English Grade 7A collection of tasks for Formative Assessment

01 май 2018, Вторник
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A collection of tasks
for Formative Assessment
English
Grade 7
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 the uncommercial purposes.
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Contents
TERM 1 .............................................................................................................................................................. 4
Unit: Hobbies and Leisure .................................................................................................................................. 4
Unit: Communication and technology .............................................................................................................. 26
TERM 2 ............................................................................................................................................................ 46
Unit: Holidays and Travel ................................................................................................................................ 46
Unit: Space and Earth ....................................................................................................................................... 68
TERM 3 ............................................................................................................................................................ 92
Unit: Reading for pleasure ................................................................................................................................ 92
Unit: Entertainment and media ....................................................................................................................... 107
Unit: Natural Disaster ..................................................................................................................................... 121
TERM 4 .......................................................................................................................................................... 132
Unit: Healthy Habits ....................................................................................................................................... 132
Unit: Clothes and Fashion .............................................................................................................................. 154
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TERM 1
Unit: Hobbies and Leisure
Learning objective 7.L1 Understand with little support the main points in extended
talk on a limited range of general and curricular topics
Assessment criteria • Identify the main idea in extended talks with little support
Level of thinking skills Knowledge and comprehension
Task
Listen to the conversation of two friends and choose the correct answer A, B, or C.
Go to this link: http://www.esl-lab.com/nightlife/nightliferd1.htm
1. What is Stuart planning to do with his friends?
A) go for a drive and have a picnic
B) watch a football game
C) see a movie and have dinner
2. Why does Amy say she can't go with them?
A) She has to study for an exam.
B) She doesn't have any spending money.
C) She already has plans to attend a party.
3. What are they planning to do at the end of the evening?
A) watch a video
B) have a party
C) play some games
4. How is Amy getting to the activity?
A) She's driving her car.
B) Stuart’s giving her a ride.
C) She's taking the bus.
5. What time does Amy want to be home?
A) at 10:30 p.m.
B) at 11:30 p.m.
C) at midnight
Answer keys:
1. C; 2. A; 3. B; 4. B; 5. A.
Descriptor A learner
• selects an appropriate answer;
• completes the task.
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Unit: Hobbies and Leisure
Learning objective 7.L2 Understand with little support most specific information in
extended talk on a limited range of general and curricular topics
7.UE5 Use questions which include a variety of different tenses on a
range of familiar general and curricular topics
7.W3 Write with moderate grammatical accuracy on a limited range
of familiar general and curricular topics
Assessment criteria • Identify facts and details in extended talks with little support
• Demonstrate the ability to ask a variety of questions in
different tenses
• Demonstrate the ability to write grammatically correct
sentences on familiar topics
Level of thinking skills Knowledge and comprehension
Application
Task
Work with your partner. Ask questions to your classmates about hobbies.
Learners work in pairs. The task is to ask questions to classmates.
Carry out a Survey
Example:
A: Excuse me, I’m doing a survey on hobbies.
Would it be OK if I asked you a few questions?
B: Sure. Go ahead.
Name What is your favourite
hobby?
How long have you been
doing your hobby?
Why is your hobby
important/useful for
you?
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Write your results.
I have asked questions ____________________________________________________________
_______________________________________________________________________________
I have learned that________________________________________________________________
Descriptor A learner
• asks classmates different questions to get the information;
• writes classmates’ answers in the table;
• summarizes the information reporting the results.
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Unit: Hobbies and Leisure
Learning objective 7.L4 Understand with little support some of the implied meaning
in extended talk on a limited range of general and curricular topics
7.S1 Use formal and informal registers in their talk on a limited
range of general and curricular topics
7.S2 Ask complex questions to get information about a limited
range of general topics and some curricular topics
7.C9 Use imagination to express thoughts, ideas, experiences and
feelings
Assessment criteria • Recognise the content of an extended conversation using
some supporting information
• Apply the difference between formal and informal speech
in a talk
• Make up complex interrogative sentences to get
information about the topic
• Convey opinions, notion, experiences and feelings
creatively
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Task
Learners are divided into pairs; each pair is given 2 different pictures. Learners are not allowed
to show their pictures to each other. Learner A gives clear description of his/her picture, while
the Learner B listens carefully to this description and draws a picture close to it. They can ask
questions for more details. Learners reverse their roles. Having completed the task they compare
their pictures with original.
These pictures can be used as an example.
Learner A. You are given two pictures. You are not allowed to show them to your friend.
Describe these pictures to your partner. You can answer some questions of your partner.
Compare pictures. Swap the roles.
Example: I want to tell you what I can see in my picture…
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Learner B. Listen to the description of the pictures. You are not allowed to look at them.
Draw pictures of what you listen. You can ask different questions to get more information.
Compare your pictures with the original. Swap the roles.
Descriptor A learner
• describes the given picture;
• asks a variety of questions in order to get useful information;
• uses informal and formal registers in speech;
• draws the pictures according to the description;
• compares the drawn picture with original.

Unit: Hobbies and Leisure
Learning objective 7.R1 Understand the main points in texts on a limited range of
unfamiliar general and curricular topics
Assessment criteria • Identify the main idea of text on unfamiliar and curricular
topics
Level of thinking skills Knowledge and comprehension
Task
Read the text and identify the aim of it. Choose the heading for the text from suggested list.
Explain your answers.
My hobby is reading. Some people think that as more and more people have televisions in
their homes, fewer and fewer people will buy books and newspapers.
Television has not killed reading, however. Today newspapers and magazines are sold in
very large numbers. And books of every kind are sold more than ever before. Books are still a
cheap way to get information and entertainment.
Books at home are a wonderful source of knowledge and pleasure, and some types of
books should be in every home. Every home should have dictionaries. Every home should have
an atlas of the world, with large maps. A good encyclopedia is useful, too, because there you can
find information on any subject.
It is important to have some fiction on your shelves, too. Then you can relax with a good
story, or from time to time you can take a book of poems off your shelf and read the thoughts and
feelings of your favourite poets.
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1. The aim of the text is
A) to promote watching television
B) to increase the interest in reading
C) to present that books are very expensive way to pick up information and entertainment.
2. The suitable heading for this text is
A) People must read the books
B) I am interested in collecting books
C) Reading is a useful hobby
Answer keys:
1.B; 2.C.
Retrieved from http://www.alleng.ru/engl-top/254.htm
Descriptor A learner
• chooses the right answer;
• infers the heading of the text.
Unit: Hobbies and Leisure
Learning objective 7.R2 Understand specific information and details in texts on a
range of familiar general and curricular topics
Assessment criteria • Identify particular information and details in reading passage
Level of thinking skills Knowledge and comprehension
Task
Learners are in pairs. They are given the texts A and B. They are not allowed to show texts to each
other. Learner A reads his/her text once to Learner B. Learner B marks sentences True or False
while listening to the text. Learners take turns.
You are given the texts. Do not show your texts to each other. Read your story to your friend.
Listen and mark sentences True or False. Swap the roles.
Learner A
Text А
MY HOBBIES / INTERESTS
My name is Luke. My favourite hobby is photography. When I have time I take lots of
pictures. I take photos when I’m at my grandparents’. They live in the country, near the forest and
have a big garden. It’s an ideal place for me. Sometimes I encounter some animals there. I try to
take a picture of them. My Dad helps me to choose the best photos. I send them to magazines. I
won a photo competition once. I’ve got a beautiful album called “wonders of the World”. Dad says
we are going to our grandparents’ for the weekend. I can’t wait! I will be able to take lots and lots
of photos.
Also I have my board games. I can play Monopoly or Scrabble with Dad or Mum. I also
have Trivia quizzes or the Millionaire. These are my favourite games that have cards with lots of
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questions about sport, people and the world around us. They are great!
Find out if it is True or False from Text A
1. He doesn’t like board games. __________
2. They have two computers at home. __________
3. He likes playing hide and seek. __________
4. He enjoys being Aragon. __________
5. He likes playing football. __________
Learner B
Text B
MY HOBBIES / INTERESTS
I also like both computer games and board games. We have one computer at home but
sometimes Dad brings home his laptop and we can play a network game.
My favorite computer games are strategy, sport and adventure games. I got my first
computer two or three years ago and my first game was FIFA 2003. This is a game where you play
different football teams. It was great. My favorite adventure game is Broken Sword III. As for
strategy games, I like Command Conquer best.
When I’m outside with my friends we also play certain games. Not the silly games for little
children, like hide-and-seek or piggy-in-the middle, but more serious things. We play pirates, who
fight with each other to get the treasure or the Lord of Ring – I like to be Aragon best. And of
course there is nothing better than good game of football played with your friends!
Find out if it is True or False from Text B
1. His favorite hobby is playing games. __________
2. His grandparents live in the village. __________
3. He took part in a competition. __________
4. He is never bored with computer games. __________
5. He plays board games with his parents. __________
Answer keys:
Text A: 1.False; 2.True; 3.True; 4.False; 5.True.
Text B:1.False; 2. False; 3.False; 4. True; 5.True.
Descriptor A learner
• marks sentences correctly.
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Unit: Hobbies and Leisure
Learning objective 7.R3 Understand the detail of an argument on a growing range of
familiar general and curricular topics, including some extended
texts
7.R7 Recognise typical features at word, sentence and text level in a
range of written genres
Assessment criteria • Recognise the detail in a given argument relating to the
topic
• Identify the correct form of a word, appropriate sentence
structure and text layout
Level of thinking skills Knowledge and comprehension
Task1
Read the text and choose the best answer to the question.
Val's Garden
I am new to the city. I do not know anyone. But an old woman
lives next door. Her name is Val. She gives me a big box of vegetables.
She grows them in a garden by the sidewalk. There are carrots,
tomatoes, beans, and peas. They are the best vegetables I ever ate. Val
lives alone, too. But she seems happy in her garden. She loves plants.
Sometimes, I can hear her talking to them. Maybe that is why they
grow so big.
One day, I stop seeing Val in the garden. I see people take many
boxes from her home. Weeds grow in her garden. The dirt is dry. The plants look sad. Val must
have passed on.
