills	Understand the overall meaning of very short, simple texts on familiar topics with the help of pictures.
Comprehension Skills	Identify familiar words and set phrases in very short, simple texts on familiar topics with the help of pictures.
Receptive Strategies	Read High Frequency Words correctly.
	Follow words and sentences in English from left to right.
	Recognise the effect of word spacing and simple punctuation when reading.
	Read and listen to very short, simple texts.
	Recognise that written language represents spoken words.
	Recognise the difference between Arabic and English script.
PRODUCTION
Pronunciation	Accurately reproduce familiar words, set phrases and very basic language structures when modelled.
	Pronounce learned words using correct stress and intonation.
	Produce each phoneme correctly.
Production Skills	Express own ideas using familiar words and set phrases.
	Retell very simple stories and personal experiences using familiar words and set phrases.
	Produce very short, simple sentences on familiar topics.
Productive Strategies	Write correctly formed letters and words moving from left to right.
	Use phonological awareness and segmenting strategies to produce short, simple words.
	Write High Frequency Words correctly.
	Write very short, simple sentences using correct spacing, capitalisation and full stops.
	Use very basic language structures when writing or speaking.
INTERACTION
Interactive Skills	Listen and respond appropriately to peers and adults.
Interactive Skills	Participate in very short, simple interactions on familiar topics.
Interactive Strategies	Ask and answer simple questions on familiar topics.

1.3 Foundational Literacy Skills

Students may enter Phase 1 at different levels of ability; some students may speak English at home, some may have attended Kindergarten, and some may not have. Therefore, it is important to complete initial diagnostic assessments of new students to ascertain their level across the four skills.

To support those students entering Phase 1 at a lower level, it is essential to develop foundational literacy skills by focusing on listening and speaking skills, and emergent literacy skills for reading and writing.

Skills outcomes for foundational literacy focus
RECEPTION (Listening and Emergent Reading)
Phonological Awareness	Identify phonemes, graphemes, digraphs and trigraphs.
	Identify initial, median and end sounds in simple words.
	Identify the number of syllables in words.
	Decode short, simple words using phonemic awareness and blending strategies.
Comprehension Skills	Understand the overall meaning of very short, simple texts read aloud on familiar topics with the help of pictures.
Comprehension Skills	Identify familiar words and set phrases in very short, simple texts read aloud on familiar topics with the help of pictures.
Receptive Strategies	Read High Frequency Words correctly.
	Follow words and sentences in English from left to right.
	Recognise the effect of word spacing and simple punctuation when reading.
	Listen to and follow very short, simple texts.
	Recognise that written language represents spoken words.
	Recognise the difference between Arabic and English script.
PRODUCTION (Speaking and Emergent Writing)
Pronunciation	Accurately reproduce familiar words, set phrases and very basic language structures when modelled.
	Pronounce learned words using correct stress and intonation.
	Produce each phoneme correctly.
Productive Strategies	Write correctly formed letters and words moving from left to right.
Productive Strategies	Use phonological awareness and segmenting strategies to produce short, simple words.
INTERACTION
Interactive Skills	Listen and respond appropriately to peers and adults.

1.4 Phase 1 Grammar Outcomes

1.4.1 Phase 1 Understand

Understand: By the end of this phase, students are only expected to develop an understanding of the language item through receptive activities (reading and listening). They will not be expected to actively produce the language through speech or writing.

A limited range refers to a set of words, contexts, or situations that are included in and do not go beyond the content of the syllabus.

Key:

	Student is not expected to understand or use the language point at this level
	Student can understand the language point according to the phase-level descriptor

To access study resources, click on the links embedded in the names of the language items. You will find online teaching resources including videos, phrase banks and interactive exercises to support the grammar topics. Please note that not all items have a linked resource but are in the process of being created.

GRAMMAR	Toolkit Link	By the end of Phase 1, students will be able to understand …	MOE Level 1
GRAMMAR	Toolkit Link		1.1	1.2
1. Adjectives	1. position	the position of a limited range of adjectives before a noun, and after the verb 'to be'.
1. Adjectives	1. position	The blue car; The car is blue; A big house; The house is big
2. Adverbs	1. manner	a limited range of adverbs of manner including 'well'.
	1. manner	Zainab does well at school; He is walking quickly; They are driving slowly.
	3. frequency	a limited range of adverbs of frequency.
	3. frequency	I always eat breakfast; My uncle visits us sometimes.
	4. time and place	a limited range of adverbs of time and place.
	4. time and place	I will go today; He will visit tomorrow; I will eat now; You can sit here; We can sit there.
4. Clauses and phrases	3. imperatives	and respond to simple instructions in a limited range of situations/contexts.
4. Clauses and phrases	3. imperatives	Open your books; Talk to your partner; Go to class; Be careful.
6. Conjunctions	1. coordinating	a limited range of single word conjunctions (and/or/but) when connecting single nouns and adjectives.
	1. coordinating	I like pizza and pasta; Do you want a soda or water?; The sun is bright but hot.
	2. subordinating	'because' when introducing a subordinate clause.
	2. subordinating	The water is cold because it was in the fridge.
7. Determiners	1. indefinite article (a/an)	the use of 'a/an' before single nouns.
	1. indefinite article (a/an)	This is an apple; I have a cat
	2. definite article (the)	the use of 'the' when referring to specific thing, person, or place.
	2. definite article (the)	Look at the book; I spent all day at the beach; I went to the bank; Listen to the teacher
	3. zero article	the use of no article before a limited range of plural and uncountable nouns when referring to things in general.
	3. zero article	I like cars; I drink water.
	4. demonstratives (this, that, these, those)	'this/that/these/those' in a limited range of contexts to refer to things which are physically near or far from the speaker.
	4. demonstratives (this, that, these, those)	This is my sister; These are my parents; This car is red; That boy is tall.
	5. quantifiers	a limited range of quantifiers with plural nouns (some/a lot of/lots of/numbers); and a limited range of quantifiers with singular nouns (a/every).
	5. quantifiers	There are some children in the classroom; We have a lot of cars; I have two brothers; There is a cake in the fridge; Every child is in the classroom.
8. Modals	1. present modals	the modal verbs 'can' and 'will' in the present tense, in positive, negative, and question form.
8. Modals	1. present modals	I can sing; I can't cook; Can you help me? I will see you tomorrow.
9. Nouns	1. plurals – regular	the plural form of regular common nouns, where '-s' is added to form the plural.
	1. plurals – regular	(add '-s' to common regular nouns) cats; pens; cars; footballs; hands; minutes
	3. countable /uncountable	a limited range of countable and uncountable nouns.
	3. countable /uncountable	(countable nouns) apples; fingers; pens; cars; animals
	6. proper nouns	and recognise that proper nouns such as people, places, days begin with a capital letter.
	6. proper nouns	London; Saturday; Paul; America; Google
	7. compound nouns	and recognise that some nouns are formed by the following combinations: verb + noun, noun + noun and adjective + noun.
	7. compound nouns	swimming pool; bookshelf; bus stop; whiteboard
	8. noun phrases	and recognise simple noun phrases formed with determiner + adjective + singular or plural noun.
	8. noun phrases	We have a big garden; They're nice people.
11. Phrasal verbs	1. non-separable	recognise and respond to simple instructions which use phrasal verbs.
11. Phrasal verbs	1. non-separable	Everyone, sit down, please; Aisha, stand up
12. Prepositions	1. place	and recognise a limited range of prepositions of place.
	1. place	The book is on the table; The ball is under the chair; It is next to the TV; Look in the box; Is it behind the hospital? The cat is between the two plants.
	2. time	and recognise a limited range of prepositions of time.
	2. time	Let’s start at 5:00 pm; My birthday is on Wednesday; Her birthday is in June.
	3. movement	and recognise a limited range of prepositions of movement.
	3. movement	The cat runs up the tree; The bike fell down; Let’s go to school; Jump onto the box.
	4. dependent prepositions	and recognise a limited range of expressions using verb + preposition.
	4. dependent prepositions	Listen to your teacher; Look at the picture; Look for the animals; Let’s talk about your hobbies.
13. Present time	1. present simple (including verb ‘to be’)	a limited range of verbs in the present simple (including 'to be') to talk about routines, habits, likes.
	1. present simple (including verb ‘to be’)	She plays tennis; I am your neighbour; I like fish.
	2. present continuous	a limited range of verbs in the present continuous to talk about situations and events in progress.
	2. present continuous	I am playing football; We are watching TV; He is reading a book.
14. Past time	1. past simple (including verb ‘to be’)	a limited range of verbs in the past simple (including 'to be') to talk about events or states.
14. Past time	1. past simple (including verb ‘to be’)	I went to class at 9 am; I was here yesterday; We were at home last night.
15. Future time	1. simple future (will and shall)	'will' to talk about plans and intentions.
15. Future time	1. simple future (will and shall)	I will see you soon; I'll watch TV this evening.
16. Pronouns	1. personal / subject pronouns	the personal/subject pronouns 'I', 'you', 'he', 'she', 'it', 'we' and 'they'.
	1. personal / subject pronouns	I am a student; You are a student; He is a student; She is a student; We are students; They are students; It is a school.
	2. object pronouns	the object pronouns 'me', 'you', 'him', 'her', 'it', 'us' and 'them'.
	2. object pronouns	Talk to me; I will go with you; Give the book to him; Give the book to her; I like it; I know them; Come with us.
	3. dummy subject	simple statements starting with 'it is' and 'there is/are'.
	3. dummy subject	There are children in the park; It is twelve o’clock; It’s hot and sunny today.
	4. possessive pronouns	possessive pronouns.
	4. possessive pronouns	That book is mine; That pen is yours; The black bag is his; That coat is hers; Those coffees are ours; These books are theirs.
	5. possessive adjectives	possessive adjectives 'my', 'your', 'his', 'her', 'our' and 'their' before nouns.
	5. possessive adjectives	This is my book; It is your book; This is his cat; They are her shoes; This is our house.
	7. indefinite pronouns	a limited range of indefinite pronouns as subjects and objects.
	7. indefinite pronouns	I like to eat everything!; I want something to eat
17. Questions	1. yes / no questions	a limited range of yes/no questions in the present simple, present continuous, and past simple using a limited range of lexical verbs, modal verbs (can/will), and 'be'.
	1. yes / no questions	Can you play football? Are you ok?; Are you ready?; Is it ok? Do you like cheese?; Did you do your homework?; Is she working today?
	2. wh- questions	a limited range of questions beginning with 'where', 'what' and 'how' to ask for personal information.
	2. wh- questions	Where do you live?; What is your name?; How are you?; How old are you?

1.5 Phase 1 Functional Language Outcomes

Students will be able to produce the functional language items listed according to the phase-level descriptors given. At phase 1, functional language production is characterised by the use of basic, formulaic set phrases and familiar words, nor will students necessarily understand the grammatical underpinning of the language used.

FUNCTIONAL LANGUAGE
Code	Toolkit Link	By the end of Phase 1, students will be able to …
FL.1	Asking for and giving personal information	ask for and give basic personal information (e.g., name, address, nationality) using familiar words and set phrases.
FL.1	Asking for and giving personal information	My name is Siaf. I am ten years old. I come from Dubai. What is your name?
FL.2	Greetings, making introductions, saying goodbye	greet people and say goodbye using familiar words and set phrases.
FL.2	Greetings, making introductions, saying goodbye	Hello. Hi. How are you? Goodbye. Bye. Bye-bye.
FL.4	Using numbers to express amount, quantity, number, and time	use simple numbers to ask for and express age and date of birth using familiar words and set phrases.
FL.4	Using numbers to express amount, quantity, number, and time	I am 5. I am 6 years old. How old are you?
FL.7	Describing objects	ask very simple questions for information (e.g., What is this?) and understand basic information (e.g., size, colour) about an object.
FL.7	Describing objects	What is this? It is big/small/blue/red.
FL.9	Describing habits, routines, tasks, and jobs	ask for and give basic information about daily routines using familiar words and set phrases.
FL.9	Describing habits, routines, tasks, and jobs	I go to school on Monday. What is your job? I am a student.
FL.10	Asking for and telling the time	ask for and tell what day, time of day and date it is using familiar words and set phrases.
FL.10	Asking for and telling the time	What time is it? It's 1 o'clock. It's 3 o'clock.
FL.12	Apologising	apologise by using the expression "Sorry".
FL.12	Apologising	Sorry
FL.18	Expressing and responding to thanks	express thanks by using familiar words and set phrases.
FL.18	Expressing and responding to thanks	Thank you. Thanks. You're welcome.
FL.38	Asking about and describing feelings and emotions	express basic feelings and emotions using simple adjectives.
FL.38	Asking about and describing feelings and emotions	How are you? I'm ok/happy/sad.

2. PHASE 2

2.1 Phase 2 Overview

PHASE

ENGLISH CURRICULUM RESOURCE

MOE LEVEL

CEFR LEVEL

LEXILE RANGE

UAE Literacy Skills (Phases 1 – 2)

Access Books 4-5

BTS Books 3-4

190L – 535L

TEXT, TASK AND TOPIC FEATURES
Text Type, Length and Complexity	Learners will be taught English language through a variety of songs/rhymes, stories, short conversations, informative texts, descriptions and instructions.
	Receptive texts are short, simple, clear and develop upon previously taught lexis. (For more information, see Text Complexity Progression)
	Learners produce short, simple sentences and use a range of familiar words, set phrases and expressions in response to questions and prompts.
	Learners participate in short, simple interactions in response to questions and prompts.
Task Features	Information needed to complete tasks may be explicitly stated.
	Tasks that require the use of sentences or extended texts may include outlines or frames.
	Learning is supported by images, gestures and repetition.
	Input speech is slow, clearly articulated and delivered in a familiar accent.
Topics	Topics are familiar and relate to families, friends and school.

RECEPTION				PRODUCTION				INTERACTION
Phonological Awareness	Comprehension Skills	Receptive Strategies		Pronunciation	Production Skills		Productive Strategies	Interactive Skills	Interactive Strategies
By the end of Phase 2, students will be able to ...
Identify initial, median and final phonemes in words. Identify the number of syllables in words and sentences. Decode unfamiliar words by using phonemic awareness and blending strategies. Develop an awareness of intonation patterns when listening.	Understand the overall meaning of short, simple texts on familiar topics. Identify familiar words and set phrases in short, simple texts on familiar topics. Identify some details in short, simple texts on familiar topics.	Read frequently encountered words with ease. Recognise the effect of punctuation when reading. Read and listen to short and simple texts.		Accurately reproduce familiar words, set phrases, expressions and basic language structures when modelled. Pronounce familiar words, set phrases, expressions and short, simple sentences using correct stress, intonation and rhythm.	Express own ideas using a range of familiar words, set phrases and expressions. Retell simple stories and personal experiences using a range of familiar words, set phrases and expressions. Produce short, simple sentences on familiar topics.		Apply spelling rules and conventions to familiar words, set phrases and expressions when writing. Write frequently encountered words with ease. Write short, simple sentences using correct punctuation. Use basic language structures when writing or speaking.	Listen and respond appropriately to peers and adults. Participate in short, simple interactions on familiar topics.	Ask and answer questions on familiar topics.
GRAMMAR
GRAMMAR						FUNCTIONAL LANGUAGE
Understand and Use			Understand only			Asking for and giving personal information Greetings, making introductions, saying goodbye Expressing likes and dislikes Using numbers to express amount, quantity, number, and time Describing people Describing places Describing objects Expressing preference Describing habits, routines, tasks, and jobs Asking for and telling the time Asking for and giving directions Apologising Describing processes Expressing opinion Asking for and giving permission Expressing and responding to thanks Talking about ability (past / present) Giving warnings Making offers and requests Comparing and contrasting Talking about time periods Expressing interest Asking about and describing feelings and emotions Expressing regret Checking understanding and clarifying Managing interactions
adjectives (position) adverbs (manner, frequency, time and place) imperatives conjunctions (coordinating, subordinating) determiners modals (present modals) nouns (plurals - regular, countable / uncountable, proper, compound, noun phrases) phrasal verbs (non-separable) prepositions present time (present simple, present continuous) past time (past simple) future time (simple future) pronouns (personal / subject, object, dummy subject, possessive, possessive adjectives, indefinite) questions (yes / no, wh-) verb forms (verb + to + infinitive / verb + infinitive / verb + ing)			adjectives (comparatives, superlatives, participle adjectives, adjectives followed by prepositions/ infinitives) adverbs (sequencing, adverbial linkers, of degree) conditionals (zero) modals (semi-modals) nouns (irregular plurals, possessive 's', group / collective nouns) phrasal verbs (separable) future time (going to, present continuous, future continuous) pronouns (one, ones, none, reflexive) reported speech (reporting statements)

Click here to access the Literacy and Communication Toolkit for professional development resources, and resources that practice Functional Language and Grammar items from the curriculum.

2.2 Phase 2 Skills Outcomes

By the end of Phase 2, students will be able to …2.
RECEPTION
Phonological Awareness	Identify initial, median and final phonemes in words.
	Identify the number of syllables in words and sentences.
	Decode unfamiliar words by using phonemic awareness and blending strategies.
	Develop an awareness of intonation patterns when listening.
Comprehension Skills	Understand the overall meaning of short, simple texts on familiar topics.
	Identify familiar words and set phrases in short, simple texts on familiar topics.
	Identify some details in short, simple texts on familiar topics.
Receptive Strategies	Read frequently encountered words with ease.
	Recognise the effect of punctuation when reading.
	Recognise the effect of word spacing and simple punctuation when reading.
	Read and listen to short and simple texts.
PRODUCTION
Pronunciation	Accurately reproduce familiar words, set phrases, expressions and basic language structures when modelled.
Pronunciation	Pronounce familiar words, set phrases, expressions and short, simple sentences using correct stress, intonation and rhythm.
Production Skills	Express own ideas using a range of familiar words, set phrases and expressions.
	Retell simple stories and personal experiences using a range of familiar words, set phrases and expressions.
	Produce short, simple sentences on familiar topics.
Productive Strategies	Apply spelling rules and conventions to familiar words, set phrases and expressions when writing.
	Write short, simple sentences using correct punctuation.
	Write frequently encountered words with ease.
	Use basic language structures when writing or speaking.
INTERACTION
Interactive Skills	Listen and respond appropriately to peers and adults.
Interactive Skills	Participate in short, simple interactions on familiar topics.
Interactive Strategies	Ask and answer questions on familiar topics.

2.3 Phase 2 Grammar Outcomes

2.3.1 Phase 2 Understand and Use

Understand and use: By the end of this phase, students are expected to both understand and use the language item, actively producing the language through speech or writing.

A limited range refers to sets of words, contexts, or situations that are included in and do not go beyond the content of the syllabus.

Key:

	Student can understand the language point according to the phase-level descriptor
	Student can understand and use the language point according to the phase-level descriptor

GRAMMAR	Toolkit Link		By the end of Phase 2, students will be able to understand and use …	MOE Level 2
GRAMMAR	Toolkit Link			2.1	2.2
1. Adjectives		1. position	a limited range of adjectives before a noun or noun phrase and after the verb 'to be', and use adjectives separated by ‘and' before a noun or noun phrase.

			The blue car; The car is blue and red; I live in a big house; A tall and handsome man.
2. Adverbs		1. manner	a limited range of adverbs of manner including 'well'.
		1. manner	Zainab does well at school; He is walking quickly; They are driving slowly.
		3. frequency	a limited range of adverbs of frequency in the correct position.
		3. frequency	I always eat breakfast; My uncle visits us sometimes.
		4. time and place	a limited range of adverbs of time and place.
		4. time and place	I will go today; He will visit tomorrow; I will eat now; You can sit here; We can sit there.
4. Clauses and phrases		3. imperatives	imperatives to give instructions in a limited range of situations/contexts.
4. Clauses and phrases		3. imperatives	Open your books; Talk to your partner; Go to class; Be careful.
6. Conjunctions		1. coordinating	a limited range of single word conjunctions (and/or/but) when connecting single nouns and adjectives.
		1. coordinating	I like pizza and pasta; Do you want a soda or water?; The sun is very bright but very hot.
		2. subordinating	a limited range of subordinating conjunctions.
		2. subordinating	The water is cold because it was in the fridge; I'll call you when I get home; Finish your homework before you play video games
7. Determiners		1. indefinite article (a/an)	'a/an' before single nouns.
		1. indefinite article (a/an)	This is an apple; I have a cat
		2. definite article (the)	'the' when referring to a specific thing, person, or place.
		2. definite article (the)	Look at the book; I spent all day at the beach; I went to the bank; Listen to the teacher
		3. zero article	zero articles before a limited range of plural and uncountable nouns when referring to things in general.
		3. zero article	I like cars; I drink water.
		4. demonstratives (this, that, these, those)	'this/that/these/those' in a limited range of situations and contexts.

			This is my sister; These are my parents; That boy is tall; Those boxes are heavy. This match is good; These meetings are boring; That exam was difficult; Those cakes were delicious.
		5. quantifiers	a limited range of quantifiers with plural nouns (some/a lot of/lots of/numbers); and a limited range of quantifiers with singular nouns (a/every).
		5. quantifiers	There are some children in the classroom; We have a lot of cars; There is a cake in the fridge; Every child is in the classroom.
8. Modals		1. present modals	the modal verbs 'can' and 'will' in the present tense, in positive, negative, and question form.
8. Modals		1. present modals	I can sing; I can't cook; Can you help me? I will see you tomorrow.
9. Nouns		1. plurals – regular	the plural form of regular common nouns, where '-s' is added to form the plural.
		1. plurals – regular	(add '-s' to common regular nouns) cats; pens; cars; footballs; hands; minutes
		3. countable/uncountable	a limited range of countable and uncountable nouns.
		3. countable/uncountable	(countable nouns) apples; fingers; pens; cars; animals; (uncountable nouns) water; rice; sugar; Coca-Cola
		6. proper nouns	proper nouns.
		6. proper nouns	London; Saturday; Paul; America; Google
		7. compound nouns	a limited range of nouns which are formed by the following combinations: verb + noun, noun + noun and adjective + noun.
		7. compound nouns	swimming pool; living room; post office; bus stop
		8. noun phrases	a limited range of simple noun phrases which are formed with determiner + adjective + singular or plural noun.
		8. noun phrases	We have a big garden; They're nice people.
11. Phrasal verbs		1. non-separable	phrasal verbs to give simple instructions.
11. Phrasal verbs		1. non-separable	Everyone, sit down, please; Aisha, stand up
12. Prepositions		1. place	a limited range of prepositions of place.
		1. place	The book is on the table; The ball is under the chair; It is next to the TV; Look in the box; Is it behind the hospital? The cat is between the two plants.
		2. time	a limited range of prepositions of time.
		2. time	Let’s start at 5:00 pm; My birthday is on Wednesday; Her birthday is in June.
		3. movement	a limited range of prepositions of movement.
		3. movement	The cat runs up the tree; The bike fell down; Let’s go to school; Jump onto the box.
		4. dependent prepositions	a limited range of expressions using verb + preposition.
		4. dependent prepositions	Listen to your teacher; Look at the picture; Look for the animals; Let’s talk about your hobbies.
13. Present time		1. present simple (including verb ‘to be’)	a limited range of verbs in the present simple (including 'to be') to talk about routines, habits, likes.
		1. present simple (including verb ‘to be’)	She plays tennis; I am your neighbour; I like fish.
		2. present continuous	a limited range of verbs in the present continuous to talk about situations and events in progress.
		2. present continuous	I am playing football; We are watching TV; He is reading a book.
14. Past time		1. past simple (including verb ‘to be’)	a limited range of verbs in the past simple (including 'to be') to talk about events or states.
14. Past time		1. past simple (including verb ‘to be’)	I went to class at 9 am; I was here yesterday; We were at home last night.
15. Future time		1. simple future (will and shall)	'will' to talk about plans and intentions.
15. Future time		1. simple future (will and shall)	I will see you soon.
16. Pronouns		1. personal / subject pronouns	the personal/subject pronouns 'I', 'you', 'he', 'she', 'it', 'we' and 'they'.
		1. personal / subject pronouns	I am a student; You are a student; He is a student; She is a student; We are students; They are students; It is a school.
		2. object pronouns	the object pronouns 'me', 'you', 'him', 'her', 'it', 'us' and 'them'.
		2. object pronouns	Talk to me; I will go with you; Give the book to him; Give the book to her; I like it; I know them; Come with us.
		3. dummy subject	simple statements starting with 'it is' and 'there is/are'.
		3. dummy subject	There are children in the park; It is twelve o’clock; It’s hot and sunny today.
		4. possessive pronouns	possessive pronouns.
		4. possessive pronouns	That book is mine; That pen is yours; The black bag is his; That coat is hers; Those coffees are ours; These books are theirs.
		5. possessive adjectives	possessive adjectives 'my', 'your', 'his', 'her', 'our' and 'their' before nouns.
		5. possessive adjectives	That is my book; It is your book; That is his cat; They are her shoes; This is our house; That is their phone.
		7. indefinite pronouns	a limited range of indefinite pronouns as subjects and objects.
		7. indefinite pronouns	I like to eat everything!; I want something to eat.
17. Questions		1. yes / no questions	a limited range of yes/no questions in the present simple, present continuous, and past simple using a limited range of lexical verbs, modal verbs (can/will), and 'be'.
		1. yes / no questions	Can you play football? Are you ok?; Are you ready?; Is it ok? Do you like cheese?; Did you do your homework?; Is she working today?
		2. wh- questions	a limited range of questions beginning with 'where', 'what', 'how', 'why', 'when' to ask for personal information in the present simple, present continuous, and past simple tenses.
		2. wh- questions	What do you like?; Where did you go on holiday?; Why was she late?; How did you get to school today?; When do you have dinner?
19. Verb forms		2. verb + to + infinitive / verb + infinitive / verb + ing	a limited range of verb patterns (verb + to + inf / verb + ing).
19. Verb forms		2. verb + to + infinitive / verb + infinitive / verb + ing	I want to play football; I like to watch TV; I don’t like to do homework. I like to play football; I like playing football; My parents make me do my homework; They let me play computer games.

2.3.2 Phase 2 Understand

A limited range refers to sets of words, contexts, or situations that are included in and do not go beyond the content of the syllabus.

Key:

	Student is not expected to understand or use the language point at this level
	Student can understand the language point according to the phase-level descriptor

GRAMMAR	Toolkit Link	By the end of Phase 2, students will be able to understand …	MOE Level 2
GRAMMAR	Toolkit Link		2.1	2.2
1. Adjectives	2. comparatives	comparisons made by adding: '-er' to one-syllable adjectives, '-ier' to two-syllable adjectives ending in '-y', and using 'more...than' with a limited range of three or more syllable-adjectives. a limited range of common irregular comparative adjectives, such as 'better' and 'worse'.
	2. comparatives	My house is bigger than your house; She is happier than you; This car is more expensive than that car; My older brother is a doctor.
	3. superlatives	comparisons made by adding: '-est' to one-syllable adjectives, '-iest' to two-syllable adjectives ending in '-y', and using 'the most' with a limited range of three or more syllable-adjectives. a limited range of common irregular adjectives, such as 'the best', and 'the worst'.
	3. superlatives	My house is the biggest; She is the happiest girl in the school; This car is the most expensive (in the showroom); My youngest sister is a teacher.
	4. participle adjectives	the difference between a limited range of participle adjectives ending '-ed' and '-ing'.
	4. participle adjectives	It is boring vs I am bored; The book is interesting vs I am interested in.
	5. adjectives followed by prepositions / infinitives	which prepositions are used after a limited range of adjectives.
	5. adjectives followed by prepositions / infinitives	I'm happy to help you; She's interested in sport;
2. Adverbs	2. sequencing	a limited range of sequencing adverbs used to order a sequence of events.
	2. sequencing	First, open the box; Then, read the instructions; After that, build the chair.
	5. adverbial linkers	a limited range of adverbial linkers.
	5. adverbial linkers	It was raining, so I took my umbrella; I don't like football. However, I like tennis. I have a brother. Also, I have a sister.
	8. degree	a limited range of adverbs of degree.
	8. degree	It is very hot today. It is really nice to see you.
5. Conditionals	1. zero conditional	and recognise the form and use of the zero conditional to describe general truths in the past and present; and scientific facts.
	1. zero conditional	If you don't finish your homework, you lose marks; If you eat too much, you get sick; If you heat water, it boils (facts);
	2. first conditional	and recognise the form and use of the first conditional to describe likely or possible outcomes.
	2. first conditional	If it rains, I will stay at home (likely outcome); If you have time, you can do some extra work (likely outcome); You should go on a diet if you want to lose weight (advice)
8. Modals	4. semi-modals	the semi-modal verb, 'have (got) to', in positive, negative, and question form.
8. Modals	4. semi-modals	I have (got) to go now; I haven't got to work today; I don't have to work today; Have you got to work today? Do you have to work today?
9. Nouns	2. plurals - irregular	the use of a limited range of irregular nouns.
	2. plurals - irregular	children; feet; people; leaves; women; knives; loaves; halves; teeth; mice
	4. possessive ‘s’	possessive 's' to denote singular possession.
	4. possessive ‘s’	It's my sister's jacket; Next Sunday is my father's birthday.
	5. group (collective) nouns	a limited range of group (collective) nouns.
	5. group (collective) nouns	family; police; team; class
11. Phrasal verbs	2. separable	a limited range of separable phrasal verbs
11. Phrasal verbs	2. separable	I will pick you up at 10 am; I will drop them off at 6 pm.
15. Future time	2. future time (going to)	'going to' to talk about plans and intentions
	2. future time (going to)	It’s going to be hot tomorrow; What are you going to do tomorrow?
	3. future time (present continuous)	present continuous used to talk about future plans
	3. future time (present continuous)	I’m working this evening and tomorrow morning; Are you coming to the meeting tomorrow? I’m not playing tennis next week.
	4. future continuous	the future continuous to talk about an action or event in the future that is either in progress or unfinished
	4. future continuous	I’ll be waiting for you; They’ll be flying to England this time next week; They won't be working next Wednesday; Will you be studying later?
16. Pronouns	6. one, ones, none	how 'one' is used to refer to nouns.
	6. one, ones, none	I want the blue one; I want the one with the red cover.
	8. reflexive pronouns	a limited range of reflexive pronouns (myself/yourself).
	8. reflexive pronouns	I bought myself a new t-shirt; Please, help yourself.
18. Reported speech	1. reporting statements	the reporting verbs 'said' and 'told' in reporting statements.
18. Reported speech	1. reporting statements	My mother said that she could take us there; My sister told me that this film was very good.
19. Verb forms	1. gerunds	and recognise the use of gerunds (verbs that function as nouns).
19. Verb forms	1. gerunds	I like watching TV; We don’t enjoy fishing; Playing football is my favourite hobby; Reading and walking are healthy activities.

2.4 Phase 2 Functional Language Outcomes

Students will be able to produce the functional language items listed according to the phase-level descriptors given. At phase 2, functional language production is characterised by the use of short, simple sentences and short, simple interactions. Students begin to become aware of basic language structures when using functional language.

