English Grade 5. A collection of tasks for Formative Assessment

22 апрель 2018, Воскресенье
998
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A collection of tasks
for Formative Assessment
English
Grade 5
Dear teacher!
The group of teachers designed this collection of tasks as a teaching aid to assist teachers
within the framework of updating the content of education. Tasks with assessment criteria and
descriptors are samples for assisting teachers in providing constructive feedback to learners in terms
of achievement of learning objectives; in selecting and designing similar tasks, in planning lessons
and carrying out Formative Assessment.
The advisory nature of the tasks collection allows teachers to adapt, add and make changes
in tasks according to learners’ capacities and requirements.
Additional materials (manuals, presentations, plans, etc.), the discussion possibility on
forums and video instructions can be found on the official website of «Nazarbayev Intellectual
Schools» Autonomous Educational Organisation smk.edu.kz.
We wish you creative work and success!
This collection of tasks is designed for secondary school teachers, school administrations,
educational departments’ seniors, regional and school coordinators in criteria-based assessment and
others.
Freely available Internet resources such as pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing this tasks collection. The collection of tasks was
designed for uncommercial purposes.
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Contents
TERM 1................................................................................................................................................ 4
Unit: Home and away ...................................................................................................................... 4
Unit: Living things ......................................................................................................................... 23
TERM 2.............................................................................................................................................. 42
Unit: Values .................................................................................................................................... 42
Unit: The world of work ................................................................................................................. 65
TERM 3.............................................................................................................................................. 83
Unit: Creativity ............................................................................................................................... 83
Unit: Reading for pleasure ............................................................................................................. 99
Unit: Fantasy world ...................................................................................................................... 114
TERM 4............................................................................................................................................ 130
Unit: Sports................................................................................................................................... 130
Unit: Holidays .............................................................................................................................. 157
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TERM 1
Unit: Home and away
Learning objective 5.C1 Use speaking and listening skills to solve problems
creatively and cooperatively in groups
5.UE8 Use future forms “will” for predictions and “be going
to” to talk about already decided plans on a limited range of
familiar general and curricular topics
5.UE11 Use be/look/sound/feel/taste/smell like and use “be
made of” on a limited range of familiar general and curricular
topics
Assessment criteria • Discuss a problem in groups and suggest a solution to this
problem
• Apply “will” for predictions
• Apply “be going to” for already decided plans
• Use be /look/smell /like and be made of
Level of thinking skills Application
Task
Work in small groups.
You are going to build a new house. You need materials to build your house. There are
some names of the materials in the box. Choose and discuss in your group what materials
you will use in building the house. Explain your ideas by using ‘be made’ construction.
For example: We will build a new house.
Our house will be made of wood.
wood metal glass stone brick felt twig plastic sand clay tile
Descriptor A learner
• works cooperatively in a group;
• tells about plans of using future forms;
• uses be made of when speaking about materials.
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Unit: Home and away
Learning objective 5.L1 Understand a sequence of supported classroom
instructions
Assessment criteria • Identify common classroom commands with support
Levels of thinking skills Knowledge and comprehension
Task
Write words in the boxes under appropriate pictures.
Teacher reads the following instructions:
turn left round about next to go past
take the second left turn right opposite go straight on
take the second right traffic light
Descriptor A learner
• links instruction with its picture;
• writes words in an appropriate box.
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Unit: Home and away
Learning objective 5.L3 Understand an increasing range of unsupported basic
questions on general and curricular topics
5.S4 Respond with limited flexibility at sentence level to
unexpected comments on an increasing range of general and
curricular topics
Assessment criteria • Recognize basic general questions without support
• Provide unprepared speech to answer a variety of questions at
sentence level with limited flexibility
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task
Listen to the teacher. Look at the map and tell where the main cities are. Use “south,
north, east and west.
Example: Where is Almaty?
Almaty is in the north – east of Kazakhstan.
1. Where is Aktobe?
2. Is Astana in the centre of Kazakhstan?
3. Where is Aktau? Is it in the east?
4. Is Shymkent in the north of Kazakhstan?
5. Where is Astana?
6. Where is Oskemen?
7. Where is Pavlodar?
Descriptor A learner
• tells the location of cities correctly.
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Unit: Home and away
Learning objective 5.L7 Recognize the opinion of the speaker (s) in basic,
supported talk on an increasing range of general and
curricular topics.
5.S6 Communicate meaning clearly at sentence level
during pair, group and whole class exchanges
Assessment criteria • Identify the speaker's point of view in a simple
conversation on general topics with some support
• Interact with each other delivering content correctly
and clearly to others
Levels of thinking skills Higher order thinking skills
Task
Listen to the story and complete the task.
Go to the link to listen to the story
https://learnenglishkids.britishcouncil.org/en/short-stories/pyramids-paris
Transcript for the teacher: Something very strange happened last month. A naughty, young giant
moved all the world’s famous landmarks. People around the world were very confused. He put
the Pyramids in Paris. “And on your left the … Pyramids?” He moved the Leaning Tower of Pisa
to London. “Here we can see the famous… leaning tower of … London?” He swapped the
Sydney Opera House with Stonehenge. “Hey, where are the stones, man?” When his mum saw
the newspaper she was very angry. “Kevin! Go and put them back in the right place, you,
naughty boy.” “Yes Mum.” So don’t worry. If you go to London, Cairo, Pisa or Paris today,
you’ll see all the landmarks in their correct place.
Answer the questions.
1. Where did naughty young giant move the Pyramids?
2. Where did naughty young giant move the Leaning Tower of Pisa?
3. Where is the Sydney Opera and Stonehenge according to the giant?
Work in pairs. Ask your classmate.
1. Are there any famous landmarks in your country?
2. What are their names?
3. What is it? Do you know who built it?
4. Do lots of people visit it?
5. What do people do there when they visit it?
Descriptor A learner
• answers the questions appropriately according to the story;
• works in a pair;
• asks and answers questions.
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Learning objective
Unit: Home and away
5.S1 Provide basic information about themselves and others
at sentence level on an increasing range of general topics
5.UE14 Use prepositions to talk about time and location;
use prepositions “like” to describe things and “about” to
denote topic; use prepositions of direction “to, into, out of,
from, towards” on a limited range of familiar general and
curricular topics
Assessment criteria • Give basic information about themselves and others at
sentence level
• Demonstrate the correct use of prepositions of time,
location and direction
Levels of thinking skills Application
Task
In the pictures there are rooms of Sponge Bob and Mickey Mouse. Draw a similar plan of
your room. Describe your room to your partner.
Descriptor A learner
• draws a picture of his/her room;
• describes the room using topic vocabulary;
• uses prepositions correctly.
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Learning objective
Unit: Home and away
5.S2 Ask simple questions to get information about a limited
range of general topics
5.L6 Deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics.
5.C6 Organize and present information clearly to others
Assessment criteria • Make up basic interrogative sentences and get information
about the topic
• Figure out the content of a short conversation with some
support
• Organize information logically
• Express ideas clearly
Level of thinking skills Application
Higher order thinking skills
Task
Work in pairs. Ask your partner questions about his/ her house. Draw your partner’s house
according to his story. Present your findings to your classmates.
Descriptor A learner
• makes up questions using topic vocabulary;
• draws the house according to the description;
• presents the information to his/her partner.
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Learning objective
Unit: Home and away
5.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics
5.UE3 Use a growing variety of adjectives and regular and
irregular comparative and superlative adjectives on a limited
range of familiar general and curricular topics
5.W3 Write with support factual descriptions at text level
which describe people, places and objects
Assessment criteria • Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
• Apply the rule for comparative and superlative adjectives
• Use the information to write sentences which describe
people, places and objects
Level of thinking skills Application
Task
Describe the pictures. Talk with your classmates about rooms of your house. Write 3-4
sentences which describe your room.
Example: Bedroom is bigger than kitchen. Living room is the biggest room in the house.
Descriptor A learner
• talks about his/her room;
• uses topic vocabulary;
• uses adjectives in the comparative and superlative forms;
• describes his/her room in 3-4 sentences
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Learning objective 5.R1 Understand the main points in a limited range of short
simple texts on general and curricular topics
Assessment criteria • Identify the main idea of the text
Levels of thinking skills Knowledge and comprehension
Task
Read the text. Look at the map and answer the questions.
This is my home city. It is not very big and it is cozy. We have a very nice Furniture store
and a school just next to it. There is a Stadium in the centre of the city. There is a fountain to the
right of the Café.
Questions:
1. What is to the left of the Furniture store?
2. Are there any houses in front of the Bank?
3. Are there any buildings at the back of the Stadium?
4. Are there any houses in front of the Café?
Descriptor A learner
• reads the text;
• answers the questions using the information from the text and picture.
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Unit: Home and away
Learning objective 5.R2 Understand with little support specific information and
detail in short, simple texts on a limited range of general and
curricular topics
5.C8 Develop intercultural awareness through reading and
discussion
Assessment criteria • Identify details in a text with little support
• Talk about cultural diversity
Level of thinking skills Knowledge and comprehension
Application
Task
Read the texts and then answer the questions. Discuss them with the whole class.
Hi! My name’s Sasha. I'm eleven. I'm from Russia. I live in
a big house. It is a two-storied building. There are many windows
and it is light inside. We have a lawn in front of the house where
I usually fly my kite. Email me at sasha05@abc.com.
Hello! I'm Rosa. I'm eight and I'm from Spain. I like
cooking and visiting different countries. Last year we went to
Thailand. We lived in a small house made of twigs. It was
very comfortable and cozy. You can ask me questions. My
email address is
rosa1@abc.com . Please write to me!
Hi! My name's Yusuf and I'm ten. I'm Canadian. I live in
Toronto. I like to visit my Grandma. She lives in the countryside,
she has a wooden house. She has a lot of flowers in front of her
house. Send an email to me at yusuf10@quickmail.com
Questions:
1. Does Sasha live in a block of flats?
2. Who likes to visit his Granny?
3. Who lives in the countryside?
4. Where did Rosa go last year?
5. Where did Rosa live in Thailand?
6. Do you like travelling? Why?
Descriptor A learner
• reads the text;
• gives full answers to the questions;
• interacts with peers while answering the questions.
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Unit: Home and away
Learning objective 5.R5 Deduce meaning from context in short texts on a limited
range of familiar general and curricular topics
5.UE12 Use common regular and irregular adverbs, simple and
comparative forms, adverbs of frequency and adverbs of definite
time: last week, yesterday on a limited range of familiar general
and curricular topics
5.W6 Link, with some support, sentences into coherent
paragraphs using basic connectors on a limited range of familiar
general topics
Assessment criteria • Figure out the content of a short text with some support;
• Use main regular and irregular adverbs and their
comparative forms, adverbs of frequency and adverbs of
definite time accurately
• Connect sentences into paragraphs with basic connectors
with some support
Level of thinking skills Application
Higher order thinking skills
Task 1
Read the weather forecast for the UK and Ireland and draw weather symbols on the map.
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Unit: Home and away
Descriptor
Task 1
Task 2
A learner
• reads the text;
• identifies the meaning of the words related to weather and draws the right
symbols on the map;
• writes weather forecast for Kazakhstan;
• uses adverbs appropriately;
uses topical vocabulary.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Task 2
Write a weather forecast of the last week in your city.
Unit: Home and away
Learning objective 5.W1 Plan, write, edit and proofread work at text level with
support on a limited range of general and curricular topics
Assessment criteria • Make a clear plan of writing
• Write a text on general and curricular topics
• Check the written draft
Level of thinking skills Higher order thinking skills
Task
Write your daily routines. Use the phrases below.
Get up have lunch have breakfast go to school get dressed
do homework go to bed play volleyball go home morning exercise
Descriptor A learner
• uses the phrases in writing;
• writes about his/her daily routines;
• checks the written sentences for spelling mistakes.
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Unit: Home and away
Learning objective 5.W2 Write with support a sequence of short sentences in a
paragraph on a limited range of familiar general topics
5.C9 Use imagination to express thoughts, ideas, experiences and
feelings
Assessment criteria • Write short sentences on familiar topics
• Connect sentences into coherent paragraph
• Convey fantasy ideas including emotions and senses
Level of thinking skills Higher order thinking skills
Task
Look at the pictures and match them to their descriptions. Add some sentences in the
space provided expressing your opinions and wishes.
This is the entertainment center There are a lot of
boutiques there. You can swim there in the winter
time.
_______________________________________
_______________________________________ A.
This is the Residence of the Republic of
Kazakhstan. Our President works there.
_______________________________________
_______________________________________
B.
This is the Symbol of Kazakhstan.
Many people start to explore the city from there.
_______________________________________
_______________________________________ C.
This is the place where all nations of Kazakhstan
meet and communicate with each other.
_______________________________________
_______________________________________
D.
Descriptor A learner:
• matches descriptions with their pictures correctly;
• writes few sentences about his/her opinions
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Unit: Home and away
Learning objective 5.W7 Use with some support appropriate layout at text level for
a limited range of written genres on familiar general topics and
some curricular topics
Assessment criteria • Write a text keeping the register and format of a given genre
Levels of thinking skills Application
Task
Write a report about a place where you live. Exercises below will help you to organize your
ideas.
Write adjectives in the right place.
Big, expensive, small, calm, cheap, busy, traditional, horrible, modern, old, new, dirty,
clean, lovely, packed with tourists, cosmopolitan, lively, boring, noisy, touristy.
POSITIVE NEGATIVE
What’s your town/village like? Write 3- 4 sentences. _________________ is
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________.
Circle the places and objects if you have them in your town/village.
Important places Places of interest to visit
streets – Avenues – factories – university –
parks – gardens – zoo – buildings –
skyscrapers – city center – suburbs – hotel
– hostel – shopping center.
bridge – fountain – chapel– river bank –
market – statues – castle – palace –
cathedral – temple – monuments – museum
– art gallery – discos/ night clubs –
restaurants – bars – tourist shops – cinema
– theatre.
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Important places in your town/city. Write 3, 4 sentences.
In_________________ there is / are _______________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
In _______________ people can visit ______________________________________________
_____________________________________________________________________________
_____________________________________________________________________________.
Descriptor A learner
• writes adjectives in the correct columns;
• makes up short sentences appropriately;
• organizes sentences into a coherent paragraph;
• uses topical vocabulary accurately;
• keeps the structure.
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Unit: Home and away
Learning objective 5.UE1 Use appropriate countable and uncountable nouns,
including common noun phrases describing times and location,
on a limited range of familiar general and curricular topics
Assessment criteria • Describe time and location on familiar topics using
countable and uncountable nouns
Level of thinking skills Application
Task
Read and put the words into the box under the correct type of noun.
Weather, rain, cake, book, dog, snow, cheese, snake, information, fruits, equipment, tree,
woman, city, village, country, climate.
Countable Uncountable
Tell what you did on your holidays. Use picture and words below.
Hometown, Kazakhstan, museum, theatre, cinema, park, shop, restaurant, entertainment,
reading club.
Descriptor A learner
• reads the words;
• identifies the correct type of noun and puts the nouns in the right
columns;
• talks about holidays;
• uses time and location words;
• pronounces words and phrases intelligibly.
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Unit: Home and away
Learning objective
Assessment criteria
5.UE4 Use determiners including any, no each, every on a limited
range of familiar general and curricular topics
6.Apply any, no each, every in the context
Level of thinking skills Application
Task
Fill in the blanks. Use some, any, no.
1. Have you got _____ chocolate cake?
2. There are ———————– children in the garden.
3. I think there is ——————— butter in the fridge.
4. We met ——————— nice Asian girls on holiday.
5. I like _____ kind of cake.
6. Can I have _____ sugar?
7. We’ve got _____ amazing chocolate cake, and _____ carrot cake.
Descriptor A learner
• completes the sentences;
• uses appropriate determiners.
Unit: Home and Away
Learning objective 5.UE6 Use basic personal and demonstrative pronouns and
quantitative pronouns some, any, something, nothing anything on a
limited range of familiar general and curricular topics
Assessment criteria • Differentiate between personal and demonstrative pronouns
and quantitative pronouns some, any, something, nothing, and
anything
Level of thinking skills Application
Task
Complete the questions. Use some, any, something, nothing, anything.
1. I saw _____ outside the window.
2. There’s _____ there.
3. Has _____ happened?
4. You don’t want to ask _____ else?
5. Have we got _____ onions?
6. There is _____ to wait for.
7. There are _____ flowers on the bed.
8. Does he know _____ about computers?
9. You have bought _____ for us.
Descriptor A learner
• chooses the correct options of pronouns;
• fills in the gaps appropriately.
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Unit: Home and away
Learning objective 5.UE11 Use be/look/sound/feel/taste/smell like and use be made
of on a limited range of familiar general and curricular topics
Assessment criteria • Demonstrate the correct use of be / look/ sound/ feel/ taste/
smell like and use be made of
Level of thinking skills Application
Task
Complete the sentences with look/ sound/ feel/ taste/ smell like, made of.
1. What's for lunch, I wonder? Hmmm. It _______________ fish and chips
2. I don't _______________ going out tonight.
3. Yeah. That _______________ a good idea to me.
4. It's clouding over. It _______________ rain.
5. It's time to change the bag. The bin _______________ terrible.
6. That jacket _______________ great.
7. This song _______________ familiar.
8. This coffee _______________ mud.
9. This building _________ of brick and glass.
Descriptor A learner
• uses the given words appropriately;
• fills in the sentences.
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Unit: Living things
Learning objective 5.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics
5.C4 Evaluate and respond constructively to feedback from others
5.C7 Develop and sustain a consistent argument when speaking or
writing.
Assessment criteria • Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
• Analyze given feedback and give constructive answers to it
• Make an argument and reason it
Level of thinking skills Application
Higher order thinking skills
Task
Work in pairs. Look at the pictures.
Learner A: Choose a picture. Present your ideas to the class. Evaluate the feedback and
respond to it.
Learner B: Give feedback to your classmate on presenting his/her thoughts.
Asks questions to clarify the ideas.
Swap the roles.
Descriptor A learner
• works in a pair;
• talks on the topic;
• uses topical vocabulary;
• evaluates partner’s answer;
• asks questions for clarification;
• gives constructive answers to feedback.
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Unit: Living things
Learning objective 5.S4 Respond with limited flexibility at sentence level to
unexpected comments on an increasing range of general and
curricular topics
5.C6 Organize and present information clearly to others
Assessment criteria • Provide unprepared speech to answer a variety of
questions at sentence level with limited flexibility
• Organise information logically
• Express ideas clearly
Level of thinking skills Higher order thinking skills
Task
Work in pairs. Look at the pictures. Discuss them and present your ideas to the class.
Answer your classmates’ questions.
Descriptor A learner
• discusses the objects on the pictures;
• presents thoughts to the class clearly;
• answers the follow-up questions.
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Unit: Living things
Learning objective 5.S6 Communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
5.W8 Spell most high-frequency words accurately for a limited
range of general topics
5.C5 Use feedback to set personal learning objectives
Assessment criteria • Interact with each other delivering content clearly to
others
• Write topic related words correctly
• Consider classmates' feedback and set personal learning
objectives based on their feedback
Level of thinking skills Application
Higher order thinking skills
Task
Work in a small group or in pairs. Complete the mind map and talk about it.
Present your ideas to the group. Listen to the feedback and set your own learning aims.
Descriptor A learner
• identifies what plants need and writes information in the cluster on a
given topic;
• talks about plants in a small group;
• gives feedback to the presenter;
• sets personal learning objectives.
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Descriptor A learner
• follows instructions accordingly.
Unit: Living things
Learning objective 5.L1 Understand a sequence of supported classroom instructions.
Assessment criteria • Identify common classroom commands with support
Level of thinking skills Knowledge and comprehension
Task
Learner A: give drawing instructions
Example: "Draw a large circle", "Draw a small square inside the circle", "Draw a
horizontal line that touches both sides of the circle", etc.
Learner B: follows the instructions.
One learner describes a simple picture or series of shapes to another learner who will draw the
picture on the whiteboard/blackboard without looking at it. That means they'll need to listen hard
to what the other learner is instructing them to draw.
You can split the class into pairs and have them all do the activity at the same time but it works
best as a quick activity to start or finish a lesson that everyone can enjoy together.
Begin by finding 2 volunteers, one who will give the instructions and the other who will attempt to
draw the picture. Have one learner face the whiteboard/blackboard while you show everyone else
in the class the picture, it's a good idea to start with something simple like random shapes rather
than a complicated scene.