So I pull the weeds. I water the garden. I even talk to the plants.
Then a family moves next door. They are new to the city. They do not know anyone. And I
give them a big box of vegetables from Val’s garden.
1. What kind of vegetable did Val not grow?
A) tomatoes
B) carrots
C) corn
D) beans and peas
2. Why was the new family lucky?
A) They moved into a good neighborhood.
B) They had lots of friends in town.
C) They were lucky because the writer of the story took care of Val's garden even after she died.
D) They had good jobs.
3. What is something that the writer of the story did not do after Val died?
A) pull the weeds
B) water the garden
C) talk to the plants
D) learn about Val's family
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Task 2
Read the definition and write the word from the text.
1. a wild plant growing where it is not wanted __________________
2. long, thin, orange-coloured vegetables. They grow under the ground, and have green shoots
above the ground. __________________
3.a paved path for pedestrians at the side of a road __________________
Answer keys:
Task 1:1.C; 2.A; 3.D.
Task 2:1. weeds; 2. carrot; 3.sidewalk.
Descriptor A learner
Task 1
Task 2
• finds the correct answer;
• infers meaning of words in the text.
Unit: Hobbies and Leisure
Learning objective 7.R8 Use familiar and some unfamiliar paper and digital reference
resources with little support to check meaning and extend
understanding
Assessment criteria • Demonstrate the ability to use a dictionary or digital
methods to trace meaning and extend vocabulary
Level of thinking skills Application
Task 1
Read the text and choose the right explanation to the word.
Nowadays everybody knows that people are very busy and do not have much time to spare.
It is necessary to have hobbies or leisure activities to make life more interesting and exciting.
There are so many of them to choose: painting, computer programming, photography, fishing,
gardening, cooking, dancing, learning languages, collecting something, etc.
Each person chooses his own way of spending time, either active or passive, which depends
on his or her character and age.
Some people prefer doing sports for example, football, volleyball, basketball, mountain climbing,
horse riding, karate, judo etc. There are many sports clubs, swimming pools, gyms and sport
grounds for everybody who loves sports. Sport makes you healthy, strong and more sociable.
Travelling is also a good way to spend free time. Visiting new places, seeing sights and
meeting new people is very exciting and relaxing. You can travel by car, by ship, by train, by plane
or you can go hiking to the riverbank, to the forest or to the seashore. It is wonderful to put up a
tent, make a fire and spend time in a picturesque place.
1. to spare
A) someone has more than enough of (something)
B) to need (someone or something) for support, help,
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C)to like (someone or something) better than someone or something else
D) to allow (time) to pass in a particular place or while doing a particular activity
2. exciting
A) spending time resting or doing something enjoyable
B) causing feelings of interest and enthusiasm
C) very pretty or charming
D) liking to be with and talk to other people
3. depend on
A) someone has more than enough of (something)
B) to need (someone or something) for support, help,
C) to like (someone or something) better than someone or something else
D) to allow (time) to pass in a particular place or while doing a particular activity
4. sociable
A) spending time resting or doing something enjoyable
B) causing feelings of interest and enthusiasm
C) very pretty or charming
D) liking to be with and talk to other people
5. relaxing
A) spending time resting or doing something enjoyable
B) causing feelings of interest and enthusiasm
C) very pretty or charming
D) liking to be with and talk to other people
6. picturesque
A) spending time resting or doing something enjoyable
B) causing feelings of interest and enthusiasm
C) very pretty or charming
D) liking to be with and talk to other people
Task 2
Write your answers in the table and check the meaning of the words in an on-line dictionary.
123456
Now go to the link and check your answer: http://www.merriam-webster.com/
Answer keys:
1. A; 2.B; 3.B; 4.D; 5.A; 6.C.
Descriptor A learner
Task 1
Task 2
• chooses the right answers;
• checks the meaning of the words in the dictionary and writes them in the
table.
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Unit: Hobbies and Leisure
Learning objective 7. UE3 Use a growing variety of compound adjectives and
adjectives as participles
Assessment criteria • Apply the rule for compound adjectives and adjectives as
participles in practice
Level of thinking skills Application
Task
Teacher studies or revises this material together with learners.
What are compound adjectives?
Compound adjectives are adjectives that are made up of two or more words usually with hyphens
(-) between them.
Examples:
• An English-speaking country
• A time-saving gadget
• A thirty-floor building
How are compound adjectives formed?
Compound adjectives can be formed as follows:
• Adverb-past participle / noun + ed
a well-known writer
a brightly-lit room
deeply-rooted traditions
a well-mannered girl
• Adjective-present participle (verb + ing)
a good-looking boy
a free-standing tower
• Noun-past participle
a tongue-tied boy
a sun-dried fruit
• Adjective-past participle / noun + ed
a short-sighted man
a long-haired lady
• Noun- adjective
a world-famous singer
• Adjective- noun
a last minute solution
deep-sea diving
• Noun-noun
a part-time job
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Check yourself. Divide compound adjectives below into four columns. One is done for you as
an example.
An old - established tradition, a green - eyed boy, a dark-blue uniform, a bad - tempered man, a
navy - blue hat, an old - looking building, a fast - running horse, a home - made cake, blue -
uniformed soldier, a heart - breaking story red - roofed house, a well - known actor.
Adjective / noun +
adjective
Adjective, adverb or
noun + present
participle
Adjective, adverb or
noun + past
participle
Adjective + noun +
ED
a green - eyed boy
Descriptor A learner
• uses the learned rule and divides adjectives into the right columns.
Unit: Hobbies and Leisure
Learning objective 7.S3 Give an opinion at discourse level on a growing range of
general and curricular topics
7.S6 Begin to link comments with some flexibility to what others
say at sentence and discourse level in pair, group and whole class
exchanges
7.C8 Develop intercultural awareness through reading and
discussion
Assessment criteria • Provide a point of view in conversations and discussions
• Interact in a pair, group and a whole class work presenting
logically connected information with ideas of other people
• Raise awareness about cultural diversity through reading
and discussion
Level of thinking skills Application
Higher order thinking skills
Task
Look at the pictures below and express your opinions and ideas.
Learners can work in groups or in pairs. Suggest discussing the following question to your
learners.
Teacher: Men have various hobbies, depending on geographical location and national traditions
of their countries. What do you think about the following topic?
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“Hobbies of men in different countries”
1. Can you guess men of what country like doing it? Why?(American, English,
Brasilian,Italian, Norwisian)
2. What suggested hobbies are popular in Kazakhstan? Why?
Gardening
Teaching dogs to do tricks
Winter hunting
Talking/ Chatting
Playing football
Descriptor A learner
• expresses his/her opinion while answering the questions;
• works in a group presenting ideas in the discussion;
• recalls some stories based on his/her own experience.
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Unit: Hobbies and Leisure
Learning objective 7.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a growing range of general topics, and some curricular
topics
Assessment criteria • Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Level of thinking skills Application
Task
Work in pairs and do the matching of the given pictures and the words below them. Take
turns in describing hobbies using the learned vocabulary.
Teacher shows a slide or a picture with different hobbies. Teacher monitors the learners’
participation in the discussion and level of knowledge of the learned vocabulary while learners
do matching exercise.
1. PARACHUTING
2. PLAY BASKETBALL
3. CUBA DIVING
4. RUNNING
5. RIDE A HORSE
6. BUNGEE JUMPING
7. PLAY CARDS
8. SLEDGING
9. SNOWBOARDING
10. PLAY FOOTBALL
11. ROLLERBLADING
12. HIKING
Descriptor A learner
• uses the topical vocabulary while describing hobbies;
• demonstrates a good skill in matching the information.
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Unit: Hobbies and Leisure
Learning objective 7.W6 Link with little or no support, sentences into coherent
paragraphs using a variety of basic connectors on a range of
familiar general topics and some curricular topics
7.UE17 Use if / unless in first conditional clauses; use defining
relative clauses with which, who, that, where on a wide range of
familiar general and curricular topics
Assessment criteria • Connect sentences into paragraphs with basic connectors
and linking words with some support
• Differentiate between if/unless in first conditional clauses;
between defining relative clauses with which who that and
where
Level of thinking skills Application
Task
Write three paragraphs essay about your dream hobby. Make up about 3 sentences using
if/unless as first conditional, 3 sentences with defining relative clause with proper
connectors.
Example: If I choose my dream hobby, I will be a chef. I think that people who like cooking are
very creative, because they make different recipes.
Use the following structure:
Introduction: Why hobbies are important.
Main body: Describe your dream hobby.
Conclusion: Every person should have his own hobby.
Descriptor A learner
• illustrates the ability to link words into sentences and paragraphs;
• make up sentences with defining relative clauses;
• make up sentences with the first conditional;
• has introduction, main body and conclusion in written work.
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Unit: Hobbies and Leisure
Learning objective 7.W1 Plan, write, edit and proofread work at text level with
some support on a range of general and curricular topics
7.UE12 Use comparative degree adverb structures with
regular and irregular adverbs on a range of familiar general
and curricular topics
Assessment criteria • Make a clear plan of writing; Write a text; Check the
written draft
• Apply regular and irregular adverbs and comparative
degree structures accurately
Level of thinking skills Application
Higher order thinking skills
Task
Look at the table below. Read the name of the activity, brainstorm ideas for the possible
dangers and risks. Write a paragraph, answering the question why you do not want/want
to do it. Fill in the table. Number 1 is done for you.
Learners work individually, they fill the table in and write down a short paragraph 30-40 words
using the adverbs worse, more carefully, less, more, sooner, better. Learners exchange the
works and do proofreading. Learners are allowed to make corrections, expressing likes and
dislikes.
Name of the activity Danger/Risk Why I (don’t) want to do it
1. SNOWBOARDING Fall down, break legs and
arms, bump into other
people, hurt yourself.
Too dangerous
Not enough safe
Quiet risky
Rather unsafe
2.RIDE A HORSE
3.PLAY BASKETBALL
Descriptor A learner
• writes an appropriate information;
• applies the rule for comparative degree adverbs and their usage;
• writes and edits the work.