FUNCTIONAL LANGUAGE
Code	Toolkit Link	By the end of Phase 2, students will be able to …
FL.1	Asking for and giving personal information	ask for and give personal information (e.g., name, nationality, age, where they live, family, pets, people they know, etc.) in short, simple sentences and interactions.
FL.1	Asking for and giving personal information	My name is Fatima. I am from the UAE. I live in RAK. I have two sisters and one brother. Where are you from? Where do you live? How old are you? Do you have any brothers or sisters?
FL.2	Greetings, making introductions, saying goodbye	greet people, introduce themselves and others, and say goodbye in short, simple sentences and interactions.
FL.2	Greetings, making introductions, saying goodbye	Hi Mohammed, how are you today? Good evening, Mr. Alkaabi. This is Fatima. Pleased to meet you.
FL.3	Expressing likes and dislikes	ask for and give information about likes and dislikes in short, simple sentences and interactions
FL.3	Expressing likes and dislikes	I love tennis. I hate homework. Do you like computer games?
FL.4	Using numbers to express amount, quantity, number, and time	use numbers to ask for and express quantity, price, time and dates in short, simple sentences and interactions.
FL.4	Using numbers to express amount, quantity, number, and time	We have three cats and one dog. My father is 45 years old. I was born on 5th June. Today is the 12th December. How much is it? It's 10 dirhams.
FL.5	Describing people	ask for and give descriptions about people in short, simple sentences and interactions
FL.5	Describing people	He is old. She is nice. They are from the UAE.
FL.6	Describing places	ask for and give descriptions about places in short, simple sentences and interactions
FL.6	Describing places	Where is Fujairah? What is Fujairah like? It is in the north/east/south/west of the country/city. There are a lot of beaches.
FL.7	Describing objects	ask for and give descriptions about objects in short, simple sentences and interactions
FL.7	Describing objects	What does it do? How does it work? It can heat water/open cans/print documents. It is big/small.
FL.8	Expressing preference	ask for and give information about preferences in short, simple sentences and interactions
FL.8	Expressing preference	What is your favourite sport? My favourite sport is tennis. I like the green one.
FL.9	Describing habits, routines, tasks, and jobs	ask for and give information and descriptions about habits, routines, tasks and jobs in short, simple sentences and interactions.
FL.9	Describing habits, routines, tasks, and jobs	My brother goes to work at 8 o’clock. I get the bus to college every day. I always go swimming on Tuesdays. What do you do at the weekend?
FL.10	Asking for and telling the time	ask for and give the time, day and date, and use time expressions (e.g., next week, last Friday, in November, at 3 o'clock) in short, simple sentences and interactions.
FL.10	Asking for and telling the time	What is the time? Can you tell me the time, please? It’s 9.45. (nine forty-five) It's 7:30 (seven thirty)
FL.11	Asking for and giving directions	follow, ask for and give short, simple directions in short, simple sentences and interactions.
FL.11	Asking for and giving directions	First, turn right, then go straight.
FL.12	Apologising	apologise using standard expressions in short, simple sentences and interactions
FL.12	Apologising	Sorry, I dropped it. Don't worry.
FL.13	Describing processes	follow, ask for and give short, simple instructions in short, simple sentences and interactions.
FL.13	Describing processes	First/Firstly/First of all, get the clay. Second/Secondly, put the clay on the metal grid.
FL.16	Expressing opinion	ask for and give opinions using very simple words in short, simple sentences and interactions
FL.16	Expressing opinion	What do you think? I think it is good. I think it is bad.
FL.17	Asking for and giving permission	ask for and give permission using can/could in short, simple sentences and interactions.
FL.17	Asking for and giving permission	Can I use your phone?
FL.18	Expressing and responding to thanks	express thanks by using standard expressions in short, simple sentences and interactions
FL.18	Expressing and responding to thanks	Thank you very much. Thanks a lot. That's ok. That's alright.
FL.19	Talking about ability (past / present)	talk about ability (present only) using can / can't in short, simple sentences and interactions.
FL.19	Talking about ability (past / present)	I can't swim, He can speak Spanish, French and Italian. She can play chess.
FL.21	Giving warnings	give warnings using imperatives in short, simple sentences and interactions.
FL.21	Giving warnings	Sit down, please. Go away! Don’t talk to the driver. Don’t spend too much money.
FL.22	Expressing prohibition	follow and communicate simple information about what is prohibited in short, simple sentences and interactions.
FL.22	Expressing prohibition	No talking. Stop. No entry. You can't park here. Don't talk to the driver.
FL.23	Making offers and requests	make and respond to basic requests and offers, e.g., for objects, food and drink, in short, simple sentences and interactions.
FL.23	Making offers and requests	Can you help me? Can I help you? Yes, please. Thank you. Yes, no problem.
FL.26	Comparing and contrasting	make basic comparisons using comparative adjectives in short, simple sentences and interactions.
FL.26	Comparing and contrasting	She’s taller than Zainab. I am better at writing. Fahad is the oldest in the class.
FL.29	Talking about time periods	talk about time periods using basic prepositions in short, simple sentences and interactions.
FL.29	Talking about time periods	We went to Sardinia last year. The holidays begin in July. They like to play football in the evening. On Tuesdays, she goes to college.
FL.34	Expressing interest	express interest in a basic way by reacting to news in short, simple sentences and interactions.
FL.34	Expressing interest	Oh, really?
FL.38	Asking about and describing feelings and emotions	ask about and express feelings and emotions using simple words in short, simple sentences and interactions.
FL.38	Asking about and describing feelings and emotions	How are you feeling? Are you okay? I feel happy. I'm feeling tired.
FL.40	Expressing regret	respond to bad news using simple words in short, simple sentences and interactions.
FL.40	Expressing regret	Oh no. I’m sorry.
FL.42	Checking understanding and clarifying	express a lack of understanding using simple words in short, simple sentences and interactions.
FL.42	Checking understanding and clarifying	I don't understand. What does this mean?
FL.45	Managing interactions	invite others to contribute to very simple tasks using short, simple phrases prepared in advance in short, simple sentences and interactions.
FL.45	Managing interactions	Can I ask you a question? Excuse me, but…

3. PHASE 3

3.1 Phase 3 Overview

PHASE

ENGLISH CURRICULUM RESOURCE

MOE LEVEL

CEFR LEVEL

LEXILE RANGE

Access Books 6-7

BTS Books 5-7

ASP Elite Book 6

Access Book 8 (Phases 3 – 4)

AEP Cycle 3 (Phases 3 – 4)

3 – 4

520L – 800L

TEXT, TASK AND TOPIC FEATURES
Text Type, Length and Complexity	Learners will develop language skills through a variety of text types including poems and rhymes, stories, conversations, descriptions, informative texts (which may include diagrams and graphs) and instructions.
	Receptive texts are simple, may be extended and develop upon previously taught lexis. (For more information, see Text Complexity Progression).
	Learners produce simple texts and use a range of familiar phrases and expressions in response to questions and prompts.
	Learners participate in simple interactions in response to questions and prompts.
Task Features	Information needed to complete tasks may be explicitly stated and there may be some competing information.
	Learning may be supported by images, gestures and repetition.
	Delivery is in clear, standard English in a variety of different accents.
Topics	Topics are familiar, concrete and relate to learners' immediate experiences.

RECEPTION				PRODUCTION				INTERACTION
Phonological Awareness	Comprehension Skills		Receptive Strategies	Pronunciation	Production Skills		Productive Strategies	Interactive Skills	Interactive Strategies
By the end of Phase 3, students will be able to ...
Identify intonation patterns when listening.	Understand the overall meaning of simple texts on familiar and concrete topics. Identify specific information in simple texts on familiar and concrete topics. Identify some details in simple texts on familiar and concrete topics. Identify the main points of simple texts on familiar and concrete topics.		Read and listen to simple texts on familiar and concrete topics. Recognise key features of text organisation.	Accurately reproduce a range of words, expressions and basic language structures when modelled. Produce a range of phrases, expressions and simple language structures with connected speech using correct stress, intonation and rhythm.	Express own ideas, feelings and emotions. Retell stories and personal experiences using a range of phrases and expressions. Produce simple texts on familiar topics.		Apply spelling rules and conventions to a range of phrases and expressions when writing. Write sentences and simple texts using correct punctuation. Use simple language structures when writing or speaking. Plan and develop ideas before writing or speaking.	Listen and respond appropriately to peers and adults. Participate in simple interactions on familiar and concrete topics.	Ask and answer simple open-ended questions on familiar and concrete topics. Communicate coherently in short exchanges using familiar phrases and expressions.
SUPPORTING SYLLABUS
GRAMMAR						FUNCTIONAL LANGUAGE
Understand and Use		Understand only				Asking for and giving personal information Greetings, making introductions, saying goodbye Expressing likes and dislikes Using numbers to express amount, quantity, number, and time Describing people Describing places Describing objects Expressing preference Describing habits, routines, tasks, and jobs Asking for and telling the time Asking for and giving directions Apologising Describing processes Describing graphs, charts, tables, and diagrams Expressing opinion Asking for and giving permission Expressing and responding to thanks Talking about ability (past / present) Expressing necessity and obligation (past / present) Giving warnings Making offers and requests Asking for and giving advice Giving presentations Comparing and contrasting Asking for and making suggestions and recommendations Talking about time periods Making arrangements Describing past experiences and events Expressing agreement and disagreement Expressing certainty, probability, and doubt Expressing interest Describing hopes and plans Making complaints Asking about and describing feelings and emotions Expressing regret Checking understanding and clarifying Writing emails and letters Managing interactions
adjectives (position, comparatives, superlatives, participle adjectives, adjectives followed by propositions / infinitives) adverbs (manner, sequencing, frequency, time and place, adverbial linkers, degree, focusing, attitude) clauses and phrases (imperatives) conditionals (zero, first) conjunctions (coordinating, subordinating) determiners modals (present, semi-modals) nouns passives (present simple, past simple) phrasal verbs (non-separable, separable) prepositions present time (present simple, present continuous, present perfect simple) past time (past simple, past continuous) future time (simple future, going to, present continuous, future continuous) pronouns (personal / subject, object, dummy subject, possessive pronouns and adjectives, one, ones, none, indefinite, reflexive) questions reported speech (reporting statements, reporting verbs) verb forms reported speech (reporting statements, verbs)questions (yes / no, wh-) verb forms (verb + to + infinitive / verb + infinitive / verb + ing)		adjectives (compound) adverbs (comparative, superlative, quantity) causative constructions (have/get + object + past participle) clauses and phrases (defining and non-defining relative clauses) conditionals (second and third) conjunctions (correlative) modals (past, passive) passives (present continuous, past continuous, future simple) phrasal verbs (three-part) present time (present perfect continuous) past time (used to / would, past perfect simple, past perfect continuous) pronouns (reciprocal) reported speech (reporting questions)

Click here to access the Literacy and Communication Toolkit for professional development resources, and resources that practice Functional Language and Grammar items from the curriculum.

3.2 Phase 3 Skills Outcomes

By the end of Phase 3, students will be able to …
RECEPTION
Phonological Awareness	Identify intonation patterns when listening.
Comprehension Skills	Understand the overall meaning of simple texts on familiar and concrete topics.
	Identify specific information in simple texts on familiar and concrete topics.
	Identify some details in simple texts on familiar and concrete topics.
	Identify the main points of simple texts on familiar and concrete topics.
Receptive Strategies	Recognise key features of text organisation.
Receptive Strategies	Read and listen to simple texts on familiar and concrete topics.
PRODUCTION
Pronunciation	Accurately reproduce a range of words, set phrases, expressions and basic language structures when modelled.
Pronunciation	Produce a range of phrases, expressions and simple language structures with connected speech using correct stress, intonation and rhythm.
Production Skills	Express own ideas, feelings and emotions.
	Retell stories and personal experiences using a range of phrases and expressions.
	Produce simple texts on familiar topics.
Productive Strategies	Apply spelling rules and conventions to a range of phrases and expressions when writing.
	Write sentences and simple texts using correct punctuation.
	Use simple language structures when writing or speaking.
	Plan and develop ideas before writing or speaking.
INTERACTION
Interactive Skills	Listen and respond appropriately to peers and adults.
Interactive Skills	Participate in simple interactions on familiar and concrete topics.
Interactive Strategies	Ask and answer simple open-ended questions on familiar and concrete topics.
Interactive Strategies	Communicate coherently in short exchanges using familiar phrases and expressions.

3.3 Phase 3 Grammar Outcomes

3.3.1 Phase 3 Understand and Use

Understand and use: By the end of this phase, students are expected to both understand and use the language item, actively producing the language through speech or writing.

A limited range refers to sets of words, contexts, or situations that are included in and do not go beyond the content of the syllabus.

An increasing range refers to increasing sets of words, contexts, or situations that are related to the themes of the syllabus but may or may not be included in it.

Key:

	Student can understand the language point according to the phase-level descriptor
	Student can understand and use the language point according to the phase-level descriptor
	Student has already mastered the language point at a previous phase

GRAMMAR	Toolkit Link	By the end of Phase 3, students will be able to understand and use…	MOE Level 3		MOE Level 4
GRAMMAR	Toolkit Link		3.1	3.2	4.1
1. Adjectives	1. position	an increasing range of adjectives after verbs such as 'look', 'taste', 'seem', 'feel', 'sound', and 'get'; and use a comma to combine two adjectives before a noun, following the accepted order of adjectives.

		I feel cold; The horse looks dangerous; It tastes nice; The milk smells bad; It sounds good; Don't get angry!; The big, blue house; The old, slow horse.
	2. comparatives	comparisons made by adding: '-er' to one-syllable adjectives, '-ier' to two-syllable adjectives ending in '-y', and using 'more...than' with a limited range of three or more syllable-adjectives. a limited range of common irregular comparative adjectives, such as 'better' and 'worse'.

		My house is bigger than your house; She is happier than you; This car is more expensive than that car; My older brother is a doctor.
	3. superlatives	comparisons made by adding: '-est' to one-syllable adjectives, '-iest' to two-syllable adjectives ending in '-y', and using 'the most' with a limited range of three or more syllable-adjectives. common irregular adjectives, such as 'the best', and 'the worst'.

		My house is the biggest; She is the happiest girl in the school; This car is the most expensive (in the showroom); That was the best of all; My youngest sister is a teacher. My best friend; This is the worst day ever.
	4. participle adjectives	a limited range of participle adjectives ending '-ed' and '-ing'.
	4. participle adjectives	It is boring vs I am bored; The book is interesting vs I am interested in.
	5. adjectives followed by prepositions / infinitives	the most suitable prepositions after a limited range of adjectives.
	5. adjectives followed by prepositions / infinitives	I'm happy to help you; She's interested in sport; bored with; I’m angry about the situation; I’m sorry for interrupting; I’m excited about my birthday; I’m tired of homework; I’m good at sports.
2. Adverbs	1. manner	an increasing range of adverbs of manner.
	1. manner	Zainab does well at school; He is walking quickly; They are driving slowly; I work hard; He speaks English fluently;
	2. sequencing	a limited range of sequencing adverbs to order a sequence of events.
	2. sequencing	First, open the box; Then, read the instructions; After that, build the chair.
	3. frequency	an increasing range of adverbs of frequency in the correct position.
	3. frequency	I usually eat eggs for breakfast; I often visit the beach; I never go to the cinema; I go to the gym weekly; I take vitamins daily.
	4. time and place	an increasing range of adverbs of time and place.
	4. time and place	We went there yesterday; We saw him just now; We already ate.
	5. adverbial linkers	a limited range of adverbial linkers.
	5. adverbial linkers	It was raining, so I took my umbrella; I don't like football. However, I like tennis. I have a brother. Also, I have a sister; This is very nice. However, it is very expensive; It was raining, so I stayed home; She is great at English, she is also great at speaking Spanish; This painting is colourful, whereas this one is very dark; Here are the instructions. Additionally, here are the tools.
	8. degree	a limited range of adverbs of degree.
	8. degree	It is very hot today. It is really nice to see you; The sky looks so beautiful; It is quite busy in the office; It is too hot outside. I feel so much better compared to yesterday.
	10. focusing	a limited range of focusing adverbs.
	10. focusing	There is only a limited number of tickets available; That is just what I need.
	11. attitude	a limited range of adverbs to show attitude.
	11. attitude	Do they actually expect me to finish this today?; Unfortunately, I don’t have time to do this today.
4. Clauses and phrases	3. imperatives	imperatives to give instructions in an increasing range of situations/contexts.
4. Clauses and phrases	3. imperatives	Walk to the end of the street, turn right, cross the road; Keep quiet; Don't lose your books.
5. Conditionals	1. zero conditional	the zero conditional to describe general truths in the past and present; and scientific facts in a limited range of situations and contexts.
	1. zero conditional	If you heat water, it boils (facts); Call me if you find it (imperative)
	2. first conditional	the first conditional to describe likely or possible outcomes in a limited range of situations and contexts.
	2. first conditional	If it rains, I will stay at home (likely outcome); If you have time, you can do some extra work (likely outcome); You should go on a diet if you want to lose weight (advice)
6. Conjunctions	1. coordinating	an increasing range of single word conjunctions when connecting single nouns and adjectives.
	1. coordinating	Red plus blue makes purple.
	2. subordinating	an increasing range of subordinating conjunctions.
	2. subordinating	I loved maths when I was at school; My tooth hurt so I went to see a dentist.
7. Determiners	1. indefinite article (a/an)	'a/an' before nouns.
		'a/an' before nouns.
		There is an amazing atmosphere at this match.
	2. definite article (the)	'the' when referring to a specific thing, person, place, or time and when not to use it.
	2. definite article (the)	We went to the Netherlands; My father was born in the fifties; The Amazon flows through Brazil.
	3. zero article	zero articles before an increasing range of plural and uncountable nouns when referring to things in general.
	3. zero article	go to bed / work / home; start school; go to university / hospital
	4. demonstratives (this, that, these, those)	'this/that/these/those' in an increasing range of situations and contexts.
	4. demonstratives (this, that, these, those)	That man is tall; These books are heavy; Those shoes are beautiful; This summer, I went to Cairo; I will call you this evening.
	5. quantifiers	a limited range of quantifiers with both singular, plural, countable and uncountable nouns (both (of)/ a few (of)/ many/much/each (of)) in positive, negative, and question form; can distinguish between 'a few' vs 'few', and 'a little' vs 'little'.
	5. quantifiers	I ate both of the cakes!; I don't many friends; A few of the questions were difficult; How much is that?; I have a little time today vs I have little time today
8. Modals	1. present modals	the modal verbs 'can', 'will', 'could', 'may', 'might', 'must', 'shall', 'should', and 'would' in the present tense, in positive, negative, and question form.
	1. present modals	I can sing; I can't cook; Can you help me? I will see you tomorrow. We could go to the museum tomorrow; I couldn't close the window; Could you help me? I may need to go soon; The weather might be hot and sunny; You must listen to your teacher; You mustn't talk during the exam; We shall start at 2pm; You should do some exercise; I would say no.
	4. semi-modals	the semi-modal verb, 'have (got) to', in positive, negative, and question form.
	4. semi-modals	I have (got) to go now; I haven't got to work today; I don't have to work today; Have you got to work today? Do you have to work today?
9. Nouns	1. plurals – regular	the plural form of regular common nouns, when 's' is added to certain nouns ending in 'o'; when '-es' is added to nouns ending in '-o', '-ch', '-s', '-sh', '-x' or '-z', when 'y' is changed to '-ies'; when 's' is added to certain nouns ending in 'y'.


		photos, pianos; potatoes, watches, buses, bushes, foxes, quizzes; parties, hobbies; boys, keys;
	2. plurals - irregular	limited range of irregular nouns.
	2. plurals - irregular	children; feet; people; leaves; women; knives; loaves; halves; teeth; mice
	3. countable/ uncountable	'much' and 'many' with a limited range of countable and uncountable nouns .
	3. countable/ uncountable	food; music; rice; water; information
	4. possessive ‘s’	possessive 's' to denote singular possession.
	4. possessive ‘s’	It's my sister's jacket; Next Sunday is my father's birthday.
	5. group (collective) nouns	a limited range of group (collective) nouns with the correct subject verb agreement.
	5. group (collective) nouns	family; police; team; class
	6. proper nouns	proper nouns. *SAME AS PHASE 2*
		proper nouns. *SAME AS PHASE 2*
		London; Saturday; Paul; America; Google SAME AS PHASE 2
	7. compound nouns	a limited range of three-part compound nouns.
	7. compound nouns	one-man show; a half-hour flight; five storey building
	8. noun phrases	a limited range of complex noun phrases with more than one adjective.
	8. noun phrases	I bought a nice new shirt.
10. Passives	1. present simple passive	present simple passive to focus on the action rather than the person or thing that does the action in a limited range of situations and contexts.
	1. present simple passive	The car is washed every week.
	2. past simple passive	past simple passive to focus on the action rather than the person or thing that did the action in a limited range of situations and contexts.
	2. past simple passive	The car was washed yesterday.
11. Phrasal verbs	1. non-separable	a limited range of non-separable phrasal verbs.
	1. non-separable	Everyone, sit down, please; Aisha, stand up; Look after your brother; The plane takes off at 9am; Get on/off the train.
	2. separable	a limited range of separable phrasal verbs.
	2. separable	I will pick you up at 10 am; I will drop them off at 6 pm.
12. Prepositions	1. place	an increasing range of prepositions of place.
	1. place	The book is on the table; The ball is under the chair; It is next to the TV; Look in the box; Is it behind the hospital? The cat is between the two plants; Look out the window; I’ll meet you by the office; The clock is on the wall; It is near the city centre.
	2. time	an increasing range of prepositions of time.
	2. time	Let’s start at 5:00 pm; My birthday is on Wednesday; Her birthday is in June; Can you finish by the end of the day, please?; See you in two weeks; We need to be there before the film starts; We can eat after the film.
	3. movement	an increasing range of prepositions of movement.
	3. movement	The cat runs up the tree; The bike fell down; Let’s go to school; Jump onto the box; Let’s walk through the park; The plane flies over the clouds; The cat walks along the wall; You need to walk across the road.
	4. dependent prepositions	an increasing range of expressions using verb + preposition.
	4. dependent prepositions	Listen to your teacher; Look at the picture; Look for the animals; Let’s talk about your hobbies; I’m interested in sports; Are you good at tennis?; I agree with you.
13. Present time	1. present simple (including verb ‘to be’)	an increasing range of verbs in the present simple (including 'to be') to talk about routines, habits, likes.
	1. present simple (including verb ‘to be’)	She plays tennis; I am your neighbour; I like fish; It takes a long time to cook; I hope you can come and visit again soon; I believe we will succeed.
	2. present continuous	an increasing range of verbs in the present continuous to talk about situations and events in progress.
	2. present continuous	I am playing football; We are watching TV; He is reading a book.; The computer isn’t working; He isn’t listening; They aren’t going to the meeting.
	3. present perfect simple	a limited range of verbs in the present perfect simple to talk about past actions.
	3. present perfect simple	I have been to France; I haven’t eaten Thai food before; Where have you been?
14. Past time	1. past simple (including verb ‘to be’)	an increasing range of verbs in the past simple (including 'to be') to talk about events or states.
	1. past simple (including verb ‘to be’)	It took a long time to cook; I included you in the plans; We pretended to understand.
	3. past continuous	a limited range of verbs in the past continuous to talk about events or actions that were already in progress in the past.
	3. past continuous	I was waiting for you yesterday; We were playing football this morning.
15. Future time	1. simple future (will and shall)	'will' and 'shall' to talk about plans and intentions, and sudden decisions made at the time of speaking.
	1. simple future (will and shall)	We shall take the bus to the mall; I won’t be at home later; Will you play football tomorrow? ; I'll answer it!; Shall we go now?
	2. future time (going to)	'going to' to talk about plans and intentions.
	2. future time (going to)	It’s going to be hot tomorrow; What are you going to do tomorrow?; I'm not going to play tennis tomorrow.
	3. future time (present continuous)	present continuous used to talk about future plans.
	3. future time (present continuous)	I’m working this evening and tomorrow morning; Are you coming to the meeting tomorrow? I’m not playing tennis next week.
	4. future continuous	the future continuous to talk about an action or event in the future that is either in progress or unfinished.
	4. future continuous	I’ll be waiting for you; They’ll be flying to England this time next week; They won't be working next Wednesday; Will you be studying later?
16. Pronouns	1. personal / subject pronouns	the personal/subject pronouns 'I', 'you', 'he', 'she', 'it', 'we' and 'they'. *SAME AS PHASE 2*

		I am a student; You are a student; He is a student; She is a student; We are students; They are students; It is a school. SAME AS PHASE 2
	2. object pronouns	the object pronouns 'me', 'you', 'him', 'her', 'it', 'us' and 'them'. *SAME AS PHASE 2*

		Talk to me; I will go with you; Give the book to him; Give the book to her; I like it; I know them; Come with us. *SAME AS PHASE 2*
	3. dummy subject	simple statements starting with 'it is' and 'there is/are'. *SAME AS PHASE 2*

		There are children in the park; It is twelve o’clock; It’s hot and sunny today. *SAME AS PHASE 2*
	4. possessive pronouns	possessive pronouns. *SAME AS PHASE 2*
		possessive pronouns. *SAME AS PHASE 2*
		That book is mine; That pen is yours; The black bag is his; That coat is hers; Those coffees are ours; These books are theirs. *SAME AS PHASE 2*
	5. possessive adjectives	possessive adjectives 'my', 'your', 'his', 'her', 'our' and 'their' before nouns. *SAME AS PHASE 2*
	5. possessive adjectives	That is my book; It is your book; That is his cat; They are her shoes; This is our house; That is their phone. SAME AS PHASE 2
	6. one, ones, none	'one' to refer to nouns.
	6. one, ones, none	I want the blue one; I want the one with the red cover.
	7. indefinite pronouns	an increasing range of indefinite pronouns as subjects and objects in negative and question forms.
	7. indefinite pronouns	I like to eat everything!; I want something to eat; You don’t have to bring anything; You don’t have to talk to anyone; Is everybody here?
	8. reflexive pronouns	a limited range of reflexive pronouns (myself/yourself).
	8. reflexive pronouns	I bought myself a new t-shirt; Please, help yourself.
17. Questions	1. yes / no questions	a limited range of yes/no questions in the present simple, present continuous, present perfect simple, present perfect continuous and past simple using a limited range of lexical verbs, modal verbs (can/will), and 'be'.
	1. yes / no questions	Were they waiting for a long time?; Have they finished their homework?; Has he been to France? Have you been working hard this week?
	2. wh- questions	an increasing range of subject and object questions beginning with 'who', 'where', 'what', 'how', 'why', 'when', 'whose' to ask for personal information in present simple, present continuous, present perfect, present perfect continuous, past simple, past continuous.
	2. wh- questions	Who called you?; Who did you call?; Whose coat is this?; Where have you been?; What have you been doing?
	3. question tags	a limited range of question tags to turn statements into questions.
	3. question tags	It’s fantastic, isn’t it?; They are lost, aren’t they?; I am late, aren’t I?; It never rains here, does it?;
	4. indirect questions	a limited range of indirect questions.
	4. indirect questions	Do you know how to get to the bank?; Could you tell me how to get to the bank?
18. Reported speech	1. reporting statements	...understand and use the reporting verbs 'said' and 'told' in reporting statements.
	1. reporting statements	My mother said that she could take us there; My sister told me that this film was very good.
	3. reporting verbs	a limited range of common reporting verbs with 'that + clause' and appropriate tense changes.
	3. reporting verbs	My mother said that she could take us there; My sister told me that this film was very good.
19. Verb forms	1. gerunds	gerunds (verbs that function as nouns).
	1. gerunds	I like watching TV; We don’t enjoy fishing; Playing football is my favourite hobby; Reading and walking are healthy activities.
	2. verb + to + infinitive / verb + infinitive / verb + ing	an increasing range of verb patterns (verb + to + inf / verb + ing).
	2. verb + to + infinitive / verb + infinitive / verb + ing	Don’t forget to bring your books; Please remember to fill in the form; I hope to go to Spain next year. I prefer to watch TV; I prefer watching TV; I hate to wait in line; I hate waiting in line; I love to walk outside; I love walking outside.

3.3.2 Phase 3 Understand

A limited range refers to sets of words, contexts, or situations that are included in and do not go beyond the content of the syllabus.

Key:

	Student is not expected to understand or use the language point at this level
	Student can understand the language point according to the phase-level descriptor

GRAMMAR	Toolkit Link	By the end of Phase 3, students will be able to understand …	MOE Level 3		MOE Level 4
GRAMMAR	Toolkit Link		3.1	3.2	4.1
1. Adjectives	6. compound adjectives	a limited range of compound adjectives.
1. Adjectives	6. compound adjectives	This film is well-known; She is very hard-working; She is well-read; They are old-fashioned; They are narrow-minded; Her mother is kind-hearted; A ten-storey building.
2. Adverbs	6. comparative adverbs	comparisons made by adding 'more...than' to adverbs ending in '-ly'.
	6. comparative adverbs	He drives more carefully than his friend.
	7. superlative adverbs	superlatives made by adding 'most' to adverbs ending in '-ly'.
	7. superlative adverbs	He speaks the most fluently.
	9. quantity	a limited range of adverbs of quantity.
	9. quantity	He laughs a lot; She doesn't go out much.
3. Causative constructions	1. have/get + object + past participle	the causative construction to talk about something that someone else did for us because we asked them to, with a limited range of vocabulary and contexts.
3. Causative constructions	1. have/get + object + past participle	I'm going to get my hair cut; She's had her nails done.
4. Clauses and phrases	1. defining relative clauses	a limited range of defining relative clauses to give specific or essential information about the person, place, or thing we are talking about.
	1. defining relative clauses	The man who lives next door works in a bank; These are the dates that/which have been changed; There is a five-year warranty which came with the car; This is the restaurant where I saw my friend; Summer is the season when I'm the busiest; The team that/which I like is called Aston Villa; My friend said the clothes (that) I wear are very old.
	2. non-defining relative clauses	a limited range of non-defining relative clauses to add extra information about the person, place, or thing we are talking about
	2. non-defining relative clauses	My grandfather, who is 85, runs every day. My house, which was built 15 years ago, is very big. This restaurant, where we used to go, has closed down; I liked the cake, which my aunt made.
5. Conditionals	3. second conditional	the second conditional to talk about hypothetical or unreal situations in a limited range of situations and contexts.
	3. second conditional	If I won the lottery, I would buy a house. (imagined outcome); He would pass if he studied. (unlikely outcome); If I were you, I would exercise more. (giving advice)
	4. third conditional	the third conditional to talk about hypothetical or unreal situations in the past in a limited range of situations and contexts.
	4. third conditional	If I had seen her, I would have told her.
6. Conjunctions	3. correlative	a limited range of correlative conjunctions to connect two ideas.
6. Conjunctions	3. correlative	Both the driver and the passengers enjoyed the trip; I will either go to Greece or Italy on holiday; Neither the boy nor his brother want to do the chores.
8. Modals	2. past modals	the past modal verbs, 'might have', 'should have', 'would have', 'could have', 'may have', in positive, negative, and question form in a limited range of situations and contexts.
	2. past modals	They might have seen us; You should have stayed with us; That would have changed everything; We could have stayed longer.
	3. passive modals	the modal verbs, 'can', 'could', 'may', 'might', 'must' in the present simple, passive voice, in positive, negative and question form.
	3. passive modals	It can be done; The computer could be fixed; A donation may be made; Your car might be sold; This must be finished today.
10. Passives	3. present continuous passive	the use of present continuous passive to focus on the action rather than the person or thing that is doing the action in a limited range of situations and contexts.
	3. present continuous passive	The car is being washed.
	4. past continuous passive	the use of past continuous passive to focus on the action rather than the person or thing that was doing the action in a limited range of situations and contexts.
	4. past continuous passive	The car was being washed yesterday.
	5. future simple passive	the use of future continuous passive to focus on the action rather than the person or thing that will do the action in a limited range of situations and contexts.
	5. future simple passive	The car will be washed tomorrow; The car is going to be washed tomorrow.
11. Phrasal verbs	3. three-part phrasal verbs	a limited range of three-part phrasal verbs.
11. Phrasal verbs	3. three-part phrasal verbs	We need to come up with an idea; She fell out with her friend again; They made up with each other the next day; Who do you look up to?
13. Present time	4. present perfect continuous	a limited range of verbs in the present perfect continuous to talk about actions that started in the past and continue into to the present.
13. Present time	4. present perfect continuous	I have been thinking about going on holiday; What have you been doing?
14. Past time	2. used to / would	'used to' and 'would' to talk about past habits and states.
	2. used to / would	What did we used to eat?; We used to eat a lot of rice; What would you do every summer?; We would go to the beach every day.
	4. past perfect simple	a limited range of verbs in the past perfect to talk about an action in the past that happened before another action in the past.
	4. past perfect simple	I didn't watch the film because I had seen it before; They hadn’t taken their coat, so they were very cold.
	5. past perfect continuous	a limited range of verbs in the past perfect continuous to talk about events or actions that were already in progress before another action in the past.
	5. past perfect continuous	I had been working on the project for days, when my manager told me to stop.
16. Pronouns	9. reciprocal pronouns	a limited range of reciprocal pronouns (each other).
16. Pronouns	9. reciprocal pronouns	We see each other every day; The players get on really well with each other.
18. Reported speech	2. reporting questions	a limited range of verbs to report questions.
18. Reported speech	2. reporting questions	She asked me if I liked shopping; I asked them why they had finished the project early.