It's then up to the other learner to give instructions in English, such as:
"Draw a large circle"
"Draw a small square inside the circle"
"Draw a horizontal line that touches both sides of the circle"
Give the volunteers a few minutes to finish the picture before comparing the original picture to
the finished product, how close were they? What were some instructions that could have possibly
worked better?
Find some new volunteers to draw the next picture and play again!
Use the following link for the ideas:
http://www.funenglishgames.com/activities/drawinginstructions.html
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Unit: Living things
Learning objective 5.L4 Understand the main points of supported extended talk on a
range of general and curricular topics
5.L6 Deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics
Assessment criteria • Identify the main information of a talk using supporting
information
• Figure out the content of a short conversation with some
support
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task
Listen to the text and fill in the gaps with missing words.
CD1. Tapescript 1.
There are 4 texts in the recording. The teacher can use any of them.
My favourite thing has to be my new tablet. It’s really light and quite _____________, so I
take it with me everywhere. I’m always writing messages to friends and it’s big enough to do
college work on it too. It takes really good _____________, and I play games and listen to
_____________ on it as well, of course. I often download _____________ onto it, and watch
them in _____________. My mum says I’m _____________, because I’m always on it. I even
read things on it at breakfast time. I’m not allowed to use it at _____________ time, though. I
have to be _____________ and talk to people then. “Welcome back to real life,” my mum says.
Answer the following questions:
What is the favourite thing of the author?
Does the author use it only at home?
Descriptor A learner
• reads the text;
• writes the missing words while listening;
• answers the questions correctly.
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Unit: Living things
Learning objective
Assessment criteria
5.R1 Understand the main points in a limited range of short simple
texts on general and curricular topics
• Identify the main idea of the text
Level of thinking skills Knowledge and comprehension
Task
Read the text.
The lion and the mouse
A lion is sleeping in his den. A mouse runs into the lion’s den, jumps on his head and sits
on his nose. The lion is angry. He takes the mouse in his strong paw.
“What are you doing, silly mouse?”, roars the lion. “I will eat you”.
The mouse is crying. “Please, don't eat me.Perhaps one day I can help you”.
The lion laughs when he hears it. How is a little mouse going to help the King of Beasts?
However he lets the mouse go.
Some days later the mouse is looking for food in the forest. Suddenly she sees the lion in a
big net. The mouse begins to chew the net. She is making big holes in it. And the lion jumps out
from the net. He is free.
“There”, says the mouse. “You see how a little mouse can help a lion”.
Choose the correct answer.
1. In his den the lion
a) is jumping. b) is sleeping. c) is eating.
2. The lion is going
a) to kill the mouse. b) to eat the mouse. c) to play with the mouse.
3. The mouse
a) is laughing. b) is running away. c) is crying.
4. When the mouse sees the lion in the net she
a) is running away. b) is laughing. c) is chewing the net.
Read the sentences and write T for True or F for False sentences.
1. The lion and the mouse are good friends. ___
2. The lion kills the mouse. ___
3. The lion is sleeping in the den. ___
4. The mouse helps the lion. ___
5. The lion is free. ___
Descriptor A learner
• reads the text;
• answers the multiple choice questions;
• identifies true and false statements and writes True or False next
to the sentences.
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Learning objective 5.R4 Read with some support a limited range of short fiction and
non-fiction texts
Assessment criteria • Read the given fiction or non-fiction text and identify the
general information
Level of thinking skills Knowledge and comprehension
Task
Read the text.
“Dolphins – The dogs of the Sea “
Dolphins are sometimes thought of as the dogs of
the sea because they are usually playful and friendly.
They’re also among the smartest animals on Earth.
Dolphins are water mammals. Scientists believe
they’re as smart as chimpanzees or dogs. Dolphins live
in rivers and oceans, but the fun thing all about
dolphins is that they must come up to breathe air.
A Dolphin is a cetacean mammal, related
to whales and porpoises. Though people sometimes
think ‘dolphin’ and ‘porpoise’ are the same thing,
porpoises are not considered dolphins and have
different physical features (Porpoises have a shorter
beak and spade-shaped teeth) and they also behave in a different way than a dolphin does.
Are the sentences True or False? Circle the correct answer.
1. Thanks to Dolphins’ playfulness and friendliness they are sometimes thought of as
the dogs of the sea. True False
2. Dolphins are smart animals. True False
3. Dolphins live in Lakes True False
4. Dolphins are related to whales. True False
5. Dolphins can live without air. True False
Link for the text: http://easyscienceforkids.com/all-about-dolphins/
Descriptor A learner
• reads the text;
• reads the statements;
• circles the correct answer according to the text.
Unit: Living things
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Unit: Living things
Learning objective 5.L3 Understand an increasing range of unsupported basic
questions on general and curricular topics
5.S1 Provide basic information about themselves and others at
sentence level on an increasing range of general topics
Assessment criteria • Recognize basic general questions without support
• Give basic information about themselves and others at
sentence level
Level of thinking skills Knowledge and comprehension
Task
Work in pairs. Look at the information on cards. Use the cards as an example. Ask and
answer the questions.
Name: Ben Smith
Age: 17
New home: London, UK
Old home: Sydney, Australia
Left Sydney: 2 years ago
Felt: excited
Likes about London: exciting city,
lots of cinemas
Dislikes: too big and noisy
Life now: go to the cinema more, play
less sport
Name: Cindy Clees
Age: 20
New home: Hong Kong
Old home: York, UK
Left York:4 months ago
Felt: nervous
Likes about Hong Kong: exciting city,
lots of shops and restaurants
Dislikes: too many people
Life now: new friends, travel more
Name: Sarah Elphick
Age: 19
New home: Lisbon, Portugal
Old home: Edinburgh, Scotland
Left Edinburgh: a year ago
Felt: sad
Likes about Lisbon: beautiful city,
good weather
Dislikes: the food
Life now: learn Portuguese, often go
to beach
Name: Raj Heer
Age: 16
New home: Krakow, Poland
Old home: Dallas, USA
Left Dallas: five month ago
Felt: excited and sad
Likes about Krakow: interesting places to
visit, nice people
Dislikes: too cold in winter
Life now: study Polish, play ice hockey
Descriptor A learner
• reads the card and makes up questions;
• asks questions to find out information about his/ her partner;
• answers his/her partner’s questions.
29
Unit: Living things
Learning objective 5.R2 Understand with little support specific information and
detail in short, simple texts on a limited range of general and
curricular topics
Assessment criteria • Identify details in a reading passage with little support
Level of thinking skills Knowledge and comprehension
Task
Read the text and complete the chart.
LIVING THINGS AND NON-LIVING THINGS
In nature we can find living things and non-living things. Rocks, air and wind are non-living
things People, animals and plants are living things. The main characteristics of living things are:
- They are born. All living things are born from another living thing.
- They eat. All living things need food to eat.
- They grow. All living things increase in size during their lifetime.
Sometimes they change in appearance.
- They react. Living things can perceive what is going on around them, and
they react to what they perceive.
- They reproduce. Living things can create offspring similar to themselves.
- They die. Living things stop functioning and cease to live.
Descriptor A learner
• reads the text;
• completes the chart according to the text.
30
Unit: Living things
Learning objective 5.R6 Recognize the attitude or opinion of the writer in short texts
on a limited range of general and curricular topics
Assessment criteria • Identify the attitude and opinion of the author
Level of thinking skills Knowledge and comprehension
Task
Read the text. Answer the question below.
My favourite animals
My name is Bob. I like animals and I have got a cat at home. I take care of my pet by
feeding it. I spend much time with my cat.
The cat’s name is Murka. She is little and black. The cat has got a small nose, big green
eyes and a nice tail. I like to play with my cat at home. Murka prefers to sit under the table in
the kitchen or to lie on the carpet in my room. My cat likes to purr sitting near me.
Answer the question below and explain your answer:
1) Why does the author like his cat?
A. because he likes animals.
B. because he likes the cat’s name.
C. because Murka likes to purr near him.
Link for the text: http://speakworld.narod.ru/topic3.htm
Descriptor A learner
• reads the text;
• chooses a right statement that reflects the author’s attitude to the cat;
• explains his/her answer.
31
Unit: Living things
Learning objective 5.R8 Use with some support familiar paper and digital reference
resources to check meaning and extend understanding
Assessment criteria • Clarify the meaning of the word in a dictionary or other
digital references
Level of thinking skills Application
Task
Read the words in the box. Do they name living or non-living things?
Use the dictionary to check the meaning.
Classify them using the table.
germ worm jam gym dragonfly rock
Link for the text about living and non-living things:
http://www.differencebetween.info/difference-between-living-and-non-living-things
Living things Non- living things
Descriptor A learner
• reads the words;
• clarifies the meaning using a dictionary or supporting materials;
• puts the words in the right columns.
32
Unit: Living things
Learning objective 5.R9 Recognise the difference between fact and opinion in
short, simple texts on an increasing range of general and
curricular topics
Assessment criteria • Read the text and find the evidence in it to prove facts
or opinions
Levels of thinking skills Higher order thinking skills
Task
Read the text “Global Issues”. For each of the four topics, decide which statement is a fact
and which is an opinion.
Global issues
Text 1
Income
“At least 80% of the people in the world live on less than $10 a day. However, in
developing countries the figure is much higher – 95% live in less than $10 a day.” “I agree that
it’s an imperfect world – the problem is that the poor get poorer and the rich get richer. I think
people from rich countries ought to give more of their income in aid.”
Text 2
Water
“We must all try to use less water, especially people living in the USA, because they use an
incredible amount of water.”
“However, at least a billion people in the developing world can’t get enough water and over two
and a half billion don’t have proper toilets.”
Text 3
Children
“In my opinion, the Chinese policy of “one family - one child” has been very successful.
Other countries should think about doing the same – I believe in population control.” “In fact,
24000 children a day die because of poverty, many of them in poor villages in remote parts of the
world. And eight million children under the age of five die every year from diseases which we
can treat.”
Text 4
Energy
“A quarter of the world’s populations live without electricity, including over 500 million
people in Africa alone.” “However, there’s lots of sun in Africa and it’s free, so people ought to
use its energy. The developing world should use more solar power.”
Descriptor A learner
• reads the text and decides which statement is a fact and which
is an opinion;
• names a fact;
• gives evidence to prove the factual information;
• gives opinion;
• proves it to be opinion.
33
Unit: Living things
Learning objective 5.W3 Write with support factual descriptions at text level
which describe people, places and objects
Assessment criteria • Use the information to write sentences which describe
people, places and objects
Level of thinking skills Application
Task
Use the information to write Sarah’s blog.
Before Now
 short hair
 like ice-cream
 believe in ghosts
 don’t like pasta
 live in Birmingham
 long hair
 don’t like ice-cream
 don’t believe in ghosts
 love bread and pasta
 live by the sea in Bournemouth
Look at this picture! That’s me when I was a baby. I used to have
short hair, but now …____________________________________________________________
Descriptor A learner
• writes Sarah’s blog;
• describes Sarah’s life;
• uses topical vocabulary;
• writes words and phrases accurately.
34
Unit: Living things
Learning objective 5.W7 Use with some support appropriate layout at text level for a
limited range of written genres on familiar general topics and some
curricular topics
Assessment criteria • Write a text keeping the register and format of a given
genre
Level of thinking skills Application
Task
Write a short story using the picture below. Follow the instructions:
1. Give a title to the story.
2. Make up a short plan.
3. Write the main idea.
4. Give three details.
5. Write a summary sentence.
6. Use your draft organizer.
7. Follow the layout structure.
8. Write a short essay.
Summary graphic organizer
Title _______________________
Main idea: ________________________________________
Circel the 3 most important words in the main idea and then write them here:
_____________ ________________ _________________
Three important details:
1)
2)
3)
Summary of the passage in one sentence:
_________________________________________________________
Descriptor A learner
• writes a short essay;
• uses appropriate layout;
• keeps the format of a given genre.
35
Unit: Living things
Learning objective 5.W2 Write with support a sequence of short sentences in a
paragraph on a limited range of familiar general topics
5.W8 Spell most high-frequency words accurately for a
limited range of general topics
Assessment criteria • Write short sentences on familiar topics
• Connect sentences into a paragraph
• Write topic related words correctly
Level of thinking skills Application
Higher order thinking skills
Task
Write predictions about the future. Use your own ideas or the ideas in the pictures.
Descriptor A learner
• writes short sentences about the future;
• organizes the sentences into a paragraph;
• uses topical vocabulary and ideas in the picture;
• spells the words accurately.
36
Unit: Living things
Learning objective
Assessment criteria
5.UE1 Use appropriate countable and uncountable nouns,
including common noun phrases describing times and location,
on a limited range of familiar general and curricular topics
• Describe time and location on familiar topics using
countable and uncountable nouns
Level of thinking skills Application
Task
Fill the gaps with the correct form of the nouns (singular or plural).
1. People grow (tomato) ______________ in Kazakhstan.
2. You can put (sugar) ______________ in your breakfast tea.
3. We have to buy new (furniture) ______________ for our summer garden.
4. I need to wash my (hair) ______________.
5. We had a lot of (flower) ______________ this summer.
6. The Milfords have a lot of (money) ______________.
7. How many (people) ______________ were at the cinema with you?
8. Could you give some (information) ______________ on your project?
9. There are many (insect) ______________ in this park.
10. Those (man) ______________ seem to be very tired.
Descriptor A learner
• completes sentences with the correct form of the nouns (singular
or plural).
37
Unit: Living things
Learning objective
Assessment criteria
5.UE3 Use a growing variety of adjectives and regular and
irregular comparative and superlative adjectives on a limited
range of familiar general and curricular topics
Level of thinking skills Application
Task
Write about the things in the pictures.
Use the comparative and superlative forms of the adjectives.
Pictures Adjectives Sentences
Big
Small
Beautiful
Young
Strong
Clever
Tall
Fruitful
Old
Long
Short
Poisonous
Descriptor A learner
• compares the objects in the pictures;
• writes the sentences using adjectives in
comparative and superlative degrees.
38
• Apply the rule for different adjectives, including
comparative and superlative adjectives
Unit: Living things
Learning objective 5.UE9 Use simple present and simple past regular and
irregular forms to describe routines, habits and states on a
limited range of familiar general and curricular topics
Assessment criteria • Apply simple present and simple past regular and irregular
forms to describe routines, habits and states
Level of thinking skills Application
Task
Change the tense in each of the following sentences. Use the tense given in brackets.
1. My father loves seafood. (change to past simple)
My father ____________________ seafood.
2. Do you like films? (change to past simple)
__________________________ the film?
3. My sister doesn’t have a job. (change to past simple)
My sister ___________________________ a job a year ago.
4. He speaks four languages. (change to past simple)
He ___________________ four languages last year.
5. He reads a lot of books in his spare time. (change to past simple)
He _____________ a lot of books in his spare time last summer.
6. He liked his job. (change to present simple)
He ___________________ his job.
7. Elizabeth isn’t at home. (change to past simple)
Elizabeth ____________________ at home yesterday.
8. Are they here? (change to past simple)
_________________________ here a year ago?
9. He liked the job. (change to present simple)
He _____________________ the job.
Descriptor A learner
• changes the tense in each of the sentences;
• uses the tense given in brackets correctly.
39
Unit: Living things
Learning objective 5.UE13 Use might, may, could to express possibility on a
limited range of familiar general and curricular topics
Assessment criteria • Make up sentences with modal verbs of possibility:
might, may, could
Levels of thinking skills Application
Task
Choose the appropriate verb. Circle it.
1. They can/ might be away for the weekend but I'm not sure.
2. You may/might leave now if you wish.
3. Could/May you open the window a bit, please?
4. He can/could be French, judging by his accent.
5. May/Can you play the piano?
6. Listen, please. You may not/might not speak during this exam.
7. They can't/may not still be out!
8. You couldn't/might not smoke on the bus.
9. With luck, tomorrow can/could be a sunny day.
10. You can/might be right but I'm going back to check anyway.
Link for answer keys: http://www.autoenglish.org/gr.may.i.htm
Descriptor A learner
• reads the sentences;
• chooses and puts “might”, “may” and “could” in the right gaps.
40
Unit: Living things
Learning objective 5.UE15 Use common verbs followed by infinitive verb/verb +
ing patterns on a limited range of familiar general and curricular
topics
Assessment criteria • Demonstrate the correct use of verb+infinitive, verb+ing
patterns in the context
Level of thinking skills Application
Task
Use the pictures to write sentences with infinitives.
1._____________________________________
2._____________________________________
3._____________________________________
4._____________________________________
Descriptor A learner
• makes up sentences;
• uses verb/verb+ing patterns.
41
TERM 2
Unit: Values
Learning objective 5.C2 Use speaking and listening skills to provide sensitive
feedback to peers
5.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general
Assessment criteria • Give feedback to others orally
• Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Level of thinking skills Application
Task
Answer the questions below to help you identify some cultural influences in your life. In
your answer use the words in brackets.
1. In what part of the country do you live? (Examples include: east coast, west coast, south,
Midwest )
2. In what type of community do you live? (Examples include: small town in the country,
suburb, city, inner-city)
3. How much time do you spend with your extended family (aunts, uncles, grandparents, etc.)?
4. What holidays do you celebrate with your family? Which holiday is the most important, and
why?
5. What special types of food do you and your family prefer?
6. What types of music do you and your family listen to?
7. What kinds of art do you have in your home?
Descriptor A learner
• talks to peers asking questions about their culture;
• responds giving extended answers to the peers’ questions.
42
Unit: Values
Learning objective 5.C5 Use feedback to set personal learning objectives.
5.L1 Understand a sequence of supported classroom
instructions
5.S5 Keep interaction going in basic exchanges on a growing
range of general and curricular topics
Assessment criteria • Consider classmates' feedback and set personal learning
objectives based on their feedback
• Identify common classroom commands with support;
• Support a talk on a given general topic
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task 1
Listen to the conversation about how to study without stopping. Put numbers next to the
instruction as you hear them.
CD1. Tapescript 2.
A. put the dog outside ______
B. turn off you phone ______
C. take away things which stop you. ______
D. have an apple and a glass of water _______
E. turn off the music ______
F. no instant message _____
Task 2
Work in pairs. Speak about things which stop you when you study. Think about ideas for
better learning.
Descriptor A learner
• numbers phrases according to the conversation;
• talks to peers sharing ideas for better learning.
43
Unit: Values
Learning objective 5.C9 Use imagination to express thoughts, ideas, experiences and
feelings
5.S3 Give an opinion at sentence level on a limited range of
general and curricular topics
Assessment criteria • Convey fantasy ideas including emotions and senses
• Provide a point of view in connected sentences
Level of thinking skills Application
Higher order thinking skills
Task
Choose a picture and tell about a tradition or a custom you like more. You should tell:
• name of the tradition or the custom
• reason why you like it
• significance of it
• process and people’s roles
Descriptor A learner
• describes the picture;
• names the tradition or custom;
• provides reasons why likes it;
• points out its significance;
• describes the process and people’s role.
44
Unit: Values
Learning objective 5.L2 Understand an increasing range of unsupported basic
questions which ask for personal information
5.S6 Communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
Assessment criteria • Recognize basic personal questions without support
• Interact with each other delivering content correctly and
clearly to others
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task
Talk to 3 or more students. Ask and answer the questions. Complete the chart.
Name of a
student
Extended
family member
How old is
he/she?
Why he/she is special for you?
Descriptor A learner
• works in a group;
• asks and answers classmates’ questions;
• completes the chart.
45
Unit:Values
Learning objective 5.L6 Deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics
5.W7 Use with some support appropriate layout at text level for a
limited range of written genres on familiar general topics and some
curricular topics
Assessment criteria • Figure out the content of a short conversation with some
support
• Write a text keeping the register and format of a given genre
Level of thinking skills Application
Higher order thinking skills
Task
Listen to and complete Laura’s network of people she meets regularly. Use the names from
the box.
CD1. Tapescript 3.
46
Think of a network of people you often meet and write some information about each of
them.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Descriptor A learner
• completes the gaps while listening;
• uses topical vocabulary;
• writes about people from his/her network.
47
Unit: Values
Learning objective 5.L8 Understand supported narratives, including some extended
talk, on an increasing range of general and curricular topics
5.W5 Link without support sentences using basic coordinating
connectors
Assessment criteria • Recognise the meaning of a story and extended talk with
some support
• Connect sentences with basic coordinating connectors
without support
Level of thinking skills Knowledge and comprehension
Application
Task
Listen to the story about “The bird king” and complete the task.