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Unit: Hobbies and Leisure
Learning objective 7.W8 Spell most high-frequency vocabulary accurately for a
growing range of familiar general and curricular topics
Assessment criteria • Write topic related words correctly
Level of thinking skills Application
Task
Listen carefully and write the words in proper places. Picture 1 is done for you.
Teacher spells the words of hobbies twice in a quick tempo. Teacher can use a shorter list on
his/her own initiative (parachuting, diving, drawing, skateboarding, snowboarding, horse riding,
sledging, hiking, sunbathing, hunting, planting, mending).
1. parachuting 2. ____________ 3. ____________ 4. ____________
5. ____________ 6. ____________ 7. ____________ 8. ____________
9. ____________ 10. ___________ 11. ____________ 12. ____________
Descriptor A learner
• spells words accurately;
• writes words in the right box with the picture.
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Unit: Hobbies and Leisure
Learning objective 7.W2 Write with minimal support about real and imaginary past
events, activities and experiences on a growing range of familiar
general topics and some curricular topics
7.C3 Respect different points of view
7.C4 Evaluate and respond constructively to feedback from others
Assessment criteria • Write sentences about real and imaginary past events
connecting them into paragraphs
• Demonstrate respect to people’s opinions using lexical units
of topic vocabulary
• Analyze given feedback; Form opinion and give
constructive answers to feedback
Level of thinking skills Application
Higher order thinking skills
Task
Work in groups of 4-5. Look at the pictures below and make up a short story in written
form. Use these questions to write your short story.
What do you think about such kind of a family rest?
Why is it important to have a free holiday time together with your parents? Why do you think so?
Recall your last trip with your family. Where did you go? What did you do there? Who did you
meet with?
Teacher informs learners that number of words is not important. After they swap their papers with
another group and evaluate the paper of the peers. Each group evaluates the other group ideas
before the class with 2 advantages and 1 recommendation.
Example: Last summer was unforgettable for me. I spent a week together with my family.
Descriptor A learner
• writes about past activities;
• answers the given questions;
• evaluates advantages and recommendations in his/her own and peers’
works.
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Unit: Hobbies and Leisure
Learning objective 7.W9 Punctuate written work at text level on a growing range of
familiar general and curricular topics with some accuracy.
Assessment criteria • Use punctuation marks in a piece of writing
Level of thinking skills Application
Task1
Read the text and put punctuation marks in proper places.
Teacher suggests learners to work in groups or in pairs. Learners are given the task to put
punctuation marks in a piece of writing.
Hobbies and leisure time
When a person is not at work or at school we say that he has free time he can do whatever he
wants but most people prefer not to waste their time they usually devote it to something
interesting they go shopping play sport games read books in big cities people spend their free
time by going to the theatre cinema museums art galleries concert hall fitness or disco clubs a
person can choose any of them when the weather is fine most people prefer to go for a walk
along the streets with their friends or get out of the city.
Task2
Read your story to your peer and explain the choice of your punctuation marks. Swap the
roles.
After having done the task, learners present the writing in pairs explaining their choice.
Descriptor A learner
Task 1
Task 2
• reads the text and puts punctuation marks correctly;
• explains the answers using correct arguments.
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Unit: Hobbies and Leisure
Learning objective 7.UE1 Use some abstract nouns and complex noun phrases on a
limited range of familiar general and curricular topics
7.UE6 Use a variety of possessive and reflexive pronouns
including mine, yours, ours, theirs, hers, his, myself, yourself,
themselves on a growing range of familiar general and curricular
topics
Assessment criteria • Apply some abstract nouns and complex noun phrases in
the context
• Differentiate between possessive and reflexive pronouns
including mine, yours, ours, theirs, hers, his, myself,
yourself, themselves
Level of thinking skills Application
Task 1
Read nouns in the box and choose only abstract nouns. Complete the table with 11
abstract nouns. There are more than 11 of them in this task. Number 1 is done for you
Learners work in pairs or in small groups. Teacher monitors the work in a group and elicits
knowledge of the grammar points.
.
1.music 4. 7. 10.
2. 5. 8. 11.
3. 6. 9. 12.
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Task 2
Discuss with your partner what parts the complex nouns below are. After the discussion
give two examples of complex nouns on the topic “Hobbies and Leisure”.
Football, basketball, table tennis, ski jumping, sky diving, swimming pool, rock collecting,
beekeeping, scrap making.
Your examples:_________________________________________
Task 3
Choose the correct pronoun. Underline the right one.
Example: Did mother find my shoes?
1. Mrs. Baker wants to see my/your homework.
2. Can Jake bring over his/her baseball cards?
3. Samantha will fix her/herself bike tomorrow.
4. The cat broke its/it leg.
5. I made these cookies themselves/myself.
6. You yourself /itself asked Jake to come.
7. My teacher didn't know the answer herself/himself.
8. We would like to finish the renovation before Christmas our/ourselves.
9. They them/themselves told me the lost shoe wasn't a problem.
Answer keys:
Task1: dream, kindness, pride, joy, enjoyment, money, friendship, health, patience, life,
intelligence, honesty, love.
Task 2: animal breeding, soap making.
Task 3:1. your, 2.his, 3. her, 4.its, 5. myself, 6. yourself, 7. herself, 8. ourselves, 9. themselves.
Descriptor A learner
Task 1 • illustrates basic rules for abstract nouns and completes the table
appropriately;
Task 2 • illustrates basic rules for complex nouns and completes the task;
Task 3 • chooses reflective and possessive pronouns correctly.
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Unit: Hobbies and Leisure
Learning objective 7.UE2 Use a growing variety of quantifiers for countable and
uncountable nouns including too much, too many, none any,
enough
Assessment criteria • Apply the correct quantifiers including too much, too
many, none any, enough for countable and uncountable
nouns in the context
Level of thinking skills Application
Task 1
Complete the following exercise with LITTLE or A LITTLE, FEW or A FEW.
1. He was sad because he had ___________ friends.
2. Contrary to my wife I only need ___________ minutes to get ready in the morning.
3. A hundred years ago, ___________ teenagers could read and write in this country.
Task 2
In each gap, write either "MUCH" or "LITTLE" or "MANY" or "FEW".
1. Mathematics is a subject I know very ________of.
2. She's gone already? But I am only _______ minutes late!
3. "Give that beggar _______ extra money", the old man said.
Task 3
Fill in the dialogue with “Too much” or “How much” or “How many” or “A lot”.
A: Would you like some cheese?
B: Yes please but not _____________.
A: Can you pass me some envelopes?
B: ___________?
A: ___________ people came?
B: ___________.
Answer keys:
Task1: 1. few; 2.a few; 3.few.
Task 2:1.little; 2.few; 3.little.
Task 3:1. too much; 2.how many; 3. A lot.
Descriptor A learner
Task 1 • completes the task with basic quantifiers;
Task 2 • fills in the gaps with proper quantifiers;
Task 3 • completes the dialogue with suitable words.
24
Unit: Hobbies and Leisure
Learning objective 7.UE15 Use infinitive forms after a limited number of verbs and
adjectives; use gerund forms after a limited variety of verbs and
prepositions on a growing range of familiar general and curricular
topics
Assessment criteria • Differentiate between usage of infinitive and gerund forms
after a limited variety of verbs, adjectives and prepositions
Level of thinking skills Application
Task 1
Complete the sentences using Gerunds. Don’t change the meaning of the sentence.
1. My friends talk on the phone for hours.
My friends enjoy ________________________.
2. I do my housework and then I usually watch TV.
After _________________________________.
3. I really don’t need to go to the shops on Sunday
I can’t stand ___________________________.
Task 2
Complete the task using infinitive.
1. Laura didn’t want to tell me the secret.
Laura didn’t feel like _________________________.
2. My parents use the car more often than the motorbike.
My parents prefer ____________________________.
3. She sent me an email. I phoned her.
Instead of __________________________________.
Answer keys:
Task 1: 1. talking; 2. doing; 3.going.
Task 2: 1.to tell; 2. to use; 3. to send.
Descriptor A learner
Task 1 • completes sentences using the rules of gerunds;
Task 2 • completes sentences with infinitives.
25
Unit: Communication and technology
Learning objective 7.R3 Understand the detail of an argument on a growing range of
familiar general and curricular topics, including some extended
texts.
Assessment criteria • Recognise the detail in a given argument relating to the
topic.
Level of thinking skills Knowledge and comprehension
Task
Read the text and complete the task.
Computers
A computer is a programmable machine designed to automatically carry out a sequence of
arithmetic or logical operations. The first use of the word "computer" was recorded in 1613,
referring to a person who carried out calculations, or computations, and the word continued with
the same meaning until the middle of the 20th century. From the end of the 19th century the word
began to take on its more familiar meaning, a machine that carries out computations
At the beginning, computers were as big as a large room. It is only later they have become
smaller and smaller, accessible to anyone. This has given way to personal computers. Later
developers created new applications to help users perform many things from word processing to
image editing. A large scale of programs, some free and others costly, have opened new horizons
in information technology.
Now computers have noticeable impact on social relations. They have enabled entirely new
forms of social interaction, activities, and organision. With the Internet, working with computers
has become a part of our daily lives thanks to its basic features such as widespread usability and
access. In addition to face-to-face communication that characterized humans for centuries, a new
form of virtual communication has become more predominant.
Choose True or False.
1. The word computer is a new term.
A. True
B. False
2. Computers were accessible to anyone at the beginning.
A. True
B. False
3. All computer applications are free.
A. True
B. False
4. Computers and the Internet have shaped new social relations.
A. True
B. False
Answer keys:
1. False; 2.False; 3. False; 4. True.
Descriptor A learner
• chooses the appropriate answers.
26
Unit: Communication and technology
Learning objective 7.C6 Organise and present information clearly to others;
7.S3 Give an opinion at discourse level on a growing range of
general and curricular topics
Assessment criteria • Demonstrate an ability to organize and express ideas
clearly
• Provide a point of view in conversations and discussions
Level of thinking skills Higher order thinking skills
Task
Answer the questions and speak before the other groups. You have 5 minutes to be ready
and 5 minutes to present your ideas.
Learners work in the groups of 3-4. Teacher prepares two discussion tasks for learners. Teacher
gives 5-8 minutes for them to brainstorm the ideas and present their findings to the class.
