Skyline English 3A — مذكرة

Listening and Viewing
• Identify and imitate falling, rising, and fall-rise intonation patterns in spoken English.
• Recognise information related to descriptions and places.
• Respond to listening tasks by ticking answers or selecting the correct option.
• Follow along with listening tasks using visual and written prompts.
• Demonstrate engagement and focus while listening to stories and informational texts.
• Exhibit appreciation for cultural content and diversity presented in listening tasks.

Speaking and Representing
• Ask and answer questions using the present simple and future forms correctly.
• Describe cultural places and landmarks using learned vocabulary and structured sentences.
• Use sentence starters to engage in dialogues about nationality, place of origin, and plans.
• Acquire presentation skills by presenting with the help of visual prompts.
• Take part actively in paired and group conversations about Kuwait and regional culture.
• Respect taking turns and listening to peers with interest.

Reading and Viewing
• Identify the main idea in informational texts about places in Kuwait.
• Recognise sight, descriptive words, synonyms, and antonyms.
• Answer comprehension questions using supporting details from the text.
• Use appropriate reading strategies (skimming -scanning) to understand the content of a text.
• Exhibit interest in reading about real-world places and cultural topics.
• Demonstrate enjoyment through participation in reading tasks and discussions.

Writing and Representing
• Compose guided and original sentences using the future tense and time sequence adverbs.
• Use learned vocabulary to complete sentence frames about cultural topics and locations.
• Compose sentences using future tense and time sequence adverbs about a cultural visit.
• Write clearly using punctuation and spacing as modelled.
• Display confidence and responsibility in completing writing tasks about familiar places.
• Create well-organised written work related to project-based tasks.

Listening and Viewing
• Identify familiar vocabulary and phrases related to daily routines and school activities.
• Pinpoint the different intonation patterns (i.e., falling/ rising/ fall-rise) in sentences.
• Extract key details in short dialogues about time, days and personal habits.
• Follow and carry out time-sequenced oral instructions using expressions.
• Exhibit attentiveness and focus during listening tasks.
• Demonstrate enjoyment when listening to stories or conversations about familiar routines.

Speaking and Representing
• Describe daily routines and school activities using the present simple tense and time expressions.
• Recognise simple present tense to talk about daily habits and classroom routines.
• Acquire words, phrases, expressions and grammar for communication.
• Respond to simple questions about daily activities using familiar language.
• Produce clear pronunciation of new vocabulary accurately.
• Use visual prompts or drawings to support spoken responses.
• Participate willingly in role-plays or pair work to discuss daily habits.
• Exhibit respect for classmates during taking turns.

Reading and Viewing
• Read short texts about school routines and answer questions using skimming and scanning strategies.
• Answer literal and inferential questions based on reading passages.
• Locate key details in text to answer comprehension questions accurately.
• Demonstrate interest in reading stories or information related to daily routines.
• Exhibit positive responses towards school encountered in reading texts.

Writing and Representing
• Compose simple sentences describing daily routines using correct punctuation marks and spelling strategies.
• Acquire knowledge of grammatical rules at word, sentence and simple text level .
• Form letters and words legibly in printed form.
• Organise and illustrate a simple day planner or routine chart, showing care in presentation.
• Demonstrate responsibility by writing clear and complete responses on routine topics.

Listening and Viewing
• Identify key vocabulary related to food and dining situations.
• Determine different intonation patterns (i.e., falling/ rising/ fall-rise) in sentences.
• Recognise information related to situations, places, and personal experiences.
• Act out restaurant dialogues using listening cues and visual aids.
• Demonstrate polite listening behavior during peer role-plays.
• Exhibit interest and positive engagement during listening tasks.

Speaking and Representing
• Identify imperative forms used for giving commands, instructions, and directions in familiar context.
• Differentiate between affirmative and negative imperative sentences in spoken examples.
• Employ (Are there...? /Is there....?) with countable and uncountable nouns in asking and answering.
• Pronounce vocabulary clearly and confidently in context.
• Acquire presentation skills (presenting with the help of visual prompts and staying on topic).
• Act out restaurant scenes using appropriate vocabulary, and polite expressions.
• Take turns speaking in structured dialogues with a partner.
• Express confidence while practicing real-life conversation scenarios.

Reading and Viewing
• Determine the main idea and key details in short reading passages.
• Locate specific information in the passage.
• Read texts with expression and proper intonation.
• Use appropriate reading strategies (skimming - scanning) to understand the content of a text.
• Exhibit curiosity while reading about real-world contexts like restaurants.
• Respect materials and peer participation during reading sessions.

Writing and Representing
• Compose complete sentences describing healthy lifestyle.
• Apply punctuation (capitalisation, full stops, question marks) in writing.
• Use sentence frames to complete structured writing prompts.
• Produce short, guided story by following sentence frames.
• Compose charts to track healthy and unhealthy meals.
• Participate actively in shared writing experiences.
• Exhibit a positive attitude toward writing tasks by completing them with care.

Listening and Viewing
• Identify the different intonation patterns (i.e., falling/ rising/ fall-rise) in sentences.
• Recognise spoken expressions related to job titles, duties, and personal aspirations.
• Respond to listening tasks by ticking answers or selecting the correct option.
• Extract specific details such as jobs titles and duties.
• Demonstrate interest and enthusiasm when listening to audio clips about future jobs.
• Show empathy and curiosity about different careers and people who help others.

Speaking and Representing
• Describe future job preferences using learned vocabulary and expressions.
• Apply past and present tense forms correctly in job-related contexts and past actions.
• Pronounce job-related vocabulary and expressions with clarity and accuracy.
• Participate in structured conversations or role-plays related to future jobs.
• Participate in class discussions about future careers using visual aids and clear oral responses.
• Exhibit respect and encouragement during peer interactions and presentations.
• Express enthusiasm and pride in sharing future aspirations orally.

Reading and Viewing
• Identify and read key vocabulary related to professions and duties.
• Allocate main ideas in the text to answer comprehension questions.
• Use appropriate reading strategies (skimming, scanning) to understand the content of a text.
• Read a text with expression and proper intonation.
• Exhibit interest while reading passages about real-world professions.
• Demonstrate responsibility in using reading materials effectively.

Writing and Representing
• Compose complete and meaningful sentences using job-related vocabulary in structured prompts.
• Apply correct grammar and punctuation marks in job descriptions and project writing.
• Use guide words and sentence frames to describe personal interests and career goals.
• Demonstrate proper handwriting, punctuation, and formatting in writing tasks.
• Complete writing templates using appropriate vocabulary and grammar.
• Participate actively in class writing projects and group presentations.
• Create well-organised written work related to project-based tasks.