Use the link to listen to the story https://learnenglishkids.britishcouncil.org/en/shortstories/
the-bird-king
Write and draw. Which bird is your favourite in the story? Draw a picture and write
about it. Describe how it looks and say why you like it.
48
Transcript: All the animals in the jungle had a king. The birds were jealous. They
wanted a king too.
‘Let me be king. Look at my wonderful colours!’ said the beautiful parakeet.
‘No, no,’ said the myna.
‘I can speak and talk to the other animals. I should be king.’ ‘And I have a fantastic
beak!’ said Toucan.
‘I want to be the bird king.’ ‘I know,’ said the macaw.
‘Why don’t we have a competition? The bird who can fly the highest will be the bird
king.’ Everyone thought this was an excellent idea, especially the eagle.
‘Make me king now,’ he said. ‘I am the strongest, and I can fly the highest.’
‘Ah,’ said a little voice. ‘You might not win!’
‘Ha ha!’ laughed the eagle.
‘You can’t beat me, little sparrow!’ ‘We’ll see,’ said the sparrow.
The race began, and all the birds flew high into the sky. They flew higher and higher,
and the eagle flew the highest.
‘Ha! I told you!’ squawked the eagle.
‘I, I am the king!’ The sparrow was hiding under the eagle’s wing. Suddenly, he flew
higher than the eagle’s head. The sparrow was the highest bird of all! He won the
competition! And the sparrow was the new bird king).
Descriptor A learner
• draws a picture of the bird;
• describes the bird;
• uses topical vocabulary;
• connects sentences using linking words.
Unit: Values
Learning objective 5.S4 Respond to questions on an increasing range of general and some
curricular topics
Assessment criteria • Provide unprepared speech to answer a variety of questions at
sentence level with limited flexibility
Level of thinking skills Application
Task
Answer the questions.
Card 1
Who does the most things to help at home?
Do you have to help your mum?
Why is it important to help parents?
Card 2
Why are friends important?
Why is it so interesting to spend free time with our friends?
Why is it important to help our friends?
Descriptor A learner
• states and justifies his/ her point;
• uses topical vocabulary;
• pronounces words and phrases intelligibly.
49
Unit: Values
Learning objective 5.R1 Understand the main points in a limited range of short simple
texts on general and curricular topics
Assessment criteria
5.R3 Understand the detail of an argument on a limited range of
familiar general and curricular topics
Level of thinking skills Knowledge and comprehension
Task
Read the text carefully and answer questions.
Mary’s family.
Mary is ten years old. She is from Dorset. Her hair is long and brown. She has got brown
eyes. She has got a cat and a dog. Their names are Pat and Flutty. Pat, the dog has got a small
house in the garden. Mary’s cat, Fluffy is 3 years old.
Mary’s brother is Nick. He has got a horse. Its name is Lightning. Nick always cares about
his horse. He feeds it and gives some sweets.
They like pets. They say that pets are their friends.
True or false. Choose the correct answer.
1. Mary has got a spider. True False
2. Nich has got a sister. True False
3. Mary has got two pets. True False
4. They like playing with pets. True False
Answers to the following questions:
1. How many pets has the family got?
2. Has the family got a garden?
3. Where is the family from?
4. Who is Nick?
Descriptor A learner
• chooses True or False answers;
• responds to the questions.
50
• Identify the main idea of the text
• Recognize factual details in a given argument related to the
topic
Unit:Values
Learning objective 5.R2 Read with support some short simple fiction and non-fiction
texts
Assessment criteria • Identify details in a reading passage with little support
Level of thinking skills Knowledge and comprehension
Application
Task
Read the texts and complete this form.
Name Country City Age My favourite…….
1 Pacho Havana
2 Cool
3 Japan 10
1. My name is Pacho. I’m from Cuba and
my home is in Havana. I’m very happy
today. It’s my birthday and I’m eleven
years old. This is my birthday present
from my family. Football is my favourite
sport.
2. My name’s Shristi and I’m twelve. I am
from India and my home is in Delhi. This is
Diya Mirza. She is a Bollywood star. She is
very beautiful and nice. ‘Cool’ is my
favourite English word.
3. My name is Noriko and
I’m ten. I am from Japan and
my home is in Tokyo. This
is my best friend Tomoko.
She is also ten. And this is
my favourite toy. His name
is Tomo. He isn’t real dog.
He’s a robot.
Descriptor A learner
• reads the texts and completes the form with the information from the text.
51
Unit: Values
Learning objective 5.R6 Recognise the attitude or opinion of the writer in short texts
on a limited range of general and curricular topics
Assessment criteria • Identify the attitude and opinion of the author
Level of thinking skills Knowledge and comprehension
Task
Read the text.
An Inspiring friendship story
Once a deer, a crow, a mouse and a turtle were great friends.
One day the deer went out to graze. He was caught in a hunter net. In the evening the deer
did not return to his friends.
The mouse said to the crow, ‘Fly over the trees and find the deer.’
The crow came back after half an hour. He said, ‘Our friend, the deer is in the hunter’s net.’
‘What shall we do’? said the mouse and the turtle.
‘I will take mouse on my back,’ said the crow. ‘He will bite through the net and set the deer
free.’
‘And I will walk to the deer,’ said the turtle. The crow took the mouse on his back and flew
with him to the deer.
The mouse bit through the net. The deer was free. The turtle got friends were all very happy
together.
The following statements are wrong. Correct them according to the information in the text.
1. A crow and a mouse were not friends.
2. The deer was caught in a hunter net but he came back to his friends.
3. The crow flew away with the deer.
4. The crow takes the tortoise to his back.
5. At the end only the tortoise was happy.
Answer the questions.
What does the story teach us?
Descriptor A learner
• reads the text;
• interprets the information and corrects sentences;
• recognizes the author’s attitude and answers the question.
52
Unit: Values
Learning objective 5.W1 Plan, write, edit and proofread work at text level with
support on a limited range of general and curricular topics
5.C6 Organise and present information clearly to others
Assessment criteria • Make a clear plan of writing
• Write a text
• Check the written draft
• Organise information logically
• Express ideas clearly
Level of thinking skills Higher order thinking skills
Task
Work with a partner. Make a list of problems in the environment where you live.
For example:
There are many cars, and there is a lot of air pollution.
There is a lot of litter in the streets.

Put your list in order of how serious you think the problems are. Number 1 is the most
serious. Compare your list with other pairs.
Now make another list of things people can do to improve the environment.
For example:
I think we can use bicycles or walk for short journeys. We can recycle our bottles and rubbish.
Which of the things in your list do you do?
Descriptor A learner
• works with a partner;
• makes a list of problems in the environment where he/she lives;
• compares his/ her list with other pairs’;
• makes a list of ways to improve environment;
• presents precise ideas logically.
53
Unit: Values
Learning objective 5.W3 Write with support factual descriptions at text level which
describe people, places and objects
Assessment criteria • Use the information to write sentences which describe
people, places and objects
Level of thinking skills Application
Task
Think of five famous people, or people in your class, and compare how they do things.
Start each sentence with “he” or “she”. Use the verbs and adjectives in the box.
play speak work sing dance run write learn act [your ideas]
good hard bad clear fluent quick [your ideas]
Examples: He plays tennis better than Rafael Nadal.
She works harder than anyone else in the class.
In pairs tell each other your sentences. What is your partner thinking of?
Descriptor A learner
• compares how five famous people or people in the class do
things;
• starts each sentence with “he” or “she”;
• uses the verbs and adjectives from the box.
54
Unit:Values
Learning objective 5.W4 Write with support a sequence of extended sentences in a
paragraph to give basic personal information
5.UE13 Use might, may, could to express possibility on a limited
range of familiar general and curricular topics
Assessment criteria • Write extended sentences providing personal information
connecting them into a paragraph
• Make up sentences with modal verbs of possibility: might,
may, could
Level of thinking skills Application
Higher order thinking skills
Task
Use the information about Helen to write a description of her life. Use might, may, could in
sentences.
Live in Cardiff, Wales
Big city, population: 300,000
Mum: taxi driver
Dad: police officer
Last weekend: play badminton with her friend, Emma
In the summer: visit her cousins in Devon/go on holiday
with her parents.
Today: stay at home and do her homework
/go to the cinema with her mother if she finishes her job.
Tomorrow: go swimming at the leisure center / stay at
home to finish her homework.
Might/
may/
could.
Example: Helen lives in Cardiff in Wales. It’s a big city………………….
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________
Descriptor A learner
• uses the personal information to write;
• arranges sentences into logically developed paragraph;
• uses might, may, could in the context.
55
Unit: Values
Learning objective 5.W8 Spell most high-frequency words accurately for a limited
range of general topics
Assessment criteria • Write topic related words correctly
Level of thinking skills Application
Task
Listen to the teacher and write the words.
Teacher reads aloud the following words: building, coast, population, traffic, pollution, noisy,
crowded.
1._________________________________
2._________________________________
3. ________________________________
4._________________________________
5._________________________________
6._________________________________
7._________________________________
Complete the sentences using the correct form (where necessary) of the given words
above.
1. I want to move to the country because it is _________ and ___________ in the city where I
live.
2. There are a lot of tall __________________ in New York.
3. Our city has a _______________ of over 2 million people.
4. Now big cities have problems with________ and_______.
5. We like spending our holiday on the sea______________.
Descriptor A learner
• spells the words correctly;
• completes the sentences with the given words;
• uses correct form of the words.
56
Unit: Values
Learning objective 5.UE1 Use appropriate countable and uncountable nouns,
including common noun phrases describing times and location, on
a limited range of familiar general and curricular topics
Assessment criteria • Describe time and location on familiar topics using countable
and uncountable nouns
Level of thinking skills Application
Task
Describe the kitchen in a mess.
Example: There is some food in the fridge opened.
Descriptor A learner
• describes the picture;
• uses nouns appropriately;
• uses topical vocabulary.
57
Unit:Values
Learning objective
Assessment criteria
Level of thinking skills
5.UE2 Use quantifiers many, much, a lot of, a few on a limited
range of familiar general and curricular topics
Application
Task
Complete sentences. Put many, much, a lot of, a few in the gaps.
1. Marry has got _____ friends.
2. Astana has _____ beautiful places to visit.
3. There are only ____ theatres in a city.
4. I don’t have _____ time to play with my friends.
5. Are there _____ friends in your class?
Descriptor A learner
• fills in the gaps;
• uses quantifiers appropriately.
Unit:Values
Learning objective 5.UE3 Use a growing variety of adjectives and regular and
irregular comparative and superlative adjectives on a limited
range of familiar general and curricular topics
Assessment criteria • Apply the rule for comparative and superlative adjectives
Level of thinking skills Application
Task
Complete the sentences using appropriate form of the adjectives.
1. My house is ___________________________ than hers. (large)
2. This box is ____________________________than the one I lost. (small)
3. Your dog runs __________________________than Jim's dog. (fast)
4. My house is ____________________________one in our neighborhood. (large)
5. This is __________________________ box I've ever seen. (small)
6. Your dog ran _________________________ of any dog in the race. (fast)
Descriptor A learner
• fills in the gaps using correct forms of the given adjectives.
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• Apply the correct usage of many, much, a lot of, a few in
the context
Unit: Values
Learning objective 5.UE5 Use questions, including tag questions to seek
agreement, and clarify meaning on a limited range of familiar
general and curricular topics
Assessment criteria • Clarify meaning and seek agreement asking questions,
including tag questions
Level of thinking skills Application
Task
Work in pairs. Complete the following sentences using who, what and where, how many,
how much, how often, how big, what kind of. Ask your partner’s questions.
1. ________________ did you do then?
2. ________________ would you like to eat?
3. ________________ is knocking at the door?
4. ________________ is your phone number?
5. ________________do you want to see?
6. ________________ will he say?
7. ________________did you see?
8. ________________ are you speaking about?
Match the two halves of tag question sentences together.
1. My mother has lovely hair,
2. Your brother isn't married,
3. She is the richest woman in the town,
4. He can't speak English very well,
5. They have a very nice house,
isn’t she?
can he?
haven’t they?
is he?
hasn’t she?
Descriptor A learner
• completes the sentences using appropriate interrogative pronouns;
• matches tag question halves correctly.
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Unit: Values
Learning objective 5.UE6 Use basic personal and demonstrative pronouns and
quantitative pronouns some, any, something, nothing anything on a
limited range of familiar general and curricular topics
Assessment criteria • Differentiate between personal and demonstrative pronouns
and quantitative pronouns some, any, something, nothing,
anything
Level of thinking skills Application
Task
Complete sentences with this, these, that, those.
Complete sentences. Change the words from brackets to he, she, it, they, we.
Example: _____ is dreaming. (George)
He is dreaming.
1. _____ is green. (the blackboard)
2. _____ are on the wall. (the posters)
3. _____ is running. (the dog)
4. _____ are watching TV. (my mother and I)
5. _____ is from Bristol. (Victoria)
6. _____ are in the garden. (the flowers)
7. _____ has got a brother. (Diana)
8. Have _____ got a computer, Mandy?
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Aron was on a business trip to California. He shows you the souvenirs he got for his family.
Fill in the correct pronouns.
1. My sister Jane loves books. This novel is for (she)_____her______.
2. My children like Disney films. The video is for (they) __________.
3. My brother Matt collects picture postcards. These postcards are for (he) _____.
4. My parents like Latin music. The CD is for (they) ________.
5. I like watches. This nice watch is for (I) ________.
6. My wife and I love sweets. These sweets are for (we) _____.
7. My nephew likes cars. The toy truck is for (he) __________.
8. My neighbour wants to go to California next year. The guide book is for (she) _______.
9. Here is another souvenir. I don't know what to do with (it) _______.
10.You know what? - It's for (you) _______.
Descriptor A learner
• completes sentences using correct forms of pronouns.
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Unit:Values
Learning objective 6.UE7 Use simple perfect forms of common verbs to express
what has happened [indefinite time] on a limited range of
familiar general and curricular topics
Assessment criteria • Apply present perfect tense in the context
Level of thinking skills Application
Task
Write a suitable sentence using the PRESENT PERFECT TENSE:
Example: Ann’s hair was dirty. Now it’s clean. (wash) ……... Ann has washed her hair.
1. Tom was 80 kg. Now he’s 70. (lose weight)
………………………………………………………………………………………………….
2. Bill played football yesterday. Now he can’t walk; his leg is in plaster. (break)
………………………………………………………………………………………………….
3. My sister is looking for her pen. (lose)
………………………………………………………………………………………………….
4. Mary is on holiday in France. (go)
………………………………………………………………………………………………….
5. Mr. Hill was in Canada last week. He’s back in London now. (be)
………………………………………………………………………………………………….
6. Look! Mrs. Smith has got a lot of packages. (buy)
………………………………………………………………………………………………….
7. I can’t eat anything now. (eat too much)
………………………………………………………………………………………………….
8. Mrs. Jenkins is very tired. (clean / house)
………………………………………………………………………………………………….
9. Tony needs a holiday. (work / hard / this year)
………………………………………………………………………………………………….
Descriptor A learner
• writes correctly formed sentences in present perfect tense.
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Descriptor A learner
• chooses suitable conjunctions to complete sentences.
Unit:Values
Learning objective 5.UE16 Use conjunctions so , if, when , where, before, after to link
parts of sentences on a limited range of familiar general and
curricular topics.
Assessment criteria • Connect parts of sentences with conjunctions so , if, when ,
where, before, after.
Level of thinking skills Application
Task
Write conjunctions so, if, when, before, after to link words and phrases.
Frogs can hop, ____ they can move fast.
My grandpa can't hear well. You should speak louder_____ you speak to him.
_____Tom studies hard, he will pass his test.
They like spending time in the living room_______ they can watch soap operas and
films on TV.
I saw Jim _____ he won the race. He was very happy.
_______ having an important meeting Henri is always worried.
It was a Christmas sale in the supermarket______ they gave me a discount.
Paul can't go to work _______ he has the flu.
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Unit:Values
Learning objective 5.UE17 Use if clauses (in zero conditionals); use where clauses
use before/after clauses (with past reference)use defining relative
clauses with which, who, that, where to give details on a limited
range of familiar general and curricular topics
Assessment criteria • Apply zero and first conditionals, appropriately
• Use where clauses
• Use before/after clauses (with past reference)
• Use defining relative clauses with which, who, that, where
to specify information
Level of thinking skills Application
Task
Complete sentences. Use words from the brackets.
1. If you press that button, the light _____ (come) on.
2. It’s easier to sleep if _____ (you/not/be) stressed.
3. The teacher gets angry if _____ (we/not/work) hard.
4. If _____ (I/go) on a boat, I always feel sick.
5. His mother gets annoyed if _____ (he/be) late.
Complete sentences with after, before.
1. We watch a movie _____ he arrives. (later than)
2. We make popcorn _____ he arrives. (earlier than)
Combine sentences using that, who, which.
1. People live in Scotland. They are called Scots.
2. We first went to Edinburgh. Edinburgh is the capital of Scotland.
3. We broke computer. The computer belonged to my father.
Descriptor A learner
• completes sentences using the given words correctly;
• fills in with before/after;
• connects sentences with that, who, which.
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Unit: The world of work
Learning objective 5.L1 Understand a sequence of supported classroom instructions.
Assessment criteria • Identify common classroom commands with support
Level of thinking skills Knowledge and comprehension
Task
Listen to the teacher and follow the instructions.
Take out your English books, copybooks, pens and pencils from your bags.
Put the copybook in front of you.
Put the pencils and pens on the right side of the copybook.
Put the book on the left corner of the desk.
Open the copybook and take a pen.
Write down the date of the day.
Descriptor A learner
• follows instructions accordingly.
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Unit: The world of work
Learning objective 5.L5 Understand most specific information and detail of
short, supported talk on a wide range of familiar topics.
Assessment criteria • Recognise detailed information in a short conversation
with some support
Level of thinking skills Knowledge and comprehension
Task
Listen to the talk twice and complete the sentences.
CD1. Tapescript 4.
Farm worker: Hello. What’s your name?
Murat: My name is___________.
Farm worker: Are you a ________?
Murat: Yes, I_________ .
Farm worker: Do you like___________ animals?
Murat: Yes, I ___________.
Farm worker: What’s your phone number?
Murat: It’s_ _3_ _ _1 4 2 _ .
Farm worker: Come to the farm on _________ at______ o’clock, please.
Murat: OK. On Monday at________ o’clock. Thank you. Goodbye.
Descriptor A learner
• writes down the missing words.
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Unit: The world of work
Learning objective 5.L6 Deduce meaning from context in short, supported talk on
an increasing range of general and curricular topics
5.L7 Recognise the opinion of the speaker(s) in basic, supported
talk on an increasing range of general and curricular topics
Assessment criteria • Figure out the content of a short conversation with some
support
• Identify the speaker's point of view in a simple
conversation on general topics with some support
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task
Listen to the information and fill in the gaps. Write the missing words in the sentences.
Follow https://learnenglishkids.britishcouncil.org/en/short-stories/what-will-i-be-when-i-growup
to listen to the information.
Example: My brother is a special vet. He looks after scary ___snakes____.
He says snakes are _______________ because they don’t have any legs.
My father is a scientist who works to save rare _______________.
Some birds are very _______________ and can say some words.
My mother is a dog groomer. She _______________ all dogs!
Once she styled a poodle to look like a _______________.
My sister trains _______________ and they practice in the pool.
She hears the dolphins _______________ and sing.
Listen again and choose the right answer.
His brother is a teacher. True False
His mother is a dog groomer. True False
His sister works with dolphins. True False
He is going to be a scientist. True False
Answer the question: What is he going to be?
Transcript: What will I be when I grow up?
When I grow up I’ll work with animals. I don’t know which job yet. Maybe like my brother.
He’s a special vet. He looks after scary snakes, some just out of eggs. He says that snakes are
easy as they don’t have any legs.
My father is a scientist. He works to save rare birds. Some are really clever and can even say
some words. “How do you do.”
My mother is a dog groomer. She loves dogs big or small. Once she styled a poodle. It looked
just like a ball. My sister, she trains dolphins. They practice in the pool. She hears the dolphins
talk and sing.
That sounds really cool! So many animal jobs to choose but which one’s right for me? Because
I’m only ten years old, I’ll have to wait and see.
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Descriptor A learner
• completes sentences with right words;
• chooses True or False;
• answers the question.