Question 1.
In today's world, is a phone a necessity for people of all ages, or is it just a luxury item? Why
or why not? How do people who grew up without mobile phones feel about this?
Question 2.
Many teachers have concerns about Learners' use of cell phones at school and in the
classroom. Think of three reasons for and against this issue and explain your ideas from
your own experience.
Descriptor A learner
• selects useful information and plans the answer;
• presents his/her information to the class.
27
Unit: Communication and technology
Learning objective 7.S8 Recount some extended stories and events on a growing
range of general and curricular topics
7.C2 Use speaking and listening skills to provide sensitive
feedback to peers
Assessment criteria • Retell extended stories and episodes on a given topic
• Give feedback to others orally
Level of thinking skills Application
Task
Work in small groups of up to 4-5. You have jumbled pictures. Put them in the order of
sequences. Exchange the results with other groups.
Assess other groups with 2 pluses and 1 recommendation.
Warm up: Before looking at the picture, ask the learner if she/he has ever bought anything from
a shop and had to return it. What happened?
Jumbled pictures – speaking. Cut the pictures up and jumble them up. Teacher and learner look
at them one by one, and discuss what is happening in each picture. When you have discussed
each picture put them in order and tell the story.
Alternative class activity. Show the learners the first and last pictures and ask them to speculate
what the story will be about. Give each learner one or two of the cut-up pictures. Tell them not to
show it to the others. Learners take it in turns describing their pictures to the group. The group
listens to the description and decides what a good order will be. Finally learners look at all the
pictures and revise their story if necessary.
Descriptor A learner
• expresses his/her points of views about events;
• retells the story in the order of sequences;
• evaluates the peers’ answers.
28
Learning objective 7.S5 Keep interaction with peers to negotiate, agree and organize
priorities and plans for completing classroom tasks
7. C8 Develop intercultural awareness through reading and
discussion
7. C10 Use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world
Assessment criteria • Demonstrate the ability to participate in a conversation
• Raise awareness about cultural diversity through reading
and discussion
• Consider different perspectives on the world orally or in a
written form
Level of thinking skills Application
Higher order thinking skills
Task
Work in groups of 3-4. Answer the question: “Are computers friends or troubles in
teenagers’ study in modern world?” You have 5 minutes to brainstorm the ideas. Fill in the
table with 3 positive and 3 negative reasons.
Computers and study
Write 3 positive reasons in what way
computers help you in your study
Write 3 negative reasons in what way
computers distract you from study
1. 1. Addiction
2. 2.
3. 3.
Learners swap the papers and read the information of the other groups. Make comparison where
it is possible. Learners discuss the results in any possible way.
Suggest learners to look at the map of 10 top countries with the highest number of Personal
Computers.
Task 2
Look at the map. Make some predictions what the map tells us about.
Together with your group give a summary including some interesting information.
Present the information in the following way:
It is interesting to us to know that
______________________________________________________________________________
______________________________________________________________________________
We have learned that
___________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
29
Unit: Communication and technology
Example: It is interesting to us to know that India has the most number of computers than Italy and
Brazil.
Descriptor A leaner
• completes the table with positive and negative reasons;
• summaries the information on a global issue;
• gives evaluation to the problem.
30
Unit: Communication and technology
Learning objective 7.L1 Understand with little support the main points in extended
talk on a limited range of general and curricular topics
Assessment criteria • Identify the main idea in extended talks with little
support
Level of thinking skills Knowledge and comprehension
Task
Listen to the story about mobile phones and choose the right option. You will listen twice.
Go to this link to listen information: http://www.esl-lab.com/ramfiles/smartphone.wax
1. The young man says he needs a new phone because
A) his parents took his last one
B) someone stole his last one
C) his phone is an older model
D) his parents want it
2. How many phones does the young man already have?
A) two
B) three
C) four
D) five
3. According to the conversation, what are the young man's parents like?
A) friendly
B) generous
C) kind
D) smart
4. What do his parents want their son to do to get a phone?
A) take out money from his bank account
B) find a job and work to earn money
C) ask his brother if he can use an old phone
D) ask his sister if he can use an old one
5. What is the BEST word to describe the young man's personality?
A) talkative
B) mean
C) self-centered
D) selfish
Answer keys:
1. C; 2.A; 3.C; 4.B; 5.C.
Descriptor A learner
• reads the questions and answers;
• chooses appropriate answer to the question according to the talk.
31
Unit: Communication and Technology
Learning objective 7.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a growing range of general topics, and some
curricular topics
7.W8 Spell most high-frequency vocabulary accurately for a
growing range of familiar general topics and some curricular
topics
Assessment criteria • Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
• Write topic related words correctly
Level of thinking skills Application
Task
Write the names of the most popular gargets. Spell them to your peers and describe some
of them. Tell how they work and what people do with them.
Teacher suggests writing the names of the most popular gargets.
Learners can do it in groups, in pairs or individually. Having done this work, learners are
given the task to spell the words and tell the correct number of the picture. Learners are given
the task to describe how some gargets work/how people use them and where people keep them.
1 telephone 2_____________3______________4_____________5___________
_6______________7________________8_____________9______________10_____
Answer keys: 2. laptop; 3. navigator; 4. lamp; 5. PC; 6. memory stick; 7. mobile phone; 8.
printer; 9. camera; 10. refrigerator.
Descriptor A learner
• uses appropriate subject-specific vocabulary while speaking;
• writes most high-frequency vocabulary accurately;
• formulates actions of some gargets.
32
Unit: Communication and Technology
Learning objective 7.W6 Link with little or no support, sentences into coherent
paragraphs using a variety of basic connectors on a range of
familiar general topics and some curricular topics
7.UE7 Use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics
7. C3 Respect different points of view
Assessment criteria • Connect sentences into paragraphs with basic connectors
and linking words with some support
• Form simple perfect forms for recent, indefinite and
unfinished past actions
• Demonstrate respect to people’s opinions using lexical
units of topical vocabulary
Level of thinking skills Application
Task
Choose one popular garget and write a short story about it using 5-8 sentences with the
Present Perfect Tense. Do not forget to use variety of basic connectors writing a coherent
paragraph. Read your story to the other groups. Evaluate the peers’ answer with 2 positive
and 1 recommendations.
Learners are given the task to describe some gargets using 5-8 sentences with the Present
Perfect Tense. Learners work in a group of 4-5. Learners should write a paragraph 30-40 words
and present it to the class. They listen to other answers and evaluate them.
Example:
My family cannot live without our laptop. We have already used it for 5 years. My
dad uses it for writing different business letters to his partners. Firstly he has
used his mail for …, then…
Descriptor A learner
• illustrates ability to use basic connectors properly;
• writes with minimal support sentences into coherent paragraph;
• uses the simple perfect forms accurately;
• evaluates and interprets other peers’ answers.
33
Unit: Communication and Technology
Learning objective 7.L3 Understand with some support most of the detail of an
argument in extended talk on a limited range of general and
curricular topics
Assessment criteria
7.L6 Deduce meaning from context with little support in
extended talk on a limited range of general and curricular
topics
• Recognise detailed information in a short
conversation with some support
• Figure out the content of a conversation with some
support in extended talk
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task
Listen to the story about mobiles and answer the questions. Circle the correct answer.
Teacher reads the story to the class.
I am standing in a queue at the supermarket. The woman in front of me is talking on her
mobile while the shop assistant is filling her bags. I’ll say something if she doesn’t stop soon.
No, I won’t. My phone’s ringing now. If it’s my boyfriend, I’ll tell him he’s late again! ‘Oh, it’s
my Mum. Well, I’m just…’
Why are we so addicted to mobile phones? There are now over forty million people in
Britain with mobiles and if the present trend continues, ever man, woman and child in Britain
will soon have one – or two, or three!
They can be expensive and are possibly bad for us. You can spend a fortune if you use
your mobile a lot. According to some scientists, if we go on using mobiles, we’ll cook our
brains. Some people even say that radiation from mobiles causes cancer. Psychologists say we
are becoming dependent on mobiles. Dr. Oliver James talks about ‘phoneliness’ – in modern
society we are lonely, so if people ring us up or send us text messages, we feel wanted.
Task 1. Listen and write the correct information.
1. The speaker is at the _____________.
2. The woman in front of the speaker is _____________.
3. The person who is calling to the speaker is _____________.
Task 2. Listen and mark sentences True or False.
1. People say that radiation causes cancer. _____________
2. Modern people are not dependent on mobiles. _____________
3. In modern society we are alone without mobiles. _____________
34
Answer keys:
Task 1
1. Supermarket; 2.talking on her mobile; 3. Mum.
Task 2
1.True; 2.False; 3.True.
Descriptor A learner
Task 1
Task 2
• gives short answers correctly;
• chooses the correct answer.
Unit: Communication and Technology
Learning objective 7.L8 Understand supported narratives on a wide range of general
and curricular topics
7.L5 Recognise the opinion of the speaker(s) in supported
extended talk on a range of general and curricular topics
Assessment criteria • Recognise the meaning of a story with some support
• Identify the position of speakers in an extended talk with
some support
Level of thinking skills Knowledge and comprehension
Task
Listen to the story about a new invention. Circle True or False in these sentences. Do the
exercise while you listen. CD1. Tapescript 1.
1. Wing-suits allow people to fly or glide. True False
2. Wing-suits are getting cheaper. True False
3. Gabriele Diamante's water distiller is powered by the sun. True False
4. The "enable talk gloves" help people use sign language in really cold conditions. True False
5. James Cameron invented a new underwater camera. True False
6. MIT students have invented a new type of ketchup. True False
7. The last invention is a way of producing clouds indoors. True False
8. The science correspondent thinks the clouds are ugly. True False
Answer keys: 1. True; 2. True; 3. True; 4.False; 5. False; 6. False; 7. True; 8. False.
Descriptor A learner
• identifies the author’s point of view and circles the correct answer.
35
Unit: Communication and Technology
Learning objective 7.L7 Begin to recognise typical features at word, sentence and
text level of a limited range of spoken genres
Assessment criteria • Identify the correct form of a word, appropriate sentence
structure and text layout
Level of thinking skills Knowledge and comprehension
Task
Listen to the story.