3.4 Phase 3 Functional Language Outcomes

Students will be able to produce the functional language items listed according to the phase-level descriptors given. At phase 3, functional language production is characterised by providing simple lists of points in linked sentences, simple texts and short exchanges. Students continue to develop their use of simple language structures when producing functional language.

FUNCTIONAL LANGUAGE
Code	Toolkit Link	By the end of Phase 3, students will be able to …
FL.1	Asking for and giving personal information	ask for and give personal information and descriptions about everyday aspects of their environment in a simple list of points and linked sentences in simple texts and short exchanges.
FL.1	Asking for and giving personal information	Hi, how are you? I'm Ali, from Iraq. I was born in 2009. What is your name and where are you from? When were you born?
FL.2	Greetings, making introductions, saying goodbye	greet people, introduce themselves and others, and say goodbye in simple texts and short exchanges.
FL.2	Greetings, making introductions, saying goodbye	Hello, how do you do? This is my friend, Aisha. How do you do, Aisha? Very nice to meet you. Goodbye, take care. See you later.
FL.3	Expressing likes and dislikes	ask for and give information about likes and dislikes and explain what they like or dislike about something in simple texts and short exchanges.
FL.3	Expressing likes and dislikes	I love swimming. I don’t like waiting for buses. I hate being late. I like to sit in the sun. I don’t like Indian food, but I like Chinese. I like pizza and pasta. Do you like dancing? Do you like cheese? They like to play football in the evening.
FL.4	Using numbers to express amount, quantity, number, and time	use numbers to ask for and express quantity, price, time, date, etc. in simple texts and short exchanges.
FL.4	Using numbers to express amount, quantity, number, and time	How many people live here? The population of this city is 750,000. There are more than twenty cars in that queue. We have fewer people here than before. It's a quarter past three. Half past seven.
FL.5	Describing people	ask for, give descriptions about and compare people in a simple list of points and linked sentences in simple texts and short exchanges.
FL.5	Describing people	What does he/she look like? Ahmed has blue eyes. Ghadeer is tall and slim. Fatima has long blonde hair.
FL.6	Describing places	ask for, give descriptions about and compare places in a simple list of points and linked sentences in simple texts and short exchanges.
FL.6	Describing places	Edinburgh is the capital city of Scotland. It has lots of old buildings. It is famous for its castle and its architecture. Every year in summer it holds an international arts festival which brings performers and visitors from around the world.
FL.7	Describing objects	ask for, give descriptions about and compare objects in a simple list of points and linked sentences in simple texts and short exchanges.
FL.7	Describing objects	What is it like? What is it made of/from? It’s green and it’s made of plastic. It’s small, round and made of rubber.
FL.8	Expressing preference	ask for and give information about preferences and explain why they prefer one thing to another in simple texts and short exchanges.
FL.8	Expressing preference	Which one do you prefer? I prefer to watch TV; I prefer watching TV
FL.9	Describing habits, routines, tasks, and jobs	ask for and give information and descriptions about habits, routines, tasks and jobs in a simple list of points and linked sentences in simple texts and short exchanges.
FL.9	Describing habits, routines, tasks, and jobs	On Sundays I visit my mother. I phone my family at the weekend. The director comes to our office every Tuesday. How often do you clean your room? What do you do? What do you do for a living? I work for a local business.
FL.10	Asking for and telling the time	ask for and give the time, day and date using a variety of expressions in simple texts and short exchanges.
FL.10	Asking for and telling the time	Excuse me, do you know what time it is? Yes, it's 4 o'clock. It's half past four. It's quarter to five.
FL.11	Asking for and giving directions	follow, ask for and give simple directions with sequencing adverbs such as first, then and next in simple texts and short exchanges.
FL.11	Asking for and giving directions	The hotel is on the left. First, go to the end of the street then turn right. Where is the supermarket? It’s straight ahead.
FL.12	Apologising	make and respond to apologies in simple texts and short exchanges.
FL.12	Apologising	I am really sorry for losing your book. Don't worry, that's ok. Never mind.
FL.13	Describing processes	follow, ask for and give simple instructions and descriptions of a process in simple texts and short exchanges.
FL.13	Describing processes	To begin with, dig the clay. Finally,/Lastly/Last of all, remove the bricks from the oven.
FL.14	Describing functions	ask for and give information and descriptions about the basic functions of different machines, tools, devices and gadgets in simple texts and short exchanges.
FL.14	Describing functions	This is a (printer). A (printer) is used for (printing documents). A (printer) (prints documents). We use a (printer) to (print documents). We use a (printer) for (printing documents). The function of a (printer) is to (print documents).
FL.15	Describing graphs, charts, tables and diagrams	interpret and give descriptions of simple visuals in simple texts and short exchanges.
FL.15	Describing graphs, charts, tables and diagrams	This graph/chart/table/diagram shows sales for this year.
FL.16	Expressing opinion	ask for and give opinions in simple texts and short exchanges.
FL.16	Expressing opinion	What is your opinion? I believe that is it correct. In my opinion, it is right.
FL.17	Asking for and giving permission	ask for and give permission in simple texts and short exchanges.
FL.17	Asking for and giving permission	Could I use your computer? Yes. Of course you can.
FL.18	Expressing and responding to thanks	express and respond to thanks in simple texts and short exchanges.
FL.18	Expressing and responding to thanks	Thanks a million. It's nothing.
FL.19	Talking about ability (past / present)	talk about ability (past and present), and what they're good at and not good at in simple texts and exchanges.
FL.19	Talking about ability (past / present)	I’m pretty good/bad at swimming. I was/wasn’t good at singing when I was younger.
FL.20	Expressing necessity and obligation (past / present)	talk about necessity and obligation, giving justifications where appropriate, in simple texts and exchanges.
FL.20	Expressing necessity and obligation (past / present)	We have to get home. Grandad is waiting for us. We must hurry. We are late. You must get to work on time. I must go to bed. I’m really tired. You mustn’t smoke here. I must phone her tonight. It’s her birthday. Students have to fill in a form if they want to leave early. I have to go to Madrid tomorrow. I’ve got a job interview.
FL.21	Giving warnings	give warnings and justifications where appropriate in simple texts and short exchanges.
FL.21	Giving warnings	Somebody stop him! Push the bar. Please don’t smoke in here. Break the glass in an emergency.
FL.22	Expressing prohibition	follow and communicate information about what is prohibited, giving explanations where appropriate in simple texts and short exchanges.
FL.22	Expressing prohibition	You mustn't park here. It is not permitted.
FL.23	Making offers and requests	make and respond to requests and offers in simple texts and short exchanges.
FL.23	Making offers and requests	Can you give me that book, please? Can you open the window? Could I have a glass of milk, please? Could you pass the sugar, please? Can I help you? Shall I carry your bag?
FL.24	Asking for and giving advice	ask for and give advice in simple texts and short exchanges.
FL.24	Asking for and giving advice	You should ask the teacher. You could try the Internet. You should stay in and study tonight. You’ve got an exam on Friday.
FL.25	Giving presentations	give a short, rehearsed presentation, providing brief reasons and explanations for statements made and answer a limited number of straightforward follow-up questions.
FL.25	Giving presentations	Good morning, everyone. My name is Ali. I want to start with where the UAE is located. The final thing I want to talk about is what you can do in the UAE. Thank you for listening. Do you have any questions?
FL.26	Comparing and contrasting	make comparisons using comparative adjectives and simple language in simple texts and short exchanges
FL.26	Comparing and contrasting	This book is more interesting than these ones. My sister is much older than me.
FL.28	Asking for and making suggestions and recommendations	make and respond to suggestions in simple texts and exchanges.
FL.28	Asking for and making suggestions and recommendations	Shall we go home now? Let’s go to the cinema. Why don’t we phone Jim?
FL.29	Talking about time periods	talk about time periods using simple language in simple texts and exchanges.
FL.29	Talking about time periods	Today, we will go to a museum. We will go to a museum today. This week is my holiday. My holiday is this week.
FL.30	Making arrangements	make arrangements, such as plans to meet and discussing what to do in the evening or at the weekend, using simple language in simple texts and exchanges
FL.30	Making arrangements	We are meeting Abdulla at 8 o’clock. They are seeing Shaikha later tonight. Wissam’s playing basketball tonight. I’m seeing him at 11.00 this morning.
FL.31	Describing past experiences and events	ask for and give descriptions about past experiences and events in a simple list of points, linked sentences and with key details in simple texts and short exchanges.
FL.31	Describing past experiences and events	Last year I went to Spain for a walking holiday. Sometimes I stayed in local mountain hostels and sometimes I slept in my tent. One evening I was far from any village, so I camped at the edge of a forest beside a small river. I ate some food and watched the sun go down. I heard a small noise at the edge of the forest. I turned and saw two pairs of eyes. Wolves!
FL.32	Expressing agreement and disagreement	agree and disagree with others in simple texts and short exchanges.
FL.32	Expressing agreement and disagreement	I agree with you. You're right. I think so, too. I totally agree. I disagree. You're wrong. I completely disagree. I strongly disagree.
FL.33	Expressing certainty, probability, and doubt	express certainty, probability and doubt using simple language in simple texts and short exchanges.
FL.33	Expressing certainty, probability, and doubt	She might come. I don’t know. John may know the answer to your question. I’ll probably see you later. Lionel Messi is probably Argentina’s most famous footballer. Perhaps she’s late.
FL.34	Expressing interest	express interest using simple language to react to news and convey feelings of surprise, interest and indifference in simple texts and short exchanges.
FL.34	Expressing interest	Really? Aha. Right.
FL.36	Describing hopes and plans	ask for and give descriptions about plans using simple language in a simple list of points and linked sentences and in simple texts and short exchanges.
FL.36	Describing hopes and plans	I hope to go to Spain next summer. I am planning to change jobs next year. I intend to pass my driving test this year.
FL.37	Making complaints	make complaints regarding routine problems using simple language in simple texts and short exchanges.
FL.37	Making complaints	The food is cold. There is no light in my room.
FL.38	Asking about and describing feelings and emotions	ask about and express feelings and emotions using simple language in simple texts and short exchanges.
FL.38	Asking about and describing feelings and emotions	How are you doing? What's wrong? What's the matter? I am very happy with my new job, but my boss is very strict.
FL.40	Expressing regret	respond to bad news and convey feelings of surprise, interest and indifference using simple language in simple texts and short exchanges.
FL.40	Expressing regret	Oh, that’s a pity. OK, no problem. That’s a shame.
FL.42	Checking understanding and clarifying	express a lack of understanding and ask for clarification using simple language in simple texts and short exchanges.
FL.42	Checking understanding and clarifying	I’m sorry, I don’t understand. I’m not sure I understand what you mean. What do you mean by…? Can/Could you repeat that, please? Let me explain…
FL.44	Writing emails and letters	provide or exchange information by text message, email or letter, responding to questions where appropriate in simple texts and short exchanges.
FL.44	Writing emails and letters	Dear Sir... Good morning. Kind regards. Thank you for your email.
FL.45	Managing interactions	invite other to contribute, and start, maintain and end interactions using simple techniques in simple texts and short exchanges.
FL.45	Managing interactions	Okay, so let’s make a start. Let’s move on to the next point. In conclusion…

4. PHASE 4

4.1 Phase 4 Overview

PHASE

ENGLISH CURRICULUM RESOURCE

MOE LEVEL

CEFR LEVEL

LEXILE RANGE

Access Book 8 (Phases 3 – 4)

AEP Cycle 3 (Phases 3 – 4)

BTS Books 8-9

ASP Elite Books 7-8

BTS Book 10 (Phases 4 – 5)

5 – 6

805L – 1090L

TEXT, TASK AND TOPIC FEATURES
Text Type, Length and Complexity	Learners will develop language skills through a variety of text types including poems, stories, monologues and dialogues, descriptions, informative texts (which may include diagrams and graphs) and instructions.
	Receptive texts are simple and extended. (For more information, see Text Complexity Progression).
	Learners produce simple and some extended texts and use a range of phrases and expressions in response to questions and prompts.
	Learners maintain simple and some extended interactions in response to questions and prompts for a range of purposes.
Task Features	Information needed to complete tasks is generally not explicitly stated and there may be some competing information.
Task Features	Delivery is in clear, standard English in a variety of different accents.
Topics	Topics are concrete, familiar and may be unfamiliar.

RECEPTION			PRODUCTION				INTERACTION
Comprehension Skills		Receptive Strategies	Pronunciation	Production Skills		Productive Strategies	Interactive Skills	Interactive Strategies
By the end of Phase 4, students will be able to ...
Understand the overall meaning of simple, extended texts on familiar and some unfamiliar concrete topics. Identify specific information in simple, extended texts on familiar and some unfamiliar concrete topics. Identify details in simple, extended texts on familiar and some unfamiliar concrete topics. Identify the main points in simple, extended texts on familiar and some unfamiliar concrete topics. Infer the meaning of unknown words in texts on familiar and concrete topics. Make connections in simple, extended texts on familiar and concrete topics.		Identify a range of features of text organisation and structure. Read and listen to texts in a variety of genres.	Produce simple, extended texts and simple and some complex language structures with connected speech using correct intonation and rhythm.	Retell detailed information from stories and personal experiences Produce simple, extended texts on familiar and concrete topics. Write structured paragraphs that contain a topic sentence and supporting details.		Apply spelling rules and conventions with consistency when writing. Use simple and some complex language structures when writing or speaking. Use own and others’ ideas to plan and develop writing or speaking.	Initiate and participate in a wide range of interactions on familiar and concrete topics. Express own ideas, opinions and personal perspective, and respond to the ideas of others.	Ask and answer questions for clarification, elaboration and understanding. Communicate coherently in extended exchanges using basic repair strategies to maintain the flow of communication.
SUPPORTING SYLLABUS
GRAMMAR					FUNCTIONAL LANGUAGE
Understand and Use	Understand Only				Asking for and giving personal information Greetings, making introductions, saying goodbye Expressing likes and dislikes Using numbers to express amount, quantity, number, and time Describing people Describing places Describing objects Expressing preference Describing habits, routines, tasks, and jobs Asking for and telling the time Asking for and giving directions Apologising Describing processes Describing graphs, charts, tables, and diagrams Expressing opinion Asking for and giving permission Expressing and responding to thanks Talking about ability (past / present) Expressing necessity and obligation (past / present) Giving warnings Making offers and requests Asking for and giving advice Giving presentations Comparing and contrasting Describing advantages and disadvantages Asking for and making suggestions and recommendations Talking about time periods Making arrangements Describing past experiences and events Expressing agreement and disagreement Expressing certainty, probability, and doubt Expressing interest Making predictions and hypothesising Describing hopes and plans Making complaints Asking about and describing feelings and emotions Speculating and making deductions Expressing regret Describing causes and consequences Checking understanding and clarifying Writing emails and letters Managing interactions
adjectives adverbs (manner, sequencing, frequency, time and place, adverbial linkers, comparative adverbs, superlative adverbs, degree, quantity, focusing, attitude) causative constructions (have/get + object + past participle) clauses and phrases (defining and non-defining relative clauses, imperatives, cleft sentences) conditionals (zero, first, second, third) conjunctions determiners modals nouns passives (present simple, past simple, present continuous, past continuous, future simple) phrasal verbs prepositions present time past time future time (simple future, going to, present continuous, future continuous) pronouns questions reported speech verb forms	adverbs (inversion) causative constructions (have/get + reflexive + past participle, have/get + object + do something, get + object + verb-ing) clauses and phrases (participle clauses) conditionals (mixed conditionals, wishes / if only) passives (present perfect simple, past perfect simple, future perfect simple) future time (future perfect simple, future perfect continuous, be + about to + infinitive)

Click here to access the Literacy and Communication Toolkit for professional development resources, and resources that practice Functional Language and Grammar items from the curriculum.

4.2 Phase 4 Skills Outcomes

By the end of Phase 4, students will be able to …
RECEPTION
Comprehension Skills	Understand the overall meaning of simple, extended texts on familiar and some unfamiliar concrete topics.
	Identify specific information in simple, extended texts on familiar and some unfamiliar concrete topics.
	Identify details in simple, extended texts on familiar and some unfamiliar concrete topics.
	Identify the main points in simple, extended texts on familiar and some unfamiliar concrete topics.
	Infer the meaning of unknown words in simple, extended texts on familiar and concrete topics.
	Make connections in simple, extended texts on familiar and concrete topics.
Receptive Strategies	Identify a range of features of text organisation and structure.
Receptive Strategies	Read and listen to texts in a variety of genres.
PRODUCTION
Pronunciation	Produce simple, extended texts and simple and some complex language structures with connected speech using correct intonation and rhythm.
Production Skills	Retell detailed information from stories and personal experiences
	Produce simple, extended texts on familiar and concrete topics.
	Write structured paragraphs that contain a topic sentence and supporting details.
Productive Strategies	Apply spelling rules and conventions with consistency when writing.
	Use simple and some complex language structures when writing or speaking.
	Use own and others’ ideas to plan and develop writing or speaking.
INTERACTION
Interactive Skills	Initiate and participate in a wide range of interactions on familiar and concrete topics.
Interactive Skills	Express own ideas, opinions and personal perspective, and respond to the ideas of others.
Interactive Strategies	Ask and answer questions for clarification, elaboration and understanding.
Interactive Strategies	Communicate coherently in extended exchanges using basic repair strategies to maintain the flow of communication.

4.3 Phase 4 Grammar Outcomes

4.3.1 Phase 4 Understand and Use

Understand and use: By the end of this phase, students are expected to both understand and use the language item, actively producing the language through speech or writing.

A limited range refers to sets of words, contexts, or situations that are included in and do not go beyond the content of the syllabus.

An increasing range refers to increasing sets of words, contexts, or situations that are related to the themes of the syllabus but may or may not be included in it.

A wide range refers to a wider set of words, from open lexical sets (nouns, verbs, adjectives, and adverbs), contexts, or situations that may or may not be included in the syllabus.

A full range refers to the full range of words from a closed lexical set (determiners, conjunctions, pronouns, prepositions), and/or the full range of uses of the grammar item.

Key:

	Student can understand the language point according to the phase-level descriptor
	Student can understand and use the language point according to the phase-level descriptor
	Student has already mastered the language point at a previous phase

GRAMMAR	Toolkit Link	By the end of Phase 4, students will be able to understand and use …	MOE Level 5	MOE Level 6
GRAMMAR	Toolkit Link		5.1	6.1	6.2
1. Adjectives	1. position	a wide range of adjectives or adjective phrases after pronouns, for example, something, nothing, anything and somewhere.
	1. position	This is something special; There was nothing interesting to see; Is there anything good in there?; We should go somewhere nice on holiday.
	2. comparatives	an increasing range of comparative adjectives with '(so) much', '(so) much more', 'even', 'a bit', 'as...as', 'as if/though', 'more and more', '-er + -er'.
	2. comparatives	I think the teacher is (so) much better; This is (so)much more expensive; It is even better; It's a bit hotter than yesterday; My bike is as good as his bike; Ajman isn't as big as RAK; She looks as if/though she is rich; It is getting more and more complicated; It is getting hotter and hotter.
	3. superlatives	an increasing range of superlative adjectives with 'by far', and 'easily'.
	3. superlatives	It is by far the best; It is easily the worst.
	4. participle adjectives	an increasing range of participle adjectives ending '-ed' and '-ing'.
	4. participle adjectives	boring vs bored; interesting vs interested; tired vs tiring
	5. adjectives followed by prepositions / infinitives	prepositions after an increasing range of adjectives.
	5. adjectives followed by prepositions / infinitives	bored with; I’m angry about the situation; I’m sorry for interrupting; I’m excited about my birthday; I’m tired of homework; I’m good at sports. I’m crazy about music; I’m afraid of the dark; He is famous for cooking; I’m worried about my exam; I’m skilled at driving; I was shocked by the prices; I am inspired by her; I’m grateful for this meal; I’m capable of anything.
	6. compound adjectives	a limited range of compound adjectives.
	6. compound adjectives	This film is well-known; She is very hard-working; She is well-read; They are old-fashioned; They are narrow-minded; Her mother is kind-hearted; A ten-storey building.
2. Adverbs	1. manner	a wide range of adverbs of manner.
	1. manner	Zainab does well at school; He is walking quickly; They are driving slowly; I work hard; He speaks English fluently; He arrived late; It is becoming increasingly clear.
	2. sequencing	an increasing range of sequencing adverbs to order a sequence of events.
	2. sequencing	Firstly, open the box; Secondly, read the instructions; Finally, build the chair; You should take the cake out of the oven, and what's more, enjoy eating it.
	3. frequency	a wide range of adverbs of frequency in the correct position.
	3. frequency	I hardly ever go to the mall; He seldom visits; She rarely goes to the cinema; I exercise every day; I almost always eat fish at this restaurant; I go to the doctor once a month; I go on holiday twice a year; I go to the gym every other day.
	4. time and place	a wide range of adverbs of time and place.
	4. time and place	I saw him recently; I went to the hospital immediately; They live far away; Their house is nearby; The children are downstairs; The office is upstairs; I will be with you shortly; Thank you in advance; It disappeared instantly; You will have to wear this permanently; We can cook and clean simultaneously.
	5. adverbial linkers	an increasing range of adverbial linkers.
	5. adverbial linkers	It was raining, so I took my umbrella; I don't like football. However, I like tennis. I have a brother. Also, I have a sister; This is very nice. However, it is very expensive; It was raining, so I stayed home; She is great at English, she is also great at speaking Spanish; This painting is colourful, whereas this one is very dark; Here are the instructions. Additionally, here are the tools; He was injured; therefore, he was unable to play; The exam was difficult. Furthermore, it was very long; I better write it down, otherwise I’ll forget it; Ahmed broke his arm as a result of falling off his bike; She was very tired, nevertheless she kept on working; I want to go to the beach, on the other hand I should be studying; The staff of any organisation are its best ambassadors or conversely may be its worst.
	6. comparative adverbs	comparative adverbs by adding 'more...than', to adverbs ending in '-ly', and irregular adverbs.
	6. comparative adverbs	He drives more carefully than his friend; The team played worse this season than last season.
	7. superlative adverbs	superlatives made by adding 'most' to adverbs ending in '-ly'.
	7. superlative adverbs	He speaks the most fluently.
	8. degree	an increasing range of adverbs of degree.
	8. degree	It is very hot today. It is really nice to see you; The sky looks so beautiful; It is quite busy in the office; It is too hot outside. I feel so much better compared to yesterday; Can I have the bill please? Certainly; I will definitely be there; I absolutely love going to the beach; I completely forgot about that.
	9. quantity	a limited range of adverbs of quantity.
	9. quantity	He laughs a lot; She doesn't go out much.
	10. focusing	an increasing range of focusing adverbs.
	10. focusing	I don’t particularly like going to the beach; I especially enjoy eating ice cream.
	11. attitude	an increasing range of adverbs to show attitude.
	11. attitude	They were obviously tired; She smiled, apparently content with the situation.
3. Causative constructions	1. have/get + object + past participle	the causative construction to talk about something that someone else did for us because we asked them to, with a limited range of vocabulary and contexts.
3. Causative constructions	1. have/get + object + past participle	I'm going to get my hair cut; She's had her nails done.
4. Clauses and phrases	1. defining relative clauses	an increasing range of defining relative clauses to give specific or essential information about the person, place, or thing we are talking about
	1. defining relative clauses	The man who lives next door works in a bank; These are the dates that/which have been changed; There is a five-year warranty which came with the car; This is the restaurant where I saw my friend; Summer is the season when I'm the busiest; The team that/which I like is called Aston Villa; My friend said the clothes (that) I wear are very old; We have a new employee whose name is Mary Watts.
	2. non-defining relative clauses	an increasing range of non-defining relative clauses to add extra information about the person, place, or thing we are talking about
	2. non-defining relative clauses	My grandfather, who is 85, runs every day. My house, which was built 15 years ago, is very big. This restaurant, where we used to go, has closed down; I liked the cake, which my aunt made. I work with lots of people, who are very friendly.
	3. imperatives	imperatives to give instructions in a wide range of situations/contexts.
	3. imperatives	Let's visit Ali next weekend; Let's not worry about that now.
	4. cleft sentences	cleft sentences to emphasise new or important information in a limited range of situations/contexts.
	4. cleft sentences	What I need is a holiday; What we need to do is buy a new car battery.
5. Conditionals	1. zero conditional	the zero conditional to describe general truths in the past and present; and scientific facts in an increasing range of situations and contexts.
	1. zero conditional	If you heat water, it boils (facts); Call me if you find it (imperative)
	2. first conditional	the first conditional to describe likely or possible outcomes in an increasing range of situations and contexts.
	2. first conditional	I will take an umbrella in case it rains; I will take an umbrella provided it rains; I will go to the park unless it rains; Can we pay by credit card? If so, which ones do you take?
	3. second conditional	the second conditional to talk about hypothetical or unreal situations in a limited range of situations and contexts.
	3. second conditional	If I won the lottery, I would buy a house. (imagined outcome); He would pass if he studied. (unlikely outcome); If I were you, I would exercise more. (giving advice)
	4. third conditional	the third conditional to talk about hypothetical or unreal situations in the past in a limited range of situations and contexts.
	4. third conditional	If I had seen her, I would have told her.
6. Conjunctions	1. coordinating	the full range of single word conjunctions when connecting single nouns and adjectives.
	1. coordinating	I told you not to do, yet you did it!
	2. subordinating	the full range of subordinating conjunctions.
	2. subordinating	Before he goes to work, he takes his children to school; He looked very happy whenever he saw his friends.
	3. correlative	a limited range of correlative conjunctions to connect two ideas.
	3. correlative	Both the driver and the passengers enjoyed the trip; I will either go to Greece or Italy on holiday; Neither the boy nor his brother want to do the chores.
7. Determiners	1. indefinite article (a/an)	'a/an' before nouns.
		*SAME AS PHASE 3*