Unit: The world of work
Learning objective 5.S3 Give an opinion at sentence level on a limited range of
general and curricular topics
5.S2 Ask simple questions to get information about a
limited range of general topics
5.C2 Use speaking and listening skills to provide sensitive
feedback to peers
Assessment criteria • Express a point of view in connected sentences
• Make up basic interrogative sentences and get
information about the topic
• Give feedback to others orally
Level of thinking skills Application
Task
In pairs think of 2 jobs that you associate with each of the following adjectives. Talk
about them. Ask questions to find more about the job your classmate is talking.
dangerous exciting well paid dirty boring
challenging only for men stressful interesting
Comment your partner’s speech. Tell what advantages and disadvantages of his/ her
work.
Descriptor A learner
• makes a conversation about the job;
• uses topical vocabulary;
• asks questions;
• tells advantages and disadvantages of his/her partner’s work.
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Unit: The world of work
Learning objective 5.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics
5.S4 Respond with limited flexibility at sentence level to
unexpected comments on an increasing range of general and
curricular topics
5.C8 Develop intercultural awareness through reading and
discussion
5.C4 Evaluate and respond constructively to feedback from
others
Assessment criteria • Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
• Provide unprepared speech to answer a variety of
questions at sentence level with limited flexibility
• Talk about cultural diversity
• Analyse given feedback and give constructive answers
to feedback
Level of thinking skills Application
Higher order thinking skills
Task
Work in a small group. Choose one job from different countries, discuss and compare it.
Example: Teachers in Kazakhstan and in America.
Be ready to present it to the whole class.
Ask questions for clarification and answer them.
Give feedback to your classmates.
Descriptor A learner
• chooses the job for discussion;
• interacts with classmates in debates;
• uses topical vocabulary;
• prepares the speech to deliver information to others;
• asks and answers questions;
• provides feedback to the speech.
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Unit: The world of work
Learning objective 5.S6 Communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
5.C7 Develop and sustain a consistent argument when speaking or
writing
Assessment criteria • Interact with each other delivering content correctly and clearly
to others
• Make an argument and reason it
Level of thinking skills Higher order thinking skills
Task
Classify these jobs into categories. Share your ideas in a group and agree on common
categories, explain why you choose them.
Engineer, auto mechanic, accountant, photographer, scientist, secretary, travel agent, attorney at
law.
Descriptor A learner
• divides the jobs into categories;
• expresses his/her ideas;
• supports his/her ideas with arguments.
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Unit: The world of work
Learning objective 5.R4 Read with some support a limited range of short fiction and
non-fiction texts
5.R6 Recognise the attitude or opinion of the writer in short texts on
a limited range of general and curricular topics
Assessment criteria • Identify the general information in the text
• Identify the attitude and opinion of the author
Level of thinking skills Knowledge and comprehension
Task
Read the text and mark the sentences True or False.
My working day starts very early. From Monday to Friday I get up at half past three and I
have a shower and a cup of coffee. I usually leave the house at ten past four because the car
always arrives a few minutes early. I get to the studio at about five o'clock and start work. My
programme Good Morning Britain starts at seven o'clock and finishes at nine o'clock. Then I
leave the studio. After that, I go shopping and visit some friends. I get home at three o'clock.
Then my husband gets home at five in the evening and I cook dinner. We don't go out
because I go to bed very early. We usually watch television and then I go to bed at half past eight.
I think my job is very interesting but I don't like getting up very early.
True or False
1. The writer is a television journalist. ___________
2. She drives her car to work. ___________
3. She goes home after the programme finishes. ___________
4. She goes to bed early during the week. ___________
5. She works with her husband. ___________
6. She likes everything about her job. ___________
Descriptor A learner
• reads the text for general;
• identifies true and false sentences and writes down True or False
next to the sentences.
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Unit: The world of work
Learning objective 5.R5 Deduce meaning from context in short texts on a limited
range of familiar general and curricular topics
Assessment criteria • Figure out the content of a short text with some support.
Level of thinking skills Higher order thinking skills
Task
Read the text and give the name for it.
My name is Saltanat. I am in the seventh grade. There are many different professions in the
world, but I want to become a doctor. After finishing school I am going to enter medical institute.
It seems to me that it’s my vocation. I like to help people. To become a doctor I must be good at
studies because a doctor is needed and responsible profession. We trust doctors the main what we
have – our life and that’s why a doctor must be qualified specialist. A doctor can’t make a
mistake. Human life often depends on professionalism of a doctor. They must be very heedful
and openhearted people. A doctor always must worry about the health of his patient. He must be
able to inspire patients with faith. My mother and grandmother are doctors. They are proud of
their profession and like it. I consider that a doctor is the best profession.
Answer the following questions:
1. How do you name the text?
2. What profession does she prefer?
3. Why does she like this job?
4. What is your future profession?
Descriptor A learner
• reads the text for general and specific information;
• gives the name for the text;
• answers the questions.
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Unit: The world of work
Learning objective 5.R7 Recognise typical features at word, sentence and text level in
a limited range of written genres
Assessment criteria • Identify the correct form of a word, appropriate sentence
structure and text layout
Level of thinking skills Knowledge and comprehension
Task
Read the text and fill in the gaps using the correct form of the words in the box.
Busy Bus Driver
Adam is a bus _____________ in Freemont City, Nevada. He works the morning shift from
5:30 to 1:30. His bus route is Route 26, which runs east and west along Emerson Street. His
route is busy, but it is in a nice part of town. Adam likes his job because he gets off work early.
He works four hours on Saturdays, but he is off on Sundays. He ___________spends Sundays
with his family. Next year, Adam will turn 62 and he can retire. His wife wants him to work for
another three years because in three years their house will be paid off. Their bills will be much
_________ then. Adam has ___________ hard for the past 30 years, and he wants to retire as
soon as possible. He’s not worried about money.
to work to drive usual low
Descriptor A learner
• reads the text and completes the sentences;
• uses words from the box appropriately.
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Unit: The world of work
Learning objective 5.W3 Write with support factual descriptions at text level which
describe people, places and objects.
5.W6 Link, with some support, sentences into coherent
paragraphs using basic connectors on a limited range of familiar
general topics.
5.UE6 Use basic personal and demonstrative pronouns and
quantitative pronouns some, any, something, nothing anything on
a limited range of familiar general and curricular topics.
Assessment criteria • Use the information to write sentences which describe
people, places and objects;
• Connect sentences into paragraphs with basic connectors
with some support;
• Differentiate between personal and demonstrative
pronouns and quantitative pronouns some, any,
something, nothing, anything.
Level of thinking skills Application
Higher order thinking skills
Task
Describe pictures below and write your sentences.
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________
Descriptor A learner
• describes pictures;
• writes few sentences for each picture;
• writes about people, their professions;
• writes what people do, what objects they need to do the work;
• writes where people work;
• connects sentences into coherent paragraph;
• uses topical vocabulary.
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Unit: The world of work
Learning objective 5.W7 Use with some support appropriate layout at text level
for a limited range of written genres on familiar general
topics and some curricular topics
Assessment criteria • Write a text keeping the register and format of a given
genre
Level of thinking skills Application
Task
What do you want to be when you grow up? Write and draw a picture!
____________________________________
Descriptor A learner
• draws a picture of profession;
• writes sentences using appropriate layout;
• uses topic related words;
• spells words and phrases accurately.
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Unit: The world of work
Learning objective 5.W8 Spell most high-frequency words accurately for a limited
range of general topics
Assessment criteria • Write topic related words correctly
Level of thinking skills Application
Task
Look at the picture and spell the professions.
__________ ________ __________ _________ ________ _________
Descriptor A learner
• writes the name of professions;
• spells the words accurately.
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Unit: The world of work
Learning objective 5.W9 Punctuate written work at text level on a limited range of
familiar general with some accuracy
Assessment criteria • Insert punctuation marks into a written text
Level of thinking skills Application
Task
Read the text, insert the missing punctuation marks.
Want to be an Interpreter
I want to be an interpreter it is an interesting and useful profession my parents have a
large library and they taught me to like books I like reading books my favourite subjects in
school are English Literature Geography and History. My favourite English and American
writers are Shakespeare Dickens Walter Scott Jack London Mark Twain. Once at the class of
Literature, our teacher told us that, when translated, literary works lose much of their beauty. She
said that poetry is very hard to translate. From that day I have a dream I want to have my
favourite books in the original and to know the languages they are written in so I will enjoy the
real beauty of these books.
Descriptor A learner
• reads the text;
• puts appropriate punctuations;
• starts sentences with the big letters where necessary.
77
Unit: The world of work
Learning objective 5.UE1 Use appropriate countable and uncountable nouns,
including common noun phrases describing times and location, on
a limited range of familiar general and curricular topics
Assessment criteria • Describe time and location on familiar topics using
countable and uncountable nouns
Level of thinking skills Application
Task
Classify the following words into countable and uncountable nouns.
Teacher Hospital Book Doctor Waitress Hotel Musician Transport Guitar
Countable nouns Uncountable nouns
Descriptor A learner
• writes the words into correct column.
Unit: The world of work
Learning objective 5.UE2 Use quantifiers many, much, a lot of, a few on a limited
range of familiar general and curricular topics
Assessment criteria • Apply many, much, a lot of, a few in the context
Level of thinking skills Application
Task
Fill in the gaps. Use many, much, a lot of, a few.
1. There are ________ doctors in this hospital, so people have to go to another one when
they are ill
2. _____ manager of our company know this but not all.
3. Have you been to _____ countries?
4. We have worked together _____ years.
5. There is ______ milk in the bucket.
6. There are _____ men at the bus-stop.
Descriptor A learner
• completes sentences;
• uses proper quantifiers.
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Unit: The world of work
Learning objective 5.UE9 Use simple present and simple past regular and irregular
forms to describe routines, habits and states on a limited range of
familiar general and curricular topics
Assessment criteria • Describe routines, habits and states applying simple present
and simple past tenses
Level of thinking skills Application
Task
Fill in the correct past simple form of the verb.
Ben __________ Emily at the party (to see).
He ___________ to her about the music (to speak).
Ben __________ fish and chips for lunch (to eat).
Lucy ___________ me her photographs (to see).
Jake ___________ a new camera (to buy).
Descriptor A learner
• uses given words in the brackets;
• completes sentences with the correct past simple form of
the verb.
Unit: The world of work
Learning objective 5.UE10 Use present continuous forms with present and future
meaning on a limited range of familiar general and curricular
topics
Assessment criteria • Apply present continuous forms with present and future
meaning in the context
Level of thinking skills Application
Task
Ask questions as in the example.
1. Man / run Example: Is the man running?
2. Mum / eat / cake. ____________________________.
3. That man / read / the paper. ____________________.
4. They / wear / T-shirts. ________________________.
5. The birds / fly. ______________________________.
6. You / listen / to me. __________________________.
Descriptor A learner
• asks questions putting the words in the correct order and form.
79
Unit: The world of work
Learning objective 5.UE14 Use prepositions to talk about time and location; use
prepositions like to describe things and about to denote topic;
use prepositions of direction to, into, out of, from, towards on
a limited range of familiar general and curricular topics
Assessment criteria • Demonstrate the correct use of prepositions of time,
Level of thinking skills
location and direction
Task
Look at the picture of people at work and describe them using prepositions of time,
location and direction.
Descriptor A learner
• describes the pictures using appropriate prepositions of time,
location and direction.
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Application
Unit: The world of work
Learning objective 5.UE16 Use conjunctions so, if, when, where, before, after to
link parts of sentences on a limited range of familiar general and
curricular topics
Assessment criteria • Connect parts of sentences with conjunctions so , if, when,
where, before, after
Level of thinking skills Application
Task
Make up sentences using if, when, where, before, after and pictures.
Example: I finish my homework before I play computer games.
My father plays chess when he comes from work.
Descriptor A learner
• makes up sentences;
• appropriately links words in sentences;
• uses right conjunctions.
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Unit: The world of work
Learning objective 5.UE17 Use if-clauses (in zero conditionals); use where clauses;
use before/after clauses (with past reference); use defining
relative clauses with which, who, that, where to give details on
a limited range of familiar general and curricular topics
Assessment criteria • Apply zero and first conditionals, appropriately
• Use where clauses
• Use before/after clauses (with past reference)
• Use defining relative clauses with which, who, that,
where to specify information
Level of thinking skills Application
Task
Complete the task. Put the verbs in the brackets into the right form.
1. If you __________ (to drive) along the river bank it _______ (to be) twenty miles out
of your way.
2. If you _____ (to take) your mobile phone into class, it __________ (must) be turned
off.
3. We ________ (not use) calculators when we ________ (write) tests.
4. If you ________ (to push) this button, the volume __________ (to increase).
5. If you __________ (to close) the door, it _________ (to lock) automatically.
Open the brackets and continue sentences.
1. A ferry is a ship (carry people across the water).
2. A shop assistant is someone (work in a shop).
3. A key is a thing (can open and lock doors).
Descriptor A learner
• completes the sentences correctly;
• continues the sentences using words from the brackets.
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TERM 3
Unit: Creativity
Learning objective 5.L1 Understand a sequence of supported classroom instructions
5.C9 Use imagination to express thoughts, ideas, experiences and
feelings
5.S4 Respond with limited flexibility at sentence level to
unexpected comments on an increasing range of general and
curricular topics
Assessment criteria • Identify common classroom commands with support
• Convey fantasy ideas including emotions and senses
• Provide unprepared speech to answer a variety of
questions at sentence level with limited flexibility
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Instructions are for the teacher to read to the learners. Learners listen and do the actions.
Teacher monitors the process and evaluates the understanding.
Task 1
Listen to the teacher’s instructions and follow them.
1. Draw a square.
2. Colour the square in blue.
3. Add 2 rocks and 5 stones in it.
4. Erase 1 rock and 2 stones.
5. At the bottom of the square draw some sand.
6. Add some underwater plants.
7. Colour them in green.
8. Draw some fish.
Task 2
Swap your drawings with a partner. Compare your drawings and say if they are similar
or different. Answer your partner’s questions.
Descriptor A learner
• illustrates the proper actions;
• uses imagination to draw a picture;
• responds to a partner’s comments appropriately.
83
Unit: Creativity
Learning objective 5.L6 Deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics
Assessment criteria • Figure out the content of a short conversation with some
support
Level of thinking skills Higher order thinking skills
Task
Listen to four teenagers twice. Match their names with the pictures 1-4.
CD1. Tapescript 5.
1. 2.
3.
4.
Wayne ____
Paula ____
Dave ____
Grace ____
Descriptor A learner
• matches pictures and speakers.
84
Unit: Creativity
Learning objective 5.L8 Understand supported narratives, including some extended
talk, on an increasing range of general and curricular topics
Assessment criteria • Recognise the meaning of a story with some support
Level of thinking skills Knowledge and comprehension
Task
Listen to the conversation twice. Write A for Amy, B for Bill, L for Liv or S for Stu.
CD1. Tapescript 6.
1. He/she is crazy about pop. ______
2. He/she is a drummer. ______
3. His/her favourite kind of music is hip hop. ______
4. His/her favourite band is the Black Eyed Peas. ______
5. Jazz is his/her favourite kind of music. ______
6. They are the singers of the band. ______, ______
7. His/her favourite singer is Lily Allen. ______
Descriptor A learner
• identifies specific information regarding each of the speakers and writes
their names next to the statements.
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Unit: Creativity
Learning objective 5.S1 Provide basic information about themselves and others at
sentence level on an increasing range of general topics
5.C4 Evaluate and respond constructively to feedback from
others
5.C5 Use feedback to set personal learning objectives
Assessment criteria • Give basic information about themselves and others at
sentence level
• Analyse given feedback and give constructive answers
to feedback
• Consider classmates' feedback and set personal learning
objectives based on their feedback
Level of thinking skills Application
Task
Learners talk about art and music and ask each other about their likes and dislikes. Teacher
monitors and makes brief notes if necessary when pairs talk about their likes and dislikes, asks
learners to report on their partner’s likes or dislikes.
Ask and answer the following questions in pairs.
1. Do you like to visit art museums?
2. Do you visit museums when you go to another city?
3. What is your favorite painting?
4. Do you like to listen to the music?
5. What is your favourite kind of music?
6. Do you like to sing?
7. Who is your favourite singer? Why do you like him/her?
8. Have you ever been to a concert or live show? Talk about it.
Give feedback to your classmate’s speech.
Descriptor A learner
• asks and answers questions about his/her likes and dislikes in pairs;
• uses appropriate vocabulary and grammar while speaking;
• gives feedback to his/her partner’s answers’;
• responds to a partner’s feedback;
• sets personal learning objectives.
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Unit: Creativity
Learning objective 5.S3 Give an opinion at sentence level on a limited range of general
and curricular topics
5.C3 Respect differing points of view
5.C10 Use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
• Express a point of view in connected sentences
• Demonstrate respect to people’s opinions using lexical units
• Consider different perspectives on the world orally or in a
written form
Application
Higher order thinking skills
Assessment criteria
Level of thinking skills
Task
In pairs ask and answer the following questions:
1. Do you have a favourite artist?
2. What kinds of art do you like – painting, sculpture, ceramics? Why? Why not?
3. Do you think anyone can be an artist? Do you need a special talent to be an artist?
4. Do you think all children should study art at school?
5. Can you explain what art is?
Descriptor A learner
• talks to a partner or in a group;
• presents topic related information;
• organises information and ideas coherently;
• uses topic related vocabulary;
• shows accurate pronunciation for the meaning to be clear;
• expresses his/her point of view;
• considers others’ points of view;
• demonstrates respect to others’ points of view using lexical units.
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Unit: Creativity
Learning objective 5.S6 Communicate meaning clearly at sentence level during,
pair, group and whole class exchanges
5.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics
Assessment criteria • Interact with each other delivering content correctly and
clearly to others
• Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Level of thinking skills Application
Higher order thinking skills
Task
Work with a partner or in a group of 3-4.
Describe a concert that you have visited. You should talk аbout:
1. What concert you visited
2. Where it took place
3. What kind of music was played
4. Why you liked/disliked the concert
Descriptor A learner
• talks to a partner or in a group;
• presents topic related information;
• uses topic related vocabulary appropriately;
• organises information and ideas coherently;
• distinctly pronounces words for the meaning to be clear.
88
Unit: Creativity
Learning objective 5.R2 Understand with little support specific information and
detail in short, simple texts on a limited range of general and
curricular topics
5.L4 Understand the main points of supported extended talk on
a range of general and curricular topics
5.L5 Understand most specific information and detail of short,
supported talk on a wide range of familiar topics
Assessment criteria • Identify details in a text with little support
• Identify the main information of a talk using supporting
information
• Recognise detailed information in a short conversation
with some support
Level of thinking skills Knowledge and comprehension
Task 1
Read the text and complete the chart below.
“M” – a star for the future?
Do you know Robin Scott? No? Well, not many people
do. He’s the lead singer with M and a star for the future.
M’s new record is a huge hit at the moment. It’s called
Pop Muzik and it’s already very popular in the UK and
Europe. Robin and his girlfriend, Brigit Novik, sing the
lyrics. Their strange voices make it sound very different.
Brigit’s voice sounds like a robot! Robin is certain to be a
big star in the future. This is just the beginning for M.
May 1979
Date of article
Name of band
Lead singer
Other singers
Song
Hit in …
Future for lead singer
Task 2
Listen to an interview with Robin Scott twenty-five years later twice.
Answer the questions.
CD1. Tapescript 7.
1. Did he become a big star?
2. Where did he grow up?
3. What kind of college did he go?
4. When did he make his first record?
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5. Where did he move to in the mid-seventies?
6. How did he choose the name M?
7. What happened in February 1979?
8. What happened in 1989?
9. What is he doing now?
Descriptor
Task 1
Task 2
A learner
• reads the text accurately;
• finds information in the text and completes the chart;
• answers the questions.
90
Unit: Creativity
Learning objective 5.R1 Understand the main points in a limited range of short
simple texts on general and curricular topics
Assessment criteria • Identify the main idea of the text
Level of thinking skills Knowledge and comprehension
Task
Read the text and choose the correct answer.
Fifty years ago, when I was a child, photographs were not of general interest. Photographs took
a picture of people on special occasions, at weddings and on birthdays, for instance. These pictures
were usually keep in a box and brought out at intervals to show the family. Nowadays photography
is regarded as art. Many photographic exhibitions are held and there are many magazines dealing
with the art of photography.