Write at least three places where cameras are used.
1. _____________________
2. _____________________
3. _____________________
Write at least three reasons why cameras are used:
1. _____________________
2. _____________________
3.______________________
Teacher reads the text to the learners twice. Learners listen to the text and do the tasks.
CAMERAS
One of the latest technological developments is cameras, which have been used for
many years, especially to fight against crime. First, cameras have started to be installed in
public places such as car, parks and shopping centres where the number of the staff isn’t enough
to prevent theft. Recent surveys have shown that theft has decreased in the places where
cameras are installed. Cameras have also been used in schools, colleges and office lifts to
prevent the theft of valuable equipment such as computers. Secondly, cameras are helpful in
preventing hooligans from spoiling the pleasure of the majority at some social events like
football matches. They film people at large sporting events so it is easy to distinguish the people
who are hooligans. Finally, cameras are used outside our houses as it is a good way of catching
thieves. To conclude, it is possible to reduce crime and feel more secure by means of cameras.
Descriptor A learner
• infers the meaning of words;
• writes no less than three reasons.
36
Unit: Communication and Technology
Learning objective 7.R1 Understand the main points in texts on a limited range of
unfamiliar general and curricular topics
Assessment criteria • Identify the main idea of text on unfamiliar and curricular
topics
Level of thinking skills Knowledge and comprehension
Task
Read the article.
Robots
A robot is a machine. But it is not just any machine. It is a special kind of machine. It is
a machine that moves. It follows instructions. The instructions come
from a computer. Because it is a machine, it does not make mistakes.
And it does not get tired. And it never complains. Unless you tell it
to!
Long ago, people imagined robots. Over 2,000 years ago, a
famous poet imagined robots. The poet’s name was Homer. His
robots were made of gold. They cleaned things and they made things.
But they were not real. They were imaginary. Nobody was able to
make a real robot. The first real robot was made in 1961. It was called
Unimate. It was used to help make cars. It looked like a giant arm.
Robots are all around us. Some robots are used to make things, to explore dangerous
places, to clean things.
In the future, we will have even more robots. They will do things that we can’t do. Or
they will do things that we don’t want to do. Or they will do things that are too dangerous for
us. Robots will help us fight fires. They will help us fight sickness. They will help make life
better.
Read the text again and answer the questions.
1. A robot is _________________________________________
2. The first robot looked like ____________________________
3. The future robots will _______________________________
Descriptor A learner
• writes the appropriate information.
37
Unit: Communication and Technology
Learning objective 7.S3 Give an opinion at discourse level on a growing range of
general and curricular topics
7.C4 Evaluate and respond constructively to feedback from
others
Assessment criteria • Provide a point of view in conversations and discussions
• Analyze given feedback; Form opinion and give
constructive answers to feedback
Level of thinking skills Higher order thinking skills
Task
Work in groups. Divide 20 pictures into 3 or 4 categories. Name the categories and explain
your decision giving arguments. Present your ideas to the class.
Find 2 positive and 1 negative facts about the groups’ presentations.
Descriptor A learner
• explains and interprets the choice providing a point of view;
• arranges own criteria for division;
• evaluates and chooses positive and negative features in peers’ works.
38
Unit: Communication and Technology
Learning objective 7.S5 Keep interaction with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
7.S2 Ask complex questions to get information about a limited
range of general topics and some curricular topics
7.C7 Develop and sustain a consistent argument when speaking
or writing
Assessment criteria • Demonstrate the ability to participate in a conversation
• Ask complex questions to get information about a
limited range of general topics and some curricular
topics
• Make an argument and evolve reasoning while speaking
Level of thinking skills Higher order thinking skills
Task
Work in your group. Look at the pictures and do matching with pictures.
Ask complex questions about technological gadgets to each other. You should ask about 2
questions each.
Example: What stands behind the invention of a coloured TV?
Descriptor A learner
• asks complex questions to get information;
• matches words to the pictures correctly;
• concludes ideas and arguments based on own experience.
39
Unit: Communication and Technology
Learning objective 7.W1 Plan, write, edit and proofread work at text level with
some support on a range of general and curricular topics
7.W5 Develop with support coherent arguments supported when
necessary by examples and reasons for a limited range of written
genres in familiar general and curricular topics
Assessment criteria • Make a clear plan of writing; Write a text; Check the
written draft
• Evolve arguments, reasons, and evidence for a limited
range of written genres
Level of thinking skills Higher order thinking skills
Task
Choose any topic and brainstorm ideas in groups according to the chosen topic and
exchange the ideas. Write an essay about advantages and disadvantages on the following
topics:
− Text messaging.
− Using mobile phones.
− Playing computer action games.
− Playing online games.
− Television (TV).
− Internet.
− Camera.
Use the following template:
1. Introduction: Why it is popular nowadays.
2. Main body: One advantage with a good example, one disadvantage
with an example.
3. Conclusion: What piece of advice you can give to the reader.
You may use the connectors:
First of all / Firstly
In addition / Moreover / Furthermore
So /as a result / Therefore
However / On the other hand / In contrast
In conclusion / To sum up / On the whole
Descriptor A learner
• makes a plan of the answer;
• uses simple connectors correctly;
• writes a story; with introduction, main body and conclusion;
• includes examples and reasons where necessary.
40
Unit: Communication and Technology
Learning objective 7.W3 Write with moderate grammatical accuracy on a limited
range of familiar general and curricular topics
Assessment criteria • Demonstrate the ability to write grammatically correct
sentences on familiar topics
Level of thinking skills Application
Task
Write a short paragraph on the topic “The role of modern gadgets in the life of teenagers”.
Pay attention at the grammar accuracy of tenses in your answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________________________________________________________________________
_____________________________________________________
Descriptor A learner
• writes an appropriate information;
• uses tense forms correctly;
41
Unit: Communication and Technology
Learning objective 7.R2 Understand specific information and detail in texts on a range
of familiar general and curricular topics
Assessment criteria • Realise particular facts and parts in reading passage
Level of thinking skills Knowledge and comprehension
Task
Read the text and match each sentence to a television theory. There are two theories you do
not need.
Television theories
There are many theories on the effect of television on human being. Here are some of them.
A. The “Television makes you stupid” theory. This theory says that there are many bad
programmes on television. If you watch a lot of these programmes they make you stupid and
lazy. You don`t think for yourself.
B.The “Television makes you fat” theory. Some studies say that if people watch too much
television they get fat. In the United Kingdom and the United States, many people think that
children are fat because they watch lots of television and don`t go out to play.
C.The “Television makes you intelligent” theory. Today there are special series with names like
Baby Einstein, or Brainy Baby. They say that if babies sit down to watch these programmes they
develop more quickly.
D.The “Television makes you frightened” theory. Every day people see crime on documentaries
or the news. This theory says that this scares people. They think the world is more dangerous
than it really is.
E.The “Television makes you violent” theory. This theory says that young people are violent
because they see violence on television. Some people say that modern video games also make
young people violent.
F.The “Television makes you ill” theory. Some people believe that if you watch television for too
long, it hurts your eyes. Some people say that television gives them headache too.
1. I do not want to go to the city centre at night. The news says there are lots of problems.
2. If I watch television for more than an hour, it hurts my head.
3. Turn off the TV and do some exercise! You watch too much television.
4. My brother watches TV all day. He does not want to do anything else.
Answer keys: 1.D; 2.F; 3.B; 4. A.
1.
2.
3.
4.
Descriptor A learner
• matches sentences to the proper theory.
42
Unit: Communication and Technology
Learning objective 7.UE4 Use an increased variety of determiners including neither,
either on a range of familiar general and curricular topics
Assessment criteria • Demonstrate the ability to use correct determiners
including neither, either in the context
Level of thinking skills Application
Task
Complete the sentences with a proper determiner. Choose between another, other, the next,
the other, the others, others, either or neither.
1 John came to see me ____________ day. It was last Friday, I think.
2You can't use those screwdrivers _____________of them is suitable for the job.
3 I met two strangers on the way to work. One of them greeted me and ______don’t.
4 Some people like to have the windows open all the time; _______________ don't.
5 I met John a year ago, but I've __________seen him nor heard from him since.
6 Say what you like about those two applicants. I didn't like _________of them!
7 I can't see him today. I'll have to see him ___________day.
8 I don't know who's on the phone. It's ____________ your mother or your aunt.
9 We spent the night in a small village and continued our journey ____________day.
10 When shall we meet: at 7 or at 7.30? - I don't mind __________time is convenient
Answer keys:
1. the other; 2.neither; 3. the other; 4.the others; 5.neither; 6.either; 7.another; 8.neither; 9.
the next; 10.either.
Descriptor A learner
• completes the task with right determiners.
43
Unit: Communication and Technology
Learning objective 7.UE6 Use a variety of possessive and reflexive pronouns including
mine, yours, ours, theirs, hers, his, myself, yourself, themselves on a
growing range of familiar general and curricular topics
Assessment criteria • Differentiate between possessive and reflexive pronouns
including mine, yours, ours, theirs, hers, his, myself,
yourself, themselves
Level of thinking skills Application
Task
Read the sentences and choose the right form of a pronoun. Complete the sentences using
possessive and reflexive pronouns including mine, yours, ours, theirs, hers, his, myself,
yourself, themselves.
1. I told ____________to calm down.
2. You cut ____________on this nail?
3. He hurt ____________on the stairs.
4. She found ___________in a dangerous part of town.
5. The cat threw ____________under my car!
6. We blame ______________for the fire.
7. The children can take care of ______________________.
8. This bag is______________.
9. ___________is not blue.
10. That bag looks like___________________.
11. These shoes are not ______________.
12. That car is________________.
13. ____________is parked in the garage.
Answer keys: 1.myself; 2.Yourself; 3.himself; 4.herself; 5.itself; 6.ourselves;
7.themselves; 8.mine; 9.yours; 10.his; 11.hers; 12.ours;13.theirs.
Descriptor A learner
• fills in sentences with possessive and reflexive pronouns correctly.