		There is an amazing atmosphere at this match. Children should be taught a healthy respect for dangerous situations. SAME AS PHASE 3
	2. definite article (the)	'the' when making generalisations.
	2. definite article (the)	I'm going to the Smiths' for dinner; The rich get richer while the poor get poorer.
	3. zero article	zero articles before a wide range of plural and uncountable nouns when referring to things in general.
	3. zero article	Education in the future will change; Friends are important.
	4. demonstratives (this, that, these, those)	'this/that/these/those' in a wide range of situations and contexts.
	4. demonstratives (this, that, these, those)	That man is tall; These books are heavy; Those shoes are beautiful; This summer, I went to Cairo; I will call you this evening.
	5. quantifiers	an increasing range of quantifiers with both singular, plural, countable and uncountable nouns (several/plenty (of)/enough/slice of/million (of)) in positive, negative, and question form.
	5. quantifiers	There are several cars in the car park. There is plenty of milk in the fridge; I don’t have enough money; There is a slice of pizza in the box; I would like a carton of orange juice.
8. Modals	1. present modals	the modal verbs 'could', 'may', 'might', 'must', 'shall', 'should', and 'would' in the present tense, in positive, negative, and question form.
		*SAME AS PHASE 3*
		I knew I may not meet them again; May I ask about the hotel? It might not be a good idea to do that; Would you please do me a favour? SAME AS PHASE 3
	2. past modals	the past modal verbs, 'might have', 'should have', 'would have', 'could have', 'may have', in positive, negative, and question form in a limited range of situations and contexts.
	2. past modals	They might have seen us; You should have stayed with us; That would have changed everything.
	3. passive modals	the modal verbs, 'can', 'could', 'may', 'might', 'must' in the passive voice, in positive, negative and question form.
	3. passive modals	It can be done; The computer could be fixed; A donation may be made; Your car might be sold; This must be finished today.
	4. semi-modals	the semi-modal verbs, 'need not', and 'ought to', in positive, negative and question form.
	4. semi-modals	You needn't worry about where we can stay; I think you ought to go on holiday.
9. Nouns	1. plurals – regular	the plural form of regular common nouns, when 's' is added to certain nouns ending in 'o'; when '-es' is added to nouns ending in '-o', '-ch', '-s', '-sh', '-x' or '-z', when 'y' is changed to '-ies'; when 's' is added to certain nouns ending in 'y'. *SEE PREVIOUS PHASES*
	1. plurals – regular	photos, pianos; potatoes, watches, buses, bushes, foxes, quizzes; parties, hobbies; boys, keys (add '-es' to nouns ending in '-o', '-ch', '-s', '-sh', '-x' or '-z') classes; dresses; potatoes (change the 'y' to 'I' and add '-es') hobbies; activities; parties SEE PREVIOUS PHASES
	2. plurals - irregular	an increasing range of irregular nouns
	2. plurals - irregular	geese; sheep; fish; oxen
	3. countable/uncountable	'much' and 'many' with an increasing range of countable and uncountable nouns.
	3. countable/uncountable	food; music; rice; water; information; countryside; fashion; accommodation
	4. possessive ‘s’	possessive 's' with plural nouns.
	4. possessive ‘s’	The boys' toys were left on the floor.
	5. group (collective) nouns	an increasing range of group (collective) nouns with the correct subject verb agreement.
	5. group (collective) nouns	crew; staff; committee; panel; collection
	6. proper nouns	proper nouns. *SAME AS PHASE 2*
	6. proper nouns	London; Saturday; Paul; America; Google SAME AS PHASE 2
	7. compound nouns	an increasing range of three-part compound nouns.
	7. compound nouns	one-man show; a half-hour flight; five-storey building
	8. noun phrases	an increasing range of complex noun phrases with more than one adjective.
	8. noun phrases	It took us a very long time, but it was good fun.
10. Passives	1. present simple passive	present simple passive to focus on the action rather than the person or thing that did the action in an increasing range of situations and contexts.
	1. present simple passive	The car is washed every week; Planes are flown around the world, every day.
	2. past simple passive	past simple passive to focus on the action rather than the person or thing that did the action in an increasing range of situations and contexts.
	2. past simple passive	The car was washed yesterday; Horses were used as the main form of transport for many years.
	3. present continuous passive	present continuous passive to focus on the action rather than the person or thing that is doing the action in a limited range of situations and contexts.
	3. present continuous passive	The car is being washed; Things are being done.
	4. past continuous passive	past continuous passive to focus on the action rather than the person or thing that was doing the action in a limited range of situations and contexts.
	4. past continuous passive	The car was being washed yesterday; Years ago, rivers were being used to transport all major goods.
	5. future simple passive	future continuous passive to focus on the action rather than the person or thing that will do the action in a limited range of situations and contexts.
	5. future simple passive	The car will be washed tomorrow; The car is going to be washed tomorrow.
11. Phrasal verbs	1. non-separable	an increasing range of non-separable phrasal verbs.
	1. non-separable	Everyone, sit down, please; Aisha, stand up; Look after your brother; The plane takes off at 9am; Get on/off the train; I believe in our team; Some teams may break up after a while; He stepped down from the role of manager.
	2. separable	an increasing range of separable phrasal verbs.
	2. separable	I don’t like trying clothes on; Think it over and tell me later.
	3. three-part phrasal verbs	a limited range of three-part phrasal verbs.
	3. three-part phrasal verbs	We need to come up with an idea; She fell out with her friend again; They made up with each other the next day; Who do you look up to?
12. Prepositions	1. place	the full range of prepositions of place.
	1. place	The book is on the table; The ball is under the chair; It is next to the TV; Look in the box; Is it behind the hospital? The cat is between the two plants; Look out the window; I’ll meet you by the office; The clock is on the wall; It is near the city centre; It's opposite the other building; Put it above the fireplace; What lies beneath the city?
	2. time	the full range of prepositions of time.
	2. time	Let’s start at 5:00 pm; My birthday is on Wednesday; Her birthday is in June; Can you finish by the end of the day, please?; See you in two weeks; We need to be there before the film starts; We can eat after the film.
	3. movement	the full range of prepositions of movement.
	3. movement	The cat runs up the tree; The bike fell down; Let’s go to school; Jump onto the box; Let’s walk through the park; The plane flies over the clouds; The cat walks along the wall; You need to walk across the road; We crept beneath the floorboards.
	4. dependent prepositions	the full range of expressions using verb + preposition.
	4. dependent prepositions	Listen to your teacher; Look at the picture; Look for the animals; Let’s talk about your hobbies; I’m interested in sports; Are you good at tennis?; I agree with you; I need to concentrate on my work; You need to apologise for shouting at them.
13. Present time	1. present simple (including verb ‘to be’)	a wide range of verbs in the present simple (including 'to be') to talk about routines, habits, likes.
	1. present simple (including verb ‘to be’)	She plays tennis; I am your neighbour; I like fish; It takes a long time to cook; I hope you can come and visit again soon; I believe we will succeed; I anticipate some problems ahead.
	2. present continuous	a wide range of verbs in the present continuous to talk about situations and events in progress.
	2. present continuous	I am playing football; We are watching TV; He is reading a book.; The computer isn’t working; He isn’t listening; They aren’t going to the meeting; He is considering the offer; Are we participating in the event?
	3. present perfect simple	an increasing range of verbs in the present perfect simple to talk about past actions.
	3. present perfect simple	I have already finished my homework; I haven’t eaten since lunchtime.
	4. present perfect continuous	a limited range of verbs in the present perfect continuous to talk about actions that started in the past and continue into to the present.
	4. present perfect continuous	I have been thinking about going on holiday; What have you been doing?
14. Past time	1. past simple (including verb ‘to be’)	a wide range of verbs in the past simple (including 'to be') to talk about events or states.
	1. past simple (including verb ‘to be’)	It took a long time to cook; I included you in the plans; We pretended to understand; We rode horses and flew kites before we made a campfire and retired for the evening.
	2. used to / would	'used to' and 'would' to talk about past habits and states.
	2. used to / would	What did we used to eat?; We used to eat a lot of rice; What would you do every summer?; We would go to the beach every day.
	3. past continuous	an increasing range of verbs in the past continuous to talk about events or actions that were already in progress in the past.
	3. past continuous	She wasn’t feeling very well yesterday; We weren’t watching the TV when you arrived.
	4. past perfect simple	a limited range of verbs in the past perfect to talk about an action in the past that happened before another action in the past.
	4. past perfect simple	I had forgotten about my meeting with the manager; They hadn’t taken their coat, so they were very cold.
	5. past perfect continuous	a limited range of verbs in the past perfect continuous to talk about events or actions that were already in progress before another action in the past.
	5. past perfect continuous	I had been working on the project for days.
15. Future time	1. simple future (will and shall)	'will' and 'shall' to talk about plans and intentions, and sudden decisions made at the time of speaking. *SEE PREVIOUS PHASES*
	1. simple future (will and shall)	We shall take the bus to the mall; I won’t be at home later; Will you play football tomorrow? ; I'll answer it! Shall we go now? SEE PREVIOUS PHASES
	2. future time (going to)	'going to' to talk about past intentions.
	2. future time (going to)	We were going to meet at 4 pm but we had to cancel
	3. future time (present continuous)	present continuous used to talk about future plans. *SAME AS PHASE 3*
	3. future time (present continuous)	I’m working this evening and tomorrow morning; Are you coming to the meeting tomorrow? I’m not playing tennis next week. SAME AS PHASE 3
	4. future continuous	the future continuous to talk about an action or event in the future that is either in progress or unfinished. *SAME AS PHASE 3*
	4. future continuous	I’ll be waiting for you; They’ll be flying to England this time next week; They won't be working next Wednesday; Will you be studying later? SAME AS PHASE 3
16. Pronouns	1. personal / subject pronouns	the personal/subject pronouns 'I', 'you', 'he', 'she', 'it', 'we' and 'they'. *SAME AS PHASE 2*
	1. personal / subject pronouns	I am a student; You are a student; He is a student; She is a student; We are students; They are students; It is a school. SAME AS PHASE 2
	2. object pronouns	the object pronouns 'me', 'you', 'him', 'her', 'it', 'us' and 'them'. *SAME AS PHASE 2*
	2. object pronouns	Talk to me; I will go with you; Give the book to him; Give the book to her; I like it; I know them; Come with us. SAME AS PHASE 2
	3. dummy subject	simple statements starting with 'it is' and 'there is/are'. *SAME AS PHASE 2*
	3. dummy subject	There are children in the park; It is twelve o’clock; It’s hot and sunny today. SAME AS PHASE 2
	4. possessive pronouns	possessive pronouns. *SAME AS PHASE 2*
	4. possessive pronouns	That book is mine; That pen is yours; The black bag is his; That coat is hers; Those coffees are ours; These books are theirs. SAME AS PHASE 2
	5. possessive adjectives	possessive adjectives 'my', 'your', 'his', 'her', 'our' and 'their' before nouns. *SAME AS PHASE 2*
	5. possessive adjectives	That is my book; It is your book; That is his cat; They are her shoes; This is our house; That is their phone. SAME AS PHASE 2
	6. one, ones, none	'ones' to refer to plural nouns
	6. one, ones, none	I prefer hot countries to cold ones; You can see which one is the best; Which one would you like?
	7. indefinite pronouns	the full range of indefinite pronouns as subjects and objects with singular verbs
	7. indefinite pronouns	I like to eat everything!; I want something to eat; You don’t have to bring anything; You don’t have to talk to anyone; Is everybody here?; I tried to call for help but nobody answered; I was so confused that I thought something was happening.
	8. reflexive pronouns	an increasing range of reflexive pronouns (himself/herself/)
	8. reflexive pronouns	He tried to open it by himself; She got dressed by herself; You should ask yourself if you have enough money; I decided to do it myself.
	9. reciprocal pronouns	a limited range of reciprocal pronouns (each other)
	9. reciprocal pronouns	We see each other every day; The players get on really well with each other.
17. Questions	1. yes / no questions	the full range of yes/no questions in all past, present, and future tenses, using a range of verbs.
	1. yes / no questions	Had they seen it already?; Aren’t you excited about it?; Isn’t he sweet?; Wouldn’t you like to have a cup of tea?; Don’t you think so?; Haven’t you see it yet?; Wouldn’t you like a cup of tea?
	2. wh- questions	the full range of subject and object questions beginning with 'who', 'where', 'what', 'how', 'why', 'when', 'whose' to ask for personal information in all tenses using a range of verbs.
	2. wh- questions	Why had you eaten so much?; Where had you been studying before you came here?; What had you been doing before I called?; When were you going to call?
	3. question tags	an increasing range of question tags to turn statements into questions.
	3. question tags	You love books, don’t you?; It sounds peaceful, doesn’t it?; You bought some new shoes, did you?; Your friend is an engineer, is she?
	4. indirect questions	an increasing range of indirect questions.
	4. indirect questions	Do you know if I have to get a visa to travel?; Could you tell me if I need to apply for a visa?
18. Reported speech	1. reporting statements	an increasing range of reporting verbs in reporting statements.
	1. reporting statements	My mother said that she could take us there; My sister told me that this film was very good; They stated that the service had been delayed; He alleged there had been an incident at the hotel.
	2. reporting questions	an increasing range of verbs to report questions.
	2. reporting questions	She asked me if I liked shopping; I asked them why they had finished the project early.
	3. reporting verbs	an increasing range of common reporting verbs with 'that + clause' and appropriate tense changes.
	3. reporting verbs	He recommended that we stay another day; They advised us to stay another day; We suggested that they stay another day.
19. Verb forms	1. gerunds	gerunds (verbs that function as nouns). *SAME AS PHASE 3*
	1. gerunds	I like watching TV; We don’t enjoy fishing; Playing football is my favourite hobby; Reading and walking are healthy activities. SAME AS PHASE 3
	2. verb + to + infinitive / verb + infinitive / verb + ing	verbs that take the infinitive or '-ing' form, and distinguish between changes in meaning e.g., 'Remember to take...’ vs ‘Remember taking.’
	2. verb + to + infinitive / verb + infinitive / verb + ing	We stopped to listen to the music; We stopped listening to the music; I must remember to take out the rubbish; I remember taking out the rubbish; I forgot to take out the rubbish; I forgot taking out the rubbish; You should try to lose weight; You should try going to the gym.

4.3.2 Phase 4 Understand

A limited range refers to sets of words, contexts, or situations that are included in and do not go beyond the content of the syllabus.

Key:

	Student is not expected to understand or use the language point at this level
	Student can understand the language point according to the phase-level descriptor

GRAMMAR	Toolkit Link	By the end of Phase 4, students will be able to understand …	MOE Level 5	MOE Level 6
GRAMMAR	Toolkit Link		5.1	6.1	6.2
2. Adverbs	12. inversion	a limited range of adverbs used in the following structure: adverb + verb + subject.
2. Adverbs	12. inversion	No sooner had he arrived than he fell asleep; Hardly had I got to bed when the telephone rang.
3. Causative constructions	2. have/get + reflexive + past participle	the causative construction to emphasise that the subject is the recipient of the action, with a limited range of vocabulary and contexts.
	2. have/get + reflexive + past participle	Don't get yourself involved; We had ourselves checked by the doctor before we went on holiday.
	3. have/get + object + do something	the causative construction to say who did the action by making them the object of the sentence, with a limited range of vocabulary and contexts.
	3. have/get + object + do something	I had the mechanic fix my car; I will get my brother to clean it.
	4. get + object + verb-ing	the causative construction to talk about causing someone or something to do something, with a limited range of vocabulary and contexts.
	4. get + object + verb-ing	It got me thinking about it.
4. Clauses and phrases	5. participle clauses	participle clauses (starting the clause with the present or past participle) to say something in a briefer, more economical way, with fewer words with a limited range of vocabulary
4. Clauses and phrases	5. participle clauses	Knowing he loved music, Omar bought him a guitar; Standing in the queue, I realised I didn't have my wallet. Worried by the news, she called the hospital. Having brushed his teeth, he went to bed.
5. Conditionals	5. mixed conditionals	mixed conditionals to talk about various conditional situations (e.g., a condition in the past having a result in the present or a condition in the present affecting a past situation) in a limited range of situations and contexts.
	5. mixed conditionals	If I hadn't studied at university, I wouldn't be a doctor now; If I wasn't so short, I would have hit my head.
	6. wishes / if only	'wish' and 'if only' to talk about unreal situations or states in the past or present in a limited range of situations and contexts.
	6. wishes / if only	I wish I had more money; If only I had studied harder; If only it would stop raining.
10. Passives	6. present perfect simple passive	the use of present perfect simple passive to focus on the action rather than the person or thing that has done the action in a limited range of situations and contexts.
	6. present perfect simple passive	The car has been washed.
	7. past perfect simple passive	he use of past perfect simple passive to focus on the action rather than the person or thing that had done the action in a limited range of situations and contexts.
	7. past perfect simple passive	The car had been washed.
	8. future perfect simple passive	the use of future perfect simple passive to focus on the action rather than the person or thing that will have done the action in a limited range of situations and contexts.
	8. future perfect simple passive	The car will have been washed by then.
15. Future time	5. future perfect simple	the use of future perfect simple to talk about something that will be completed before a specific time in the future.
	5. future perfect simple	I will have learned the song by tomorrow; Will you have finished by 5 pm? I won’t have finished it by then.
	6. future perfect continuous	the use of future perfect continuous to describe actions that will continue up until a point in the future.
	6. future perfect continuous	This summer I will have been working here for five years.
	7. be + about to + infinitive	the use of 'about to' to refer to something that will happen very soon in the future.
	7. be + about to + infinitive	My class is about to begin; Is the bus about to arrive?; I don’t think the shop is about to close.

4.4 Phase 4 Functional Language Outcomes

Students will be able to produce the functional language items listed according to the phase-level descriptors given. At phase 4, functional language production is characterised by providing more information of topics, including more developed descriptions, comparisons and explanations, and texts and exchanges are simple and extended. Students use a range of simple language structures and begin to use complex structures when producing functional language.

FUNCTIONAL LANGUAGE
Code	Toolkit Link	By the end of Phase 4, students will be able to …
FL.1	Asking for and giving personal information	ask for and give personal information and descriptions on topics that are familiar, of personal interest or related to everyday life (e.g., family, hobbies, school, travel, etc.) in simple, extended texts and exchanges.
FL.1	Asking for and giving personal information	Hello, I'm Mariam. I live in Dubai, but I'm originally from Al Ain. I've been studying here since September. Can you tell me about yourself?
FL.2	Greetings, making introductions, saying goodbye	greet people, introduce themselves and others, and say goodbye in simple, extended texts and exchanges.
FL.2	Greetings, making introductions, saying goodbye	Hi, how's it going? Have you met Tom? Hi Tom, what's up? Ok, see you soon. Take care, bye.
FL.3	Expressing likes and dislikes	ask for and give information about likes and dislikes and explain what they like or dislike about something in simple, extended texts and exchanges.
FL.3	Expressing likes and dislikes	I'm quite keen on science fiction. I'm fond of going to the beach. Are you keen on board games? I'm not fond of travelling by plane.
FL.4	Using numbers to express amount, quantity, number, and time	use numbers to ask for and express quantity, price, time, date, etc. in simple, extended texts and exchanges.
FL.4	Using numbers to express amount, quantity, number, and time	How do you work out the area of a circle? X times/multiplied/by/divided by/over/minus/subtracted from/add/added to Y equals 100. It's ten to three.
FL.5	Describing people	ask for, give descriptions about and compare people in simple, extended texts and exchanges.
FL.5	Describing people	What is he like? What do they like? He is very hard-working. My sister likes swimming and horse riding.
FL.6	Describing places	ask for, give descriptions about and compare places in simple, extended texts and exchanges.
FL.6	Describing places	Cairo is the capital city of Egypt. It is on the banks of the River Nile. It has a population of more than 10 million people. Cairo has a rich history. The famous pyramids and the sphinx are located just outside the city.
FL.7	Describing objects	ask for, give descriptions about and compare objects in simple, extended texts and exchanges.
FL.7	Describing objects	What does it look like? It looks like a tube / It feels like cotton / It smells like metal / It sounds like a bell. It looks expensive / It feels smooth / It smells funny / It sounds awful. We use it to heat water / for heating water.
FL.8	Expressing preference	ask for and give information about preferences and explain why they prefer one thing to another in simple, extended texts and exchanges.
FL.8	Expressing preference	I'd rather go to the cinema than the theatre. What is your preference? Which one do you fancy? I fancy having pizza tonight, what about you?
FL.9	Describing habits, routines, tasks, and jobs	ask for and give information and descriptions about habits, routines, tasks and jobs in simple, extended texts and exchanges.
FL.9	Describing habits, routines, tasks, and jobs	How many times a year do you visit your grandparents? I rarely go to the beach in summer. What are your responsibilities at work? I am responsible for my team of three people.
FL.10	Asking for and telling the time	ask for and give information regarding the timing of an event in simple, extended texts and exchanges.
FL.10	Asking for and telling the time	Have you got the time, please? Have you got the time on you? It’s almost two o’clock. It’s just after two. Yes, it's ten past. Sure, five to.
FL.11	Asking for and giving directions	follow, ask for and give detailed directions in simple, extended texts and exchanges.
FL.11	Asking for and giving directions	How do you get to the library from here? Can you show me the way to the library? Ok, do you see that red building? When you get to that, you need to turn left, then follow that road all the way down to the end. The library will be on your left.
FL.12	Apologising	make and respond to apologies in simple, extended texts and exchanges.
FL.12	Apologising	I'm sorry to hear that. I'm sorry but I think you're wrong. I'm sorry, I've got to go now. Sorry to interrupt you but ..., Sorry, I just wanted to say ...
FL.13	Describing processes	follow, ask for and give detailed instructions and descriptions of a process in simple, extended texts and exchanges.
FL.13	Describing processes	Following on from this, sand and water is added to the mix.
FL.14	Describing functions	ask for and give information and descriptions about the functions of different machines, tools, devices and gadgets in simple, extended texts and exchanges.
FL.14	Describing functions	A (printer) serves to (print documents). A (printer) is a piece of equipment for (printing documents). A (printer) enables you to (print documents). A (printer) is used to (print documents). A (printer) is used for (printing documents). There are two types of (printer), (laser) and (ink cartridge).
FL.15	Describing graphs, charts, tables, and diagrams	interpret and give descriptions of detailed information in diagrams and visuals, providing overall trends and explaining important points in detail in simple, extended texts and exchanges.
FL.15	Describing graphs, charts, tables, and diagrams	The data presented in this graph/chart/table/diagram shows sales for this year. Sales rose significantly this year.
FL.16	Expressing opinion	ask for, give and justify own opinions, and comment on the views of others in simple, extended texts and exchanges.
FL.16	Expressing opinion	On the one hand, he is good with people. On the other hand, he does not think before he speaks. Even though he earns very little, he is always very generous. Mind you, he is still very fit.
FL.17	Asking for and giving permission	ask for and give permission in simple, extended texts and exchanges.
FL.17	Asking for and giving permission	Would you mind if I open the window? Of course not. Would you mind if I open the window? No problem, go ahead.
FL.18	Expressing and responding to thanks	express and respond to thanks in simple, extended texts and exchanges.
FL.18	Expressing and responding to thanks	I really appreciate it. Much appreciated. I'm really grateful. Anytime. Think nothing of it.
FL.19	Talking about ability (past / present)	talk about ability (present and past), and what they're good at and not at in simple, extended texts and exchanges.
FL.19	Talking about ability (past / present)	She used to be a very good ballet dancer. I’ve always been good at singing. I was the best singer in the world when I was younger.
FL.20	Expressing necessity and obligation (past / present)	talk about necessity and obligation, giving justifications where appropriate, in simple, extended texts and exchanges.
FL.20	Expressing necessity and obligation (past / present)	I really must lose some weight before the holiday. Passengers must not put their feet on the seats. I can’t come tonight because I have to meet my cousin. I have to make an appointment this week. It hurts!
FL.21	Giving warnings	give warnings and justifications where appropriate in simple, extended texts and exchanges.
FL.21	Giving warnings	Let me warn you against buying from that online site. Mind how you go. Take care. You can’t be too careful.
FL.22	Expressing prohibition	follow and communicate detailed information about what is prohibited, giving explanations where appropriate in simple, extended texts and exchanges.
FL.22	Expressing prohibition	You’re not allowed to talk during the exam. It is forbidden.
FL.23	Making offers and requests	make and respond to detailed requests and offers in simple, extended texts and exchanges.
FL.23	Making offers and requests	Would you like me to help you? Let me help you with that. Can I offer you some help? I’d like to request your help. Could you help me, if it’s not too much trouble? No, I’m ok. Thank you. I’m sorry, I’m busy at the moment.
FL.24	Asking for and giving advice	ask for and give detailed advice, giving reasons and explanations where appropriate in simple, extended texts and exchanges.
FL.24	Asking for and giving advice	You shouldn’t drink so much cola. It’s bad for your teeth. Have you tried speaking to your manager? You could try to eat less, or you could try going to the gym once in a while.
FL.25	Giving presentations	give a prepared presentation, providing reasons and explanations, outlining similarities and differences, and answer follow-up questions.
FL.25	Giving presentations	Good morning ladies and gentlemen. My name is Ali, and I am pleased to be here. Now, I will move on to different places in the UAE. Last of all, I would like to talk about what you can do in the UAE. Thank you for your attention. Would you like to ask any questions?
FL.26	Comparing and contrasting	compare and contrast information, opinions and alternatives, outlining similarities and differences, discussing what to do, where to go, who or which to choose, etc. in simple, extended texts and exchanges.
FL.26	Comparing and contrasting	A tiger has stripes, whereas a lion does not. A tiger has stripes, while a lion does not. She learns very quickly. Similarly, so does her brother. She learns very quickly. Likewise, so does her brother. In contrast to summer, winter is very cold. Summer, in contrast to winter, is warm.
FL.27	Describing advantages and disadvantages	talk about advantages and disadvantages using simple language to list points in simple, extended texts and exchanges.
FL.27	Describing advantages and disadvantages	An advantage of working from home is… A disadvantage of working from home is… One benefit of living in the city is... One drawback of living in the city is...
FL.28	Asking for and making suggestions and recommendations	make and respond to suggestions, discuss what to do, compare and contrast alternatives, and give opinions and reactions to possible solutions with reasons and explanations in simple, extended texts and exchanges.
FL.28	Asking for and making suggestions and recommendations	How about going to a museum? If I were you, I'd visit the Louvre. Great idea. Sure, why not? I'd rather not.
FL.29	Talking about time periods	talk about time periods in simple, extended texts and exchanges.
FL.29	Talking about time periods	We have to leave in the next five minutes to be on time. We came here years ago.
FL.30	Making arrangements	make arrangements, such as arranging travel, accommodation, appointments and meetings, in simple, extended texts and exchanges.
FL.30	Making arrangements	Can you make Tuesday? Would Tuesday be okay? Would Tuesday suit you? Sorry, I can't make Tuesday. I'm afraid I can't do Tuesday.
FL.31	Describing past experiences and events	ask for, respond to and give descriptions about past experiences and events that are clearly chronologically sequenced, expressing feelings and reasons for those feelings in response to the event or experience in simple, extended texts and exchanges.
FL.31	Describing past experiences and events	Last year, we went to Thailand for our holidays. We visited many interesting places. I went scuba-diving while my boyfriend went on an elephant ride. We also tried lots of different kinds of food. We had a great time.
FL.32	Expressing agreement and disagreement	agree and disagree with others giving brief reasons and explanations where appropriate in simple, extended texts and exchanges.
FL.32	Expressing agreement and disagreement	I think you are absolutely right. So do/am I. Neither do I. Well, actually . . . Well not really. I’m sorry but I think you’re wrong. I see what you mean, but . . . I see your point, but....
FL.33	Expressing certainty, probability, and doubt	express certainty, probability and doubt in simple, extended texts and exchanges.
FL.33	Expressing certainty, probability, and doubt	I might be half an hour late. Petra will probably be late too. She’s usually late. We may go to Egypt this year. Are you going to have a party in your new flat? I don’t know. I may, I may not.
FL.34	Expressing interest	express interest in simple, extended texts and exchanges.
FL.34	Expressing interest	Oh, wow. No way! Oh, I see. Uh-huh. Uh-oh.
FL.35	Making predictions and hypothesising	make predictions using will and going to in simple, extended texts and exchanges.
FL.35	Making predictions and hypothesising	If they continue to play this badly, Liverpool are going to lose the cup. Spurs will probably win the league this season. Look at those clouds. It’s going to rain. He will pass his driving test eventually.
FL.36	Describing hopes and plans	ask for and give descriptions about hopes, plans, dreams and ambitions, giving brief reasons where appropriate in simple, extended texts and exchanges.
FL.36	Describing hopes and plans	I’ve always wanted to have a well-paid job. I’ve always dreamed of (having) a well-paid job. In the next five years, I will have a well-paid job. Fingers crossed, I will have a well-paid job.
FL.37	Making complaints	make complaints in an increasing range of situations in simple, extended texts and exchanges.
FL.37	Making complaints	I want to complain about the service in this hotel. Sorry to bother you, but I’d like to complain about the service in this hotel. I’m afraid there is a problem with this item.
FL.38	Asking about and describing feelings and emotions	ask about and express feelings and emotions clearly, giving reasons to explain feelings where appropriate in simple, extended texts and exchanges.
FL.38	Asking about and describing feelings and emotions	He felt a little nervous about the exam. I’m fed up with this British food. We should all use public transport as much as possible. I’m sorry to hear that.
FL.39	Speculating and making deductions	speculate and make deductions using modals of deduction in simple, extended texts and exchanges.
FL.39	Speculating and making deductions	Mohammed can’t be at home yet, I saw him leave just a few minutes ago. I don’t believe it. It can’t be true. That must be Ahmed’s father. He told me he was coming. You’ve just walked all the way from Oxford Street. You must be tired.
FL.40	Expressing regret	respond to bad news in simple, extended texts and exchanges.
FL.40	Expressing regret	I'm so sorry. Oh dear. Oh no, that's awful. What a shame.
FL.41	Describing causes and consequences	talk about causes and consequences using a limited range of expressions in simple, extended texts and exchanges.
FL.41	Describing causes and consequences	On the other hand, we could stay at home and watch television. However, this depends on the number of people you’ve invited. Therefore, it is cheaper to take the bus.
FL.42	Checking understanding and clarifying	ask for clarification and elaboration, confirm information and check understanding from a speaker's and listener's point of view in simple, extended texts and exchanges.
FL.42	Checking understanding and clarifying	I don’t quite see what you mean. I’m not sure I follow you. I’m not sure I get your point. Sorry, I didn’t catch that. I don’t see what you’re getting at. Let me put it another way… In other words, …
FL.44	Writing emails and letters	compose basic formal emails and letters, and provide or exchange information by text message, email or letter, responding to questions, giving news, expressing thoughts about abstract or cultural topics, and giving detailed accounts of personal feelings and experiences where appropriate in simple, extended texts and short exchanges.
FL.44	Writing emails and letters	Dear All, I hope all is well. Thank you for your quick reply. I'm writing about our last meeting. Please find attached the files you requested. Sincerely, Zainab Alsouqi.
FL.45	Managing interactions	start, maintain, end, interrupt, resume and change the topic of interactions, summarising points and using questions, comments and rewording to maintain focus in simple, extended texts and exchanges.
FL.45	Managing interactions	Sorry, to interrupt you but . . . I have a question. Could I interrupt here? Do you mind if I say something? Could I just say something? Sorry, I just wanted to say . . .Changing the topic: Anyway, . . . By the way, there’s something else I wanted to tell you. Anyway, . . . Anyway, what was I saying? What were we talking about? To get back to what I was saying . . . Anyway, . . . So, as I was saying . . . Okay, . . Hi! My name’s Paula. What’s your name? Excuse me- can I talk to you for a minute? Excuse me, please. Have you got a minute? Excuse me, please. I wonder if you could help me. Let me introduce myself. Guess what! You will never believe what I saw yesterday. It’s been nice talking to you. Bye. I’m sorry. I’ve got to go now. Must go – see you later. See you later. Take care.
FL.46	Developing an evidence-based argument	develop an argument using simple language to justify a viewpoint in simple, extended texts and exchanges.
FL.46	Developing an evidence-based argument	I think we need to discuss this. In my opinion, the school should listen to the students. On the other hand… . However, … . I believe … .

5. PHASE 5

5.1 Phase 5 Overview

PHASE

ENGLISH CURRICULUM RESOURCE

MOE LEVEL

CEFR LEVEL

LEXILE RANGE

BTS Book 10 (and Phase 4)

BTS Books 11-12

ASP Elite Books 9-11

7 – 8

1010L – 1320L

TEXT, TASK AND TOPIC FEATURES
Text Type, Length and Complexity	Learners will develop language skills through a variety of text types including poems, stories, monologues and dialogues, descriptions, informative texts (diagrams and graphs) and instructions.
	Receptive texts may be complex and are extended. (For more information, see Text Complexity Progression).
	Learners produce extended, structured and some complex texts in response to questions and prompts for a range of purposes.
	Learners initiate and maintain extended and some complex interactions in response to questions and prompts for a range of purposes.
Task Features	Information needed to complete tasks is generally not explicitly stated and there may be significant competing information.
Task Features	Delivery is in standard English in a variety of different accents.
Topics	Topics are familiar, unfamiliar, concrete and may be abstract.

RECEPTION		PRODUCTION					INTERACTION
Comprehension Skills	Receptive Strategies	Pronunciation		Production Skills	Productive Strategies		Interactive Skills	Interactive Strategies
By the end of Phase 5, students will be able to ...
Understand the overall meaning of extended texts on concrete and some abstract topics. Identify specific information in extended texts on concrete and some abstract topics. Identify details in extended texts on concrete and some abstract topics. Identify the main points in extended texts on concrete and some abstract topics. Infer meaning in simple, extended texts on familiar and concrete topics. Make connections in extended texts on familiar and unfamiliar concrete topics. Recognise mood and tone in extended texts on familiar and some unfamiliar concrete topics.	Identify a wide range of features of text organisation and structure. Read and listen to a wide range of extended texts in a variety of genres. Research and evaluate information from a variety of sources.	Produce extended texts and simple and complex language structures with connected speech using correct intonation and rhythm.		Produce extended texts on familiar and unfamiliar concrete topics. Produce extended, structured texts that contain topic sentences and supporting details.	Maintain a degree of control of simple and complex language structures when writing or speaking. Paraphrase and synthesise information from a variety of sources.		Initiate and maintain interactions on familiar and unfamiliar topics. Participate in structured discussions, responding to and building on the contributions of others. Express, elaborate on and justify own ideas and respond to those of others.	Communicate coherently and at length using minimal repair strategies.
SUPPORTING SYLLABUS
GRAMMAR			FUNCTIONAL LANGUAGE
Understand and Use			Asking for and giving personal information Greetings, making introductions, saying goodbye Expressing likes and dislikes Using numbers to express amount, quantity, number, and time Describing people Describing places Describing objects Expressing preference Describing habits, routines, tasks, and jobs Asking for and telling the time Asking for and giving directions Apologising Describing processes Describing graphs, charts, tables, and diagrams Expressing opinion Asking for and giving permission Expressing and responding to thanks Talking about ability (past / present) Expressing necessity and obligation (past / present) Giving warnings Making offers and requests Asking for and giving advice			Giving presentations Comparing and contrasting Describing advantages and disadvantages Asking for and making suggestions and recommendations Talking about time periods Making arrangements Describing past experiences and events Expressing agreement and disagreement Expressing certainty, probability, and doubt Expressing interest Making predictions and hypothesising Describing hopes and plans Making complaints Asking about and describing feelings and emotions Speculating and making deductions Expressing regret Describing causes and consequences Checking understanding and clarifying Emphasising a point / feeling Writing emails and letters Managing interactions Developing an evidence-based argument
adjectives adverbs causative constructions clauses and phrases conditionals conjunctions determiners modals nouns passives phrasal verbs prepositions present time past time future time pronouns questions reported speech verb forms

Click here to access the Literacy and Communication Toolkit for professional development resources, and resources that practice Functional Language and Grammar items from the curriculum.

