• second conditional
• simple passive
• used to
• relative clauses
• modals and phrases used to give advice and make suggestions e.g. should / ought to , could , you'd • •
• had better
• modals and phrases used to express possibility and uncertainty may , might , I'm not sure
• discourse connectors though , in case
Lexis
• vocabulary specific to the topic area
• vocabulary specific to the subject areas
• expressions of agreement and disagreement
• appropriate words and expressions to indicate interest and show awareness of the speaker
• e.g. Really? Oh dear! Did you?
• simple fillers to give time for thought e.g. Well…Um…
Phonology
• the correct pronunciation of vocabulary specific to the topic and subject area
• rising intonation to indicate interest and surprise as appropriate
• falling intonation to indicate the end of a turn
• intonation and features of connected speech beyond sentence level
—in addition to the items listed for previous grades |
• third conditional
• present perfect continuous tense
• past perfect tense
• reported speech
• linking expressions e.g. even though , in spite of , unless
• cohesive devices e.g. so to continue , in other words , for example
Lexis
• vocabulary specific to the topic area
• vocabulary specific to the subject areas
• reporting verbs e.g. say , tell , ask , report , advise , promise
• appropriate words and expressions to encourage further participation e.g. And then? And
• what about you?
Phonology
• the correct pronunciation of vocabulary specific to the topic and subject area
• rising and falling intonation to indicate giving up and offering turns
• stress, intonation and pitch relevant to the functions listed above
• stress and intonation to indicate emotion
—in addition to the items listed for previous grades |
• verbs followed by gerund and/or infinitive e.g. forget , stop , go on , remember
• more complex forms of the passive with modals
• should / must / might / could + present perfect tense
• correct verb patterns after wish and hope
Lexis
• vocabulary specific to the topic area
• vocabulary specific to the subject areas
• cohesive devices to recap and recover e.g. As I was saying , Anyway …
• hesitation fillers e.g. I mean , you know
• stock phrases to gain time for thought and keep the turn e.g. Well, let me think …
Phonology
• the correct pronunciation of vocabulary specific to the topic and subject areas
• rising and falling intonation for keeping, giving up and offering turns
• stress and rhythm to highlight and emphasise main points and ideas
• intonation and pitch to convey attitude
—in addition to the items listed for previous grades |