44
Unit: Communication and Technology
Learning objective 7.UE17 Use if / unless in first conditional clauses; use
defining relative clauses with which who that where on a wide
range of familiar general and curricular topics
Assessment criteria • Differentiate between if/unless in first conditional
clauses; between defining relative clauses with which
who that and where
Level of thinking skills Application
Task
Make up 5 sentences using first conditional clause with if/unless about modern gadgets. Use
a defining relative clause where it is possible.
Example: If I choose a mobile phone, I will choose an i-phone, which is considered to be the
most comfortable and popular in the world.
Descriptor A learner
• makes up sentences with first conditional;
• uses relative clauses appropriately.
45
TERM 2
Unit: Holidays and Travel
Learning objective 7.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
7.C9 Use imagination to express thoughts, ideas, experiences and
feelings.
Assessment criteria • Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
• Convey fantasy ideas including emotions and senses
Level of thinking skills Application
Higher order thinking skills
Task
Teacher revises some useful vocabulary with learners to speak about Holidays and Travel.
Teacher’s possible speech: “If you want to go somewhere you can go there by a car, a train, an
airplane, a coach, a raft, a helicopter, a Jet, a ship, a ferry boat, or a hot air balloon. While
travelling we often go sightseeing. Tourists visit some places: monuments, theatres, bridges,
parks, statues, palaces, cathedrals and art galleries. When on holidays people often do different
activities: take photos, look around, buy souvenirs, do shopping, go sightseeing, loose the way,
and spend money”. Work in pairs or in groups. Choose/imagine the place you travelled last time.
Speak about your last journey.
Who/with When
How/get there Where
Where/stay any problems
How long/stay a good time
Weather /like
What/do in the mornings/afternoons/evenings?
Place /look like
Descriptor A learner
• selects an appropriate topical vocabulary;
• answers the questions with longer utterances;
• speaks about feelings and ideas constructively.
My last
Journey
46
Unit: Holidays and Travel
Learning objective 7.W5 Develop with some support coherent arguments
supported when necessary by examples and reasons for a
limited range of written genres in familiar general and
curricular topics
7.W7 Use with minimal support appropriate layout at text level
for a growing range of written genres on familiar general and
curricular topics
Assessment criteria • Evolve arguments, reasons, and evidence for a limited
range of written genres
• Write a text keeping the layout and format of a given
genre with a little support
Level of thinking skills Application
Higher order thinking skills
Task
Write a three- paragraph essay about popular places of destination in about 50-60 words.
Use the format below. Look at the pictures to brainstorm some ideas.
Teacher suggests some examples why travelling is important: to see famous places, broaden the
horizons, learn new things or languages, visit different attractions or learn a new culture.
Teacher suggests learners using at least 4 linking words in a piece of writing.
1. 2. 3.
The USA. New York City. Egypt. The Pyramids. China. The Great Wall.
Example:
Introduction: Travelling is important. Explain why…
______________________________________________________________________________
Main body: Describe three travel destinations using the pictures (it is possible not to write about
these ones).
______________________________________________________________________________
Conclusion: Places which are popular in your country with foreign tourists.
______________________________________________________________________________
______________________________________________________________________________
Descriptor A learner
• writes three clear paragraphs with basic connectors;
• writes using a variety of correctly structured sentence types to create
balance;
• uses appropriate structure that makes reader understand a piece of writing.
47
Unit: Holidays and Travel
Learning objective 7.S2 Ask complex questions to get information about a limited
range of general topics and some curricular topics
7.S1 Use formal and informal registers in their talk on a limited range
of general and curricular topics
7.C2 Use speaking and listening skills to provide sensitive feedback
to peers
Assessment criteria • Show an ability to ask different types of questions including
complex
• Apply the difference between formal and informal speech in a
talk
• Give feedback to others
Level of thinking skills Application
Higher order thinking skills
Task
You are given 2 pictures. You are not allowed to show your picture to the partner. Ask
questions to get all the information for peer’s picture. Swap the roles. Assess each other
according to the Assessment Sheet.
Learners are divided into pairs; each pair is given 2 different pictures A and B. Learners aren’t
allowed to show their tasks to each other. Learner A asks questions to get all the information
from Learner B. Learner B answers the questions and takes turns in asking question for task A.
Having completed the task they compare their tasks with original. These tasks can be used as an
example. Feel free to change pictures.
48
Peer Assessment Sheet
Yes No
Learner asks questions confidently
Learner does not miss any information
Learner listens to the partner with respect
Learner uses informal friendly words
Descriptor A learner
• selects the necessary information to ask the questions;
• produces questions and answers to get the information;
• uses informal patterns (can you tell me, I want to know, etc.)
and formal patterns.
49
Unit: Holidays and Travel
Learning objective 7. L1 Understand with little support the main points in extended
talk on a limited range of general and curricular topics
Assessment criteria • Identify the main idea in extended talks with little support
Level of thinking skills Knowledge and comprehension
Task 1
Listen to the recording and fill in the gaps.
You may go to this link to listen the task.
http://www.listenaminute.com/t/travelling.mp3
Travelling gives you many 1______________ experiences you cannot find in your own country.
You meet local people and get to understand 2_____________ cultures. It’s so exciting. I love
planning trips and doing some research on the country or countries I want to visit. Sometimes I
like to plan everything in advance, my flights, hotels and tours, etc. For me, the most 3
_____________ thing is arriving in a country with no hotel reservation and no fixed plans. I
prefer staying in hostels and guest houses. You get to meet and talk to different and
4_______________ people and share information. I also like to visit places that are off the beaten
track. Being 5 ________________ with thousands of other tourists? It’s not my cup of tea.
Task 2
Listen and mark sentences True or False.
A) Travelling is very important for a person because of new ideas. _________
B) Speaker does not love planning trips. _________
C) Speaker likes to visit famous places. _________
Answer keys:
Task1: 1. wonderful;2. different; 3.exciting;4. interesting; 5.somewhere .
Task 2: A) True; B) False; C) False.
Descriptor A learner
Task 1
Task 2
• writes appropriate words to complete sentences;
• chooses the correct answer.
50
Unit: Holidays and Travel
Learning objective 7.R9 Recognize inconsistencies in argument in short, simple texts
on a limited range of general and curricular subjects
Assessment criteria • Identify incoherence in arguments in short, simple texts
Level of thinking skills Knowledge and comprehension
Task
Read statements and choose the part of the sentence in [brackets] that
a) makes it consistent
b) inconsistent.
Fill in the table below.
0. I love sunny weather, so
[I like the rain. / I don't like the rain.]
1. I love trying out new foods when I am on holiday, so
[I always eat at MacDonald’s. / I try the local cuisine.]
2. I is really cold in here, let's
[open the windows! / close the windows!]
3. There's always something exciting to do in my city, so when I'm free
[I always sleep./ my friends and I meat each other down town.]
4. Everybody has the right to an education,
[excluding boys and girls./ including boys and girls.]
5. [There are no lakes in Kazakhstan/ There are beautiful lakes in Kazakhstan]
and many people like to visit lake Alakol in the summer.
6. My mother likes to drive fast when we're on holiday and she often reaches speeds of
[20 Kph./ 160 Kph.]
7. [I am not really/ I am really] a dog-person so my poodle goes everywhere with me.
8. The people of our town love clean beaches, that's why we
[leave our rubbish right here on the beach./ clean up our rubbish before we leave.]
9. I cannot wait for the summer holidays,
[it's the worst part of the year./ it's the best part of the year]
№ Statement Consistent argument Inconsistent argument
0 Example: I love sunny weather, so… I don't like the rain. I like the rain.
123456789
51
Answer keys:
№ Statement Consistent argument Inconsistent
argument
0 Example: I love sunny weather, so… I don't like the rain. I like the rain.
1 I love trying out new foods when I am on
holiday, so…
I try the local
cuisine.
I always eat at
MacDonald’s.
2 I is really cold in here, let's… close the windows! open the windows!
3 There's always something exciting to do
in my city, so when I'm free…
my friends and I
meat each other
down town.
I always sleep.
4 Everybody has the right to an education, including boys and
girls.
excluding boys and
girls.
5 … and many people like to visit lake
Alakol in the summer.
There are beautiful
lakes in Kazakhstan
There are no lakes in
Kazakhstan
6 My mother likes to drive fast when we're
on holiday and she often reaches speeds
of…
160 Kph. 20 Kph.
7 …a dog-person so my poodle goes
everywhere with me.
I am really I am not really
8 The people of our town love clean
beaches, that's why we…
clean up our rubbish
before we leave.
leave our rubbish
right here on the
beach.
9 I cannot wait for the summer holidays… it's the best part of
the year
it's the worst part of
the year.
Descriptor A learner
• chooses an appropriate part of the sentence for each columns.
52
Unit: Holidays and Travel
Learning objective 7.S3 Give an opinion at discourse level on a growing range of
general and curricular topics
7.C3 Respect different points of view
7.C6 Organise and present information clearly to others
Assessment criteria • Provide a point of view in conversations and discussions
• Demonstrate respect to people’s opinions using lexical units of
topic vocabulary
• Demonstrate an ability to organize and express ideas clearly
Level of thinking skills Higher order thinking skills
Task
You are given 10 sentences. Discuss with your partner if it is a fact or an opinion. Write
Fact or Opinion in the space provided.
Learners work in pairs or in small groups. Teacher suggests discussing the topic ‘Vehicles’.
Learners have worksheets with some statements about kinds of transport. They take turns in
explaining is the information a fact or an opinion. It will be useful to revise kinds of vehicles as a
warm-up exercise. Teacher monitors the class and listens to different points of view. This
worksheet can be used as an example.
1. Boats are designed to float on water. _________
2. The tall post on a sailboat is called a mast. _________
3. It is fun to travel on a train. _________
4. Pilots are usually control the plane from a cockpit. _________
5. I Spy is a good game when travelling. _________
6. Tandem bicycles are made to be ridden by two people. _________
7. Red cars are better than green cars. _________
8. Helicopters can fly in different directions. _________
9. Planes can fly in different directions. _________
10.You should ride your bike to work or school if you live close enough.______
Answer keys:
1. fact; 2. fact; 3. opinion; 4. fact; 5. opinion; 6. fact; 7. opinion; 8. fact; 9.fact; 10.opinion.