5.2 Phase 5 Skills Outcomes

By the end of Phase 5, students will be able to …
RECEPTION
Comprehension Skills	Understand the overall meaning of extended texts on concrete and some abstract topics.
	Identify specific information in extended texts on concrete and some abstract topics.
	Identify details in extended texts on concrete and some abstract topics.
	Identify the main points in extended texts on concrete and some abstract topics.
	Infer meaning in simple, extended texts on familiar and concrete topics.
	Make connections in extended texts on familiar and unfamiliar concrete topics.
	Recognise mood and tone in extended texts on familiar and some unfamiliar concrete topics.
Receptive Strategies	Identify a wide range of features of text organisation and structure.
	Read and listen to a wide range of extended texts in a variety of genres.
	Research and evaluate information from a variety of sources.
PRODUCTION
Pronunciation	Produce extended texts and simple and complex language structures with connected speech using correct intonation and rhythm.
Production Skills	Produce extended texts on familiar and unfamiliar concrete topics.
Production Skills	Produce extended, structured texts that contain topic sentences and supporting details.
Productive Strategies	Maintain a degree of control of simple and complex language structures when writing or speaking.
Productive Strategies	Paraphrase and synthesise information from a variety of sources.
INTERACTION
Interactive Skills	Initiate and maintain interactions on familiar and unfamiliar topics.
	Participate in structured discussions, responding to and building on the contributions of others.
	Express, elaborate on and justify own ideas and respond to those of others.
Interactive Strategies	Communicate coherently and at length using minimal repair strategies.

5.3 Phase 5 Grammar Outcomes

5.3.1 Phase 5 Understand and Use

Understand and use: By the end of this phase, students are expected to both understand and use the language item, actively producing the language through speech or writing.

An increasing range refers to increasing sets of words, contexts, or situations that are related to the themes of the syllabus but may or may not be included in it.

A wide range refers to a wider set of words, from open lexical sets (nouns, verbs, adjectives, and adverbs), contexts, or situations that may or may not be included in the syllabus.

A full range refers to the full range of words from a closed lexical set (determiners, conjunctions, pronouns, prepositions), and/or the full range of uses of the grammar item.

Key:

	Student can understand and use the language point according to the phase-level descriptor
	Student has already mastered this language point at a previous phase

GRAMMAR	Toolkit Link	By the end of Phase 5, students will be able to understand and use…	MOE Level 7	MOE Level 8
GRAMMAR	Toolkit Link		7.1	8.1	8.2
1. Adjectives	1. position	a wide range of adjectives or adjective phrases after pronouns, for example, something, nothing, anything and somewhere. *SEE PREVIOUS PHASES*
	1. position	This is something special; There was nothing interesting to see; Is there anything good in there?; We should go somewhere nice on holiday. SEE PREVIOUS PHASES
	2. comparatives	a wide range of comparative adjectives with 'no + comparative adjective', 'not that much + comparative adjective', 'the sooner + the sooner'.
	2. comparatives	This is no better than it used to be; It's no more expensive than the other one; We're not any smarter than you are; She's not that much older than I am. The sooner I finish this, the sooner I can go home.
	3. superlatives	a wide range of superlative adjectives with 'one of the'.
	3. superlatives	This is one of the greatest dangers; It was one of the most amazing moments in my life.
	4. participle adjectives	a wide range of participle adjectives ending '-ed' and '-ing'.
	4. participle adjectives	boring vs bored; interesting vs interested; tired vs tiring; amazed vs amazing; fright vs frightening; petrified vs petrifying; stunned vs stunning
	5. adjectives followed by prepositions / infinitives	prepositions after a wide range of adjectives.
	5. adjectives followed by prepositions / infinitives	bored with; I’m angry about the situation; I’m sorry for interrupting; I’m excited about my birthday; I’m tired of homework; I’m good at sports. I’m crazy about music; I’m afraid of the dark; He is famous for cooking; I’m worried about my exam; I’m skilled at driving; I was shocked by the prices; I am inspired by her; I’m grateful for this meal; I’m capable of anything.
	6. compound adjectives	an increasing range of compound adjectives.
	6. compound adjectives	This film is well-known; She is very hard-working; She is well-read; They are old-fashioned; They are narrow-minded; Her mother is kind-hearted; A ten-storey building. Keep your records up-to-date; This is a state-of-the-art building.
2. Adverbs	1. manner	a wide range of adverbs of manner. *SAME AS PHASE 4*
	1. manner	Zainab does well at school; He is walking quickly; They are driving slowly; I work hard; He speaks English fluently; He arrived late; It is becoming increasingly clear. SAME AS PHASE 4
	2. sequencing	a wide range of sequencing adverbs to order a sequence of events.
	2. sequencing	Firstly, open the box; Secondly, read the instructions; Finally, build the chair; You should take the cake out of the oven, and what's more, enjoy eating it; Penultimately, we present our strategy for the next year; The players organised themselves sequentially.
	3. frequency	a wide range of adverbs of frequency in the correct position. *SAME AS PHASE 4*
	3. frequency	I hardly ever go to the mall; He seldom visits; She rarely goes to the cinema; I exercise every day; I almost always eat fish at this restaurant; I go to the doctor once a month; I go on holiday twice a year; I go to the gym every other day. SAME AS PHASE 4
	4. time and place	a wide range of adverbs of time and place. *SAME AS PHASE 4*
	4. time and place	I saw him recently; I went to the hospital immediately; They live far away; Their house is nearby; The children are downstairs; The office is upstairs; I will be with you shortly; Thank you in advance; It disappeared instantly; You will have to wear this permanently; We can cook and clean simultaneously. SAME AS PHASE 4
	5. adverbial linkers	a wide range of adverbial linkers.
	5. adverbial linkers	She was very tired, nevertheless she kept on working; I want to go to the beach, on the other hand I should be studying; The staff of any organisation are its best ambassadors or conversely may be its worst.
	6. comparative adverbs	comparative adverbs by adding 'more...than', to adverbs ending in '-ly', and irregular adverbs, and using degree adverbs to modify.
	6. comparative adverbs	He drives more carefully than his friend; The team played worse this season than last season; You can get to work more comfortably by car; They speak slightly more clearly than the other class.
	7. superlative adverbs	superlatives made by adding 'most' to adverbs ending in '-ly', and irregular adverbs without 'most'.
	7. superlative adverbs	He speaks the most fluently; She works the hardest.
	8. degree	a wide range of adverbs of degree.
	8. degree	It is very hot today. It is really nice to see you; The sky looks so beautiful; It is quite busy in the office; It is too hot outside. I feel so much better compared to yesterday; Can I have the bill please? Certainly; I will definitely be there; I absolutely love going to the beach; I completely forgot about that; They are undoubtedly guilty; The results were undeniably impressive.
	9. quantity	an increasing range of adverbs of quantity.
	9. quantity	He laughs a lot; She doesn't go out much; I hardly slept last night.
	10. focusing	a wide range of focusing adverbs.
	10. focusing	I don’t particularly like going to the beach; I especially enjoy eating ice cream; Smart phones are predominantly popular with younger adults; Winter is cooler, for the most part.
	11. attitude	a wide range of adverbs to show attitude.
	11. attitude	They were obviously tired; She smiled, apparently content with the situation; Foolishly, he agreed to the terms in the contract; She snatched back the bag spitefully.
	12. inversion	an increasing range of adverbs used in the following structure: adverb + verb + subject
	12. inversion	No sooner had he arrived than he fell asleep; Hardly had I got to bed when the telephone rang.
3. Causative constructions	1. have/get + object + past participle	the causative construction to talk about something that someone else did for us because we asked them to, with an increasing range of vocabulary and contexts.
	1. have/get + object + past participle	I'm going to get my hair cut; She's had her nails done; Have you had your car fixed yet?; We haven't got our aircon checked this year;
	2. have/get + reflexive + past participle	the causative construction to emphasise that the subject is the recipient of the action, with an increasing range of vocabulary and contexts.
	2. have/get + reflexive + past participle	Don't get yourself involved; We had ourselves checked by the doctor before we went on holiday.
	3. have/get + object + do something	the causative construction to say who did the action by making them the object of the sentence, with an increasing range of vocabulary and contexts.
	3. have/get + object + do something	I had the mechanic fix my car; I will get my brother to clean it.
	4. get + object + verb-ing	the causative construction to talk about causing someone or something to do something, with an increasing range of vocabulary and contexts.
	4. get + object + verb-ing	It got me thinking about it.
4. Clauses and phrases	1. defining relative clauses	a wide range of defining relative clauses to give specific or essential information about the person, place, or thing we are talking about.
	1. defining relative clauses	The man who lives next door works in a bank; These are the dates that/which have been changed; There is a five-year warranty which came with the car; This is the restaurant where I saw my friend; Summer is the season when I'm the busiest; The team that/which I like is called Aston Villa; My friend said the clothes (that) I wear are very old; We have a new employee whose name is Mary Watts;
	2. non-defining relative clauses	a wide range of non-defining relative clauses to add extra information about the person, place, or thing we are talking about.
	2. non-defining relative clauses	My grandfather, who is 85, runs every day. My house, which was built 15 years ago, is very big. This restaurant, where we used to go, has closed down; I liked the cake, which my aunt made. I work with lots of people, who are very friendly; The award was won by Omar, whose poem was liked by everyone.
	3. imperatives	imperatives to give instructions in a wide range of situations/contexts. *SAME AS PHASE 4*
	3. imperatives	Let's visit Ali next weekend; Let's not worry about that now. (see previous phases) *SAME AS PHASE 4*
	4. cleft sentences	cleft sentences to emphasise new or important information in an increasing range of situations/contexts.
	4. cleft sentences	What I need is a holiday; What we need to do is buy a new car battery; Is it next week you are going on holiday?
	5. participle clauses	participle clauses (starting the clause with the present or past participle) to say something in a briefer, more economical way, with fewer words with an increasing range of vocabulary.
	5. participle clauses	Knowing he loved music, Omar bought him a guitar; Standing in the queue, I realised I didn't have my wallet. Worried by the news, she called the hospital. Having brushed his teeth, he went to bed.
5. Conditionals	1. zero conditional	the zero conditional to describe general truths in the past and present; and scientific facts in a wide range of situations and contexts.
	1. zero conditional	If you heat water, it boils (facts); Call me if you find it (imperative)
	2. first conditional	the first conditional to describe likely or possible outcomes in a wide range of situations and contexts.
	2. first conditional	I will take an umbrella in case it rains; I will take an umbrella provided it rains; I will go to the park unless it rains; Can we pay by credit card? If so, which ones do you take?
	3. second conditional	the second conditional to talk about hypothetical or unreal situations in an increasing range of contexts.
	3. second conditional	If I won the lottery, I would buy a house. (imagined outcome); He would pass if he studied. (unlikely outcome); If I were you, I would exercise more. (giving advice)
	4. third conditional	the third conditional to talk about hypothetical or unreal situations in the past in an increasing range of situations and contexts.
	4. third conditional	If I had seen her, I would have told her.
	5. mixed conditionals	mixed conditionals to talk about various conditional situations (e.g., a condition in the past having a result in the present or a condition in the present affecting a past situation) in an increasing range of situations and contexts.
	5. mixed conditionals	If I hadn't studied at university, I wouldn't be a doctor now; If I wasn't so short, I would have hit my head.
	6. wishes / if only	'wish' and 'if only' to talk about unreal situations or states in the past or present in an increasing range of situations and contexts.
	6. wishes / if only	I wish I had more money; If only I had studied harder; If only it would stop raining.
6. Conjunctions	1. coordinating	the full range of single word conjunctions when connecting single nouns and adjectives. *SAME AS PHASE 4*
	1. coordinating	I told you not to do, yet you did it! SAME AS PHASE 4
	2. subordinating	the full range of subordinating conjunctions. *SAME AS PHASE 4*
	2. subordinating	The car didn’t start due to the dead battery; He didn’t bring an umbrella despite the rain. SAME AS PHASE 4
	3. correlative	an increasing range of correlative conjunctions to connect two ideas.
	3. correlative	Not only the paintings but also the sculptures were shown at the exhibition.
7. Determiners	1. indefinite article (a/an)	'a/an' before nouns. *SAME AS PHASE 3*
	1. indefinite article (a/an)	There is an amazing atmosphere at this match. Children should be taught a healthy respect for dangerous situations. *SAME AS PHASE 3*
	2. definite article (the)	the definite article in a wide variety of contexts.
	2. definite article (the)	We went to the Netherlands; My father was born in the fifties; The Amazon flows through Brazil. I'm going to the Smiths' for dinner; The rich get richer while the poor get poorer.
	3. zero article	the zero article before a wide range of plural and uncountable nouns when referring to things in general. *SAME AS PHASE 4*
	3. zero article	Education in the future will change; Friends are important. SAME AS PHASE 4
	4. demonstratives (this, that, these, those)	'this/that/these/those' in a wide range of situations and contexts. *SAME AS PHASE 4*
	4. demonstratives (this, that, these, those)	That man is tall; These books are heavy; Those shoes are beautiful; This summer, I went to Cairo; I will call you this evening. SAME AS PHASE 4
	5. quantifiers	'either' and 'neither' with singular nouns and 'either/neither of' with plural noun phrases.
	5. quantifiers	You can’t fish from either side of the river; Neither candidate is a good option; Neither of the ideas was accepted; Either of them is suitable for the job.
8. Modals	1. present modals	the modal verbs 'could', 'may', 'might', 'must', 'shall', 'should', and 'would' in the present tense, in positive, negative, and question form. *SAME AS PHASE 3*
	1. present modals	Must we apply for a visa? Might it be a good idea to leave now?; Should you need any help, please ask. SAME AS PHASE 3
	2. past modals	the past modal verbs, 'might have', 'should have', 'would have', 'could have', 'may have', in positive, negative, and question form in a increasing range of situations and contexts.
	2. past modals	They could have stayed longer; I think they may have told me about that before; They must have seen us; They will have finished by now; They can't have left already; their car is still here; They ought to have booked a table just in case.
	3. passive modals	the past modal verbs, 'could have', 'may have', 'might have', 'must have', 'will have', 'had better have', 'ought to have', 'should have' in the passive voice.
	3. passive modals	The book could have been written by now; The book will have been written by now; The book would have been written now if we had worked harder; The windows may have been cleaned today; The windows might have been cleaned today; The windows must have been cleaned already; The windows should have been cleaned today; The windows had better have been cleaned today; The windows ought to have been cleaned today.
	4. semi-modals	the semi-modal verb 'dare', in positive, negative and question form.
	4. semi-modals	I can cook if you dare eat it!; I dare not try; Dare you try?
9. Nouns	1. plurals – regular	the plural form of regular common nouns, when 's' is added to certain nouns ending in 'o'; when '-es' is added to nouns ending in '-o', '-ch', '-s', '-sh', '-x' or '-z', when 'y' is changed to '-ies'; when 's' is added to certain nouns ending in 'y'. *SEE PREVIOUS PHASES*
	1. plurals – regular	photos, pianos; potatoes, watches, buses, bushes, foxes, quizzes; parties, hobbies; boys, keys (add '-es' to nouns ending in '-o', '-ch', '-s', '-sh', '-x' or '-z') classes; dresses; potatoes (change the 'y' to 'I' and add '-es') hobbies; activities; parties SEE PREVIOUS PHASES
	2. plurals - irregular	a wide range of irregular nouns
	2. plurals - irregular	geese; sheep; fish; oxen; data; axes; analyses; cacti
	3. countable/uncountable	'much' and 'many' with a wide range of countable and uncountable nouns.
	3. countable/uncountable	food; music; rice; water; information; countryside; fashion; accommodation; technology; business; family; hope
	4. possessive ‘s’	possessive 's' with plural nouns. *SEE PREVIOUS PHASES*
	4. possessive ‘s’	The boys' toys were left on the floor. SEE PREVIOUS PHASES
	5. group (collective) nouns	a wide range of group (collective) nouns with the correct subject verb agreement.
	5. group (collective) nouns	crew; staff; committee; panel; collection; swarm of bees; flock of birds; herd of cows
	6. proper nouns	proper nouns. *SAME AS PHASE 2*
	6. proper nouns	London; Saturday; Paul; America; Google SAME AS PHASE 2
	7. compound nouns	a wide range of three-part compound nouns.
	7. compound nouns	one-man show; a half-hour flight; five storey building; mother-in-law
	8. noun phrases	a wide range of complex noun phrases with more than one adjective.
	8. noun phrases	Our company is a digital company with 15 years' experience.
10. Passives	1. present simple passive	present simple passive to focus on the action rather than the person or thing that did the action in a wide range of situations and contexts.
	1. present simple passive	The car is washed every week; Planes are flown around the world, every day; All around the world, children are born, money is lost, promises are made, friendships are formed.
	2. past simple passive	past simple passive to focus on the action rather than the person or thing that did the action in a wide range of situations and contexts.
	2. past simple passive	The car was washed yesterday; Horses were used as the main form of transport for many years; Most cities were founded near or next to a river and were used as the main centre of trade.
	3. present continuous passive	present continuous passive to focus on the action rather than the person or thing that is doing the action in an increasing range of situations and contexts.
	3. present continuous passive	The car is being washed; Things are being done; Deals are being made and money is being exchanged in the city.
	4. past continuous passive	past continuous passive to focus on the action rather than the person or thing that was doing the action in an increasing range of situations and contexts.
	4. past continuous passive	The car was being washed yesterday; Years ago, rivers were being used to transport all major goods; At this time, science was being developed by great minds of the 18th century.
	5. future simple passive	future continuous passive to focus on the action rather than the person or thing that will do the action in an increasing range of situations and contexts.
	5. future simple passive	The car will be washed tomorrow; The car is going to be washed tomorrow.
	6. present perfect simple passive	present perfect simple passive to focus on the action rather than the person or thing that has done the action in a limited range of situations and contexts.
	6. present perfect simple passive	The car has been washed; The food has been prepared.
	7. past perfect simple passive	past perfect simple passive to focus on the action rather than the person or thing that had done the action in a limited range of situations and contexts.
	7. past perfect simple passive	The car had been washed; The food had been burned.
	8. future perfect simple passive	future perfect simple passive to focus on the action rather than the person or thing that will have done the action in a limited range of situations and contexts.
	8. future perfect simple passive	The car will have been washed by then; The house will have been decorated by the end of the year.
11. Phrasal verbs	1. non-separable	a wide range of non-separable phrasal verbs.
	1. non-separable	Everyone, sit down, please; Aisha, stand up; Look after your brother; The plane takes off at 9am; Get on/off the train; I believe in our team; Some teams may break up after a while; He stepped down from the role of manager.
	2. separable	an increasing range of separable phrasal verbs. *SAME AS PHASE 4*
	2. separable	I don’t like trying clothes on; Think it over and tell me later. *SAME AS PHASE 4*
	3. three-part phrasal verbs	an increasing range of three-part phrasal verbs.
	3. three-part phrasal verbs	You have to face up to your fears; How do they get away with that every time?; It can be hard to keep up with the faster learners.
12. Prepositions	1. place	the full range of prepositions of place. *SAME AS PHASE 4*
	1. place	The book is on the table; The ball is under the chair; It is next to the TV; Look in the box; Is it behind the hospital? The cat is between the two plants; Look out the window; I’ll meet you by the office; The clock is on the wall; It is near the city centre; It's opposite the other building; Put it above the fireplace; What lies beneath the city? SAME AS PHASE 4
	2. time	the full range of prepositions of time. *SAME AS PHASE 4*
	2. time	Let’s start at 5:00 pm; My birthday is on Wednesday; Her birthday is in June; Can you finish by the end of the day, please?; See you in two weeks; We need to be there before the film starts; We can eat after the film. SAME AS PHASE 4
	3. movement	the full range of prepositions of movement. *SAME AS PHASE 4*
	3. movement	The cat runs up the tree; The bike fell down; Let’s go to school; Jump onto the box; Let’s walk through the park; The plane flies over the clouds; The cat walks along the wall; You need to walk across the road; We crept beneath the floorboards. SAME AS PHASE 4
	4. dependent prepositions	the full range of expressions using verb + preposition. *SAME AS PHASE 4*
	4. dependent prepositions	Listen to your teacher; Look at the picture; Look for the animals; Let’s talk about your hobbies; I’m interested in sports; Are you good at tennis?; I agree with you; I need to concentrate on my work; You need to apologise for shouting at them. SAME AS PHASE 4
13. Present time	1. present simple (including verb ‘to be’)	a wide range of verbs in the present simple (including 'to be') to talk about routines, habits, likes. *SAME AS PHASE 4*
	1. present simple (including verb ‘to be’)	She plays tennis; I am your neighbour; I like fish; It takes a long time to cook; I hope you can come and visit again soon; I believe we will succeed; I anticipate some problems ahead. SAME AS PHASE 4
	2. present continuous	a wide range of verbs in the present continuous to talk about situations and events in progress. *SAME AS PHASE 4*
	2. present continuous	I am playing football; We are watching TV; He is reading a book.; The computer isn’t working; He isn’t listening; They aren’t going to the meeting; He is considering the offer; Are we participating in the event? SAME AS PHASE 4
	3. present perfect simple	a wide range of verbs in the present perfect simple to talk about past actions.
	3. present perfect simple	I have already finished my homework; I haven’t eaten since lunchtime.
	4. present perfect continuous	an increasing range of verbs in the present perfect continuous to talk about actions that started in the past and continue into to the present.
	4. present perfect continuous	I hope you haven’t been working too hard; Haven’t they been working on that for too long?
14. Past time	1. past simple (including verb ‘to be’)	a wide range of verbs in the past simple (including 'to be') to talk about events or states. *SAME AS PHASE 4*
	1. past simple (including verb ‘to be’)	It took a long time to cook; I included you in the plans; We pretended to understand. We rode horses and flew kites before we made a campfire and retired for the evening. SAME AS PHASE 4
	2. used to / would	'used to' and 'would' to talk about past habits and states. *SAME AS PHASE 4*
	2. used to / would	What did we used to eat?; We used to eat a lot of rice; What would you do every summer?; We would go to the beach every day. SAME AS PHASE 4
	3. past continuous	a wide range of verbs in the past continuous to talk about events or actions that were already in progress in the past.
	3. past continuous	She wasn’t feeling very well yesterday; We weren’t watching the TV when you arrived.
	4. past perfect simple	an increasing range of verbs in the past perfect to talk about an action in the past that happened before another action in the past.
	4. past perfect simple	Had I made the same mistake twice?; Hadn’t we already done this?
	5. past perfect continuous	an increasing range of verbs in the past perfect to talk about an action in the past that happened before another action in the past.
	5. past perfect continuous	Had you been waiting long before they arrived? I hadn’t been waiting long.
15. Future time	1. simple future (will and shall)	'will' and 'shall' to talk about plans and intentions, and sudden decisions made at the time of speaking. *SEE PREVIOUS PHASES*
	1. simple future (will and shall)	We shall take the bus to the mall; I won’t be at home later; Will you play football tomorrow? ; I'll answer it! Shall we go now? SEE PREVIOUS PHASES
	2. future time (going to)	'going to' to talk about past intentions. *SEE PREVIOUS PHASES*
	2. future time (going to)	We were going to meet at 4 pm but we had to cancel. SEE PREVIOUS PHASES
	3. future time (present continuous)	present continuous used to talk about future plans. *SEE PREVIOUS PHASES*
	3. future time (present continuous)	I’m working this evening and tomorrow morning; Are you coming to the meeting tomorrow? I’m not playing tennis next week. SEE PREVIOUS PHASES
	4. future continuous	the future continuous to talk about an action or event in the future that is either in progress or unfinished. *SAME AS PHASE 3*
	4. future continuous	I’ll be waiting for you; They’ll be flying to England this time next week; They won't be working next Wednesday; Will you be studying later? SAME AS PHASE 3
	5. future perfect simple	future perfect simple to talk about something that will be completed before a specific time in the future.
	5. future perfect simple	I will have learned the song by tomorrow; Will you have finished by 5 pm? I won’t have finished it by then.
	6. future perfect continuous	future perfect continuous to describe actions that will continue up until a point in the future in a limited range of situations and contexts.
	6. future perfect continuous	This summer I will have been working here for five years.
	7. be + about to + infinitive	'about to' to refer to something that will happen very soon in the future in a limited range of situations and contexts.
	7. be + about to + infinitive	My class is about to begin; Is the bus about to arrive?; I don’t think the shop is about to close.
16. Pronouns	1. personal / subject pronouns	the personal/subject pronouns 'I', 'you', 'he', 'she', 'it', 'we' and 'they'. *SAME AS PHASE 2*
	1. personal / subject pronouns	I am a student; You are a student; He is a student; She is a student; We are students; They are students; It is a school. SAME AS PHASE 2
	2. object pronouns	the object pronouns 'me', 'you', 'him', 'her', 'it', 'us' and 'them'. *SAME AS PHASE 2*
	2. object pronouns	Talk to me; I will go with you; Give the book to him; Give the book to her; I like it; I know them; Come with us. SAME AS PHASE 2
	3. dummy subject	simple statements starting with 'it is' and 'there is/are'. *SAME AS PHASE 2*
	3. dummy subject	There are children in the park; It is twelve o’clock; It’s hot and sunny today. SAME AS PHASE 2
	4. possessive pronouns	possessive pronouns. *SAME AS PHASE 2*
	4. possessive pronouns	That book is mine; That pen is yours; The black bag is his; That coat is hers; Those coffees are ours; These books are theirs. SAME AS PHASE 2
	5. possessive adjectives	possessive adjectives 'my', 'your', 'his', 'her', 'our' and 'their' before nouns. *SAME AS PHASE 2*
	5. possessive adjectives	That is my book; It is your book; That is his cat; They are her shoes; This is our house; That is their phone. SAME AS PHASE 2
	6. one, ones, none	'none' to refer to plural nouns
	6. one, ones, none	I searched for more but found none.
	7. indefinite pronouns	the full range of indefinite pronouns as subjects and objects with singular verbs. *SAME AS PHASE 4*
	7. indefinite pronouns	I like to eat everything!; I want something to eat; You don’t have to bring anything; You don’t have to talk to anyone; Is everybody here?; I tried to call for help but nobody answered; I was so confused that I thought something was happening. SAME AS PHASE 4
	8. reflexive pronouns	the full range of reflexive pronouns (myself/yourself/himself/herself/itself/ourselves/themselves/yourselves).
	8. reflexive pronouns	We are planning to go on holiday by ourselves; They managed to fix the problem by themselves; It won’t fix itself.
	9. reciprocal pronouns	the full range of reciprocal pronouns (each other/one another).
	9. reciprocal pronouns	Since we last saw one another, many things have happened; It’s important to have a space where people can meet one another.
17. Questions	1. yes / no questions	the full range of yes/no questions in all past, present, and future tenses, using a range of verbs. *SEE PREVIOUS PHASES*
	1. yes / no questions	Had they seen it already?; Aren’t you excited about it?; Isn’t he sweet?; Wouldn’t you like to have a cup of tea?; Don’t you think so?; Haven’t you see it yet?; Wouldn’t you like a cup of tea? SEE PREVIOUS PHASES
	2. wh- questions	the full range of subject and object questions beginning with 'who', 'where', 'what', 'how', 'why', 'when', 'whose' to ask for personal information in all tenses using a range of verbs. *SEE PREVIOUS PHASES*
	2. wh- questions	Why had you eaten so much?; Where had you been studying before you came here?; What had you been doing before I called?; When were you going to call? SEE PREVIOUS PHASES
	3. question tags	a wide range of question tags to turn statements into questions.
	3. question tags	Let’s go to work, shall we?; Think about it, will you?
	4. indirect questions	a wide range of indirect questions.
	4. indirect questions	I was wondering if you could tell me if I need to get a visa?; Would you mind telling me if I need to get a visa?; Would you be able to tell me how to fill out this form?
18. Reported speech	1. reporting statements	a wide range of reporting verbs in reporting statements.
	1. reporting statements	My mother said that she could take us there; My sister told me that this film was very good; They stated that the service had been delayed; He alleged there had been an incident at the hotel; They insinuated that the procedure had been corrupted by ineptitude.
	2. reporting questions	a wide range of verbs to report questions.
	2. reporting questions	She asked me if I liked shopping; I asked them why they had finished the project early.
	3. reporting verbs	a wide range of common reporting verbs with 'that + clause' and appropriate tense changes.
	3. reporting verbs	He denied having been there; They insisted that they hadn’t been there; They threatened to leave the project; He refused to answer the question.
19. Verb forms	1. gerunds	gerunds (verbs that function as nouns) *SAME AS PHASE 3*
	1. gerunds	I like watching TV; We don’t enjoy fishing; Playing football is my favourite hobby; Reading and walking are healthy activities. SAME AS PHASE 3
	2. verb + to + infinitive / verb + infinitive / verb + ing	verbs that take the infinitive or '-ing' form, and distinguish between changes in meaning e.g., 'Remember to take...’ vs ‘Remember taking.’ *SEE PREVIOUS PHASES*
	2. verb + to + infinitive / verb + infinitive / verb + ing	We stopped to listen to the music; We stopped listening to the music; I must remember to take out the rubbish; I remember taking out the rubbish; I forgot to take out the rubbish; I forgot taking out the rubbish; You should try to lose weight; You should try going to the gym. SEE PREVIOUS PHASES

5.4 Phase 5 Functional Language Outcomes

Students will be able to produce the functional language items listed according to the phase-level descriptors given. At phase 5, functional language production is characterised by providing clear and detailed information and descriptions on a broader range of topics and in a broader range of situations, where texts and exchanges are extended. Students use a range of simple and complex language structures when producing functional language.