1. During recent years _____________________.
A. photography has become a popular form of art.
B. a lot of people have taken photographs of good paintings.
C. photography has stopped being an art.
D. photographic exhibitions are often advertised in magazines.
E. more and more people take photographs at weddings.
2. The passage compares ____________________.
A. public interest in painting today and fifty years ago.
B. photographic exhibitions and painting exhibitions.
C. wedding photographs and birthday photographs.
D. photography today and photography fifty years ago.
E. family photographs of today and fifty years ago.
3. When the writer was young __________.
A. he was very interested in photography.
B. people didn’t think of photography as art.
C. he always took photographs on his birthday.
D. people used to go to photographic exhibitions.
E. he took a lot of family photographs.
Descriptor A learner
• reads the text;
• finds information in the text and answers the multiple choice questions.
91
Unit: Creativity
Learning objective 5.R3 Understand the detail of an argument on a limited range of
familiar general and curricular topics
Assessment criteria • Recognize factual details in a given argument related to the
topic
Level of thinking skills Knowledge and comprehension
Task
Read the paragraphs 1-4 about the effects of music. Match the headings to the correct
paragraphs 1-4.
A. Music for stress and pain
B. Get a better score and remember more
C. The right music to study better
D. All kinds of music have an effect
1._________________________________
Music is not just entertainment. It is medicine for both the brain and the body. Don Campbell is
an expert on The Mozart effect and the incredible power of music. He says that all kinds of
music, from Mozart to jazz, from Latin to rock can affect our learning and our health.
2._________________________________
Many people use music to help them feel relaxed after a busy day at work. Music can also
reduce the stress of being ill, especially by reducing pain' The director of Baltimore Hospital
says that thirty minutes of classical music has the same effect as ten milligrams of the painkiller
Valium.
3. _________________________________
Campbell also says that music can help you concentrate but you need the right kind of music for
your mood. And you need to listen for about ten minutes before you start studying' Perhaps your
mind needs relaxing or maybe you are tired and you want to feel more energetic' So you should
choose the appropriate music to help you. You can use many different kinds of music to help
you concentrate' Mozart's music is very popular, however because it is very organized and it
makes your brain more alert and imaginative.
4.___________________________________
Music helps you to study better and it can also actually make you more intelligent. In one study,
students who listened to Mozart before doing a test got much higher marks than those who
didn't. Many studies also show that children who learn to play a musical instrument before the
age of twelve have better memories for the rest of their lives.
Read the text again. Mark the statements True (T), False (F) or Not given (NG).
1. Music is good for our bodies and brains. ____
2. Don Campbell loves Mozart's music. ____
3. Music helps many people to relax after work. ____
4. Many hospitals use music to help with pain. ____
5. Listening to music before you study is a bad idea. ____
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6. Only Mozart's music helps you study. ____
7. The students listened to Mozart for fifteen minutes before doing the test. ____
8. It's a good idea for children to learn to play a musical instrument. ____
Descriptor A learner
• reads the paragraphs for general information and matches the headings with
the paragraphs;
• reads the paragraphs again to find factual details and distinguishes True, False
or Not given statements.
Unit: Creativity
Learning objective 5.R6 Recognise the attitude or opinion of the writer in short
texts on a limited range of general and curricular topics
5.UE3 Use a growing variety of adjectives and regular and
irregular comparative and superlative adjectives on a limited
range of familiar general and curricular topics
Assessment criteria • Identify the attitude and opinion of the author
• Apply the rule for comparative and superlative adjectives
Level of thinking skills Knowledge and comprehension
Application
Task
Read the film review.
A review of War of the Worlds by Andrea
I recently went to see War of the Worlds. It’s a science fiction film starring Tom Cruise.
The film is based on a book written over 100 years ago, although it is set in modern times. The
story is very gripping. It’s about alien machines from space which land on Earth. The film has
a happy ending.
The acting is very good. Tom Cruise, who plays a father who is looking for his family,
is excellent, as usual. However, I didn’t think Dakota Fanning was very convincing as his
daughter. The special effects were incredible – the machines looked terrifying, and there were
some very scary moments which I didn’t enjoy.
This is a classic Spielberg film: fast-moving, not too violent, and full of action. It was
scary but I really enjoyed it. Go and see it if you can.
Answer the questions.
1. What kind of film is War of the Worlds?
2. When was the original book written?
3. What aspects of the film did the reviewer like?
4. What two things didn’t the reviewer like?
Descriptor A learner
• reads the text and answers the questions using the appropriate information
from the text;
• uses a range of adjectives including comparative and superlative.
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Unit: Creativity
Learning objective 5.W1 Plan, write, edit and proofread work at text level with support
on a limited range of general and curricular topics
5.W3 Write with support factual descriptions at text level which
describe people, places and objects
5.W4 Write with support a sequence of extended sentences in a
paragraph to give basic personal information
Assessment criteria
5.UE1 Use appropriate countable and uncountable nouns, including
common noun phrases describing times and location, on a limited
range of familiar general and curricular topics
6.Make a clear plan of writing
7.Write a text
8.Check the written draft
9.Use the information to write sentences which describe people,
places and objects
10.Write extended sentences providing personal information
connecting them into a paragraph
11.Describe time and location on familiar topics using countable and
uncountable nouns
Level of thinking skills Application
Higher order thinking skills
Task
Write a short text about your favourite instrument in 5-8 sentences.
You should write аbout:
What is your favourite musical instrument?
Why is it your favourite instrument?
Do you have a favourite musician who plays this instrument? If yes, who is it?
My favourite instrument
Check your written text.
Descriptor A learner
• plans the answer;
• writes in an appropriate style;
• writes in a descriptive manner using appropriate adjectives;
• uses the proper form of nouns;
• writes arguments with examples and reasons where necessary.
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Unit: Creativity
Learning objective 5.W6 Link, with some support, sentences into coherent paragraphs
using basic connectors on a limited range of familiar general topics
5.UE6 Use basic personal and demonstrative pronouns and
quantitative pronouns some, any, something, nothing anything on a
limited range of familiar general and curricular topics
Assessment criteria • Connect sentences into paragraphs with basic connectors
with some support
• Differentiate between personal and demonstrative pronouns
and quantitative pronouns some, any, something, nothing
and anything
Level of thinking skills Application
Task
Provide learners with a set of famous paintings and ask them to choose the one they like.
Choose a painting and describe it. Use the phrases below.
1. I can see ___________ at the front/ back/ sides/ centre of the painting.
2. The painter/the artist used _____________ colours.
3. This / That painting gives me a ___________ (good, happy, sad, angry, hot, cold, quiet,
loud, sunny, surprised) feeling.
4. I like / don’t like that / those painting(s) because it / they __________.
5. What a/ an ________ painting! What __________ colours!
Descriptor A learner
• chooses a painting and writes a coherent paragraph to describe it;
• uses a set of given phrases;
• uses basic personal and demonstrative pronouns and quantitative pronouns
some, any, something, nothing anything;
• expresses his/her opinion and feelings about the painting.
95
Unit: Creativity
Learning objective 5.W7 Use with some support appropriate layout at text level for
a limited range of written genres on familiar general topics and
some curricular topics
5.UE16 Use conjunctions so , if, when , where, before, after to
link parts of sentences on a limited range of familiar general and
curricular topics
Assessment criteria • Write a text keeping the register and format of a given genre
• Connect parts of sentences with conjunctions so , if, when ,
where, before, after
Level of thinking skills Application
Task
Write a story using the pictures below.
Descriptor A learner
• plans a story using the pictures;
• writes sentences in a logical sequence;
• connects sentences into a text using appropriate conjunctions.
96
Unit: Creativity
Learning objective 5.S8 Recount basic stories and events on a range of general and
curricular topics
Assessment criteria • Retell short stories and episodes on a given topic
Level of thinking skills Application
Task
Work in pairs. Tell a partner about the art gallery/museum/music concert you have
recently visited. Use the following questions:
1. When did you visit the art gallery/ museum/ music concert?
2. What did you see there?
3. How did you feel after going there?
Descriptor A learner
• recalls his/her personal experience of going to the art gallery/museum/music
concert;
• answers the given questions to talk about his/her visit to the art
gallery/museum/music concert;
• uses appropriate vocabulary and grammar structures in speech.
97
Unit: Creativity
Learning objective 5.UE10 Use present continuous forms with present and future
meaning on a limited range of familiar general and curricular
topics
Assessment criteria • Apply present continuous forms with present and future
meaning the context
Level of thinking skills Application
Task
Describe each of the pictures. Answer the questions using present continuous.
What are people doing now?
Descriptor A learner
• describes the pictures using present continuous forms and appropriate
vocabulary;
• answers the given questions using present continuous with present and future
meaning.
98
Unit: Reading for pleasure
Learning objective 5.L3 Understand an increasing range of unsupported basic
questions on general and curricular topics
Assessment criteria • Recognize basic general questions without support
Level of thinking skills Knowledge and comprehension
Task
Listen to the dialogue and choose A or B.
CD1. Tapescript 8.
1. What day is it today?
A. Tuesday
B. Thursday
2. What’s the time?
A. 8.30
B. 9.30
3. What day is it today?
A. Friday
B. Saturday
4. What’s the time?
A. 12 am
B. 12 pm
Descriptor A learner
• chooses the correct answer.
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Unit: Reading for pleasure
Learning objective 5.L4 Understand the main points of supported extended talk on a
range of general and curricular topics
5.L6 Deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics
5.L8 Understand supported narratives, including some extended
talk, on an increasing range of general and curricular topics
Assessment criteria • Identify the main information of a talk using supporting
information
• Figure out the content of a short conversation with some
support
• Recognise the meaning of a story with some support
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task
Listen to the recording twice. Answer the questions below:
CD1. Tapescript 9.
1.
2.How old is hip-hop?
3.What kind of group are the Black Eyed Peas?
4.Where are bagpipes from?
5.How old is the balalaika?
6.What is samba?
7.Who plays the didgeridoo?
Descriptor A learner
• answers the questions.
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What this topic is about?
Unit: Reading for pleasure
Learning objective 5.L6 Deduce meaning from context in short, supported talk on
an increasing range of general and curricular topics
5.L7 Recognise the opinion of the speaker(s) in basic, supported
talk on an increasing range of general and curricular topics
5.S2 Ask simple questions to get information about a limited
range of general topics
Assessment criteria • Figure out the content of a short conversation with some
support
• Identify the speaker's point of view in a simple
conversation on general topics with some support
• Make up basic interrogative sentences and get
information about the topic
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Task 1
Listen to a talk of Liv, Stu, Bill and Amy. Explain what adjectives exciting and boring
stand for.
CD1. Tapescript 10.
Exciting means …
Boring means …
Listen again and answer the following questions:
1. How does Liv feel?
2. What’s Stu’s idea?
3. What does Liv think about sports?
4. Does Stu like sports?
5. Is Amy good at tennis?
6. Does Bill like tennis more than table tennis?
Task 2
In pairs act out a dialogue using the following questions:
1. What sports do you do at school/ in your PE lesson?
2. What is your favourite sport?
3. What sport are you good at?
4. Is there a sport you would like to take up?
Descriptor A learner
• selects an appropriate information;
• analyses the given information for definite purpose and explains the answer;
• infers meaning of words in the dialogue;
• asks and answers questions in the form of a dialogue.
101
Unit: Reading for pleasure
Learning objective 5.R1 Understand the main points in a limited range of short
simple texts on general and curricular topics
5.R2 Understand with little support specific information and
detail in short, simple texts on a limited range of general and
curricular topics
5.R6 Recognise the attitude or opinion of the writer in short
texts on a limited range of general and curricular topics
5.S3 Give an opinion at sentence level on a limited range of
general and curricular topics
Assessment criteria
5.C8 Develop intercultural awareness through reading and
discussion
• Identify the main idea of the text
• Identify details in a text with little support
• Identify the attitude and opinion of the author;
• Provide a point of view in connected sentences
• Talk about cultural diversity
Level of thinking skills Knowledge and comprehension
Application
Task
Read the diary and answer the questions below.
My scuba-diving adventure
Day 1
Kadavu
We finally arrived in The soft Coral Capital of the world, Fiji, every scuba diver’s dream. I got
all my equipment ready and went for my first dive in the ocean. It was an amazing experience.
Fish here are most colourful and more beautiful than fish in lakes.
Day 2
Eagle Rock
We explored the Great Astrolabe Reef for hours. The water wasn’t very warm – it was colder
than yesterday but there were more fish and corals. It was incredible!
Day 3
Seafan Alley
The water was a beautiful indigo colour and it was quite deep. We went down to 20 meters and
we saw a school of barracuda! I think they’re uglier than sharks, but luckily they’re not
dangerous!
Party time!
Our instructor organized a beach party for us this evening. We had a great time. I’ll be very sad
to leave this paradise in two days! Scuba-diving holidays aren’t very cheap but they’re
definitely worth it!
1. Is the writer of this diary enjoying his holiday?
2. What does the writer think about ocean fish?
3. Did he like Day 2?
4. What was the water like in the Seafan Alley?
5. How does the writer feel about leaving the place?
6. What does he think of the place?
102
Read again and write T for True or F for False sentences.
1.This is the writer’s first scuba-diving trip. ___
2.The water on Day 1 was warmer than on Day 2. ___
3.The writer thinks that barracuda are beautiful fish. ___
4.They had a party on the last evening of the trip. ___
5.The writer thinks scuba-diving holidays are a bit expensive. ___
Discuss in pairs.
Would you like to go on a scuba-diving holiday?
Have you heard of any other diving resort?
Descriptor A learner
• reads the text accurately;
• selects the proper information and gives appropriate answers.
• writes T or F correctly for the sentences;
• demonstrates his/ her point of view on two questions.
103
Unit: Reading for pleasure
Learning objective 5.R3 Understand the detail of an argument on a limited range of
familiar general and curricular topics
Assessment criteria • Recognize factual details in a given argument related to the
topic
Level of thinking skills Knowledge and comprehension
Task
Read the text.
An Unexpected Visitor
We live near a small military air base and we like to watch the planes fly over. One sunny
afternoon, my mother and I had tea in the garden.
Then, we heard a loud cry: “Watch out!” Suddenly, a soldier landed on the table. Mum and I
fell off our chairs in surprise.
When I looked up, the soldier was on the broken table with a parachute over his head! “I’m so
sorry!” he said. “My parachute didn’t open on time!” Mum and I both looked at him strangely, then
we all began to laugh. “I’m afraid there isn’t any tea for you!” mum said cheerfully.
Fortunately, we were all okay. The next day, the soldier came back with a huge box of cakes
for us. We all had tea together, but this time we sat in the dining room!
Read the story again, then look at the sentences below and number them in the order they
happened.
___ A soldier landed on the table.
___ We all began to laugh.
___ The soldier came back with a box of cakes.
___ We fell off the chairs.
___ We heard a loud cry.
___ We all had tea together in the dining room.
___ We had tea in the garden.
Descriptor A learner
• reads the text;
• analyses information and puts the number of the sentences in the correct order.
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Unit: Reading for pleasure
Learning objective 5.C9 Use imagination to express thoughts, ideas, experiences and
feelings
5.C4 Evaluate and respond constructively to feedback from
others
5.S8 Recount basic stories and events on a range of general and
curricular topics
Assessment criteria • Convey fantasy ideas including emotions and senses
• Analyse given feedback and give constructive answers to
feedback
• Retell short stories and episodes on a given topic
Level of thinking skills Application
Higher order thinking skills
Task
Cut the cards below and put them into a box. Ask each learner to take out a card and recount a
relevant story using appropriate past tense and superlative adjectives. Encourage learners to
give feedback to each other and respond to it; let them create their own assessment criteria.
Take out a card and recount a relevant story using appropriate past tense and superlative
adjectives.
Give feedback to each other and respond to it.
What is the most
dangerous thing
that you have ever
done?
What was the
biggest surprise
of your life?
What was the
happiest day of
your life?
What is your
the earliest
memory?
What was
your the
strangest
dream?
When you were
little, who did you
admire most and
why?
What was the
best place you
ever went to?
What was the
strangest food
you ever had?
Who was the
most
interesting
person you
ever met?
What was the
nicest present
anyone gave
you?
Descriptor A learner
• recalls and recounts the story;
• applies past tenses and superlatives adjectives with accuracy;
• evaluates peer’s speech;
• gives feedback;
• responds to others’ feedback.
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Unit: Reading for pleasure
Learning objective 5.R4 Read with some support a limited range of short fiction and
non-fiction texts
5.R5 Deduce meaning from context in short texts on a limited
range of familiar general and curricular topics
Assessment criteria
5.R8 Use with some support familiar paper and digital reference
resources to check meaning and extend understanding
• Read the given fiction or non-fiction text and identify the
general information
• Figure out the content of a short text with some support
• Clarify the meaning of the word in a dictionary or other
digital references
Level of thinking skills Application
Higher order thinking skills
Task
Read the paragraphs A-D.
The sky at night
Did you know?
A. By 1610 the Italian astronomer, Galileo Galilei, had built a telescope that see Jupiter. Near
the planet he noticed some stars. He discovered that they were actually moons travelling around
Jupiter. This proved that the Earth was not the center of the universe, and this changed
astronomy and science forever.
B. On a clear night, you can see about 2500 stars. During the day, you can see only the Sun. The
light from the Sun takes eight minutes to get to the Earth.
C. The Moon goes through lunar cycle from new moon to full moon, and back to new moon in
29.53days. We can see the Moon because sunlight reflects from its surface. But when the Earth
goes between the Sun and the Moon, it blocks the light and the Moon appears to be a dark
reddish colour. This is called a lunar eclipse.
Read the text again and find words that match the meanings below.
A. a piece of equipment that you can look through to make things that are far away appear
nearer (paragraph A) _______________________________
B. to use facts to show that something is true (paragraph A) ______________
C. shining strongly (paragraph B) ___________________________________
Read the sentences and write T for True, F for False or NM for Not mentioned.
1. Galileo discovered Jupiter’s moons. ____
2. You can’t see any stars during the day. ____
3. 2500 meteoroids enter the Earth’s atmosphere every year. ____
4. Shooting stars can be dangerous to the Earth. ____
5. The time between a new moon and a full moon is 29.53 days. ____
6. You can still see the Moon during a lunar eclipse. ____
7. A lunar eclipse happens once every year. ____
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Descriptor A learner
• selects the appropriate information;
• writes the answers;
• discusses information for True, False and Not mentioned statements;
• writes True, False or Not mentioned next to the sentences.
Unit: Reading for pleasure
Learning objective 5.C5 Use feedback to set personal learning objectives
5.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics
Assessment criteria • Consider classmates' feedback and set personal learning
objectives based on their feedback
• Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Level of thinking skills Application
Task
Imagine that you are an Alien. In pairs ask each other the questions and answer them.
Alien culture
1. WHAT IS YOUR PLANET CALLED?
2. What do you look like?
3. What do уou like?
4. How do you say the following words?
- Hello!
- Please!
- Thank you!
- Sorry!
5. What do you do for fun?
6. What do you eat and drink?
7. What do you talk about?
8. What is school like on your planet?
Descriptor A learner
• asks and answers the given questions;
• uses appropriate vocabulary in accordance with the questions;
• uses relevant sentence structure to answer the questions;
• links ideas using basic connectors.
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Unit: Reading for pleasure
Learning objective 5.R9 Recognise the difference between fact and opinion in short,
simple texts on an increasing range of general and curricular
topics
5.S6 Communicate meaning clearly at sentence level during,
pair, group and whole class exchanges
Assessment criteria
5.C7 Develop and sustain a consistent argument when speaking
or writing
• Read the text and find the evidence in it to prove facts or
opinions
• Interact with each other delivering content clearly to
others
• Make an argument and reason it
Level of thinking skills Higher order thinking skills
Task
Read the sentences below. Circle the sentences that are FACT. Underline the sentences
that are OPINION. Choose one fact and one opinion and explain to a classmate your
answer.
1. Sunny days are the most fun kinds of days.
2. The sun heats our earth and provides light.
3. Harry Potter is the best movie ever made.
4. Harry Potter is a movie about wizards and their adventures.
5. Drums are loud and not good to listen to.
6. Fruits have vitamins and minerals and produce seeds.
7. Fruits taste great and make a delicious snack.
8. Drums have been used in music for centuries.
Fact: ________________________________________________________
Opinion: _____________________________________________________
Descriptor A learner
• analyses the given information and circles/underlines sentences;
• selects the appropriate information for fact and opinion;
• justifies his/her opinion.