Descriptor A learner
• selects necessary words to make judgments and writes answers.
53
Unit: Holidays and Travel
Learning objective 7.R1 Understand the main points in texts on a limited range of
unfamiliar general and curricular topics
7.C8 Develop intercultural awareness through reading and
discussion
Assessment criteria • Identify the main idea of text on unfamiliar and curricular
topics
• Raise awareness about cultural diversity through reading
and discussion
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task
Read the article. Match the headings 1, 2, 3, and 4 with paragraph A, B, C, or D.
Answer keys;
1. A-2; 2.B-3; 3.C-4; 4.D- 1.
1.Space invaders
2.Small children
3.Conversation makers
4.Nervous fliers
Descriptor A learner
• matches headings to the appropriate paragraphs.
54
Unit: Holidays and Travel
Learning objective 7.W2 Write with minimal support about real and imaginary past
events, activities and experiences on a growing range of familiar
general topics and some curricular topics
7.W3 Write with moderate grammatical accuracy on a limited range
of familiar general and curricular topics
7.UE9 Use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms on a range of
familiar general and curricular topics
Assessment criteria • Write sentences about real and imaginary past events
connecting them into paragraphs
• Demonstrate the ability to write grammatically correct
sentences on familiar topics
• Use simple present and past forms including past perfect
tenses in active and passive voice
Level of thinking skills Application
Higher order thinking skills
Task
Write about your last trip.
Where you went
_______________________________________________________________________
What you did there
_______________________________________________________________________
What the weather was like in that place
How you felt coming home
What you will always remember about that place
Descriptor A learner
• writes grammatically correct sentences;
• demonstrates the rules for usage of the Past Simple Tense while writing;
• makes up a story connecting sentences into paragraphs.
55
Unit: Holidays and Travel
Learning objective 7.S3 Give an opinion at discourse level on a growing
range of general a curricular topics
Assessment criteria • Provide a point of view in conversations and discussions
Level of thinking skills Higher order thinking skills
Task
Work in a pair. Take turns in asking and answering the questions below.
Learner A:
Do you like to travel with your mother? Why or why not?
Do you prefer summer vacations or winter vacations? Why?
Do you prefer to travel alone or in a group? Why?
Do you prefer to travel by train, bus or ship?
Learner B:
Do you prefer traveling by car or by plane? Why?
Have you ever been to a foreign country? What?
What countries would you like to visit? Why?
Could you live in another country for the rest of your life?
Descriptor A learner
• demonstrates the ability to answer with an appropriate information;
• shows own opinion;
• produces full utterances based on his/her own experience.
56
Unit: Holidays and Travel
Learning objective 7.L5 Recognise the opinion of the speaker(s) in supported
extended talk on a range of general and curricular topics
Assessment criteria • Identify the position of speakers in an extended talk
with some support
Level of thinking skills Knowledge and comprehension
Task 1
Look at the pictures. Listen to three descriptions and match pictures A, B and C with text
1, 2 or 3. CD1. Tapescript 2.
123
Answer keys;
Task 1: 1 A.; 2 C; 3B.
Tape script for teacher to read to the class.
Descriptor A learner
• matches the information with the pictures;
• summarizes the information to write an answer.
57
Unit: Holidays and Travel
Learning objective 7.R2 Understand specific information and details in texts on a range
of familiar general and curricular topics
Assessment criteria • Realise particular information and details in reading passage
Level of thinking skills Knowledge and comprehension
Task
Complete the text about travelling attractions. Choose the best phrase from A-H to fill in the
gaps 1-8.
other countries, modern cities and the ruins of ancient towns
B they are eager to meet different people, to taste different food, to listen to different
musical rhythms
C visiting museums and art galleries, doing the shopping and dining at exotic
restaurants
D quiet places where they can relax, bathe in a river or lake and lie in the sun
E mostly for the needs of trade
F nature's most spectacular attractions
G food and travel are inseparable companions
H search of beauty
Why Do People Travel?
People have been travelling all over the world since ancient times. In those times they set off for a
journey (1)_______ . Nowadays millions of people travel because they want to broaden their
knowledge of the world. They are eager to see everything with their own eyes: (2)_________.
Travelling is the movement and change which people need. Some people travel in (3) ______, they
marvel at (4) ________. They are looking for new impressions and thrilling experiences.
(5)_______________ .
Those, who live in the countryside, usually make trips to big cities, they spend their holidays
(6)_________ whereas city-dwellers prefer to go to (7) __________________ . (8)__________ .
You can make your travel a movable feast full of new unforgettable impressions.
Answer key
1) E; 2) A; 3.) H; 4) F; 5) B; 6) C: 7) D; 8) G.
Descriptor A learner
• completes sentences with right phrases.
58
A
Unit: Holidays and Travel
Learning objective 7.W9 Punctuate written work at text level on a growing range of
familiar general and curricular topics with some accuracy
Assessment criteria • Use punctuation marks in a piece of writing
Level of thinking skills Application
Task
Make up sentences. Punctuate the following sentences with proper marks.
Teacher revises basic rules connected with punctuation: full stop, capital letters, commas,
question marks, quotation marks, exclamation marks.
1) if you bump into someone even by accident you should say sorry
2) rocks colours wildlife so many things that you can only see here in africa
3) the cold weather doesnt worry you
4) amazing what are you doing there
5) well listen to this were going to thailand
Answer keys:
1) If you bump into someone, even by accident, you should say ‘Sorry’.
2) Rocks, colours, wildlife - so many things that you can only see here in Africa.
3) The cold weather doesn’t worry you.
4) Amazing! What are you doing there?
5) Well, listen to this! We’re going to Thailand!
Descriptor A learner
• makes up sentences;
• uses punctuation correctly.
59
Unit: Holidays and Travel
Learning objective 7.UE3 Use a growing variety of compound adjectives and
adjectives as participles
Assessment criteria • Apply the rule for different type of adjectives
Level of thinking skills Application
Task 1
Complete the sentences with correct form of adjectives from the brackets.
1) I was talking to such_______ guy at the party. He talked about himself for an hour! (a boring,
a bored)
2) She's a really _________woman. She's lived all over the world and speaks five languages.
(interesting, interested)
3) My Maths teacher at school was really ______________! He was always shouting at the
students. ( frightened, frightening)
Task 2
Complete the sentences with compound adjectives from the box.
1. I can’t stand _______________________ people who are intolerant of new ideas.
2.They have three ________________ children.
3.We had lunch in an_________________ restaurant with décor from the 1950s.
4.This _________________ area has the highest crime rates in the country.
5.The students gave a _______________________ musical performance.
6.A lot of _______________ people are still having trouble finding jobs.
7.We live on a _________________ street in the city center.
Answer keys:
Task 1
1) a boring; 2) interesting; 3)frightened.
Task 2
1.narrow-minded; 2.well-behaved; 3.old-fashioned; 4.densely-populated; 5.high-spirited;
6.well-educated; 7.brightly-lit.
Descriptor A learner
Task 1 • chooses the right form of adjectives;
Task 2 • fills in the gaps with compound adjectives.
old-fashioned; narrow-minded; densely-populated; well-behaved; welleducated;
high-spirited; brightly-lit.
60
Unit: Holidays and Travel
Learning objective 7.UE11 Use some reported speech forms for statements on a
range of familiar general and curricular topics
Assessment criteria • Apply the rule for reported speech forms for statements in
the context
Level of thinking skills Application
Task
Read the sentences below and select the right answer A, B, C or D to fill in the gap.
Useful link for teacher to revise grammar point: http://busyteacher.org/3909-how-to-teachreported-
speech-statements.html
1) Stephanie told her brother ______________ taking her things.
A) to stop B) not to stop C) if he can stop D) whether they could stop
2) Patricia suggested _______________ to the cinema in the evening.
A) to go B) that they must C) going D) if they could
3) Gillian said that she ________________ her grandmother during the upcoming weekend.
A) should never visit B) has visited C) visited D) would visit
5) Samuel offered his classmates _______________ homework to upset the teacher.
A) doing B) not to do C) to do D) if they could
6) Jasper told his parents ___________ he ____________ his future wife two months before.
A) that/ met B) - / would meet C) that/ had met D) if/ was meeting
7) Daniel begged the burglar _______________ his favorite painting.
A) not to take B) to take C) taking D) that he has taken
8) Mark said that ______________ creepy crawlies.
A) he hates B) if he hated C) who hated D) he hated
Answer keys:
1) A – to stop; 2) C – going; 3) D – would visit; 4) B – not to do; 6) C – that / had met;
7) A – not to take 8) D – he hated.
Descriptor A learner
• chooses the correct answers.
61
Unit: Holidays and Travel
Learning objective 7.UE14 Use prepositions before nouns and adjectives
in common prepositional phrases on a wide range of
familiar general and curricular topics
Assessment criteria • Employ the rule for nouns and adjectives in
common prepositional phrases in practice
Level of thinking skills Application
Task 1
Connect numbers and stars on the picture.
The dog is …..
1) in the car.
2) above the cat.
3) between the trees
4) after the cat.
5) on the bed
6) under the table
7) across the garden.
8) before the cat.
9) behind the tree.
10) next to the hydrant.
11) in the middle of the rug.
12) among the toys.
13) near the wagon.
14) in front of the tree.
15) around the tree.
16) at the door.
17) away from the house.
18) beside the boy.
19) beneath the ground.
20) out of the doghouse.
Task 2
In the sentences find and underline prepositional phrases with adjectives.
1) The book with the tattered cover has been read many times.
2) All the passengers aboard the runaway train were frightened.
3) The present inside the big box is mine.
4) Our boss put out a memo regarding the new rule.
5) The clues within the first few chapters will lead to the murderer.
6) His is only one voice among many, but it will be heard.
7) The extra blanket is in the box under the bed.
8) Saul, unlike many others, will remain there.
9) The car beside the red one is the one I want to buy.
10) The area outside the boundary is dangerous to cross.