FUNCTIONAL LANGUAGE
Code	Toolkit Link	By the end of Phase 5, students will be able to …
FL.1	Asking for and giving personal information	ask for and give personal information and clear, detailed descriptions on a range of personal subjects in extended texts and exchanges.
FL.1	Asking for and giving personal information	Well, I'm from a large family. I have three sisters and two brothers. My younger brother, Sultan, is very ambitious, he wants to be a doctor. We were all born here in the UAE, but our family background is more from the north of Africa. How about you? Are you originally from this part of the world?
FL.2	Greetings, making introductions, saying goodbye	greet people, introduce themselves and others, and say goodbye in a range of social situations and extended texts and exchanges.
FL.2	Greetings, making introductions, saying goodbye	Good afternoon, I'd like to introduce you to my colleague, Maham. A pleasure to meet you Maham. Farewell. So long.
FL.3	Expressing likes and dislikes	ask for and give information about likes and dislikes and explain what they like or dislike about something in extended texts and exchanges.
FL.3	Expressing likes and dislikes	I'm crazy about sports. I can't stand filling in forms. I'm mad about history. I'm really into this kind of genre of fiction right now. I can't bear waiting in line.
FL.4	Using numbers to express amount, quantity, number, and time	use numbers to ask for and express quantity, price, time, date, percentage, calculations, etc. in extended texts and exchanges.
FL.4	Using numbers to express amount, quantity, number, and time	The sum of X and Y is Z. Nine times out of ten the answer is positive. One in a million people have that condition. There are hundreds/thousands/millions of people at the event.
FL.5	Describing people	ask for and give clear, detailed descriptions about people in extended texts and exchanges.
FL.5	Describing people	What kind of person are they? How would you describe them? They are very outgoing and sociable, but they don't like cold places. My friend is kind-hearted and generous.
FL.6	Describing places	ask for and give clear, detailed descriptions about places in extended texts and exchanges.
FL.6	Describing places	Where is the Burj Khalifa situated? What is Abu Dhabi famous for? It is famous for its historical buildings. It is well known for its historical buildings.
FL.7	Describing objects	ask for, give clear, detailed descriptions about and compare objects in extended texts and exchanges.
FL.7	Describing objects	It consists of four wires and a light bulb. It was discovered in 1901 by a Norwegian explorer. It runs on gasoline. It functions as a conductor. It is considered one of the most important discoveries ever.
FL.8	Expressing preference	ask for and give information about preferences and explain why they prefer one thing to another in extended texts and exchanges.
FL.8	Expressing preference	Some students continue to live with their parents. However, I prefer to be independent. This is more my kind of thing, to be honest. I'd opt for that one, for sure.
FL.9	Describing habits, routines, tasks, and jobs	ask for and give information and clear, detailed descriptions about habits, routines, tasks and jobs in extended texts and exchanges.
FL.9	Describing habits, routines, tasks, and jobs	Hardly ever do I go to the beach in summer. Hardly ever do I go to the supermarket during the week.
FL.10	Asking for and telling the time	ask for and give detailed information regarding the timing of an event in extended texts and exchanges.
FL.10	Asking for and telling the time	What time do you make it? Around noon, I guess.
FL.11	Asking for and giving directions	follow, ask for and give clear, detailed directions reliably in extended texts and exchanges.
FL.11	Asking for and giving directions	What’s the best way to get to the bank? Ok, first of all, head towards the bus station over there on the left. After that, keep going until you see the flower shop. Turn right and go down that side street. The bank will be at the end of the street.
FL.12	Apologising	make and respond to apologies in extended texts and exchanges.
FL.12	Apologising	I’m terribly sorry for… I’m afraid I… Please, forgive me for… Don’t mention it. I quite understand.
FL.13	Describing processes	follow, ask for and give clear, detailed instructions and descriptions of a complex process in extended texts and exchanges.
FL.13	Describing processes	Once you have done that / finished that, remove the bricks from the oven.
FL.14	Describing functions	ask for and give detailed information and descriptions about the functions of different machines, tools, devices and gadgets in extended texts and exchanges.
FL.14	Describing functions	There are two kinds of (printer), (laser) and (ink cartridge). There are two sorts of (printer), (laser) and (ink cartridge). There are two categories of (printer), (laser) and (ink cartridge). There are two classes of (printer), (laser) and (ink cartridge).
FL.15	Describing graphs, charts, tables, and diagrams	interpret, present and give clear, detailed descriptions of detailed information in complex diagrams and visuals in extended texts and exchanges.
FL.15	Describing graphs, charts, tables, and diagrams	As you can see on the graph/chart/table/diagram, there is an increase in sales. There was a dramatic decrease in sales this year.
FL.16	Expressing opinion	ask for, give, justify and invite opinions with precision and provide explanations, arguments and comments regarding viewpoints in extended texts and exchanges.
FL.16	Expressing opinion	What's your take on this? What do you reckon? How do you feel about this? If I were you, I’d just say no. From her point of view, we have to do this as soon as possible. The way I see it is that you’ll have to study very hard. I reckon we need to hurry. As far as I'm concerned, this is a bad idea.
FL.17	Asking for and giving permission	ask for and give permission, state conditions and indicate reservations and reluctance where appropriate in extended texts and exchanges.
FL.17	Asking for and giving permission	Am I allowed to open the window? Is it okay if I open the window? Sure! Of course. Go for it.
FL.18	Expressing and responding to thanks	express and respond to thanks in extended texts and exchanges.
FL.18	Expressing and responding to thanks	I owe you (one). You shouldn't have. Happy to help. Happy to be of assistance.
FL.19	Talking about ability (past / present)	talk about ability (present and past), and what they're good at and not at in extended texts and exchanges.
FL.19	Talking about ability (past / present)	Once upon a time I could sing very well. I’ve never been able to sing.
FL.20	Expressing necessity and obligation (past / present)	talk about necessity and obligation, and state justifications and requirements where appropriate in extended texts and exchanges.
FL.20	Expressing necessity and obligation (past / present)	I really ought to spend less money. You ought to inform the police. My parents will be worried. I ought to phone. I need to get back to work. Do you really need to wear such old jeans? Do we need to buy tickets before we get on the train?
FL.21	Giving warnings	give warnings and state justifications and conditions where appropriate in extended texts and exchanges.
FL.21	Giving warnings	Whatever you do, don’t buy from that online site. One thing I wouldn’t do is buy from that online site.
FL.22	Expressing prohibition	follow and communicate clear, detailed and complex information about what is prohibited, stating justifications and conditions where appropriate in extended texts and exchanges.
FL.22	Expressing prohibition	It is prohibited. You must not leave bags unattended under any circumstances.
FL.23	Making offers and requests	make and respond to detailed requests and offers, state conditions and indicate reservations and reluctance where appropriate in extended texts and exchanges.
FL.23	Making offers and requests	Would you like a hand? Can I lend you a hand? Would you mind helping me? You don’t mind helping me with this, do you?
FL.24	Asking for and giving advice	ask for and give complex advice, giving detailed reasons and explanations where appropriate in extended texts and exchanges.
FL.24	Asking for and giving advice	If you were me, what would you do? If I were you, I'd just say no. I would advise you to speak to your manager.
FL.25	Giving presentations	give a clear, structured presentation, highlighting significant points and relevant supporting details, and discuss points made or questions asked by members of the audience.
FL.25	Giving presentations	To begin, I would like to introduce my colleagues. Furthermore, I believe... Moreover, the idea that..... Consequently, we have to be prepared for.... Additionally, we will also.... In conclusion, we have agreed to...
FL.26	Comparing and contrasting	compare and contrast information, opinions and alternatives, weighing advantages and disadvantages and evaluating different ideas or solutions in extended texts and exchanges.
FL.26	Comparing and contrasting	On the one hand, I want to eat pizza, but on the other hand, I should eat something heathy. In spite of the pain in her leg, she completed the marathon. She completed the marathon, despite the pain in her leg. Although I enjoyed the meal, I wish it had been hotter. Even though she spoke quietly, I understood every word. Though I didn’t enjoy the atmosphere, I liked the food. I didn’t enjoy the atmosphere. I enjoyed the food, though.
FL.27	Describing advantages and disadvantages	talk about advantages and disadvantages, weighing the pros and cons of different approaches, options and viewpoints in extended texts and exchanges.
FL.27	Describing advantages and disadvantages	The most significant advantage of working from home is…A major advantage of working from home is… The most significant disadvantage of working from home is… A major disadvantage of working from home is… What are the pros and cons of your job? One negative/positive aspect is...
FL.28	Asking for and making suggestions and recommendations	make and respond to suggestions, co-developing ideas, explaining details, indicating reservations and reluctance and stating conditions where appropriate in extended texts and exchanges.
FL.28	Asking for and making suggestions and recommendations	Have you (ever) thought about going to an art museum? Have you (ever) considered going to an art museum? Would you (ever) consider going to an art museum? Do you have any ideas about what we could do? Thanks but no thanks.
FL.29	Talking about time periods	talk about time periods in extended texts and exchanges.
FL.29	Talking about time periods	Once upon a time, this city was much smaller and quieter. Many moons ago, I could run a mile in five minutes.
FL.30	Making arrangements	make arrangements, such as arranging travel, accommodation, appointments and meetings, stating requirements and asking detailed questions where appropriate in extended texts and exchanges.
FL.30	Making arrangements	What time would be okay/good/best/convenient for you? When would be okay/good/best/convenient for you? Unfortunately, due to unforeseen circumstances, I will be unable to keep our appointment. I’m sorry, would it be possible to arrange another time? I’m afraid I have to cancel our meeting on Tuesday. I’m sorry, I’m double-booked. I’m afraid, I’m snowed under.
FL.31	Describing past experiences and events	ask for, respond to and give clear, detailed descriptions about past experiences and events that are clearly chronologically sequenced, highlighting the personal significance of events and experiences in detail in extended texts and exchanges.
FL.31	Describing past experiences and events	I was walking the dog in the park when I heard a loud crash. I looked in the direction of the noise and saw that a huge tree had fallen down. There were some people screaming and calling for help and some children were trapped under one of the fallen branches. What did they used to do before computers? People used to write down all their friends’ contact information. What would you usually do in the summer holidays? We would always go to the same beach every year.
FL.32	Expressing agreement and disagreement	agree and disagree with others giving reasons and explanations where appropriate in extended texts and exchanges.
FL.32	Expressing agreement and disagreement	That’s just what I was thinking. You know, that’s exactly what I think. I totally agree. That’s a good point. No I’m afraid I can’t agree with you there. You can’t be serious! Don’t be silly! That’s ridiculous.
FL.33	Expressing certainty, probability, and doubt	express certainty, probability and doubt in extended texts and exchanges.
FL.33	Expressing certainty, probability, and doubt	I’m absolutely certain it’s going to rain. It’s impossible to get him out of bed before 10 o’clock. He’s probably gone to the library. We’re definitely not going to Spain this year. Are you sure we will arrive in time?
FL.34	Expressing interest	express interest and interact informally, reacting to news and conveying interest, sympathy, surprise and indifference in extended texts and exchanges.
FL.34	Expressing interest	Wow, that’s fantastic. Really? Tell me more. Tell me all about it. I don’t believe it! Oh wow! Oh, you poor thing. That’s awful. What a shame! Why ask me? Thank goodness
FL.35	Making predictions and hypothesising	make and respond to predictions and hypotheses in extended texts and exchanges.
FL.35	Making predictions and hypothesising	You will succeed where I have failed. Here comes the bus now. We aren’t going to be late after all. Don’t worry. He’ll be here on time. This time next year, I’ll be working in Japan and earning good money. I’ll be visiting my mum on Thursday. Can you come another time? Will you be using the car tomorrow?
FL.36	Describing hopes and plans	ask for and give clear, detailed descriptions about hopes, plans, dreams and ambitions, giving reasons where appropriate in extended texts and exchanges.
FL.36	Describing hopes and plans	I am going to go around the world when I’ve saved enough money. I hope to get a job in Australia next year. I’ve always wanted to visit the Taj Mahal. Someday I hope to visit New Zealand again.
FL.37	Making complaints	make complaints, explaining the issue, requesting a concession and negotiating a solution where appropriate in a wide range of situations in extended texts and exchanges.
FL.37	Making complaints	I’m afraid I’ve got a complaint about the service in this hotel. I’m (very) disappointed with the service in this hotel. I’m so sorry, but this will never happen again. I’m sorry, we promise never to make the same mistake again.
FL.38	Asking about and describing feelings and emotions	ask about and express feelings and degrees of emotion, giving reasons and explanations for emotional responses where appropriate in extended texts and exchanges.
FL.38	Asking about and describing feelings and emotions	He was furious when he saw that his new bicycle had been damaged. She screamed in anger at how stupid her brother had been. Heather was delighted with her shot and her face glowed with pride. Why should we suffer just because our neighbours like loud parties? I don’t think it’s right for passengers to put their feet on the seats.
FL.39	Speculating and making deductions	speculate and make deductions using a range of expressions in extended texts and exchanges.
FL.39	Speculating and making deductions	You shouldn’t have read her journal. It should be private. You should have asked her earlier. It’s too late now. He shouldn’t have any problem doing such a simple task. The plane should have arrived by now. I knew we might have to pay to get in. You shouldn’t have shouted at him. He might have hit you. The weather could have been better but we still had a good time. You could have told me! It can’t have been John you saw, because he was with me. What can he have done with the keys? He can’t have lost them again. You needn’t have bothered getting here on time. He’s always late. I wonder if John will be going to the party. If she got the nomination, she could probably win if she gathered enough support from the community. What do you think would happen if they did discover oil there? What if Teresa hadn’t turned up?
FL.40	Expressing regret	express regret and respond to bad news, conveying interest, sympathy, surprise and indifference in extended texts and exchanges.
FL.40	Expressing regret	She wished she hadn’t hurt his feelings. Really? Tell me more. Tell me all about it. I don’t believe it! Oh wow! Oh, you poor thing. That’s awful. What a shame!
FL.41	Describing causes and consequences	talk and speculate about causes and consequences using a range of expressions in extended texts and exchanges.
FL.41	Describing causes and consequences	I know it would be good fun to watch the late-night film. Nevertheless, I think we should all get an early night before we travel.
FL.42	Checking understanding and clarifying	ask for clarification and elaboration of ambiguous points and complex or abstract ideas, confirm information and check understanding from a speaker's and listener's point of view in extended texts and exchanges.
FL.42	Checking understanding and clarifying	Checking understanding: From speaker’s point of view, e.g., Are you following me? Let me know if you have any questions. Does that make sense? From listener’s point of view, e.g., If I understood/understand you correctly, there are no planes at all on Saturday. Do you mean I can’t talk to the boss right now? Are you trying to say you don’t want to go out with me anymore? Let me see whether I’ve understood you correctly. So what you‘re really saying is . . . Am I right in assuming . .
FL.43	Emphasising a point / feeling	emphasise specific points that are significant to a topic or are of personal significance, providing relevant supporting details in extended texts and exchanges.
FL.43	Emphasising a point / feeling	I really, really feel (that) this is an important topic right now. What I mean is, this is the most important topic right now. What we need is to discuss this topic right now. As a matter of fact, this is the most important topic right now. This is a very important topic, to say the least.
FL.44	Writing emails and letters	compose emails and letters using appropriate register, structure and conventions, giving detailed descriptions of experiences or events, posing questions and using common idiomatic expressions where appropriate in extended texts and exchanges.
FL.44	Writing emails and letters	To whom it may concern, I hope this email/letter finds you well. Thank you for your quick response. I’m writing to you with regards to our last meeting. The attached files contain all the instructions you need. If you need any further information, please don’t hesitate to contact me. I’ll look forward to hearing from you.
FL.45	Managing interactions	start, maintain, end, interrupt, resume, change the topic of, take initiative in and control interactions, reporting what others have said, summarising, evaluating, elaborating on and weighing up points in extended texts and exchanges.
FL.45	Managing interactions	Actually, . . . I’m sorry but . . . Just a minute! Yes, I know, but . . . ! Hang on! Hold on! Oh, by the way . . . That reminds me . . . This has nothing to do with what we are talking about but . . . On another subject.. Talking about holidays, did you know that I’m off to Florida next week? Before I forget . . . Anyway, I was telling you about John’s party . . . To get back to what I was saying . . . Andre, would you like to begin? Pilar, would you like to kick off? Shall we begin? Jenny, can tell us how the Human Resources reorganization is coming along. How does that affect your department, Rosa? Let’s move on, shall we? We don’t have time to go into that matter right now. Let’s get back to the issue under discussion, shall we? That’s another topic, really. Can we keep to the point, please? Let’s not get distracted. I’d like to say a few words here. Yes, I think I can contribute to this point. My expertise in this area might help to clarify the situation. Perhaps, I could say something here. Carry on. Go on. Really? Mmm…mmm…. Don’t stop. Tell me more… What makes you say that? What makes you think that? I’m all ears. I’m listening. Invitation in one-to-one interaction, e.g., Don’t you agree? Is that okay with you? How about you? What do you reckon/think? What do you think, Mario? Let’s hear what Gabriella has to say. James might have something to say on this. Fiona knows a lot about this. Hey, you did something like that, didn’t you?
FL.46	Developing an evidence-based argument	develop an argument systematically, highlighting significant points and relevant supporting details in extended texts and exchanges.
FL.46	Developing an evidence-based argument	To begin with it’s a bigger problem than you think. As far as I am concerned this has nothing to do with the issue. The way I see it, the family is more important. That’s the reason I don’t want to work there anymore. One reason why… Another argument for/against . . . is . . . X maintains that . . . Y states that . . . It could be argued/asserted that . . . In conclusion . . .

6. PHASE 6

6.1 Phase 6 Overview

PHASE	ENGLISH CURRICULUM RESOURCE	MOE LEVEL	CEFR LEVEL	LEXILE RANGE
6	ASP Elite Book 12	9 – 10	C1 – C2	1185L – 1465L

TEXT, TASK AND TOPIC FEATURES
Text Type, Length and Complexity	Learners will develop language skills through a variety of text types including poems, stories, monologues and dialogues, descriptions, informative texts (diagrams and graphs) and instructions.
	Receptive texts are complex and extended. (For more information, see Text Complexity Progression).
	Learners produce extended, structured and complex texts appropriate to task, purpose, and audience for a wide range of purposes.
	Learners participate in extended, complex interactions with ease and skill in response to questions and prompts for a wide range of purposes
Task Features	Information needed to complete tasks is generally not explicitly stated, and texts include significant competing information.
Task Features	Delivery is in standard English in a variety of different accents and speeds.
Topics	Topics are wide-ranging and may be unfamiliar, complex and/or abstract.

RECEPTION		PRODUCTION				INTERACTION
Comprehension Skills	Receptive Strategies	Pronunciation	Production Skills	Productive Strategies		Interactive Skills	Interactive Strategies
By the end of Phase 6, students will be able to ...
Understand the overall meaning in a range of complex, extended texts on concrete and abstract topics. Identify specific information in a range complex, extended texts on concrete and abstract topics. Identify details in a range of complex, extended texts on concrete and abstract topics. Identify the main points in a range of complex, extended texts on concrete and abstract topics. Infer meaning in complex, extended texts on familiar and unfamiliar concrete and abstract topics. Recognise mood and tone in complex, extended texts on familiar and unfamiliar concrete and abstract topics. Make connections in complex, extended texts on familiar and unfamiliar concrete and abstract topics.	Identify genre specific features of text organisation and structure. Read and listen to a wide range of complex, extended texts in a variety of genres. Research, evaluate and synthesise information from a range of sources.	Produce extended texts and complex language structures with connected speech using correct intonation and rhythm.	Produce extended texts for a wide range of purposes on abstract and complex topics. Produce extended, structured texts appropriate to task, purpose, and audience.	Maintain control of complex language structures when writing or speaking. Paraphrase, synthesise and reference information from a variety of sources.		Interact with ease and skill in a range of contexts. Participate in structured discussions/debates summarising points and building on the contributions of others. Effortlessly express, elaborate on and justify own ideas and respond to those of others.	Communicate at length effortlessly and at natural speed.
SUPPORTING SYLLABUS
GRAMMAR			FUNCTIONAL LANGUAGE
Understand and Use			Asking for and giving personal information Greetings, making introductions, saying goodbye Expressing likes and dislikes Using numbers to express amount, quantity, number, and time Describing people Describing places Describing objects Expressing preference Describing habits, routines, tasks, and jobs Asking for and telling the time Asking for and giving directions Apologising Describing processes Describing graphs, charts, tables, and diagrams Expressing opinion Asking for and giving permission Expressing and responding to thanks Talking about ability (past / present) Expressing necessity and obligation (past / present) Giving warnings Making offers and requests Asking for and giving advice		Giving presentations Comparing and contrasting Describing advantages and disadvantages Asking for and making suggestions and recommendations Talking about time periods Making arrangements Describing past experiences and events Expressing agreement and disagreement Expressing certainty, probability, and doubt Expressing interest Making predictions and hypothesising Describing hopes and plans Making complaints Asking about and describing feelings and emotions Speculating and making deductions Expressing regret Describing causes and consequences Checking understanding and clarifying Emphasising a point / feeling Writing emails and letters Managing interactions Developing an evidence-based argument
adjectives adverbs causative constructions clauses and phrases conditionals conjunctions determiners modals nouns passives phrasal verbs prepositions present time past time future time pronouns questions reported speech verb forms

Click here to access the Literacy and Communication Toolkit for professional development resources, and resources that practice Functional Language and Grammar items from the curriculum.

6.2 Phase 6 Skills Outcomes

By the end of Phase 6, students will be able to …
RECEPTION
Comprehension Skills	Understand the overall meaning of extended texts on concrete and some abstract topics.
	Identify specific information in extended texts on concrete and some abstract topics.
	Identify details in extended texts on concrete and some abstract topics.
	Identify the main points in extended texts on concrete and some abstract topics.
	Infer meaning in simple, extended texts on familiar and concrete topics.
	Make connections in extended texts on familiar and unfamiliar concrete topics.
	Recognise mood and tone in extended texts on familiar and some unfamiliar concrete topics.
Receptive Strategies	Identify a wide range of features of text organisation and structure.
	Read and listen to a wide range of extended texts in a variety of genres.
	Research and evaluate information from a variety of sources.
PRODUCTION
Pronunciation	Produce extended texts and simple and complex language structures with connected speech using correct intonation and rhythm.
Production Skills	Produce extended texts on familiar and unfamiliar concrete topics.
Production Skills	Produce extended, structured texts that contain topic sentences and supporting details.
Productive Strategies	Maintain a degree of control of simple and complex language structures when writing or speaking.
Productive Strategies	Paraphrase and synthesise information from a variety of sources.
INTERACTION
Interactive Skills	Initiate and maintain interactions on familiar and unfamiliar topics.
	Participate in structured discussions, responding to and building on the contributions of others.
	Express, elaborate on and justify own ideas and respond to those of others.
Interactive Strategies	Communicate coherently and at length using minimal repair strategies.

6.3 Phase 6 Grammar

6.3.1 Phase 6 Understand and Use

Understand and use: By the end of this phase, students are expected to both understand and use the language item, actively producing the language through speech or writing.

A wide range refers to a wider set of words, from open lexical sets (nouns, verbs, adjectives, and adverbs), contexts, or situations that may or may not be included in the syllabus.

A full range refers to the full range of words from a closed lexical set (determiners, conjunctions, pronouns, prepositions), and/or the full range of uses of the grammar item.

Key:

	Student can understand and use the language point according to the phase-level descriptor
	Student has already mastered this language point at a previous phase