108
Unit: Reading for pleasure
Learning objective 5.W1 Plan, write, edit and proofread work at text level with
support on a limited range of general and curricular topics
5.W7 Use with some support appropriate layout at text level for
a limited range of written genres on familiar general topics and
some curricular topics
Assessment criteria • Make a clear plan of writing
• Write a text;
• Check the written draft
• Write a text keeping the register and format of a given
genre
Level of thinking skills Application
Higher order thinking skills
Task
Read the film review and top tips for writing it.Write your own film review.
109
Descriptor A learner
• reads the given film review;
• analyses its structure and writes a plan by following the tips;
• writes a paragraph;
• proofreads the written paragraph.
Unit: Reading for pleasure
Learning objective 5.W2 Write with support a sequence of short sentences in a
paragraph on a limited range of familiar general topics
Assessment criteria • Write short sentences on familiar topics
• Connect sentences into a paragraph
Level of thinking skills Higher order thinking skills
Task
Write a paragraph about an interesting day in your life. Use linking
words like first, after that, then, later.
In your writing answer the following questions:
Who were you with?
Where did you go?
What did you do there?
What time did you go home?
Descriptor A learner
• uses answers to the questions as support in writing;
• uses linking words of sequence;
• writes a paragraph.
110
Unit: Reading for pleasure
Learning objective 5.W3 Write with support factual descriptions at text level which
describe people, places and objects
Assessment criteria • Use the information to write sentences, which describe people,
places and objects
Level of thinking skills Application
Task
Describe a book you have never read but you would like to in the future. Write a
description in about 5 sentences. Use the questions below.
Why would you like to read it?
Who is the author of this book?
Why haven’t you read it before?
Descriptor A learner
• describes a book;
• uses appropriate vocabulary and grammar;
• expresses his/her opinion about the book.
111
Unit: Reading for pleasure
Learning objective
Assessment criteria
5.W4 Write with support a sequence of extended sentences in a
paragraph to give basic personal information
• Write extended sentences providing personal information
connecting them into a paragraph
Level of thinking skills Higher order thinking skills
Task
Use the notes below to write a paragraph about yourself.
What’s your name?
How old are you?
Where are you from?
What’s your favourite subject?
Are you good at…?
What’s your favourite kind of music?
Who’s your favourite singer/band?
Why do you like him/ her/ them?
Descriptor A learner
• writes a paragraph;
• uses answers to the questions as support for writing;
• links sentences into coherent paragraph.
112
Unit: Reading for pleasure
Learning objective 5.W5 Link without support sentences using basic coordinating
connectors
Assessment criteria • Connect sentences with basic coordinating connectors
without support
Level of thinking skills Application
Task
Link the following sentences.
1) It was raining. I went for a walk.
2) It was raining. I stayed at home.
3) I always go to bed early. My sister goes to bed very late.
4) I like seafood. I like spicy food.
5) I eat seafood. It is very useful for health.
Descriptor A learner
• revises the connectors but, so, and, because;
• combines two simple sentences into one compound sentence using the
connectors.
Unit: Reading for pleasure
Learning objective 5.W6 Link, with some support, sentences into coherent paragraphs
using basic connectors on a limited range of familiar general
topics
Assessment criteria • Connect sentences into paragraphs with basic connectors
with some support
Level of thinking skills Knowledge and comprehension
Application
Task
Complete the paragraph using for, and, nor, but, or, yet, so.
Fans love to watch Anna, 1)___________________ she dances beautifully. She is a graceful
dancer, 2)______________ people enjoy watching her. She hasn't taken dance lessons,
3)______________ does she need to. Her technique is unconventional, 4)___________________
the effect is striking. She can fill an audience with joy, 5)___________ she can bring people to
tears. Other dancers try to imitate her style, 6)__________________ they have not succeeded.
She is talented, 7)_____________ she will attract fans for many years to come.
Answer keys
for 2) and 3)nor 4) but 5)or 6) yet 7)so
Descriptor A learner
• completes the sentences using connectors for, and, nor, but, or, yet, so.
113
Unit: Fantasy world
Learning objective 5.L1 Understand a sequence of supported classroom instructions.
5.W3 Write with support factual descriptions at text level which
describe people, places and objects
Assessment criteria • Identify common classroom commands with support
• Use the information to write sentences which describe people,
places and objects
Level of thinking skills Knowledge and comprehension
Application
Task
Listen to the instructions and follow them.
Teacher reads the instructions:
1. Colour the top stripe yellow.
2. Colour the middle stripe red.
3. Colour the bottom stripe blue.
4. Colour the crescent orange.
5. Colour the left stripe orange.
6. Colour the middle stripe green.
7. Colour the right stripe black.
8. Colour the stars yellow.
9. Colour the cross red.
10. Colour the star yellow.
11. Colour the circles green.
12. Colour the rest of the flag blue
Invent a flag for an imaginary place. Draw a picture and write 4-5 sentences about it.
Descriptor A learner
• colours the flags appropriately following the instructions;
• draws a flag of an imaginary place;
• describes the flag of an imaginary place in 3-4 sentences.
114
Learning objective
Assessment criteria
Unit: Fantasy world
5.C4 Evaluate and respond constructively to feedback from others.
5.L6 Deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics
• Analyse given feedback and give constructive answers
to feedback
• Figure out the content of a short conversation with some
support
Level of thinking skills Higher order thinking skills
Task 1
Give each learner a copy of the map. Give them time to study it carefully. Tell them to find the
two learners standing at the bottom middle of the map. Explain that they are going to listen as
these learners go on a treasure hunt around the town. Each clue directs them to a place in the
town. Explain that learners must listen and circle each place the clues lead them to. Tell them
there are five clues, and therefore five places in total. Play the recording. Then check learners’
answers.
CD1. Tapescript 11.
Study the map carefully.
Find the two classmates standing at the bottom middle of the map.
You are going to listen as these classmates go on a treasure hunt around the town. Each
clue directs the classmates to a place in the town.
Listen and circle each place the clues lead them to.
115
Answer keys
Clue 1: optician’s
Clue 2: café
Clue 3: clothes shop
Clue 4: post office
Clue 5: library
Task 2
Tell learners they are going to listen again. Explain that this time they must write each of the
clues. Play the recording. Then play the recording again, stopping at each clue to let learners
check their answers.
Answer keys
Clue 1: Go to the clock and turn left. Take the first right and I’m out of sight.
Clue 2: On the corner, on the left, what do you see? Is it time for tea?
Clue 3: Go back, find the school, turn left and try to look cool.
Clue 4: Go to the end and round the bend. On your left, there’s a place to send.
Clue 5: Go through the park and past the station. Here’s where to look, if you want information.
Task 3
Tell learners to look at the map together. Tell them to give directions from the school to any
place they can see. Their partner must listen to their directions and correctly guess the place they
are giving directions to.
Descriptor
Task 1
Task 2
Task 3
A learner
• works in a group;
• labels right places on the map;
• writes down the directions;
• gives directions;
• finds out the right place.
116
Unit: Fantasy world
Learning objective 5.R1 Understand the main points in a limited range of short
simple texts on general and curricular topics
Assessment criteria
5.R2 Understand with little support specific information and
detail in short, simple texts on a limited range of general and
curricular topics
Level of thinking skills Knowledge and comprehension
Task
Read the text and answer the questions below the text.
Flower fairies are the caretakers of all flowers. Their habitat exists wherever there are
flowers, especially in gardens and forest meadows. They are usually dressed in the colour of the
flowers they protect. They love tulips because, in the spring when their babies are born, they
can lay them down inside the petals and rock them to sleep. People should always be careful
before picking a tulip to make sure that a fairy baby is not sleeping inside. Fairies prefer to stay
in shaded areas because if the sun shines on them, they immediately turn to dust-- fairy dust.
Sometimes, early in the morning, a fairy gets caught sleeping inside a flower by the rising sun.
You can see the fairy dust she leaves behind on the flower as a sparkle mixed with dew.
1. Do you believe in flower fairies leaving in the gardens? Why? / Why not?
2. Who are flower fairies?
3. What do they look like?
4. Do the flowers need fairies? What for?
5. Why should people be careful when picking a tulip?
Descriptor A learner
• reads the text accurately;
• finds the necessary information and answers the questions using main
points of the text;
• answers the questions using the details of the text.
117
• Identify the main idea of the text
• Identify details in a text with little support
Unit: Fantasy world
Learning objective 5.W3 Write with support factual descriptions at text level
which describe people, places and objects.
5.W8 Spell most high-frequency words accurately for a limited
range of general topics.
5.UE14 Use prepositions to talk about time and location
use prepositions like to describe things and about to denote
topic; use prepositions of direction to, into, out of, from,
towards on a limited range of familiar general and curricular
topics.
5.L4 Understand the main points of supported extended talk on
a range of general and curricular topics.
Assessment criteria • Use the information to write sentences which describe
people, places and objects
• Write topic related words correctly
• Demonstrate the correct use of prepositions of time,
location and direction
• Identify the main information of a talk using supporting
information
Level of thinking skills Knowledge and comprehension
Application
Task
1. Imagine a fantasy garden and write a description of it using prepositions of location and
direction.
2. With a partner, take turns to dictate your description for partner to draw your fantasy
garden.
3. Swap your drawings.
4. Check whether your partner’s drawing illustrates your fantasy garden properly.
Descriptor A learner
• describes a fantasy garden
• organises information logically;
• presents topic relevant ideas;
• uses prepositions of location and direction;
• writes a paragraph;
• works in a pair;
• draws a fantasy garden;
• checks the work.
118
Unit: Fantasy world
Learning objective 5.W9 Punctuate written work at text level on a limited range of
familiar general with some accuracy.
5.UE8 Use future forms will for predictions and be going to to
talk about already decided plans on a limited range of familiar
general and curricular topics.
5.UE1 Use appropriate countable and uncountable nouns,
including common noun phrases describing times and location, on
a limited range of familiar general and curricular topics.
Assessment criteria
5.UE3 Use a growing variety of adjectives and regular and
irregular comparative and superlative adjectives on a limited range
of familiar general and curricular topics.
6.Insert punctuation marks into a written text
7.Apply future forms will for predictions and be going to to talk
about already decided plans in the context
8.Describe time and location on familiar topics using countable
and uncountable nouns
9.Apply the rule for different adjectives, including comparative
and superlative adjectives
Level of thinking skills Application
Task
Ask learners to write a brochure/leaflet. Monitor and make brief notes as learners plan, write,
and peer assess their work and read.
Write a brochure/leaflet about future fantasy life “WHAT WILL IT BE LIKE IN 100
YEARS?” Answer these questions.
What will the cars look like?
What will people wear? What will they look like? What will people eat?
Will we speak one universal language? If yes, what language will it be?
Will people have colonies on other planets?
Will computers help, rule or bring death to humanity?
Descriptor A learner
• prepares a brochure;
• uses future forms;
• properly punctuates written work;
• uses right form of countable and uncountable nouns;
• uses variety of adjectives;
• answers the questions.
119
Unit: Fantasy world
Learning objective 5.C7 Develop and sustain a consistent argument when speaking
or writing
5.S3 Give an opinion at sentence level on a limited range of
general and curricular topics
Assessment criteria • Make an argument and reason it
• Provide a point of view in connected sentences
Level of thinking skills Higher order thinking skills
Task
Talk in pairs. Look at the pictures. Compare the two fantasy places using the adjectives in the
box. Which place do you prefer: the fantasy city or the fantasy country? Why?
boring interesting busy crowded ugly
safe dangerous modern noisy quiet peaceful exciting
Descriptor A learner
• compares the fantasy city and the fantasy country;
• chooses the place he/she prefers;
• expresses his/her opinion;
• uses adjectives when giving reasons.
120
Unit: Fantasy world
Learning objective 5.C8 Develop intercultural awareness through reading and
discussion
5.R6 Recognise the attitude or opinion of the writer in short
texts on a limited range of general and curricular topics
Assessment criteria • Talk about cultural diversity
• Identify the attitude and opinion of the author
Level of thinking skills Knowledge and comprehension
Task
Read the text about Paris. Answer the questions. Discuss your answers with a partner.
I live in Paris, the capital of France. Paris is on the River Siene in Northern France.
People call Paris “The city of the light”.
There are many interesting sights in Paris and tourists never get bored with visiting them.
There’s the Eiffel Tower, for example. It is 300 meters tall. The view from the top is amazing!
There are also lots of museums and art galleries in Paris. The biggest and the most popular is
the Louvre. Here you can see the famous sculptures and paintings like Leonardo da Vinci’s
Mona Lisa.
Paris is the beautiful city and I like it very much. There are lots of parks and my friends.
We love sports and watch our football team Paris Saint-German at the Parc de Princes Stadium.
Many tourists visit my city, and this gives me the chance to meet people from all over the
world.
Questions:
What place the writer is describing?
Where is that place?
How many sights does the writer talk about in the second paragraph?
What does the writer think of Paris?
What does the writer enjoy doing with his friends?
What adjectives does the writer use to describe the place?
Descriptor A learner
• reads the short text carefully;
• underlines the words which help understand the writer’s opinion;
• answers the questions;
• discusses the answers with a partner.
121
Unit: Fantasy world
Learning objective 5.C10 Use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
5.S6 Communicate meaning clearly at sentence level during,
pair, group and whole class exchanges
5.UE4 Use determiners including any, no each, every on a
limited range of familiar general and curricular topics
Assessment criteria • Consider different perspectives on the world orally or in a
written form
• Interact with each other delivering clearly to others
• Apply any, no each, every in the context
Level of thinking skills Application
Higher order thinking skills
Task
Follow the link to watch the video of the fantasy city
http://www.youtube.com/watch?v=Z8WaE2SPK0k
Watch the video about a fantasy city.
Talk to a partner about your feelings about it. Give opinions about what could be in a
fantasy city.
*Draw a fantasy street.
*can be used as an extension
Descriptor A learner
• watches the video carefully jotting down the main points;
• imagines his/her own fantasy city or fantasy street;
• talks to a partner about a fantasy city or a fantasy street
• uses any, no each, every and if/when/after/before clauses and
relative clauses while speaking;
• *draws a fantasy street (extension).
122
Unit: Fantasy world
Learning objective 5.L7 Recognise the opinion of the speaker(s) in basic, supported
talk on an increasing range of general and curricular topics.
Assessment criteria • Identify the speaker's point of view in a simple conversation on
general topics with some support
Level of thinking skills Knowledge and comprehension
Task
Listen to four people talking about their new homes. Match the people’s names with their
statements.
CD1. Tapescript 12.
Speaker 1 Cars won’t use petrol.
Animals like polar bears may become extinct.
Robots will do all the dangerous jobs.
Speaker 2
Speaker 3
Descriptor A learner
• matches speakers names with their opinions.
123
Unit: Fantasy world
Learning objective 5.S5 Keep interaction going in basic exchanges on a growing
range of general and curricular topics
5.UE5 Use questions, including tag questions to seek agreement,
and clarify meaning on a limited range of familiar general and
curricular topics
Assessment criteria • Support a talk on a given general topic
• Clarify meaning and seek agreement asking questions,
including tag questions
Level of thinking skills Application
Higher order thinking skills
Task
Provide learners with the titles of different fantasy stories to guess the key idea of them.
In pairs, ask each other questions and discuss what these stories might have in common,
what the main idea is. If you have read one of these stories before, tell your partner what
you liked about the story.
Link for more ideas http://www.loyalbooks.com/genre/Fantasy
Descriptor A learner
•makes deductions what the stories might have in common;
•asks and answers questions to discuss the possible main idea of the stories.
124
Unit: Fantasy world
Learning objective 5.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics
5.UE7 Use simple perfect forms of common verbs to express what
has happened [indefinite time] on a limited range of familiar
general and curricular topics
Assessment criteria • Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
• Apply present perfect tense in the context
Level of thinking skills Application
Task
Listen to the story “Planet Earth” and tell what environmental problems Planet Earth has
experienced. Tell what you can do to help protect Planet Earth.
Link to listen to the story http://learnenglishkids.britishcouncil.org/en/short-stories/planet-earth
Example:
I switch off the lights when I'm not using them.
I have a shower instead of a bath to use less water.
I don't take plastic bags from the supermarket, I use my own bag.
Descriptor A learner
• while listening takes notes about environmental problems Planet Earth has
experienced;
• talks about environmental problems Planet earth has experienced using topicspecific
vocabulary and present simple/present perfect tenses;
• comes up with a list of tips to help protect Planet Earth.
125
Unit: Fantasy world
Learning objective 5.W2 Write with support a sequence of short sentences in a
paragraph on a limited range of familiar general topics
5.UE6 Use basic personal and demonstrative pronouns and
quantitative pronouns some, any, something, nothing anything on a
limited range of familiar general and curricular topics
5.UE9 Use simple present and simple past regular and irregular
forms to describe routines, habits and states on a limited range of
familiar general and curricular topics
Assessment criteria • Write short sentences on familiar topics;
• Connect sentences into a paragraph
• Differentiate between personal and demonstrative pronouns
and quantitative pronouns some, any, something, nothing,
anything
• Describe routines, habits and states applying simple present
and simple past tenses
Level of thinking skills Application
Task
Write a description of a room of your dream. Use some, any, something, nothing and
anything.
• What room is it?
• What does it look like?
• What furniture is there?
• What can you do in this room?
• How much time do you spend in this room?
Descriptor A learner
• uses the questions to brainstorm ideas and structure the descriptions;
• writes the description using some, any, something, nothing anything;
• uses present /past simple tenses;
• answers the questions.
126
Unit: Fantasy world
Learning objective 5.R3 Understand the detail of an argument on a limited range of
familiar general and curricular topics
Assessment criteria • Recognize factual details in a given argument related to
the topic
Level of thinking skills Knowledge and comprehension
Task
Read the short texts about fantasy creatures.
There are lots of stories about fantasy animals. Here is some information about four
famous fantasy animals.
Unicorns were beautiful creatures like horses. They had a long pointed horn in the middle
of their foreheads. Unicorns were a sign of good luck, but only honest people could see them.
Centaurs were wild creatures. They were half-man, half-horse. Most centaurs were
soldiers but one centaur was different. His name was Chiron. He was a famous teacher. When
he died he changed into a star called Sagittarius.
Chinese dragons were good, friendly and intelligent. They were made from the parts of
nine animals: a snake’s body, a fish’s scales, a clam’s stomach, a tiger’s feet, an eagle’s claws,
a camel’s face, a deer’s antlers, a cow’s ears and golden eyes.
Griffins were very strong creatures. They had a lion’s body and an eagle’s head and
wings. They were the kings of all the animals and birds.
Write the names of the creatures under the pictures.
____________ _____________ ____________ _____________
Write T for True and F for False next to the following sentences:
1. Griffins were the most strong creatures. _____
2. One centaur became a srar. _____
3. Unicorns had a horn on their back. _____
4. All of these animals were real. _____
5. Chinese dragons had a tiger’s face. _____
Descriptor A learner
• reads the texts for general and specific information;
• matches the pictures of fantasy creatures with their names;
• identifies true and false statements.
127
Unit: Fantasy worlds
Learning objective 5.UE17 Use if clauses (in zero conditionals); use where clauses;
use before/after clauses (with past reference); use defining
relative clauses with which who that where to give details on a
limited range of familiar general and curricular topics
Assessment criteria • Apply zero and first conditionals, appropriately
• Use where clauses
• Use before/after clauses (with past reference);
• Use defining relative clauses with which, who, that, where to
specify information
Level of thinking skills Application
Task
Imagine that you live in a fantasy country Narnia. Tell a story to your partner. Begin your
story with the phrase:
“If I live in a fantasy country Narnia, I…”
Descriptor A learner
• speculates on the topic of living in a fantasy country;
• starts the story with given phrase;
• applies zero and first conditionals in his/her speech appropriately;
• uses where/before/after clauses (with past reference);
• uses defining relative clauses with which, who, that, where to specify information.
128
Unit: Fantasy worlds
Learning objective 5.W6 Link, with some support, sentences into coherent
paragraphs using basic connectors on a limited range of familiar
general topics
5.UE16 Use conjunctions so , if, when , where, before, after to
link parts of sentences on a limited range of familiar general and
curricular topics
Assessment criteria • Connect sentences into paragraphs with basic connectors
with some support
• Connect parts of sentences with conjunctions so , if,
when, where, before, after
Level of thinking skills Application
Task
Read the title of the story and its first paragraph. Write how the story continues and ends.