GRAMMAR	Toolkit Link	By the end of Phase 6, students will be able to understand and use…	MOE Level 9		MOE Level 10
GRAMMAR	Toolkit Link		9.1	9.2	10.1	10.2
1. Adjectives	1. position	a wide range of adjectives or adjective phrases after pronouns, for example, something, nothing, anything and somewhere. *SEE PREVIOUS PHASES*
	1. position	This is something special; There was nothing interesting to see; Is there anything good in there?; We should go somewhere nice on holiday. SEE PREVIOUS PHASES
	2. comparatives	a wide range of comparative adjectives with 'no + comparative adjective', 'not that much + comparative adjective', 'the sooner + the sooner'. *SEE PREVIOUS PHASES*
	2. comparatives	This is no better than it used to be; It's no more expensive than the other one; We're not any smarter than you are; She's not that much older than I am. The sooner I finish this, the sooner I can go home. SEE PREVIOUS PHASES
	3. superlatives	a wide range of superlative adjectives with 'one of the'. *SEE PREVIOUS PHASES*
	3. superlatives	This is one of the greatest dangers; It was one of the most amazing moments in my life. SEE PREVIOUS PHASES
	4. participle adjectives	a wide range of participle adjectives ending '-ed' and '-ing'. SAME AS PHASE 5
	4. participle adjectives	boring vs bored; interesting vs interested; tired vs tiring; amazed vs amazing; fright vs frightening; petrified vs petrifying; stunned vs stunning SAME AS PHASE 5
	5. adjectives followed by prepositions / infinitives	prepositions after a wide range of adjectives. *SAME AS PHASE 5*
	5. adjectives followed by prepositions / infinitives	bored with; I’m angry about the situation; I’m sorry for interrupting; I’m excited about my birthday; I’m tired of homework; I’m good at sports. I’m crazy about music; I’m afraid of the dark; He is famous for cooking; I’m worried about my exam; I’m skilled at driving; I was shocked by the prices; I am inspired by her; I’m grateful for this meal; I’m capable of anything. SAME AS PHASE 5
	6. compound adjectives	a wide range of compound adjectives.
	6. compound adjectives	This film is well-known; She is very hard-working; She is well-read; They are old-fashioned; They are narrow-minded; Her mother is kind-hearted; A ten-storey building. Keep your records up-to-date; This is a state-of-the-art building. The view is jaw-dropping; This film is spine-tingling; The event was mind-blowing; He is very absent-minded.
2. Adverbs	1. manner	a wide range of adverbs of manner. *SAME AS PHASE 4*
	1. manner	Zainab does well at school; He is walking quickly; They are driving slowly; I work hard; He speaks English fluently; He arrived late; It is becoming increasingly clear. SAME AS PHASE 4
	2. sequencing	a wide range of sequencing adverbs to order a sequence of events. *SAME AS PHASE 5*
	2. sequencing	Firstly, open the box; Secondly, read the instructions; Finally, build the chair; You should take the cake out of the oven, and what's more, enjoy eating it; Penultimately, we present our strategy for the next year; The players organised themselves sequentially. SAME AS PHASE 5
	3. frequency	a wide range of adverbs of frequency in the correct position. *SAME AS PHASE 4*
	3. frequency	I hardly ever go to the mall; He seldom visits; She rarely goes to the cinema; I exercise every day; I almost always eat fish at this restaurant; I go to the doctor once a month; I go on holiday twice a year; I go to the gym every other day. SAME AS PHASE 4
	4. time and place	a wide range of adverbs of time and place. *SAME AS PHASE 4*
	4. time and place	I saw him recently; I went to the hospital immediately; They live far away; Their house is nearby; The children are downstairs; The office is upstairs; I will be with you shortly; Thank you in advance; It disappeared instantly; You will have to wear this permanently; We can cook and clean simultaneously. SAME AS PHASE 4
	5. adverbial linkers	a wide range of adverbial linkers. *SAME AS PHASE 5*
	5. adverbial linkers	She was very tired, nevertheless she kept on working; I want to go to the beach, on the other hand I should be studying; The staff of any organisation are its best ambassadors or conversely may be its worst. SAME AS PHASE 5
	6. comparative adverbs	comparative adverbs by adding 'more...than', to adverbs ending in '-ly', and irregular adverbs, and using degree adverbs to modify. *SEE PREVIOUS PHASES*
	6. comparative adverbs	He drives more carefully than his friend; The team played worse this season than last season; You can get to work more comfortably by car; They speak slightly more clearly than the other class. SEE PREVIOUS PHASES
	7. superlative adverbs	superlatives made by adding 'most' to adverbs ending in '-ly', and irregular adverbs without 'most'. *SEE PREVIOUS PHASES*
	7. superlative adverbs	He speaks the most fluently; She works the hardest. SEE PREVIOUS PHASES
	8. degree	a wide range of adverbs of degree. *SAME AS PHASE 5*
	8. degree	It is very hot today. It is really nice to see you; The sky looks so beautiful; It is quite busy in the office; It is too hot outside. I feel so much better compared to yesterday; Can I have the bill please? Certainly; I will definitely be there; I absolutely love going to the beach; I completely forgot about that; They are undoubtedly guilty; The results were undeniably impressive. SAME AS PHASE 5
	9. quantity	a wide range of adverbs of quantity.
	9. quantity	He laughs a lot; She doesn't go out much; I hardly slept last night; I barely understood him; I completely understood her.
	10. focusing	a wide range of focusing adverbs. *SAME AS PHASE 5*
	10. focusing	I don’t particularly like going to the beach; I especially enjoy eating ice cream; Smart phones are predominantly popular with younger adults; Winter is cooler, for the most part. SAME AS PHASE 5
	11. attitude	a wide range of adverbs to show attitude. *SAME AS PHASE 5*
	11. attitude	They were obviously tired; She smiled, apparently content with the situation; Foolishly, he agreed to the terms in the contract; She snatched back the bag spitefully. SAME AS PHASE 5
	12. inversion	a wide range of adverbs used in the following structure: adverb + verb + subject
	12. inversion	No sooner had he arrived than he fell asleep; Hardly had I got to bed when the telephone rang; Scarcely had we arrived when the rain started; Seldom do we go on holiday these days; Under no circumstances should we press the red button.
3. Causative constructions	1. have/get + object + past participle	the causative construction to talk about something that someone else did for us because we asked them to, with a wide range of vocabulary and contexts.
	1. have/get + object + past participle	I'm going to get my hair cut; She's had her nails done; Have you had your car fixed yet?; We haven't got our aircon checked this year; We've never had our garden weeded; They're thinking about getting their kitchen cleaned.
	2. have/get + reflexive + past participle	the causative construction to emphasise that the subject is the recipient of the action, with a wide range of vocabulary and contexts.
	2. have/get + reflexive + past participle	Don't get yourself involved; We had ourselves checked by the doctor before we went on holiday; He got himself in financial trouble last year; She had herself a good time on holiday.
	3. have/get + object + do something	the causative construction to say who did the action by making them the object of the sentence, with a wide range of vocabulary and contexts.
	3. have/get + object + do something	I had the mechanic fix my car; I will get my brother to clean it; They will get someone to look at it; We are having the cleaner come tomorrow.
	4. get + object + verb-ing	the causative construction to talk about causing someone or something to do something, with a wide range of vocabulary and contexts.
	4. get + object + verb-ing	It got me thinking about it; That will get me doing something healthy.
4. Clauses and phrases	1. defining relative clauses	a wide range of defining relative clauses to give specific or essential information about the person, place, or thing we are talking about. *SAME AS PHASE 5*
	1. defining relative clauses	The man who lives next door works in a bank; These are the dates that/which have been changed; There is a five-year warranty which came with the car; This is the restaurant where I saw my friend; Summer is the season when I'm the busiest; The team that/which I like is called Aston Villa; My friend said the clothes (that) I wear are very old; We have a new employee whose name is Mary Watts. SAME AS PHASE 5
	2. non-defining relative clauses	a wide range of non-defining relative clauses to add extra information about the person, place, or thing we are talking about. *SAME AS PHASE 5*
	2. non-defining relative clauses	My grandfather, who is 85, runs every day. My house, which was built 15 years ago, is very big. This restaurant, where we used to go, has closed down; I liked the cake, which my aunt made. I work with lots of people, who are very friendly; The award was won by Omar, whose poem was liked by everyone. SAME AS PHASE 5
	3. imperatives	imperatives to give instructions in a wide range of situations/contexts. *SAME AS PHASE 4*
	3. imperatives	Let's visit Ali next weekend; Let's not worry about that now. SAME AS PHASE 4
	4. cleft sentences	cleft sentences to emphasise new or important information in a wide range of situations/contexts.
	4. cleft sentences	What I need is a holiday; What we need to do is buy a new car battery; Is it next week you are going on holiday?; The thing that really annoys me is people being late.
	5. participle clauses	participle clauses (starting the clause with the present or past participle) to say something in a briefer, more economical way, with fewer words with an wide range of vocabulary.
	5. participle clauses	Knowing he loved music, Omar bought him a guitar; Standing in the queue, I realised I didn't have my wallet. Worried by the news, she called the hospital. Having brushed his teeth, he went to bed.
5. Conditionals	1. zero conditional	the zero conditional to describe general truths in the past and present; and scientific facts in a wide range of situations and contexts. *SAME AS PHASE 5*
	1. zero conditional	If you heat water, it boils (facts); Call me if you find it (imperative) SAME AS PHASE 5
	2. first conditional	the first conditional to describe likely or possible outcomes in a wide range of situations and contexts. *SAME AS PHASE 5*
	2. first conditional	I will take an umbrella in case it rains; I will take an umbrella provided it rains; I will go to the park unless it rains; Can we pay by credit card? If so, which ones do you take? SAME AS PHASE 5
	3. second conditional	the second conditional to talk about hypothetical or unreal situations in a wide range of situations and contexts.
	3. second conditional	If I won the lottery, I would buy a house. (imagined outcome); He would pass if he studied. (unlikely outcome); If I were you, I would exercise more. (giving advice)
	4. third conditional	the third conditional to talk about hypothetical or unreal situations in the past in a wide range of situations and contexts.
	4. third conditional	If I had seen her, I would have told her.
	5. mixed conditionals	mixed conditionals to talk about various conditional situations (e.g. a condition in the past having a result in the present or a condition in the present affecting a past situation) in a wide range of situations and contexts
	5. mixed conditionals	If I hadn't studied at university, I wouldn't be a doctor now; If I wasn't so short, I would have hit my head.
	6. wishes / if only	'wish' and 'if only' to talk about unreal situations or states in the past or present in a wide range of situations and contexts.
	6. wishes / if only	I wish I had more money; If only I had studied harder; If only it would stop raining.
6. Conjunctions	1. coordinating	the full range of single word conjunctions when connecting single nouns and adjectives. *SAME AS PHASE 4*
	1. coordinating	I told you not to do, yet you did it! SAME AS PHASE 4
	2. subordinating	the full range of subordinating conjunctions. *SAME AS PHASE 4*
	2. subordinating	The car didn’t start due to the dead battery; He didn’t bring an umbrella despite the rain. SAME AS PHASE 4
	3. correlative	the full range of correlative conjunctions to connect two ideas.
	3. correlative	Not only the paintings but also the sculptures were shown at the exhibition; Scarcely had he entered the room when the phone rang.
7. Determiners	1. indefinite article (a/an)	'a/an' before nouns. *SAME AS PHASE 3*
	1. indefinite article (a/an)	There is an amazing atmosphere at this match. Children should be taught a healthy respect for dangerous situations. SAME AS PHASE 3
	2. definite article (the)	the definite article in a wide variety of contexts. *SEE PREVIOUS PHASES*
	2. definite article (the)	We went to the Netherlands; My father was born in the fifties; The Amazon flows through Brazil. I'm going to the Smiths' for dinner; The rich get richer while the poor get poorer. SEE PREVIOUS PHASES
	3. zero article	zero articles before a wide range of plural and uncountable nouns when referring to things in general. *SAME AS PHASE 4*
	3. zero article	Education in the future will change; Friends are important. SAME AS PHASE 4
	4. demonstratives (this, that, these, those)	'this/that/these/those' in a wide range of situations and contexts. *SAME AS PHASE 4*
	4. demonstratives (this, that, these, those)	That man is tall; These books are heavy; Those shoes are beautiful; This summer, I went to Cairo; I will call you this evening. SAME AS PHASE 4
	5. quantifiers	'either' and 'neither' with singular nouns and 'either/neither of' with plural noun phrases. *SEE PREVIOUS PHASES*
	5. quantifiers	You can’t fish from either side of the river; Neither candidate is a good option; Neither of the ideas was accepted; Either of them is suitable for the job. SEE PREVIOUS PHASES
8. Modals	1. present modals	the modal verbs 'could', 'may', 'might', 'must', 'shall', 'should', and 'would' in the present tense, in positive, negative, and question form. *SAME AS PHASE 3*
	1. present modals	Must we apply for a visa? Might it be a good idea to leave now?; Should you need any help, please ask. SAME AS PHASE 3
	2. past modals	past modal verbs, 'might have', 'should have', 'would have', 'could have', 'may have', in positive, negative, and question form in a wide range of situations and contexts.
	2. past modals	There are some famous places you have to have seen.
	3. passive modals	the past modal verbs, 'could have', 'may have', 'might have', 'must have', 'will have', 'had better have', 'ought to have', 'should have' in the passive voice, in a wide range of situations and contexts.
	3. passive modals	The book could have been written by now; The book will have been written by now; The book would have been written now if we had worked harder; The windows may have been cleaned today; The windows might have been cleaned today; The windows must have been cleaned already; The windows should have been cleaned today; The windows had better have been cleaned today; The windows ought to have been cleaned today.
	4. semi-modals	semi-modal verbs in a wide range of situations and contexts.
	4. semi-modals	Dare you even ask?; How dare you! Need you ask? We ought not to forget about that.
9. Nouns	1. plurals – regular	the plural form of regular common nouns, when 's' is added to certain nouns ending in 'o'; when '-es' is added to nouns ending in '-o', '-ch', '-s', '-sh', '-x' or '-z', when 'y' is changed to '-ies'; when 's' is added to certain nouns ending in 'y'. *SEE PREVIOUS PHASES*
	1. plurals – regular	photos, pianos; potatoes, watches, buses, bushes, foxes, quizzes; parties, hobbies; boys, keys (add '-es' to nouns ending in '-o', '-ch', '-s', '-sh', '-x' or '-z') classes; dresses; potatoes (change the 'y' to 'I' and add '-es') hobbies; activities; parties SEE PREVIOUS PHASES
	2. plurals - irregular	a wide range of irregular nouns *SAME AS PHASE 5*
	2. plurals - irregular	geese; sheep; fish; oxen; data; axes SAME AS PHASE 5
	3. countable/ uncountable	'much' and 'many' with a wide range of countable and uncountable nouns. *SAME AS PHASE 5*
	3. countable/ uncountable	food; music; rice; water; information; countryside; fashion; accommodation; technology; business; family; hope SAME AS PHASE 5
	4. possessive ‘s’	possessive 's' with plural nouns. *SEE PREVIOUS PHASES*
	4. possessive ‘s’	The boys' toys were left on the floor. SEE PREVIOUS PHASES
	5. group (collective) nouns	a wide range of group (collective) nouns with the correct subject verb agreement. *SAME AS PHASE 5*
	5. group (collective) nouns	crew; staff; committee; panel; collection; swarm of bees; flock of birds; herd of cows SAME AS PHASE 5
	6. proper nouns	proper nouns. *SAME AS PHASE 2*
	6. proper nouns	London; Saturday; Paul; America; Google SAME AS PHASE 2
	7. compound nouns	a wide range of three part compound nouns. *SEE PREVIOUS PHASES*
	7. compound nouns	one-man show; a half-hour flight; five storey building; mother-in-law SEE PREVIOUS PHASES
	8. noun phrases	a wide range of complex noun phrases with more than one adjective. *SEE PREVIOUS PHASES*
	8. noun phrases	Our company is a digital company with 15 years' experience. SEE PREVIOUS PHASES
10. Passives	1. present simple passive	present simple passive to focus on the action rather than the person or thing that did the action in a wide range of situations and contexts. *SAME AS PHASE 5*
	1. present simple passive	The car is washed every week; Planes are flown around the world, every day; All around the world, children are born, money is lost, promises are made, friendships are formed. SAME AS PHASE 5
	2. past simple passive	past simple passive to focus on the action rather than the person or thing that did the action in a wide range of situations and contexts. *SAME AS PHASE 5*
	2. past simple passive	The car was washed yesterday; Horses were used as the main form of transport for many years; Most cities were founded near or next to a river and were used as the main centre of trade. SAME AS PHASE 5
	3. present continuous passive	present continuous passive to focus on the action rather than the person or thing that is doing the action in a wide range of situations and contexts.
	3. present continuous passive	The car is being washed; Deals are being made and money is being exchanged in the city; What is being done to alleviate these social issues?
	4. past continuous passive	past continuous passive to focus on the action rather than the person or thing that was doing the action in a wide range of situations and contexts.
	4. past continuous passive	The car was being washed yesterday; Years ago, rivers were being used to transport all major goods; At this time, science was being developed by great minds of the 18th century; During the middle ages, people were being exploited by landowners, fields were being over farmed, and cities were being used as centres of power by ruthless kings and lords.
	5. future simple passive	future continuous passive to focus on the action rather than the person or thing that will do the action in a wide range of situations and contexts.
	5. future simple passive	The car will be washed tomorrow; The car is going to be washed tomorrow.
	6. present perfect simple passive	present perfect simple passive to focus on the action rather than the person or thing that has done the action in an increasing range of situations and contexts.
	6. present perfect simple passive	The car has been washed; The food has been prepared; Everything has been taken care of.
	7. past perfect simple passive	past perfect simple passive to focus on the action rather than the person or thing that had done the action in an increasing range of situations and contexts.
	7. past perfect simple passive	The car had been washed; The food had been burned; Everything had been taken care of.
	8. future perfect simple passive	future perfect simple passive to focus on the action rather than the person or thing that will have done the action in an increasing range of situations and contexts.
	8. future perfect simple passive	The car will have been washed by then; The house will have been decorated by the end of the year; Everything will have been destroyed by the time we realise it is too late.
11. Phrasal verbs	1. non-separable	a wide range of non-separable phrasal verbs. *SAME AS PHASE 5*
	1. non-separable	Everyone, sit down, please; Aisha, stand up; Look after your brother; The plane takes off at 9am; Get on/off the train; I believe in our team; Some teams may break up after a while; He stepped down from the role of manager. SAME AS PHASE 5
	2. separable	an increasing range of separable phrasal verbs. *SAME AS PHASE 4*
	2. separable	I don’t like trying clothes on; Think it over and tell me later. SAME AS PHASE 4
	3. three-part phrasal verbs	an increasing range of three-part phrasal verbs. *SAME AS PHASE 5*
	3. three-part phrasal verbs	You have to face up to your fears; How do they get away with that every time?; It can be hard to keep up with the faster learners. SAME AS PHASE 5
12. Prepositions	1. place	the full range of prepositions of place. *SAME AS PHASE 4*
	1. place	The book is on the table; The ball is under the chair; It is next to the TV; Look in the box; Is it behind the hospital? The cat is between the two plants; Look out the window; I’ll meet you by the office; The clock is on the wall; It is near the city centre; It's opposite the other building; Put it above the fireplace; What lies beneath the city? SAME AS PHASE 4
	2. time	the full range of prepositions of time. *SAME AS PHASE 4*
	2. time	Let’s start at 5:00 pm; My birthday is on Wednesday; Her birthday is in June; Can you finish by the end of the day, please?; See you in two weeks; We need to be there before the film starts; We can eat after the film. SAME AS PHASE 4
	3. movement	the full range of prepositions of movement. *SAME AS PHASE 4*
	3. movement	The cat runs up the tree; The bike fell down; Let’s go to school; Jump onto the box; Let’s walk through the park; The plane flies over the clouds; The cat walks along the wall; You need to walk across the road; We crept beneath the floorboards. SAME AS PHASE 4
	4. dependent prepositions	the full range of expressions using verb + preposition. *SAME AS PHASE 4*
	4. dependent prepositions	Listen to your teacher; Look at the picture; Look for the animals; Let’s talk about your hobbies; I’m interested in sports; Are you good at tennis?; I agree with you; I need to concentrate on my work; You need to apologise for shouting at them. SAME AS PHASE 4
13. Present time	1. present simple (including verb ‘to be’)	a wide range of verbs in the present simple (including 'to be') to talk about routines, habits, likes. *SEE PREVIOUS PHASES*
	1. present simple (including verb ‘to be’)	She plays tennis; I am your neighbour; I like fish; It takes a long time to cook; I hope you can come and visit again soon; I believe we will succeed; I anticipate some problems ahead. SEE PREVIOUS PHASES
	2. present continuous	a wide range of verbs in the present continuous to talk about situations and events in progress. *SAME AS PHASE 4*
	2. present continuous	I am playing football; We are watching TV; He is reading a book.; The computer isn’t working; He isn’t listening; They aren’t going to the meeting; He is considering the offer; Are we participating in the event? SAME AS PHASE 4
	3. present perfect simple	a wide range of verbs in the present perfect simple to talk about past actions. *SAME AS PHASE 5*
	3. present perfect simple	I have already finished my homework; I haven’t eaten since lunchtime. SAME AS PHASE 5
	4. present perfect continuous	a wide range of verbs in the present perfect continuous to talk about actions that started in the past and continue into to the present.
	4. present perfect continuous	I hope you haven’t been working too hard; Haven’t they been working on that for too long?
14. Past time	1. past simple (including verb ‘to be’)	a wide range of verbs in the past simple (including 'to be') to talk about events or states. *SEE PREVIOUS PHASES*
	1. past simple (including verb ‘to be’)	It took a long time to cook; I included you in the plans; We pretended to understand. We rode horses and flew kites before we made a campfire and retired for the evening. SEE PREVIOUS PHASES
	2. used to / would	'used to' and 'would' to talk about past habits and states. *SEE PREVIOUS PHASES*
	2. used to / would	What did we used to eat?; We used to eat a lot of rice; What would you do every summer?; We would go to the beach every day. SEE PREVIOUS PHASES
	3. past continuous	a wide range of verbs in the past continuous to talk about events or actions that were already in progress in the past. *SAME AS PHASE 5*
	3. past continuous	She wasn’t feeling very well yesterday; We weren’t watching the TV when you arrived. SAME AS PHASE 5
	4. past perfect simple	an increasing range of verbs in the past perfect to talk about an action in the past that happened before another action in the past. *SAME AS PHASE 5*
	4. past perfect simple	Had I made the same mistake twice?; Hadn’t we already done this? SAME AS PHASE 5
	5. past perfect continuous	a wide range of verbs in the past perfect to talk about an action in the past that happened before another action in the past.
	5. past perfect continuous	Had you been waiting long before they arrived? I hadn’t been waiting long.
15. Future time	1. simple future (will and shall)	'will' and 'shall' to talk about plans and intentions, and sudden decisions made at the time of speaking. *SEE PREVIOUS PHASES*
	1. simple future (will and shall)	We shall take the bus to the mall; I won’t be at home later; Will you play football tomorrow? ; I'll answer it! Shall we go now? SEE PREVIOUS PHASES
	2. future time (going to)	'going to' to talk about past intentions. *SEE PREVIOUS PHASES*
	2. future time (going to)	We were going to meet at 4 pm but we had to cancel. SEE PREVIOUS PHASES
	3. future time (present continuous)	present continuous used to talk about future plans. *SEE PREVIOUS PHASES*
	3. future time (present continuous)	I’m working this evening and tomorrow morning; Are you coming to the meeting tomorrow? I’m not playing tennis next week. SEE PREVIOUS PHASES
	4. future continuous	the future continuous to talk about an action or event in the future that is either in progress or unfinished. *SAME AS PHASE 3*
	4. future continuous	I’ll be waiting for you; They’ll be flying to England this time next week; They won't be working next Wednesday; Will you be studying later? SAME AS PHASE 3
	5. future perfect simple	future perfect simple to talk about something that will be completed before a specific time in the future in a wide range of situations and contexts.
	5. future perfect simple	I will have learned the song by tomorrow; Will you have finished by 5 pm? I won’t have finished it by then.
	6. future perfect continuous	future perfect continuous to describe actions that will continue up until a point in the future in a wide range of situations and contexts.
	6. future perfect continuous	This summer I will have been working here for five years; By the time you finish, we will have been sitting here for three hours!
	7. be + about to + infinitive	'about to' to refer to something that will happen very soon in the future in a wide range of situations and contexts.
	7. be + about to + infinitive	My class is about to begin; Is the bus about to arrive?; I don’t think the shop is about to close; It's just about to break down by the look of it; Quick , the train is about to leave!
16. Pronouns	1. personal / subject pronouns	the personal/subject pronouns 'I', 'you', 'he', 'she', 'it', 'we' and 'they'. *SEE PREVIOUS PHASES*
	1. personal / subject pronouns	I am a student; You are a student; He is a student; She is a student; We are students; They are students; It is a school. SEE PREVIOUS PHASES
	2. object pronouns	the object pronouns 'me', 'you', 'him', 'her', 'it', 'us' and 'them'. *SEE PREVIOUS PHASES*
	2. object pronouns	Talk to me; I will go with you; Give the book to him; Give the book to her; I like it; I know them; Come with us. SEE PREVIOUS PHASES
	3. dummy subject	simple statements starting with 'it is' and 'there is/are'. *SEE PREVIOUS PHASES*
	3. dummy subject	There are children in the park; It is twelve o’clock; It’s hot and sunny today. SEE PREVIOUS PHASES
	4. possessive pronouns	possessive pronouns. *SEE PREVIOUS PHASES*
	4. possessive pronouns	That book is mine; That pen is yours; The black bag is his; That coat is hers; Those coffees are ours; These books are theirs. SEE PREVIOUS PHASES
	5. possessive adjectives	possessive adjectives 'my', 'your', 'his', 'her', 'our' and 'their' before nouns. *SAME AS PHASE 2*
	5. possessive adjectives	That is my book; It is your book; That is his cat; They are her shoes; This is our house; That is their phone. SAME AS PHASE 2
	6. one, ones, none	'none' to refer to plural nouns. *SAME AS PHASE 5*
	6. one, ones, none	I searched for more but found none. SAME AS PHASE 5
	7. indefinite pronouns	the full range of indefinite pronouns as subjects and objects with singular verbs. *SAME AS PHASE 4*
	7. indefinite pronouns	I like to eat everything!; I want something to eat; You don’t have to bring anything; You don’t have to talk to anyone; Is everybody here?; I tried to call for help but nobody answered; I was so confused that I thought something was happening. SAME AS PHASE 4
	8. reflexive pronouns	the full range of reflexive pronouns (myself/yourself/himself/herself/itself/ourselves/themselves/yourselves). *SAME AS PHASE 5*
	8. reflexive pronouns	We are planning to go on holiday by ourselves; They managed to fix the problem by themselves; It won’t fix itself. SAME AS PHASE 5
	9. reciprocal pronouns	the full range of reciprocal pronouns (each other/one another). *SAME AS PHASE 5*
	9. reciprocal pronouns	Since we last saw one another, many things have happened; It’s important to have a space where people can meet one another. SAME AS PHASE 5
17. Questions	1. yes / no questions	the full range of yes/no questions in all past, present, and future tenses, using a range of verbs. *SEE PREVIOUS PHASES*
	1. yes / no questions	Had they seen it already?; Aren’t you excited about it?; Isn’t he sweet?; Wouldn’t you like to have a cup of tea?; Don’t you think so?; Haven’t you see it yet?; Wouldn’t you like a cup of tea? SEE PREVIOUS PHASES
	2. wh- questions	the full range of subject and object questions beginning with 'who', 'where', 'what', 'how', 'why', 'when', 'whose' to ask for personal information in all tenses using a range of verbs. *SEE PREVIOUS PHASES*
	2. wh- questions	Why had you eaten so much?; Where had you been studying before you came here?; What had you been doing before I called?; When were you going to call? SEE PREVIOUS PHASES
	3. question tags	informal question tags.
	3. question tags	Let’s go to work, shall we?; Think about it, will you? It's nice, right?; He's busy now, yeah?
	4. indirect questions	a wide range of indirect questions. *SAME AS PHASE 5*
	4. indirect questions	I was wondering if you could tell me if I need to get a visa?; Would you mind telling me if I need to get a visa?; Would you be able to tell me how to fill out this form? SAME AS PHASE 5
18. Reported speech	1. reporting statements	a wide range of reporting verbs in reporting statements. *SAME AS PHASE 5*
	1. reporting statements	My mother said that she could take us there; My sister told me that this film was very good; They stated that the service had been delayed; He alleged there had been an incident at the hotel; They insinuated that the procedure had been corrupted by ineptitude. SAME AS PHASE 5
	2. reporting questions	a wide range of verbs to report questions. *SAME AS PHASE 5*
	2. reporting questions	She asked me if I liked shopping; I asked them why they had finished the project early. SAME AS PHASE 5
	3. reporting verbs	a wide range of common reporting verbs with 'that + clause' and appropriate tense changes. *SAME AS PHASE 5*
	3. reporting verbs	He denied having been there; They insisted that they hadn’t been there; They threatened to leave the project; He refused to answer the question. SAME AS PHASE 5
19. Verb forms	1. gerunds	gerunds (verbs that function as nouns). *SAME AS PHASE 3*
	1. gerunds	I like watching TV; We don’t enjoy fishing; Playing football is my favourite hobby; Reading and walking are healthy activities. SAME AS PHASE 3
	2. verb + to + infinitive / verb + infinitive / verb + ing	verbs that take the infinitive or '-ing' form, and distinguish between changes in meaning e.g., 'Remember to take...’ vs ‘Remember taking.’ *SEE PREVIOUS PHASES*
	2. verb + to + infinitive / verb + infinitive / verb + ing	We stopped to listen to the music; We stopped listening to the music; I must remember to take out the rubbish; I remember taking out the rubbish; I forgot to take out the rubbish; I forgot taking out the rubbish; You should try to lose weight; You should try going to the gym. SEE PREVIOUS PHASES

6.4 Phase 6 Functional Language

Students will be able to produce the functional language items listed according to the phase-level descriptors given. At phase 6, functional language production is characterised by clear, smoothly flowing and elaborate descriptions, and the exchange of complex information flexibly and effectively on almost any topic and in almost any situation, where texts and exchanges are extended. Students use a wide range of complex language structures when producing functional language.

FUNCTIONAL LANGUAGE
Code	Toolkit Link	By the end of Phase 6, students will be able to …
FL.1	Asking for and giving personal information	ask for and give personal information and clear, smoothly flowing, elaborate descriptions on a wide range of personal topics in extended texts and exchanges.
FL.1	Asking for and giving personal information	We had been living in the city for about four years, but my father's job changed so we moved. Now we live in a beautiful big house with a garden. I have two younger brothers who like to play football, so that is good. And you? How long have been living here?
FL.2	Greetings, making introductions, saying goodbye	greet people, introduce themselves and others, and say goodbye in a wide range of social situations and extended texts and exchanges flexibly and effectively.
FL.2	Greetings, making introductions, saying goodbye	Hello everyone, please allow me to introduce you to my esteemed co-workers, Ali, Hassan, and Ishmael. It's been an absolute pleasure meeting you all. All the best. Until next time.
FL.3	Expressing likes and dislikes	ask for and give information about likes and dislikes and explain what they like or dislike about something in extended texts and exchanges flexibly and effectively.
FL.3	Expressing likes and dislikes	It’s not that I don’t like her; I detest her. I'm quite partial to the odd chocolate, yes. This really isn't my cup of tea. That just drives me up the wall. I loathe this weather. I abhor mathematics.
FL.4	Using numbers to express amount, quantity, number, and time	use numbers to ask for and express quantity, price, time, date, percentage, calculations etc. in extended texts and exchanges flexibly and effectively.
FL.4	Using numbers to express amount, quantity, number, and time	15.05 percent. 0.135 degrees. There are loads/dozens/tonnes of people at the event. Just give me two ticks. It'll be done in a jiffy. Just a sec, please.
FL.5	Describing people	ask for and give clear, smoothly flowing, elaborate descriptions about people in extended texts and exchanges.
FL.5	Describing people	Some people come across as quite shy or even arrogant, but in fact they just lack confidence in social situations.
FL.6	Describing places	ask for and give clear, smoothly flowing, elaborate descriptions about places in extended texts and exchanges.
FL.6	Describing places	Where is the Burj Khalifa located? A popular tourist attraction is the Burj Khalifa.
FL.7	Describing objects	ask for and give clear, smoothly flowing, elaborate descriptions about and compare objects in extended texts and exchanges.
FL.7	Describing objects	It looks as if it could be used as some kind of turning device. The design is reminiscent of the Scandinavian style of the 19th century.
FL.8	Expressing preference	ask for and give information about preferences and explain why they prefer one thing to another in extended texts and exchanges flexibly and effectively.
FL.8	Expressing preference	I'm inclined to choose the cheaper option. I have an inclination for good deals.
FL.9	Describing habits, routines, tasks, and jobs	ask for and give information and clear, smoothly flowing, elaborate descriptions about habits, routines, tasks and jobs in extended texts and exchanges.
FL.9	Describing habits, routines, tasks, and jobs	I go to the beach once in a blue moon. I am seldom snowed under with important tasks at work.
FL.10	Asking for and telling the time	ask for and give detailed information regarding the timing of an event in extended texts and exchanges flexibly and effectively.
FL.10	Asking for and telling the time	I don't suppose you have the time on you, do you? Of course, it's just gone two. Got the time? Yep, just coming up to a quarter to six.
FL.11	Asking for and giving directions	follow, ask for and give complex directions in extended texts and exchanges flexibly and effectively.
FL.11	Asking for and giving directions	Excuse me, do you if there is an ATM around here? Sure, there is an ATM on Sloane Street. You'll need to walk down Baker Street for about 200 metres, until you see the big music shop. Turn right there and follow the road down until you see a kind of black and yellow building. You'll need to go inside the lobby there and the ATM should be just around the corner, opposite the reception area.
FL.12	Apologising	make and respond to apologies in extended texts and exchanges flexibly and effectively.
FL.12	Apologising	Please accept my apologies for…My most sincere apologies... No harm done. I won’t hear of it.
FL.13	Describing processes	follow, ask for and give complex instructions and descriptions of a series of complex processes in extended texts and exchanges flexibly and effectively.
FL.13	Describing processes	Having done that, place the bricks in the oven.
FL.14	Describing functions	ask for and give clear, detailed information and descriptions about the functions of different machines, tools, devices and gadgets in extended texts and exchanges flexibly and effectively.
FL.14	Describing functions	What a (printer) does is (print documents). The function of a (printer) is to (print documents) accurately and efficiently.
FL.15	Describing graphs, charts, tables, and diagrams	interpret, present and give clear, smoothly flowing, elaborate descriptions of various forms of complex data and visuals, giving the salient, relevant points and details in extended texts and exchanges flexibly and effectively.
FL.15	Describing graphs, charts, tables, and diagrams	Sales dropped slightly this year. There was small fall in sales this year.
FL.16	Expressing opinion	ask for, invite, justify and give opinions tentatively, expressing shades of opinion and certainty where appropriate, and setting out multiple perspectives on complex topics, clearly distinguishing between their own opinions and those in the sources in extended texts and exchanges flexibly and effectively.
FL.16	Expressing opinion	Any thoughts? Penny for your thoughts. What's your hunch? Frankly, I'm concerned that we have overspent. Without a doubt, this will succeed. Undoubtedly, the project will fail. I can't help feeling that this is way too complicated.
FL.17	Asking for and giving permission	ask for and give permission, state conditions and indicate reservations and reluctance where appropriate in extended texts and exchanges flexibly and effectively.
FL.17	Asking for and giving permission	Would it be a problem if I open the window? Would you mind terribly if I opened the window? Please, feel free.
FL.18	Expressing and responding to thanks	express and respond to thanks in extended texts and exchanges flexibly and effectively.
FL.18	Expressing and responding to thanks	I would like to express my appreciation/gratitude for... That is greatly appreciated. I'm pleased I could be of assistance.
FL.19	Talking about ability (past / present)	talk about ability (present and past), and what they're good at and not at in extended texts and exchanges flexibly and effectively.
FL.19	Talking about ability (past / present)	He's a bit of computer whiz. She's ace at singing. They were the best in their field when it came to the relay race. I used to be quite competetitve.
FL.20	Expressing necessity and obligation (past / present)	talk about necessity and obligation, and state justifications and requirements where appropriate in extended texts and exchanges flexibly and effectively.
FL.20	Expressing necessity and obligation (past / present)	You needn't buy a ticket to be honest. It's absolutely mandatory to travel with a permit.
FL.21	Giving warnings	give warnings and state justifications and conditions where appropriate in extended texts and exchanges flexibly and effectively.
FL.21	Giving warnings	Just a heads up – don’t buy anything from that online site. A word of warning - that is not a genuine piece of art.
FL.22	Expressing prohibition	follow and communicate clear, detailed and complex information about what is prohibited, stating justifications and conditions where appropriate in extended texts and exchanges flexibly and effectively.
FL.22	Expressing prohibition	You are absolutely forbidden to operate a vehicle while on medication.
FL.23	Making offers and requests	make and respond to detailed requests and offers, state conditions and indicate reservations and reluctance where appropriate in extended texts and exchanges flexibly and effectively.
FL.23	Making offers and requests	Please let me know if there is anything further I can assist you with. Help me to clean the kitchen, will you? I'm terribly sorry, but I really don't have time.
FL.24	Asking for and giving advice	ask for and give advice on complex, delicate or contentious issues, giving detailed reasons and explanations where appropriate in extended texts and exchanges flexibly and effectively.
FL.24	Asking for and giving advice	If you were in my shoes, what would you do? If you were in my place, what would you do? If I were in your place, I’d speak to your manager. If I were in your shoes, I’d speak to your manager.
FL.25	Giving presentations	give a clear, well-structured presentation on a complex topic confidently and articulately, and adapt the presentation flexibly to meet the audience's needs, handling difficult and even hostile questioning from the audience.
FL.25	Giving presentations	I would like to thank you for your attention. If you have any questions, I’ll be more than happy to answer them.
FL.26	Comparing and contrasting	compare and contrast information, opinions and alternatives, communicating clearly detailed distinctions between ideas, concepts and things that closely resemble one another in extended texts and exchanges flexibly and effectively.
FL.26	Comparing and contrasting	The trip wasn’t all good, and conversely, it wasn’t all bad. He was very tired, nevertheless, he continued studying. These countries differ in climate. This interpretation differs from that of others.
FL.27	Describing advantages and disadvantages	talk about advantages and disadvantages, weighing the pros and cons of different approaches, options and viewpoints in extended texts and exchanges flexibly and effectively.
FL.27	Describing advantages and disadvantages	The main drawback of living in the city is.... A significant minus point is... A comparatively negative aspect of living here is...
FL.28	Asking for and making suggestions and recommendations	make and respond to suggestions, co-developing ideas, explaining details, indicating reservations and reluctance and stating conditions where appropriate in extended texts and exchanges flexibly and effectively.
FL.28	Asking for and making suggestions and recommendations	Has it crossed your mind to go to the art museum? What would you say to going to the art museum?
FL.29	Talking about time periods	talk about time periods in extended texts and exchanges flexibly and effectively.
FL.29	Talking about time periods	I'm just popping out for a minute/second/bit.
FL.30	Making arrangements	make arrangements, such as arranging travel, accommodation, appointments and meetings, stating requirements, asking detailed questions and negotiating complex or sensitive transactions where appropriate in extended texts and exchanges flexibly and effectively.
FL.30	Making arrangements	When do you have a window in your schedule? Let's pencil in Wednesday for now. I'll put 10am as a tentative booking.
FL.31	Describing past experiences and events	ask for, respond to and give clear, smoothy flowing and elaborate descriptions and narratives about past experiences and events in extended texts and exchanges.
FL.31	Describing past experiences and events	In the old days, people didn’t use mobile phones as much. In the olden days, not many people would fly to other countries. Once upon a time, there were not as many cars on the road.
FL.32	Expressing agreement and disagreement	agree and disagree with others giving reasons and explanations, and evaluating and linking viewpoints to facilitate agreement where appropriate in extended texts and exchanges flexibly and effectively.
FL.32	Expressing agreement and disagreement	You make a good point. Touché. Fair enough, I can't argue with that. Don't be preposterous! That's simply the most ludicrous thing I have ever heard.
FL.33	Expressing certainty, probability, and doubt	express certainty, probability and doubt in extended texts and exchanges flexibly and effectively.
FL.33	Expressing certainty, probability, and doubt	It is highly likely that the airport will be closed again tomorrow. No doubt he’ll bring his dog as usual. There’s bound to be trouble at the meeting. Is that settled, then? Yes. It’s settled. It looks as if she’s going to be late. Surely, you don’t think it was my fault?
FL.34	Expressing interest	express interest and interact informally, reacting to news and conveying interest, sympathy, surprise and indifference in extended texts and exchanges flexibly and effectively.
FL.34	Expressing interest	To be honest, I simply don’t care. Why bother? It’s not such a big issue. I don’t really mind/have an opinion, one way or the other.
FL.35	Making predictions and hypothesising	make and respond to predictions, hypotheses and speculations in extended texts and exchanges flexibly and effectively.
FL.35	Making predictions and hypothesising	I just got a phone call from Raoul. He’s in a taxi. He’s going to get here in about five minutes. This time next year I’ll be sunbathing on my yacht in Antibes. I’ll be mixing with celebrities from all over the world. I’ll be driving a look-at-me car and going to fancy restaurants. At the speed things are moving, the case will have expired before it is brought to court. At the end of next year, I’ll have been working here for 5 years!
FL.36	Describing hopes and plans	ask for and give clear, smoothly flowing, elaborate descriptions about hopes, plans, dreams and ambitions, giving reasons where appropriate in extended texts and exchanges.
FL.36	Describing hopes and plans	What I’d like more than anything is to have a well-paid job. I'd give my right arm to live in a house by the sea.
FL.37	Making complaints	make complaints, explaining the issue, requesting a concession and negotiating complex or sensitive topics where appropriate in a wide range of situations in extended texts and exchanges flexibly and effectively.
FL.37	Making complaints	This is not acceptable. This is not up to standard. I’m really sorry; we’ll do our utmost/best not to make the same mistake again. My sincere apologies; allow me to offer this compensation.
FL.38	Asking about and describing feelings and emotions	ask about and express feelings and degrees of emotion precisely, giving reasons and explanations for emotional responses where appropriate in extended texts and exchanges flexibly and effectively.
FL.38	Asking about and describing feelings and emotions	Well it would be all right if they came out and said it, but I have a bit of a problem with . . . I don’t really feel comfortable with . . . I couldn’t care less whether . . . or not. I’m afraid this is something I feel quite strongly about. Cristina became a vegetarian and her father had rather mixed feelings about this. Michael felt completely devastated. Somebody had deliberately sabotaged his research, but he did not know who could do such a thing. When I reached the summit of the mountain, I felt a great burden had been lifted from my shoulders. My childhood dream had finally come true. Looking down into the valleys far below I felt a sense of pride in my achievement. I wanted to shout out loud from the top of the world.
FL.39	Speculating and making deductions	speculate and make deductions using a wide range of expressions about complex topics in extended texts and exchanges flexibly and effectively.
FL.39	Speculating and making deductions	Supposing he had missed his train? If the pound did drop to parity with the euro, Britain might be better off in the long run. Well, if we don’t do something about the oil spill, there could be a lot more fallout than just dead fish. I mean, the water could be polluted for decades. If you’d arrived on time, we would probably have missed the traffic. If she didn’t get so excited, she might get more work done.
FL.40	Expressing regret	express regret and respond to bad news, conveying interest, sympathy, surprise and indifference in extended texts and exchanges flexibly and effectively.
FL.40	Expressing regret	I wish I’d studied a bit harder. You wish you’d kept your mouth shut, don’t you? If only he’d take more care of his health. If only I had behaved a bit better, she might have given me a chance. If only the sun would come out! I don’t believe it. Oh, you poor thing. You can say that again!
FL.41	Describing causes and consequences	talk, speculate and hypothesise about causes and consequences using a wide range of expressions in extended texts and exchanges flexibly and effectively.
FL.41	Describing causes and consequences	Supposing he had missed his train? If the pound did drop to parity with the euro, Britain might be better off in the long run. Well, if we don’t do something about the oil spill, there could be a lot more fallout than just dead fish. I mean, the water could be polluted for decades. If you’d arrived on time, we would probably have missed the traffic. If she didn’t get so excited, she might get more work done.
FL.42	Checking understanding and clarifying	ask for clarification and elaboration of ambiguous points and complex or abstract ideas, confirm information, check understanding from a speaker's and listener's point of view and resolve misunderstandings that may cause friction or arise from cultural differences in extended texts and exchanges flexibly and effectively.
FL.42	Checking understanding and clarifying	Would you elaborate on that, please? To clarify, …
FL.43	Emphasising a point / feeling	emphasise specific points that are significant to a complex issue or are of personal significance, providing relevant supporting details in extended texts and exchanges flexibly and effectively.
FL.43	Emphasising a point / feeling	The main point I’d like to emphasize here is the fact that parents have an important role to play in a child’s education. 75% of those interviewed said that public transport was not as safe. Yes, 75% think public transport is now more dangerous. After turning the whole house upsidedown, the police found nothing. Absolutely nothing. He’s not Roger Federer but he is a very good tennis player.
FL.44	Writing emails and letters	compose virtually any type of correspondence necessary using appropriate tone and style, using expressions with clarity and precision in extended texts and exchanges flexibly and effectively.
FL.44	Writing emails and letters	To whom it may concern, I hope this email/letter finds you well. Thank you for your quick response. I’m writing to you with regards to our last meeting. The attached files contain all the instructions you need. If you need any further information, please don’t hesitate to contact me. I’ll look forward to hearing from you.
FL.45	Managing interactions	start, maintain, end, interrupt, resume, change the topic of, take the initiative in and control interactions, summarise, evaluate and link various contributions, widen the scope of an interaction and help direct it towards an outcome in extended texts and exchanges flexibly and effectively.
FL.45	Managing interactions	Let’s get down to business. Do you mind if I jump in here? Sorry to butt in, but may I ask…? Let’s wrap up then.
FL.46	Developing an evidence-based argument	develop an argument on a complex issue in clear, smoothly flowing and logically structured texts, formulating points precisely, employing emphasis effectively, highlighting significant points, providing supporting details and relevant examples, and concluding appropriately in extended texts and exchanges flexibly and effectively.
FL.46	Developing an evidence-based argument	It is frequently argued that . . . , however... X is clearly a topic of concern to many people nowadays. There are several reasons for this: one . .. , two . . . , and finally . . . The main reason for this . . . is/may be . . . Some people might argue that . . .However . . . Opponents of this idea try to suggest that . . . However . . . It’s clear that . . . No one would dispute that . . . It is generally accepted that . . . All the evidence/data indicates/suggests that . . . Thus to conclude, the central issues are .. . /the key point is . . . In conclusion, before we . . . we need to . . . I know this may not be a popular conclusion, but it seems to me we have to face (facts/ the fact that . . . ) I do appreciate that what I proposed may be expensive/painful/a surprise to some people, but I really am convinced the evidence shows we need to . . . I recognise that this may . . . , but . . . But one should not lose sight of the fact that . . . But surely one still needs to take X into account. What you say may be true in some contexts, however in this case…. You may be right, but I still think that . . .. Whilst it may indeed be true that . . . , I still think . . . There is no evidence to show that …. On the contrary, . . . I think you have misunderstood the point I was making . . . I can see where you are coming from but there are problems with your analysis of the situation. In some circumstances, I would agree with you entirely, but in this case . . . Even so, he still has a long way to go before he is suitable management material. No matter how you look at it, he made a mistake. All the same, she deserves another chance.

Appendix A: Text, Task and Topic Features Phases 1 – 6

PHASE	TEXT, TASK AND TOPIC FEATURES
	TEXT, TASK AND TOPIC FEATURES
	Text Type, Length and Complexity	Task Features	Topics
PHASE 1	· Learners will be taught English language through a variety of songs/rhymes, stories, short conversations, descriptions and instructions. · Receptive texts are very short, simple and clear. · Learners produce very short, simple sentences and use familiar words and set phrases in response to questions and prompts. · Learners participate in very short and simple interactions in response to questions and prompts. · Text complexity and student reading ability according to Lexile range: BR40L – 230L.	· Information needed to complete tasks is explicitly stated. · Tasks that require the use of full sentences include scaffolding, such as sentence frames with gaps for written production or speaking prompts. · Learning is supported by images, gestures and repetition. · Input speech is slow, clearly articulated and delivered in a familiar accent.	Topics are familiar and relate to the learners’ immediate experiences and needs (i.e. families, friends and school).


PHASE 2	· Learners will be taught English language through a variety of songs/rhymes, stories, short conversations, informative texts, descriptions and instructions. · Receptive texts are short, simple, clear and develop upon previously taught lexis. · Learners produce short, simple sentences and use a range of familiar words, set phrases and expressions in response to questions and prompts. · Learners participate in short, simple interactions in response to questions and prompts. · Text complexity and student reading ability according to Lexile range: 190L – 535L.	· Information needed to complete tasks may be explicitly stated. · Tasks that require the use of sentences or extended texts may include outlines or frames. · Learning is supported by images, gestures and repetition. · Input speech is slow, clearly articulated and delivered in a familiar accent.	Topics are familiar and relate to families, friends and school.


PHASE 3	· Learners will develop language skills through a variety of text types including poems and rhymes, stories, conversations, descriptions, informative texts (which may include diagrams and graphs) and instructions. · Receptive texts are simple, may be extended and develop upon previously taught lexis. · Learners produce simple texts and use a range of familiar phrases and expressions in response to questions and prompts. · Learners participate in simple interactions in response to questions and prompts. · Text complexity and student reading ability according to Lexile range: 520L – 800L.	· Information needed to complete tasks may be explicitly stated and there may be some competing information. · Learning may be supported by images, gestures and repetition. · Delivery is in clear, standard English in a variety of different accents.	Topics are familiar, concrete and relate to learners' immediate experiences.



PHASE 4	· Learners will develop language skills through a variety of text types including poems, stories, monologues and dialogues, descriptions, informative texts (which may include diagrams and graphs) and instructions. · Receptive texts are simple and extended. · Learners produce simple and some extended texts and use a range of phrases and expressions in response to questions and prompts. · Learners maintain simple and some extended interactions in response to questions and prompts for a range of purposes. · Text complexity and student reading ability according to Lexile range: 805L – 1090L.	· Information needed to complete tasks is generally not explicitly stated and there may be some competing information. · Delivery is in clear, standard English in a variety of different accents.	Topics are concrete, familiar and may be unfamiliar.



PHASE 5	· Learners will develop language skills through a variety of text types including poems, stories, monologues and dialogues, descriptions, informative texts (diagrams and graphs) and instructions. · Receptive texts may be complex and are extended. · Learners produce extended, structured and some complex texts in response to questions and prompts for a range of purposes. · Learners initiate and maintain extended and some complex interactions in response to questions and prompts for a range of purposes. · Text complexity and student reading ability according to Lexile range: 1010L – 1320L.	· Information needed to complete tasks is generally not explicitly stated and there may be significant competing information. · Delivery is in standard English in a variety of different accents.	Topics are familiar, unfamiliar, concrete and may be abstract.



PHASE 6	· Learners will develop language skills through a variety of text types including poems, stories, monologues and dialogues, descriptions, informative texts (diagrams and graphs) and instructions. · Receptive texts are complex and extended. · Learners produce extended, structured and complex texts appropriate to task, purpose, and audience for a wide range of purposes. · Learners participate in extended, complex interactions with ease and skill in response to questions and prompts for a wide range of purposes. · Text complexity and student reading ability according to Lexile range: 1185L – 1465L.	· Information needed to complete tasks is generally not explicitly stated, and texts include significant competing information. · Delivery is in standard English in a variety of different accents and speeds.	Topics are wide-ranging and may be unfamiliar, complex and/or abstract.

Appendix B: CEFR Benchmarking Phases 1 - 6

English progression across the six phases is aligned to the levels of the Common European Framework of Reference for Languages (CEFR) with specific expectations identified across each language skill. Table 3 provides details of learner expectations across the phases according to the CEFR user benchmarks. As you can see, the MoE English Language curriculum places more emphasis on the basic and independent user levels of the CEFR. This is because proficiency is not required for admission to Higher Education; however, proficiency materials are available for learners at that level.

		PHASE 1	PHASE 2	PHASE 3	PHASE 4	PHASE 5	PHASE 6
BASIC	Can understand the overall meaning and identify specific information, some details and the main points of simple texts on familiar and concrete topics. Can recognise key features of text organisation. Can plan and develop ideas and produce simple texts on familiar topics, applying spelling rules and conventions, and using correct punctuation. Can express own ideas, feelings and emotions and retell stories and personal experiences using a range of phrases and expressions. Can participate in simple interactions on familiar and concrete topics. Can use a range of simple language structures.	Level 1.1 Level 1.2
			Level 2.1 Level 2.2
				Level 3.1 Level 3.2 Level 4.1
INDEPENDENT	Can understand the overall meaning, and identify specific information, details, the main points and a wide range of features of text organisation and structure in extended texts on concrete and some abstract topics. Can infer meaning, make connections and recognise mood and tone in extended texts on familiar and some unfamiliar concrete topics. Can research, evaluate, paraphrase and synthesise information from a variety of sources. Can produce extended and structured texts with topic sentences and supporting details on familiar and unfamiliar concrete topics. Can initiate and maintain structured discussions on familiar and unfamiliar concrete topics, responding to and building on the contributions of others. Can maintain a degree of control of simple and complex language structures.				Level 5.1 Level 6.1 Level 6.2
INDEPENDENT						Level 7.1 Level 8.1 Level 8.2
PROFICIENT	Can understand the overall meaning, and identify specific information, details, the main points and genre specific features of text organisation and structure in a range of complex, extended texts on concrete and abstract topics. Can infer meaning, make connections and recognise mood and tone in a range of complex, extended texts on concrete and abstract topics. Can research, evaluate, paraphrase, synthesise and reference information from a range of sources. Can produce extended, structured texts for a wide range of purposes on abstract and complex topics. Can interact with ease and skill in a range of contexts, and participate in structured discussions and debates summarising points and building on the contributions of others. Can maintain control of complex language structures.						Level 9.1 Level 9.2 Level 10.1 Level 10.2

Table 3. English progression across the six phases according to CEFR user levels

Appendix C: Skills Progression Phases 1 - 6

		PHASE 1	PHASE 2	PHASE 3	PHASE 4	PHASE 5	PHASE 6
RECEPTION	Phonological Awareness	Identify each phoneme, grapheme, digraph and trigraph.
		Identify initial, median and end sounds in *simple* words.	Identify initial, median and final phonemes in words.
		Identify the number of syllables in *words*.	Identify the number of syllables in *words* *and sentences.*
		Decode *short, simple* words using phonemic awareness and blending strategies.	Decode *unfamiliar* words using phonemic awareness and blending strategies.
			*Develop* an awareness of intonation patterns when listening.	*Identify* intonation patterns when listening.
	Comprehension Skills	Understand the overall meaning of *very short, simple* texts on *familiar* topics with the *help of pictures.*	Understand the overall meaning of *short, simple* texts on *familiar* topics.	Understand the overall meaning of *simple* texts on *familiar and concrete* topics.	Understand the overall meaning of *simple, extended* texts on *familiar and some unfamiliar concrete* topics.	Understand the overall meaning of *extended* texts on *concrete and some abstract* topics.	Understand the overall meaning in *a range of complex, extended* texts on *concrete and abstract* topics.
		Identify familiar words and set phrases in *very short, simple* texts on *familiar* topics with the *help of pictures.*	Identify familiar words and set phrases in *short, simple* texts on *familiar* topics.	Identify specific information in *simple* texts on *familiar and concrete* topics.	Identify specific information in *simple, extended* texts on *familiar and some unfamiliar concrete* topics.	Identify specific information in *extended* texts on *concrete and some abstract* topics.	Identify specific information in *a range of complex, extended* texts on *concrete and abstract* topics.
			Identify some details *short, simple* texts on *familiar* topics.	Identify some details *simple* texts on *familiar and concrete* topics.	Identify details in *simple, extended* texts on *familiar and some unfamiliar concrete* topics.	Identify details in *extended* texts on *concrete and some abstract* topics.	Identify details in *a range of complex, extended* texts on *concrete and abstract* topics.
				Identify the main points of *simple* texts on *familiar and concrete* topics.	Identify the main points in *simple, extended* texts on *familiar and some unfamiliar concrete* topics.	Identify the main points in *extended* texts on *concrete and some abstract* topics.	Identify the main points in *a range of complex, extended* texts on *concrete and abstract* topics.
					Infer the meaning of unknown words in *simple, extended* texts on *familiar and concrete* topics.	Infer meaning in *extended* texts on *familiar and* *some unfamiliar* *concrete* topics.	Infer meaning in *complex, extended* texts on *familiar and* *unfamiliar concrete and abstract* topics.
					Make connections in *simple, extended* texts on *familiar and concrete* topics.	Make connections in *extended* texts on *familiar and* *some unfamiliar* *concrete* topics.	Make connections in complex, extended texts on *familiar and unfamiliar concrete and abstract* topics.
						Recognise mood and tone in *extended* texts on *familiar and* *some unfamiliar* *concrete* topics.	Recognise mood and tone in *complex, extended* texts on *familiar and unfamiliar concrete and abstract* topics.
	Receptive Strategies	Read *High Frequency* Words correctly.	Read *frequently encountered* words with ease.
		Follow words and sentences in English from left to right.
		Recognise the effect of *word spacing* and *simple* punctuation when reading.	Recognise the effect of punctuation when reading.	*Recognise* *key* features of text organisation.	*Identify a range of* features of text organisation *and* *structure*.	Identify a *wide* range of features of text organisation and structure.	Identify *genre specific* features of text organisation and structure.
		Read and listen to *very short, simple* texts.	Read and listen to *short and simple* texts.	Read and listen to *simple* texts on familiar and concrete topics.	Read and listen to *simple, extended* texts in a variety of genres.	Read and listen to *a wide range of extended* texts in a variety of genres.	Read and listen to *a wide range of complex, extended* texts in a variety of genres.
		Recognise that written language represents spoken words.
		Recognise the difference between Arabic and English script.
						Research and evaluate information from a variety of sources.	Research, evaluate and *synthesise* information from a range of sources.
PRODUCTION	Pronunciation	Produce each phoneme correctly.
		Accurately reproduce familiar words, set phrases and *very* *basic* language structures when modelled.	Accurately reproduce familiar words, set phrases, *expressions* and *basic* language structures when modelled.	Accurately reproduce a *range of* phrases, expressions and *simple* language structures when modelled.
		Pronounce *learned* words using correct stress and intonation.	Pronounce *familiar* words, *set phrases, expressions* and *short, simple* sentences using correct stress, intonation *and* *rhythm*.	Produce *a range of* phrases, expressions and *simple language structures* with *connected speech* using correct stress, intonation and rhythm.	Produce *simple, extended* texts and simple *and some complex* language structures with connected speech using correct intonation and rhythm.	Produce *extended* texts and *simple and complex* language structures with connected speech using correct intonation and rhythm.	Produce *complex,* *extended* texts and *complex* language structures with connected speech using correct intonation and rhythm.
	Production Skills	Express own ideas using familiar words and set phrases.	Express own ideas using *a range of* familiar words, set phrases and *expressions*.	Express own ideas, *feelings* *and emotions*.	Outcome moved to Interactive Skills	Outcome moved to Interactive Skills	Outcome moved to Interactive Skills
		Retell *very* *simple* stories and personal experiences using familiar words and set phrases.	Retell *simple* stories and personal experiences using *a range of* familiar words, set phrases and *expressions*.	Retell stories and personal experiences using *a range of* *phrases* and *expressions*.	Retell *detailed* information from stories and personal experiences
		Produce *very short, simple* sentences on familiar topics.	Produce *short, simple* sentences on familiar topics.	Produce *simple* texts on familiar topics.	Produce *simple, extended* texts on familiar *and concrete* topics.	Produce *extended* texts on familiar *and unfamiliar concrete* topics.	Produce *complex,* *extended* texts for *a wide range of purposes* on *abstract and complex* topics.
					Produce *structured* *paragraphs* that contain a topic sentence and supporting details.	Produce *extended, structured texts* that contain topic sentences and supporting details.	Produce *complex,* *extended, structured texts* appropriate to *task, purpose, and audience.*
	Productive Strategies	Write correctly formed letters and words moving from left to right.
		Use phonological awareness and segmenting strategies to produce *short, simple words*.	Apply spelling rules and conventions to *familiar words, set phrases and expressions* when writing.	Apply spelling rules and conventions to *a range of* phrases and expressions when writing.	Apply spelling rules and conventions *with consistency* when writing.
		Write *High Frequency* Words correctly.	Write *frequently encountered* words with ease.
		Write *very short, simple* sentences using correct *spacing, capitalisation and full stops*.	Write *short, simple* sentences using correct *punctuation*.	Write sentences *and simple texts* using correct punctuation.
		Use *very basic* language structures when writing or speaking.	Use *basic* language structures when writing or speaking.	Use *simple* language structures when writing or speaking.	Use *simple and some complex* language structures when writing or speaking.	*Maintain a degree of control* of *simple and complex l*anguage structures when writing or speaking.	*Maintain control* of *complex* language structures when writing or speaking.
				*Plan and develop* ideas before writing or speaking.	*Use own and others’ ideas* to plan and develop writing or speaking.	*Paraphrase and synthesise* information from a variety of sources.	Paraphrase, synthesise *and* *reference* information from a variety of sources.
INTERACTION	Interactive Skills	Listen and respond appropriately to peers and adults.	Listen and respond appropriately to peers and adults.	Listen and respond appropriately to peers and adults.
		Participate in *very short, simple* interactions on familiar topics.	Participate in *short, simple* interactions on familiar topics.	Participate in *simple* interactions on familiar and concrete topics.	*Initiate and* participate in *a wide range of* interactions on familiar *and concrete* topics.	Initiate and *maintain* interactions on familiar *and unfamiliar* topics.	Interact with *ease and skill* in *a range of contexts.*
					Express own ideas, opinions and personal perspective, *and respond to* the ideas of others.	Express, *elaborate on and justify* own ideas and respond to those of others.	*Effortlessly* express, elaborate on and justify own ideas and respond to those of others.
						Participate in structured discussions, responding to and building on the contributions of others.	Participate in structured discussions/*debates* *summarising points* and building on the contributions of others.
	Interactive Strategies	Ask and answer *simple* questions on familiar topics.	Ask and answer questions on familiar topics.	Ask and answer *simple open-ended* questions on familiar *and concrete* topics.	Ask and answer questions for *clarification, elaboration and understanding.*
	Interactive Strategies			Communicate coherently in *short* exchanges using familiar phrases and expressions.	Communicate coherently in *extended* exchanges using *basic* repair strategies to maintain the flow of communication.	Communicate coherently and *at length* using *minimal* repair strategies.	Communicate at length *effortlessly* and at *natural speed*.

Appendix D: Text Complexity Phases 1 - 6

Text complexity refers to the features of receptive texts at each phase level, including, text structure and organisation, topic areas, levels of meaning, purpose and theme, the ideas and information presented, the use of images, and the semantic (word-level) and syntactic (sentence-level) elements found. The text complexity descriptors give an indication of the texts learners should be exposed to at each phase level through their curriculum resources and details the expected reading ability of learners at each phase.

The table below provides an overview of the text level and complexity for each phase, providing the CEFR level, a summary descriptor and the Lexile range.

PHASE	CEFR LEVEL	DESCRIPTOR	LEXILE RANGE
1	Pre-A1 – A1	Texts are very short, simple and clear.	BR40L - 230L
2	A1	Texts are short, simple clear and develop upon previously taught lexis	190L - 535L
3	A2	Texts are simple, may be extended and develop upon previously taught lexis	520L - 800L
4	B1	Texts are simple and extended.	805L - 1090L
5	B2	Texts may be complex and are usually extended.	1010L - 1320L
6	C1 – C2	Texts are usually complex and extended.	1185L - 1465L

The following table provides details regarding text complexity through phases 1 to 6, giving further information regarding expected student reading ability and features of text for each phase.

	PHASE 1	PHASE 2	PHASE 3	PHASE 4	PHASE 5	PHASE 6
Structure and Organisation	The simplest form of continuous text with a simple, linear structure (e.g., narratives) that is clear, chronological and/or easy to predict.	A continuous text that has a simple structure that is clear, chronological and/or consistent with the typical structure related to the text type.	A continuous text that has a mainly simple structure that is clear and consistent with the typical structure related to the text type with explicit signposting throughout. May contain long passages of uninterrupted text.	A continuous text that mainly follows a predictable structure with signposting but occasionally difficult to predict with some less predictable elements. Any deviations from predictable structures are clearly signalled. Contains long passages of uninterrupted text.	A continuous text that may contain multiple pathways with minimal signposting. Text organisation may be related to specific disciplines or contain subplots, time shifts or complex characters. Long passages of uninterrupted text may include variations in layout, such as, columns.	A continuous text that may contain more than one organisational pattern with integrated signposting that conform to literary devices. Text organisation is intricate with regard to discipline-specific conventions, narrative viewpoint, time shifts, multiple characters, storylines and detail. Very long passages of uninterrupted text may include variations in layout, such as, columns.
Meaning	Explicit and a single level.	Explicit and a single level.	May be more than one level of meaning. Levels are clearly distinguished from one another.	May be more than one level of meaning. Levels mainly distinguished from one another and some implicit or inferred meaning.	May be several levels of meaning that may be difficult to identify and/or separate. The main idea or message may need to be inferred.	May be several levels of meaning and competing elements that are difficult to identify, separate and/or interpret.
Perspective	Explicit and a single level.	Explicit and a single level.	Clear and tends to be revealed early in the text but may be conveyed with some subtlety.	Clear and tends to be revealed early in the text but may be conveyed with some subtlety.	May be multiple perspectives represented in the text.	There may be multiple perspectives represented in the text.
Theme	Explicit and a single level.	Explicit and a single level.	Clear and tends to be revealed early in the text but may be conveyed with some subtlety.	Clear and tends to be revealed early in the text but may be conveyed with some subtlety.	May be implicit or subtle and may be revealed over the entirety of the text but is fairly easy to infer.	Is Implicit or subtle, often ambiguous and difficult to determine, and revealed over the entirety of the text
Purpose	Purpose is stated explicitly and usually appears in the title or at the beginning of the text.	Purpose is stated explicitly and usually appears in the title or at the beginning of the text.	Clear and tends to be revealed early in the text but may be conveyed with some subtlety.	Clear and tends to be revealed early in the text but may be conveyed with some subtlety.	May be implicit or subtle and may be revealed over the entirety of the text but is fairly easy to infer.	Implicit or subtle, often ambiguous and difficult to determine, and revealed over the entirety of the text
Ideas / Information	One or two simply stated, literal ideas, facts or pieces of information.	One or two simply stated, literal ideas, facts or pieces of information.	Simple, clearly explained and described. Some subtle connections between events or ideas.	Simple with more complicated ideas being clearly explained and described. Some implicit or subtle connections between events or ideas.	Significant details and elaboration. Inferred and implicit meanings throughout. Connections among events or ideas are often implicit or subtle.	An extensive range of often new and/or complex, challenging concepts. Several levels of inferred meaning. Connections among events or ideas are implicit or subtle throughout.
Images	Supported by images that directly support and help interpret the text.	Supported by images that directly support and help interpret the text.	If there are images, they are used to enhance the meaning of the text or selected parts of the text.
Topics	Familiar, relate to the learners’ immediate experiences and needs (i.e. families, friends and school), and communicate simple ideas.	Familiar, relate to the learners’ immediate experiences and needs (i.e. families, friends and school), and communicate simple ideas.	Familiar, concrete, and communicate simple ideas that may require some prior or cultural knowledge.	Mainly concrete, familiar and communicate simple ideas. Some may be unfamiliar and present more complicated ideas that may require some prior or cultural knowledge.	Familiar, unfamiliar, concrete and may be abstract, and present a range of recognisable ideas and challenging concepts that may require much prior or cultural knowledge.	Familiar, unfamiliar, concrete, abstract and communicate a range of challenging, abstract concepts that may require extensive prior or cultural knowledge.
Syntactic Elements	Mainly shorter sentences of 3-10 words in length that are linked to form a cohesive text. Longer sentences have significant overlap in words and phrases with adjacent sentences. High levels of repetition and patterning, including repeated phrases.	Simple and some compound sentences using simple language structures. Longer sentences have an overlap in words, phrases and meaning with adjacent sentences using direct repetition and synonyms. High levels of repetition and patterning, including repeated phrases.	Simple and compound sentences with dependent clauses, using a range of simple and some complex language structures. Longer sentences have some overlap in meaning with adjacent sentences. Some repetition and patterning.	Simple, compound and some complex sentences with dependent clauses, using a wide range of simple and some complex language structures.	Simple, compound and complex sentences with subordinate phrases or clauses, using a range of simple and complex language structures.	Mainly complex sentences with several subordinate clauses or phrases and transition words. Sentences often contain multiple concepts and intricate details, and a wide range of simple and complex language, including much figurative or literary language such as metaphor, analogy and connotative language.
Semantic Elements	More monosyllabic words, words with simple orthographic or sound-symbol relationships (easily decodable, such as “cat”), high frequency and familiar words, and words that are concrete in meaning.	More monosyllabic than polysyllabic words, words with simple orthographic or sound-symbol relationships, high frequency and familiar words, and words that are concrete in meaning.	Context-specific vocabulary with a foundation of high frequency and familiar words with repetition of meaning through the use of synonyms.	Context-specific vocabulary, and familiar and some unfamiliar words with mainly literal, concrete meaning. New or unfamiliar words are scaffolded and supported through context.	Domain-specific (content) vocabulary and unfamiliar words with some figurative, idiomatic and literary language. New or unfamiliar words can often be deduced through lexical knowledge, co-text and context.	Academic, technical and learning area-specific and generally unfamiliar vocabulary and contains considerable abstract, figurative, idiomatic and literary language.

Learning Continuum V1.1

1. PHASE 1

1.1 Phase 1 Overview

1.2 Phase 1 Skills Outcomes

1.3 Foundational Literacy Skills

1.4 Phase 1 Grammar Outcomes

1.5 Phase 1 Functional Language Outcomes

2. PHASE 2

2.1 Phase 2 Overview

2.2 Phase 2 Skills Outcomes

2.3 Phase 2 Grammar Outcomes

2.4 Phase 2 Functional Language Outcomes

3. PHASE 3

3.1 Phase 3 Overview

3.2 Phase 3 Skills Outcomes

3.3 Phase 3 Grammar Outcomes

3.4 Phase 3 Functional Language Outcomes

4. PHASE 4

4.1 Phase 4 Overview

4.2 Phase 4 Skills Outcomes

4.3 Phase 4 Grammar Outcomes

4.4 Phase 4 Functional Language Outcomes

5. PHASE 5

5.1 Phase 5 Overview

5.2 Phase 5 Skills Outcomes

5.3 Phase 5 Grammar Outcomes

5.4 Phase 5 Functional Language Outcomes

6. PHASE 6

6.1 Phase 6 Overview

6.2 Phase 6 Skills Outcomes

6.3 Phase 6 Grammar

6.4 Phase 6 Functional Language

Appendix A: Text, Task and Topic Features Phases 1 – 6

Appendix D: Text Complexity Phases 1 - 6

Learning Continuum
V1.1