Gnomes in the Park
It all started when a man was walking in the park. As he was
looking at the shore, he spotted two tiny people running with
acorns. He wondered why nobody else could see them, and so,
curious, he followed them. The two wee folk went into a hole in
the ground. He put his eye to the hole to see where they went.
Suddenly, he felt himself falling into the hole . . .
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Descriptor A learner
• brainstorms ideas of possible continuation and ending of the story;
• writes how the story continues using so , if, when , where, before,
after;
• writes the end of the story.
129
TERM 4
Unit: Sports
Learning оbjective 5.L1 Understand a sequence of supported classroom instructions.
5.C6 Organise and present information clearly to others
Assessment criteria • Identify common classroom commands with support
• Organise information logically
• Demonstrate an ability to express ideas clearly
Level of thinking skills Knowledge and comprehension
Task 1
• Touch and name parts of the body.
• Point to your back, neck, crown of your head, arms.
• Listen to the teacher and carry out an exercise routine. Use the picture to work out how to do
the exercise.
Neck turn
1) Stand comfortably with your back straight and arms
relaxed by your sides. Lengthen your neck by
lifting the crown of your head towards the ceiling.
2) Turn your head to the left as far as you can
comfortably manage. Hold for two seconds. Turn
back to the front, pause and repeat on the other
side.
Let us repeat!
Task 2. Work in pairs.
• Prepare an instruction for another physical exercise.
• Give instruction to your classmate.
• And you should do the exercise together.
Descriptor
Task 1
A learner
• names and points the parts of the body;
• follows instructions step by step;
Task 2 • presents the exercise routine clearly to his/her classmate;
• follows instructions.
130
Unit: Sports
Learning objective 5.L2 Understand an increasing range of unsupported basic
questions which ask for personal information
Assessment criteria • Recognize basic personal questions without support
Level of thinking skills Knowledge and comprehension
Task
Listen to the interview with Mark Cavalcanti twice. Complete the information.
CD1. Tapescript 13.
Name: Mark Cavalcanti
Age: 1___________
Language (s): 2______________
Nationality: 3_______________
His main sport: 4_____________
His other sports:
5________________ , 6_________________
People in his family:
Helen (mother)
Helen’ s sporting interest:
7______________
Anna 8 (___________)
Anna’s sporting
interest:9______________
Descriptor A learner
• writes appropriate words in the space provided.
131
Unit: Sports
Learning objective 5.L3 Understand an increasing range of unsupported basic
questions on general and curricular topics
Assessment criteria • Recognize basic general questions without support
Level of thinking skills Knowledge and comprehension
Task
Listen to what Len says at the team meeting and answer the questions.
Use no more than THREE WORDS or a NUMBER in your answer.
CD1. Tapescript 14.
We are going to win!
1. What is Len Murray’s job?
_____________________________________
2. What is the name of a team they are going to play against?
_____________________________________
3. How are they going to get to Kansas City?
______________________________________
4. What time is a practice session?
______________________________________
5. Where is the team Raiders will have lunch?
______________________________________
6. What day is the game?
______________________________________
Answer keys
1. a football coach 2. the Zebras. 3. by plane. 4. 11.15. 5. at the stadium
6. on Saturday.
Descriptor A learner
• answers the questions according to the talk;
• writes three words or a number in his/her answers.
132
Unit: Sports
Learning objective 5.L4 Understand the main points of supported extended talk on a
range of general and curricular topics
Assessment criteria • Identify the main information of a talk using supporting
information
Level of thinking skills Knowledge and comprehension
Task
Listen and choose the correct picture. Circle A, B or C.
CD1. Tapescript 15.
Example:
1. What sports does Tom
do?
2. What can Cristina do?
3. What does Mat do in the
winter?
4. What can Pete do?
Answer keys
1A 2 A 3 B 4 B
Descriptor A learner
• finds the correct answers according to the dialogue and circles them.
133
Unit: Sports
Learning objective 5.L8 Understand supported narratives, including some extended
talk, on an increasing range of general and curricular topics
5.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics
5.C7 Develop and sustain a consistent argument when speaking or
writing
Assessment criteria • Recognise the meaning of a story with some support
• Provide unprepared speech to answer a variety of questions at
sentence level with limited flexibility
• Make an argument and reason it
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Task 1
Answer the questions before listen information.
1. How many Olympic sports do you know?
2. What are your favourite Olympic sports?
Listen and put the pictures in the order that you hear them.
Write the numbers 1-4 in the boxes.
CD1. Tapescript 16.
Task 2
Answer the questions.
1. What do you think Long said to Owens after Owens stepped over
the line?
2. Why do you think Long helped Owens?
Descriptor A learner
• responds to the questions;
• defines the correct order of the pictures.
• uses appropriate words and phrases;
• gives answers in full sentences;
• explains the reasons behind his/her thoughts.
134
Task 1
Task 2
Unit: Sports
Learning objective 5.R7 Recognise typical features at word, sentence and text level
in a limited range of written genres
5.S1 Provide basic information about themselves and others at
sentence level on an increasing range of general topics
Assessment criteria • Identify the correct form of a word, appropriate sentence
structure and text layout
• Give basic information about themselves and others at
sentence level
Level of thinking skills Knowledge and comprehension
Application
Task 1
Complete the sentences with the words from the box.
ice skating environment swimmer wildlife dislike equipment
baseball rock-climbing
Last year I went on a holiday with my school. On the first day we went 1)________
in the mountains. The instructor showed us all the 2)________ and how to use it. Then, I did my
first climb. It was great! The next day some kids stayed at the center and played 3)____________
in the sports field, but the rest of us went to the ice rink for 4)____________. I fell over six times!
I didn’t 5)__________ ice skating but I wasn’t very good at it!
On the last day, we went to the beach to try snorkeling. I really loved it even though I’m
quite inexperienced 6) ___________. I saw a lot of underwater 7)____________. There were
different kinds of fish and even a seahorse! Later, our instructor gave us a talk about how we can
protect wildlife and look after the 8)____________.
Task 2
Tell about your own experience. Answer the questions.
1. What sport are you good at?
2. What sport are you inexperienced? Which one would you like to try?
3. What sport game did you play together with your classmates last time?
Descriptor
Task 1
A learner
• chooses appropriate words from the box;
• fills in the gaps with right word;
Task 2 • talks about his/ her sport experience;
• talks about game he/she played together with others.
135
Unit: Sports
Learning objective 5.S2 Ask simple questions to get information about a limited
range of general topic
5.UE14 Use prepositions to talk about time and location; use
prepositions like to describe things and about to denote topic; use
prepositions of direction to, into, out of, from, towardson a
limited range of familiar general and curricular topics
5.W6 Link, with some support, sentences into coherent
paragraphs using basic connectors on a limited range of familiar
general topics
Assessment criteria • Make up basic interrogative sentences and get
information about the topic
• Demonstrate the correct use of prepositions of time,
location and direction
• Connect sentences into paragraphs with basic connectors
with some support
Level of thinking skills Application
Task 1
There are many different places where people play sport! (field, stadium, court, track, gym,
pool, health club, slope, rink, pitch, motor-racing circuit)
 Write five questions about where and when your classmates do sports. Ask them to
describe the place and to explain the direction to get there from the school.
 Interview three classmates.
 Fill in the table with their answers.
STUDENT 1
_____________
STUDENT 2
_____________
STUDENT 3
_____________
Q.1.
Q.2.
Q.3.
Q.4.
Q.5.
Task 2.
Write a short report describing every stage of your investigation.
Write linking words to connect stages as it is shown in the example.
Report
The purpose/aim of this report is to know___________________________.
Example:
1. Firstly, I interviewed three classmates:________,_______,____________.
2. ________ . I asked them about__________________________________.
I have written down their answers.
136
3.________, I am writing a report.
In general /generally/ on the whole, ________________________________
_____________________________________________________________.
In conclusion, the result shows/indicates/demonstrates, _________________
_____________________________________________________________.
Descriptor
Task 1
Task 2
A learner
• constructs and asks simple questions on topic;
• completes the table;
• writes the report;
• uses appropriate prepositions in the interrogative and
affirmative sentences;
• links sentences using simple connectors with support.
137
Unit: Sports
Learning objective 5.S4 Respond with limited flexibility at sentence level to
unexpected comments on an increasing range of general and
curricular topics
5.C2 Use speaking and listening skills to provide sensitive
feedback to peers
5.C3 Respect differing points of view
Assessment criteria • Provide unprepared speech to answer a variety of questions
at sentence level with limited flexibility
• Give feedback to others orally
• Demonstrate respect to people’s opinions using lexical units
Level of thinking skills Application
Higher order of thinking skills
Task
Discuss the question:
How many hours of sport a week should children do at school? Why?
Student A Student B
1) Tell the number of lessons per week;
Give two or more reasons;
Give comments;
2) Respond the comments 2) Give feedback:
-what you like in Student A’s idea
-what you do not agree with and why.
Now change your roles.
Descriptor A learner
• provides full answer for the question;
• provides sensitive feedback on what is discussed;
• reacts constructively on another student’s comments/feedback.
138
Unit: Sports
Learning objective 5.R4 Read with some support a limited range of short fiction
and non-fiction texts
5.S6 Communicate meaning clearly at sentence level during,
pair, group and whole class exchanges
5.C1 Use speaking and listening skills to solve problems
creatively and cooperatively in groups
Assessment criteria • Read the given fiction or non-fiction text and identify the
general information
• Interact with each other delivering content correctly and
clearly to others
• Discuss a problem in groups and suggest a solution to the
problem.
Level of thinking skills Application
Higher order thinking skills
Task
Jumbled up letter.
Your class received a letter from Keith, but each of you has a sentence only. Read your fragment
and try to find its place in the letter. Together put the sentences of the letter in the correct order.
Dear Tony,
1. Anyway, I’ve got some great news! My team won the local football championship
yesterday. Isn’t it fantastic!
2. Well, that’s all for now.
3. Sorry I haven’t written for so long, but I‘ve been really busy.
4. I‘m looking forward to hearing from you soon. Of course, I’ll send you pictures of the
awards ceremony in my next letter.
5. Jerry, the captain of the team, was asked to make one too, but he was nervous!
6. Firstly, we’re going to have dinner.
7. Our coach told us that we’re all going to attend an award ceremony.
8. After the ceremony, we were more than sure that we will win next championship too.
9. Then, the President of the Football association is going to award us medals.
10. After dinner, our coach is going to make a speech.
11. The event is going to be held at the Seaview Hotel restaurant.
12. Let me tell you what’s going to happen there.
13. At the end of the ceremony, a photographer is going to take our pictures.
Bye for now,
Keith
139
Answer keys
Sorry I haven’t written for so long, but I‘ve been really busy.
Anyway, I’ve got some great news! My team won the local football championship yesterday.
Isn’t it fantastic! Well, that’s all for now.
Our coach told us that we’re all going to attend an award ceremony.
The event is going to be held at the Seaview Hotel restaurant
Let me tell you what’s going to happen there.
Firstly, we’re going to have dinner.
After dinner, our coach is going to make a speech..
Jerry, the captain of the team, was asked to make one too, but he was nervous!
Then, the President of the Football association is going to award us medals
At the end of the ceremony, a photographer is going to take our pictures.
After the ceremony, we were more than sure that we will win next championship too.
I‘m looking forward to hearing from you soon. Of course, I’ll send you pictures of the
awards ceremony in my next letter.
Bye for now,
Keith
Descriptor A learner
• discusses the problem with others;
• arranges the correct order of the sentences;
• reads sentences to get the whole meaning;
• clarifies the meaning of some words: asking peers, the teacher; using
dictionary;
• expresses meaningful sentences.
140
Unit: Sports
Learning objective 5.W8 Spell most high-frequency words accurately for a limited
range of general topics.
5.R1 Understand the main points in a limited range of short
simple texts on general and curricular topics.
Assessment criteria • Write topic related words correctly;
• Read and identify the main idea in the text.
Level of thinking skills Knowledge and comprehension
Application
Task 1
Look at the photo. Write the parts of the body next to the number.
1__________________ 10________________
2__________________ 11________________
3__________________ 12________________
4__________________ 13________________
5__________________ 14________________
6__________________ 15________________
7__________________ 16________________
8__________________ 17________________
9__________________
Task 2
Read the text and mark sentences T (True) or F (False).
No pain, no gain
David Simmons comes from London, but he is in China now for three months. He’s a
student at the Dengfeng Kung Fu School. David speaks Chinese a little but he has no problem
with this because teachers can speak English too. At this school he gets up at five o’clock and
starts training immediately. First they train their legs, arms and stomachs. They run up and down
1,0000 steps and do press ups. The training is very, very hard. They practice hitting with their
hands and kicking with their feet. Then they have lunch and a long rest. In the afternoon they
train with sticks and swords. At six o’clock they have dinner - rice and soup – then they go to
bed. When David goes back to Britain he wants to teach people Kung Fu. He also wants to
appear in films as Kung Fu fighter!
Are the sentences True or False?
1. David Simmons works in China. ____
2. David speaks a little Chinese. ____
3. In the morning they practice fighting. ____
4. They have a rest before lunch. ____
5. David wants to teach Kung Fu when he goes back to Britain. ____
141
Descriptor
Task 1
Task 2
A learner
• spells the topic words accurately;
• defines right ideas of the text and writes True or False next to the
statements.
Unit: Sports
Learning objective 5.R2 Understand with little support specific information and
detail in short, simple texts on a limited range of general and
curricular topics.
5.R6 Recognise the attitude or opinion of the writer in short texts
on a limited range of general and curricular topics.
Assessment criteria • Identify details in a text with little support;
• Identify the attitude and opinion of the author.
Level of thinking skills Knowledge and comprehension
Task 1
Read the text and choose the correct answer.
What is Jeremy King?
Challenges Sports Club
1) The text is an advert for
a) A sports club.
b) A job.
c) A sports day.
2) Challenges Sports Club is interested in
a) a manager.
b) a footballer
c) a sports monitor.
3) Emma Clarke wants to help with
a) training and diet.
b) a sports day.
c) judo classes.
Can you play football, tennis or basketball?
Can you do judo, gymnastics or athletics?
Why not to be a sports monitor at Challenges Sports Club?
We’ve got a sports day with other clubs in July.
We want to be champions, but we haven’t got a programme of training, and we haven’t
got ideas on diet.
Can you help us?
Please write to Emma Clarke, Manager
142
Task 2
Read the letter to Miss Clarke.
A. Match numbers (1-4) to letters (a-d).
B. Answer the question.
What is Jeremy King? ________________________________________
s
Descriptor
Task 1
Task 2
A learner
• finds specific information and chooses the appropriate answers;
• matches numbers to the appropriate letters;
• identifies the author’s intention and attitude and writes the correct
answer.
143
Unit: Sports
Learning objective 5.W1 Plan, write, edit and proofread work at text level with support on
a limited range of general and curricular topics
Assessment criteria • Make a clear plan of writing
• Write a text
• Check the written draft
Level of thinking skills Higher order thinking skills
Task
Use the given information to plan and write an advertisement for the Sports Centre. Write a
paragarph.
The plan of 3-4 points:
a)________________________________
b)________________________________
c)________________________________
d)________________________________
Check your written work for grammar and spelling mistakes.
Descriptor A learner
• writes a clear plan using supporting information;
• writes a paragraph;
• organizes information in a logical sequence;
• proofreads the work.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
____________________________
144
Unit: Sports
Learning objective 5.W4 Write with support a sequence of extended sentences in a
paragraph to give basic personal information
Assessment criteria • Write answers for personal questions connecting extended
sentences into a paragraph
Level of thinking skills Higher order thinking skills
Task
Write a paragraph about you and your family members’ sport interests. What is your
sport interest and why?
Do you prefer individual sport or team sport? Why?
What sports are people in your family good at?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Descriptor A learner
• writes several sentences answering questions;
• logically organizes sentences into a paragraph;
• provides personal information.
145
Unit: Sports
Learning objective 5.UE1 Use appropriate countable and uncountable nouns,
including common noun phrases describing times and location,
on a limited range of familiar general and curricular topics
Assessment criteria • Describe time and location on familiar topics using
countable and uncountable nouns
Level of thinking skills Application
Task
Read the sentence. Circle the correct noun.
Stressed out? Try T’ai Chi.
When you have many thing/things to do and no time to do them all, the result is often stress.
Stress is a part of modern living. It is bad for your mind/minds and bad for your body/bodies.
T’ai Chi is good way to reduce stress.
What is T’ai Chi?
T’ai Chi is an old Chinese form of exercise/exercises. The movements increase the
energy/energies inside you, or your ‘chi’.
How does it work?
The exercise/exercises in T’ai Chi are very slow and controlled. When you do T’ai Chi, you
think only of the movement/movements and your breathing. Energy moves inside your body and
become stronger and calmer – and less stressed.
Who can do T’ai Chi?
People/peoples of all/every ages. You don’t have to be very strong and you don’t need any
special equipment/equipments. Wear comfortable cloth/clothes and comfortable shoes –or you
can do it without shoes.
Descriptor A learner
• interprets information and chooses grammatically correct
answer.
146
Unit: Sports
Learning objective
Assessment criteria
5.UE2 Use quantifiers many , much , a lot of ,a few on a limited
range of familiar general and curricular topics
• Apply many , much , a lot of ,a few in the context
Level of thinking skills Application
Task
Fill it in. Write the missing word in the sentence. Choose between many, much, a lot of, a
few.
Health quiz!
Do you know how 1)______ calories are there in an average
hamburger or in an apple? How 2) ____ water should people drink
every day? To keep fit and stay healthy some people always try to
keep balance between what they eat and what activity they do
regularly. For example, if you swim for 20 minutes you burn so 3)
______ energy which in calories 140. If you run for 20 minutes
you burn 300 calories. Some athletes spend 4) _________ hours
training for the competition. Good sleep is another important factor
of being healthy. People who suffer from insomnia sleep only 5)______ hours in a
day. Do you know how 6)______ sleep does an average person get every night?
Descriptor A learner
• uses the quantifiers many , much , a lot of ,a few in the context
correctly.
147
Unit: Sports
Learning objective 5.UE3 Use a growing variety of adjectives and regular and
irregular comparative and superlative adjectives on a limited
range of familiar general and curricular topics
Assessment criteria • Apply the rule for different adjectives, including
comparative and superlative adjectives
Level of thinking skills Application
Task
OLYMPIC GAMES
Athletes always make a huge effort to compete and, if they can,to win. These pictures
show their effort! Look at the pictures from the Rio Olympic Games and write the
sentences using adjectives in the correct form, either in the comparative or superlative
form.
The Men's 200m Breaststroke Rio Olympics 2016
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
The Women's Triple Jump
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
(fast-slow)
MEN'S 200M
BREASTSTROKE
COUNTRY RESULT
Dmitriy Balandin Kazakhstan Gold Medal
Josh Prenot the USA Silver Medal
Anton Chupakov Russia Bronze Medal
(far)
Kazakhstan track-and-field athlete Olga Rypakova
jumped in London Olympics demonstrating 14, 79 meter
result.
In Rio Olympics she jumped demonstrating the 14.39
meter result.
148
Rio Olympics Medal Table
Rank Countries/
Regions G S B Total
1 USA 46 37 38 121
2 Great Britain 27 23 17 67
3 China 26 18 26 70
4 Russia 19 18 19 56
5 Germany 17 10 15 42
10 last
countries 0 0 1 1
Descriptor A learner
• analyses provided information and writes correct forms of adjectives in
the sentence;
• completes sentences using information from the boxes.
(powerful)
-USA was __________ than _____.
(good)
China was _______country of the
Beijing 2008 Olympics.
(bad)
10 last countries showed ______ with
single bronze medal.
149
Learning objective
Unit: Sports
5.UE4 Use determiners including any, no each, every on a
limited range of familiar general and curricular topics
Assessment criteria • Apply any, no each, every in the context
Levels of thinking skills Application
Task
Score the goal! Match the ball with the net. Two correct answers are possible.
Choose between :
1. To be a good player, you have to practice week.
2. athlete must train at least 5 hours a day to compete in sport.
My friends play ping-pong, but I do not have paddles, so I can’t play.
3. Do you have ______ friends you can practice tennis with?
4. ________ of the ping-pong tables are open right now.
I enjoy playing ____ type of sport.
5. ______ court is being used.
6. There are courts available.
7. I remember scored goal by the team I support.
8. There are not paddles left, so you have to wait until the next game.
Answer keys
1. Every 2. Each 3. any 4. any 5.None 6. every 7. Every 8. no 9. every/each
10. any
Descriptor A learner
• matches the pronoun any, no, each, and every with the sentence
correctly.
every each any no
none.
150
Unit: Sports
Learning objective 5.UE6 Use basic personal and demonstrative pronouns and
quantitative pronouns some, any, something, nothing anything on a
limited range of familiar general and curricular topics
5.UE10 Use present continuous forms with present and future
meaning on a limited range of familiar general and curricular
topics
Assessment criteria • Differentiate between personal and demonstrative pronouns
and quantitative pronouns some, any, something, nothing,
anything
• Apply present continuous forms with present and future
meaning in the context
Level of thinking skills Application
Task 1
Choose between some/any/something/nothing/anything to complete the sentences 1-5
a) some
b) any
c) something
d) nothing
e) anything
1) I don’t keep _______ special diet. I just lead active lifestyle.
2) I think ______ serious. I fall down on mats. I don’t feel pain.
3) There is _________ in this box but I don't know what it is. Maybe
new box gloves.
4) Are there_______ strategies to win in Domino?
5) While jogging I listen to ______ good music.
Task 2
Describe the picture. Tell what people are doing.
In your speech use:
1) I, you, he, she, we, they;
2) some, any, something, nothing anything;
3) this-that/these-those
Descriptor
Task 1
A learner
makes up sentences using personal, quantitative, demonstrative pronouns
correctly;
Task 2 uses present progressive tense to speak about planned activities and intentions
correctly.
151
Unit: Sports
Learning objective 5.UE8 Use future forms will for predictions and be going to
to talk about already decided plans on a limited range of
familiar general and curricular topics
Assessment criteria • Apply future forms will for predictions and be going to to
talk about already decided plans in the context
Levels of thinking skills Application
Task
Complete the sentences with “will” or “be going to”.
Example: A: What do you want to do when you leave school?
B: I’ m going to be a football coach.
A: Where the football match is going to be tomorrow?
B: Indoor. The sky is cloudy. It _____ rain tomorrow.
A: I __________ do bungee jumping off a cliff or other high place.
B: Be careful! You might have hit your head.
A: Do you want to go to the park this afternoon?
B: I ‘can’t. I _______________ spend time getting to know the rules of playing chess.
A: Do you want to borrow my bicycle?
B: Thanks. I______________ bring it back tonight.
A: The tournament is next month.
B: We should practice hard, otherwise we _______ lose.
Descriptor A learner
• writes down will or be going to accurately using correct verb form.
152
Unit: Sports
Learning objective 5.UE12 Use common regular and irregular adverbs, simple
and comparative forms, adverbs of frequency and adverbs of
definite time : last week, yesterday on a limited range of
familiar general and curricular topics
Assessment criteria • Use main regular and irregular adverbs and their
comparative forms, adverbs of frequency and adverbs of
definite time accurately
Levels of thinking skills Application
Task 1. Complete the tables.
adjectives regular
adverbs
comparative
form
Slow
Bad
Loud
Quiet
Lucky
Easy
slowly more slowly
Task 2. Complete the sentences using adverbs from the tables.
1) I play football very _______, but I can run very _________.
2) You should play mental games _________.
3) I missed the match of the team I support because I came ___________ after school.
4) If your team wants to participate in a championship you should practice__________.
5) My English isn’t very good. Can you speak __________.
Task 3. Write about sport activity you do regularly / did yesterday or last week. Use
adverbs in the box.
Quickly slowly well badly loudly quietly
adjectives irregular
adverbs
comparative
form
Fast
Good
Early
Late
Hard
fast faster
Descriptor
Task 1
A learner
• writes correctly the adverb;
• writes correctly the comparison form of an adverb;
Task 2 • uses appropriate adverbs in sentences;
Task 3 • makes up sentences with common adverbs;
• uses adverbs of time and frequency.
153
Learning objective 5.UE13 Use might, may, could to express possibility on a
limited range of familiar general and curricular topics
Assessment criteria • Make up sentences with modal verbs of possibility: might,
may, could
Level of thinking skills Application
Task
Describe the pictures. Talk about situations connected with sport. Use might, may and
could.
Picture 1 Picture 2 Picture 3
Picture 4
Descriptor A learner
• expresses ideas using might, may, could;
• uses topical vocabulary.
154
Unit: Sports
Unit: Sports
Learning objective 5.UE15 Use common verbs followed by infinitive verb /
verb + ing patterns on a limited range of familiar general and
curricular topics
Assessment criteria • Demonstrate the correct use of verb+infinitive, verb+ing
patterns in the context
Level of thinking skills Application
Task
Put the verbs from the brackets into the correct form: the verb+ing form, the verb+infinitive
form or bear infinitive form.
1. People love ________________ (go) rafting. They find it thrilling.
2. Many people hate ___________ (play) golf because they find it boring.
3. Our school football team hopes ______ (win) regional championship.
4. Many teenagers enjoy_________ (do) skate boarding because they find it exiting.
5. Karate can be a dangerous sport. For example, you may ______(injure)yourself quite badly.
6. Samat is training hard. He wants______ (be) a boxer like Gennady Golovkin.
Answer keys
1. going 2. playing 3. to win 4.doing 5. injure 6. to be
Descriptor A learner
• completes sentences with a correct verb form.
155
Unit: Sports
Learning objective 5.UE16 Use conjunctions so , if, when , where, before, after to
link parts of sentences on a limited range of familiar general and
curricular topics
Assessment criteria • Connect parts of sentences with conjunctions so, if, when,
where, before, after
Level of thinking skills Application
Task
Rewrite as one sentence using the conjunction given.
1) You will not be hungry. You eat. (after/before)
___________________________________________________
2) Every morning I do exercises. I have my breakfast. (after/before)
____________________________________________________
3) Our champions will arrive at the airport. We will meet them. (when)
____________________________________________________
4) I didn’t participate in the last match. I was injured. (so)
____________________________________________________
5) Damir scores the goal. Renat passes Damir the ball. (if)
____________________________________________________
6) We practiced in boxing. We learned how to avoid straight punches in the face. (where)
___________________________________________________
Descriptor A learner
• correctly joins two sentences using so , if, when , where, before,
after.
156
Unit: Holidays
Learning objective 5.L1 Understand a sequence of supported classroom instructions
Assessment criteria • Identify common classroom commands with support
Level of thinking skills Knowledge and comprehension
Task 1.
Listen and tick the picture which shows Emma and her mother.
CD1. Tapescript 17.
Task 2.
Listen again and complete the sentences.
1) __________and sit under the umbrella, Emma.
2) __________ here on the towel.
3) _________ on my sunglasses.
4) Emma, can you _________ sunhat on, please.
5) You need _______ when it’s hot.
6) You mustn’t ________ straight after meal.
7) You _________ swimming in an hour.
Answer keys
Task 1. Picture B
Task 2. 1) come, 2) Sit down, 3) Don’t sit, 4) put your, 5)to drink ,6) swim, 7)can go
Descriptor
Task 1
Task 2
A learner
• chooses the correct picture;
• fills the gaps with correct common instruction phrases.
157
Unit: Holidays
Learning objective 5.L2 Understand an increasing range of unsupported basic
questions which ask for personal information
5.C8 Develop intercultural awareness through reading and
discussion
Assessment criteria
Level of thinking skills
• Recognize basic personal questions without support
• Talk about cultural diversity
Knowledge and comprehension
Application
Task
Listen to the recording twice and complete the task.
CD1. Tapescript 18.
Holiday plans
158
Descriptor A learner
• identifies the main information in a conversation and writes down the
names of people;
• interprets information about Paul and Sally’s plan for holiday and writes
the words in the right box;
• analyses heard information and writes P or S in the proper boxes.
Unit: Holidays
Learning objective 5.L3 Understand an increasing range of unsupported basic
questions on general and curricular topics
Assessment criteria • Recognize basic general questions without support.
Level of thinking skills Knowledge and comprehension
Task
Listen to Will. He is in his aunt’s house. Read the sentences and tick Yes or No.
CD1. Tapescript 19.
Yes No
1. Mum says Will can’t go skateboarding. ___ ___
2. His aunt agrees with his mother. ___ ___
3. Uncle Tom is too old to skateboarding. ___ ___
4. Will thinks his uncle is quite good at skateboarding. ___ ___
5. Uncle Tom only wants one turn at skateboarding. ___ ___
Descriptor A learner
• reads sentences;
• marks sentences appropriately.
159
Unit: Holidays
Learning objective 5.L8 Understand supported narratives, including some extended
talk, on an increasing range of general and curricular topics
Assessment criteria • Recognise the meaning of a story with some support
Level of thinking skills Knowledge and comprehension
Task
Max and Robbie are in Brighton. They are at a funfair. Listen and tick the correct
pictures.
CD1. Tapescript 20 .
Descriptor A learner
• defines the correct pictures according to the talk and puts a
tick in the right box.
160
Unit: Holidays
Learning objective 5.S2 Ask simple questions to get information about a limited
range of general topics
5.S4 Respond with limited flexibility at sentence level to
unexpected comments on an increasing range of general and
curricular topics
5.UE10 Use present continuous forms with present and future
meaning on a limited range of familiar general and curricular
topics
5.UE13 Use might, may, could to express possibility on a
limited range of familiar general and curricular topics
Assessment criteria • Make up basic interrogative sentences and get information
about the topic
• Provide unprepared speech to answer a variety of questions
at sentence level with limited flexibility
• Apply present continuous forms with present and future
meaning the context
• Make up sentences with modal verbs of possibility: might,
may, could
Level of thinking skills Application
Higher order thinking skills
Task
Work with a partner. Ask and answer about your plans for the next holiday. Use to be
going to, will,might, may ,could in your speech to describe planned and possible activities.
1. Where/ go/ for your next holiday?
2. How/ travel/ there?
3. Where/ stay?
4. What/ do there?
5. How much time/ spend there?
6. When/ come back?
Example: A: Where are you going for your next holiday?
B: I’m going to Paris to see Disney land.
Now change your roles.
Descriptor A learner
• constructs and asks simple questions on topic;
• provides full answer to the question;
• uses present progressive tense correctly;
• expresses ideas using might, may, could.
161
Unit: Holidays
Learning objective 5.S6 Communicate meaning clearly at sentence level during,
pair, group and whole class exchanges
5.C1 Use speaking and listening skills to solve problems
creatively and cooperatively in groups
5.C3 Respect differing points of view
5.C4 Evaluate and respond constructively to feedback from
others
Assessment criteria • Interact with each other delivering content correctly and
clearly to others
• Discuss a problem in groups and suggest a solution to a
problem
• Demonstrate respect to people’s opinions using lexical units
• Analyse given feedback and give constructive answers to
feedback
Level of thinking skills Application
Higher order thinking skills
Task 1
Transport of the Future
Work in groups to design a transport of the future. It must be environmentally friendly.
Draw the vehicle and be prepared to explain it to the other groups. Get and use feedback from
other groups and respond it.
Task 2
In your groups discuss and give feedback “2 stars and 1 wish” to the other groups’ presentation.
Descriptor
Task 1
Task 2
A learner
• discusses the possible solution to a problem with others;
• considers different opinions;
• makes up correct and meaningful sentences;
• participates in reflecting the idea in the paper;
• explains the project clearly to others;
• takes into consideration feedback from others.
162
Unit: Holidays
Learning objective 5.R1 Understand the main points in a limited range of short
simple texts on general and curricular topics
5.R2 Understand with little support specific information and
detail in short, simple texts on a limited range of general and
curricular topics
5.S3 Give an opinion at sentence level on a limited range of
general and curricular topics
Assessment criteria • Identify the main idea of the text
• Identify details in a text with little support
• Provide a point of view in connected sentences
Level of thinking skills Knowledge and comprehension
Application
Task 1
Read and match the advertisements (A-C) with the details of the holidays (Text 1, Text
2). There is an extra advertisement you don't need to use.
Holiday advertisements
Text 1. When you are travelling with children, family holidays need planning. We organise
clubs, activities and supervision for children of all ages. As a result, they have a great time and
you don't have to worry about a thing. All our childcare staff are English speaking and have a
great number of fun ways to keep children happy. During the day they organise nature walks,
face painting and games on the beach. Older children learn how to sail, try their hand at
windsurfing or practice football.
Text 2. With over 30 years' experience in the Alps, we know what makes a great holiday. We
choose the best Alpine resorts, with lots of snow for you to enjoy. Our hotels are warm,
welcoming places that combine hotel-style comforts with the relaxed atmosphere of a chalet.
Some hotels are for adults, while others also offer childcare. You'll find good food, drinks and
company at all hotels.
Text 1. _____
Text 2. _____
163
Task 2
Answer the question and give your opinion?
Which of these holidays would you like to go? Why?
Descriptor
Task 1
Task 2
A learner
• relates the main information from the text with the advertisement
correctly;
• states and explains his/her personal point of view.
164
Unit: Holidays
Learning objective 5.R3 Understand the detail of an argument on a limited range of
familiar general and curricular topics
Assessment criteria • Recognize factual details in a given argument related to the topic
Level of thinking skills Knowledge and comprehension
Task
Kazakhstan is an attractive holiday destination. Read the facts on each of the ice cubes. If the fact
about Kazakhstan is correct, cut out the ice cube and glue it in the pitcher of Lemonade.
9)Kazakhstan
is located in
Asia.
8)The golden
eagle is one of
Kazakhstan’s
national symbols.
1)Kazakhstan is
the 9th largest
country by area in
the world.
2)Kazakhstan’s
national dish
is beshbarmak,
which means
“seven fingers”.
3) Medeo is the
highest mountain
skating rink in the
world.
7)Berkutchi, or
hunting with eagles,
is an ancient sport is
no longer practiced.
4)The people who live in
Kazakhstan represent more
than 100 nationalities.
5)Lake Balkhash in
Kazakhstan
consists of salt
water.
6)The sun in
the flag of
Kazakhstan has
35 beams.
Extension: Correct the facts that are not certified as True.
165
1) T 2) F (five fingers) 3) T 4) T 5) F (half of fresh water, the other half of the salt water)
6) F 32 beams 7) F it is practiced 8) T 9) F – Eurasia.
Descriptor A learner
• reads the facts about Kazakhstan;
• chooses the correct facts;
• corrects wrong information (extension).
166
Answer keys
Unit: Holidays
Learning objective 5.R4 Read with some support a limited range of short fiction and
non-fiction texts
Assessment criteria
Level of thinking skills Knowledge and comprehension
Task 1
Match the phrase with the picture.
My best ever vacation!
1) 3)
Task 2 2) 4)
Read the text and answer the questions.
A few years ago, I went on a long weekend to the Lake District in the UK. It is a very
popular holiday destination in the north of England. I went on my own and had a wonderful time.
I stayed in a youth hostel and met some nice people but the most memorable thing about the
holiday was the breathtaking views and lovely picturesque villages. It can get very busy with lots
of tourists so I decided to go out of season in the autumn. The weather was fantastic and the shops
were full of local crafts. A great holiday! It’s certainly not the kind of short break for someone
looking for a busy nightlife but if you want to relax in the middle of stunning landscape I would
certainly recommend a holiday to the Lake District.
Answer the following questions:
1) Did the person like the accommodation and people there?
2) Did the person have a good time? How do you know?
3) What is the person’s opinion about “tourist season” in that destination?
4) Was the destination busy when he went?
5) What is the person’s opinion about the scenery?
6) What kind of people would this type of holiday be good for?
A) local crafts
B) breathtaking views/ stunning
landscape
C) a youth hostel
D) popular holiday destination
Descriptor
Task 1
Task 2
A learner
• matches expressions to their pictures;
• finds arguments in the text which explain authors attitude and
opinion and answers the questions.
167
5.R6 Recognise the attitude or opinion of the writer in short texts
on a limited range of general and curricular topics
• Identify the general information in the text
• Identify the attitude and opinion of the author
Unit: Holidays
Learning objective 5.W3 Write with support factual descriptions at text level which
describe people, places and objects
5.W6 Link, with some support, sentences into coherent paragraphs
using basic connectors on a limited range of familiar general topics
5.UE17 Use if clauses (in zero conditionals); use where clauses use
before/after clauses (with past reference) use defining relative
clauses with which, who, that, where to give details on a limited
range of familiar general and curricular topics
Assessment criteria • Use the information to write sentences which describe
people, places and objects
• Connect sentences into paragraphs with basic connectors
with some support
• Apply zero and first conditionals, appropriately
• Use where clauses;
• Use before/after clauses (with past reference)
• Use defining relative clauses with which, who, that, where to
specify information
Level of thinking skills Application
Task
Use the layout below to write about your holiday plans. You should provide information аbout:
Where will you go? Why?
Who will you go with?
What is the place famous for?
What will you do before/after ...?
Add three or more connectives between sentences.
Holiday plans
If _______________________(place) where _______________________________.
I’ll_________(a person/people)who_________________________________________ .
I’ll visit landskape/sightseeing __________________which/that is famous for________________.
Before____________________________________________________________.
After_____________________________________________________________.
When ___________________________________________________________.
Descriptor A learner
• writes information about place, people and objects;
• links ideas appropriately;
• uses first conditional sentence structure accurately with
support;
• uses relative clauses in sentences with support.
168
Unit: Holidays
Learning objective 5.W4 Write with support a sequence of extended sentences in a
paragraph to give basic personal information
5.UE9 Use simple present and simple past regular and irregular
forms to describe routines, habits and states on a limited range of
familiar general and curricular topics.
Assessment criteria • Write answers for personal questions connecting extended
sentences into a paragraph
• Describe routines, habits and states applying simple present
and simple past tenses
Level of thinking skills Application
Task
Write about a journey you have been to. Answer the question.
Where did you go?
Who did you go with?
How did you go with?
Was the journey interesting or boring? Why?
Did you arrive on time or were you late?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Descriptor A learner
• answers the questions;
• writes extended sentences joining them into a paragraph;
• uses the correct form of the verb.
169
Unit: Holidays
Learning objective 5.W7 Use with some support appropriate layout at text level for a
limited range of written genres on familiar general topics and some
curricular topics
5.UE10 Use present continuous forms with present and future meaning
on a limited range of familiar general and curricular topics
5.UE14 Use prepositions to talk about time and location; use
prepositions like to describe things and about to denote topic; use
prepositions of direction to, into, out of, from, towardson a limited
range of familiar general and curricular topics
Assessment criteria • Write a text keeping the register and format of a given genre
• Apply present continuous forms with present and future meaning
the context
• Demonstrate the correct use of prepositions of time, location and
direction
Level of thinking
skills
Application
Task
Your parents are planning a family holiday and they have just shown you this advertisement. You
think it is interesting. Use your notes to write an e-mail to your friend to tell him/her
 about this holiday
where it is and when you are leaving
 what you plan to do there
activities, sports you're planning to do
 facilities you're planning to use
 ask him/her if he/ she would like to join you with his/her family
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________
Descriptor A learner
• writes an e-mail to a friend;
• writes sentences with present continuous forms with present and future
meaning;
• uses prepositions of time and location; prepositions like to describe
things and about to denote topic; prepositions of direction to, into, out
of, from, towards in the writing piece.
170
Unit: Holidays
Learning objective 5.UE16 Use conjunctions so , if, when , where, before, after
to link parts of sentences on a limited range of familiar
general and curricular topics
Assessment criteria • Connect parts of sentences with conjunctions so , if, when ,
where, before, after
Level of thinking skills Application
Task
Read the passage and use a suitable word in the box to fill in the gaps.
so if when where before after
Nightmare journey
A nightmare journey I remember was three years ago 1) ______ I was going to the
airport with my friends. We were going to Alakol on holiday and usually people must to be at
the airport two hours 2)_______the flight. 3) _____ we left home three hours earlier, but on the
motorway 4) _________ we were driving, it was a huge traffic jam. The traffic wasn’t moving
at all! We didn’t know what to do! Only 5) _______ an hour the traffic started moving slowly.
I was stressed and said to the driver “We will miss our flight 6)______ you drive so slowly!”
When we finally arrived at the airport it was only thirty minutes left. We had to run to catch
our flight.
Answer keys
1) when, 2) before, 3)So, 4) where, 5) after, 6)if
Descriptor A learner
• chooses the word correctly to link ideas in the sentences;
• fills in the gaps.
171

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