62
Answer keys:
Task 2:
1) The book with the tattered cover has been read many times.
2) All the passengers aboard the runaway train were frightened.
3) The present inside the big box is mine.
4) Our boss put out a memo regarding the new rule.
5) The clues within the first few chapters will lead to the murderer.
6) His is only one voice among many, but it will be heard.
7) The extra blanket is in the box under the bed.
8) Saul, unlike many others, will remain there.
9) The car beside the red one is the one I want to buy.
10) The area outside the boundary is dangerous to cross.
Descriptor A learner
Task 1 • makes connections between numbers and pictures
correctly;
Task 2 • underlines adjectives in common prepositional phrases.
63
Unit: Holidays and Travel
Learning objective 7.UE17 Use if / unless in first conditional clauses; use defining
relative clauses with which, who, that, where on a wide range of
familiar general and curricular topics
Assessment criteria • Differentiate between if/unless in first conditional clauses;
between defining relative clauses with which, who, that
and where
Level of thinking skills Application
Task
Make up sentences using If/Unless in first conditional sentences on topic. You can use these
pictures to brainstorm ideas.
Example: If I go hiking, I will have a rest in the forest where it is always calm and fresh.
Unless I do not travel by plane, I will choose a train which is reliable.
1.____________________________________________________________________
2.____________________________________________________________________
3.____________________________________________________________________
4.____________________________________________________________________
5.____________________________________________________________________
6.____________________________________________________________________
7.____________________________________________________________________
Descriptor A learner
• writes sentences using first conditional clauses correctly;
• uses if/ unless;
• uses which, who, that, where and relative clauses properly.
64
Unit: Holidays and Travel
Learning objective 7.L1 Understand with little support the main points in
extended talk on a limited range of general and curricular
topics
Assessment criteria • Identify the main idea in extended talks with little
support
Level of thinking skills Knowledge and comprehension
Task
Listen to the recording twice. Choose the best option A, B or C.
Go to this link: http://www.esl-lab.com/tradition/traditionrd1.htm
1. Where does this news program take place?
A) at a shopping center
B) at a local school
C) in a city market place
2. How does the young girl, Elizabeth, celebrate this holiday with her family?
A) They go out to eat at a restaurant.
B) They visit close relatives.
C) They go to see a movie.
3. What does Johnny and his family eat on this day?
A) turkey
B) ham
C) chicken
4. What sentence best describes Steven's feelings about Christmas?
A) It's a time when people exchange gifts with friends, family, and teachers.
B) It's a holiday when friends give gifts during an elaborate dinner.
C) It's a day when people think of others without waiting for a gift in return.
5. The final young woman says that the best thing about Christmas is:
A) receiving presents from classmates.
B) having a vacation from school.
C) sleeping late every day.
Answer key
1. A; 2. B; 3. A; 4. C; 5.B.
Descriptor A learner
• chooses the right answer according to the talk.
65
Unit: Holidays and Travel
Learning objective 7.S4 Respond with some flexibility at both sentence and discourse
level to unexpected comments on a growing range of general and
curricular topics
7.C4 Evaluate and respond constructively to feedback from others
Assessment criteria • Provide unprepared speech to answer a variety of
questions at sentence level and in conversations with
some flexibility
• Analyze given feedback
• Form opinion and give constructive answers to feedback
Level of thinking skills Higher order thinking skills
Task
Work in a pair. Look at the map and ask questions to each other.
Learners swap worksheets and give oral respond about speech of each other.
Helpful Words
on the...north, south, east, west, left, right turn north, south, east,
west, left, right
between beside
across from go straight
next to block
perspective bird’s eye view cross section
key symbol represent to be
located
66
Learner A
1. What is located on Goachai Drive, between Nybol St. and Centre St.?
2. What is located on the corner of Goachai Drive and Wilson St.?
3. What is located on the corner of 1st Ave. S and Retbe St.?
4. What is located between David St. and Farhiyo St.?
5. What is located in the middle of the Noe River?
Learner B
1. Where is the store?
2. Where is the library?
3. Where is Frank Park?
4. Where is Ahtraa Island Park?
5. Where is the college?
Descriptor A learner
• asks and answers questions;
• chooses the right information;
• evaluates peers’ work and gives feedback.
67
Unit: Space and Earth
Learning objective 7.S5 Keep interaction with peers to negotiate, agree and organize
priorities and plans for completing classroom tasks
7. C3 Respect different points of view
7. C6Organise and present information clearly to others
Assessment criteria • Demonstrate the ability to participate in a conversation
• Demonstrate respect to people’s opinions using lexical
units of topic vocabulary
• Demonstrate an ability to organize and express ideas
clearly
Level of thinking skills Higher order thinking skills
Task
Work in small groups. You have the task to make ‘A Hand Story’ in groups. Answer the
questions:
What does it feel like in space?
What can you see?
Do you hear anything? What?
Can you smell anything? What does it smell like?
Is there any taste in the air?
What will you touch while you are there?
 Use your hand to make one story in a group.
 Verbs on your fingers will help you to visualize “what is it like in outer space?”
 Discuss the questions with your partners to answer these questions.
 Present your group work.
Descriptor A learner
• discusses questions and answers the questions within the group;
• suggests some ideas and listens to the others;
• agrees and disagrees to other groups’ ideas.
68
Unit: Space and Earth
Learning objective 7.L1 Understand with little support the main points in extended talk
on a limited range of general and curricular topics
7.L2 Understand with little support most specific information in
extended talk on a limited range of general and curricular topics
Assessment criteria • Identify the main idea in extended talks with little support
• Identify facts and details in extended talks with little support
Level of thinking skills Knowledge and comprehension
Task
Listen and choose the right answer.
Go to this link http://www.listenaminute.com/p/planets.html
1. What idea is NOT mentioned in the activity?
A) people will travel to other planets
B) the size of our Solar System
C) information about planets
D) only Earth has got life
2. In what way are the planets described?
A) mixture of rings
B) mixture of gases
C) as mixture of colours
D) mixture of elements
3. What scientists did with Pluto?
A) decided it is a planet
B) named it in another way
C) took probes from it
D) decided it is not a planet
Listen and mark sentences TRUE or FALSE
4. Saturn reminds a real planet. _________
5. Some years ago people believed that Pluto was not a planet. _________
Answer keys
1.B; 2.C; 3. D; 4. True; 5. False.
Tape script (only for teacher)
How did all the planets get there? How is it only our planet has life? Will we ever travel to other
planets? These are questions I often think about. I think our planet is the best. It looks so beautiful
from space with its mixture of blue and green. The other planets look too strange to me. Mercury is
just a red, hot ball, pretty much the same as Mars. Saturn looks like a real planet. Its rings give it
an extra-special look. The other planets don’t look that interesting. I don’t really know much about
Venus, Neptune, Uranus and Jupiter. When I was at school, we learnt that Pluto was a planet. But
now it isn’t. Scientists have decided there are now only eight planets in our solar system and not
nine. I wonder why they dropped Pluto.
Descriptor A learner
• chooses the right answers;
• writes True and False next to the sentences.
69
Unit: Space and Earth
Learning objective 7.L6 Deduce meaning from context with little support in extended
talk on a limited range of general and curricular topics
7.L7 Begin to recognise typical features at word, sentence and text
level of a limited range of spoken genres
Assessment criteria • Figure out the content of a conversation with some support
in extended talk
• Identify the correct form of a word, appropriate sentence
structure and text layout
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task
Listen and answer the questions.
Go to this link: http://listenaminute.com/u/universe.html
1. Write two adjectives which describe the Universe
______________________________________________________
2. What adjective has the Universe given us?
______________________________________________________
3. What is the name for our brain that scientists gave?
______________________________________________________
Answer keys: 1.big; infinite; 2.universal; 3.mini universe.
Tape script only for teacher
The universe is a big place. I don’t think anyone can understand just how big. The universe never,
ever ends. It is infinite in size. It’s funny when scientists say they want to unlock the secrets of the
universe. That’s impossible. There are way too many secrets out there. The universe has given us
an adjective in English that is misused. When we say something is universal, it doesn’t make
sense. That’s because we’re saying it takes place or happens all around the universe, when in fact,
it only happens on Earth. Another strange use of the word universe is that people talk about their
universe. Sometimes they say their universe collapsed when something sad happened. Scientists
even call our brain a mini universe.
Descriptor A learner
• writes answers to the questions.
70
Unit: Space and Earth
Learning objective 7.L5 Recognise the opinion of the speaker(s) in supported
extended talk on a range of general and curricular topics
Assessment criteria • Identify the position of speakers in an extended talk with
some support
Level of thinking skills Knowledge and comprehension
Task
Listen to the following text and say if the statements are TRUE or FALSE. You will listen
twice.
The Solar System consists of Sun, planets, moons, comets, asteroids, minor planets, and dust and
gas. _________
The Sun contains around 58% of all the material in the Solar System. _________
The larger an object is, the less gravity it has. _________
Sun is the biggest star in the space. _________
Answer keys:
True; 2) False: 3) False; 4) True; 5) True.
Tape script only for teacher
What Is The Solar System?
The Solar System is made up of all the planets that orbit our Sun. In addition to planets, the Solar
System also consists of moons, comets, asteroids, minor planets, and dust and gas.
Everything in the Solar System orbits or revolves around the Sun. The Sun contains around 98%
of all the material in the Solar System. The larger an object is, the more gravity it has. Because
the Sun is so large, its powerful gravity attracts all the other objects in the Solar System towards
it. At the same time, these objects, which are moving very rapidly, try to fly away from the Sun,
outward into the emptiness of outer space. The result of the planets trying to fly away, at the
same time that the Sun is trying to pull them inward is that they become trapped half-way in
between.
Descriptor A learner
• marks sentences True and False.
71
Unit: Space and Earth
Learning objective 7.L8 Understand supported narratives on a wide 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 and write No More Than Three Words.
1. What is the name of a project that the ESA is going to start?
____________________________________________________________________
2. When are they going to begin two space missions?
____________________________________________________________________
3. How many missions will they choose? ___________________________________
4. How much does the cheaper mission cost? ________________________________
Teacher reads the text “European Space Agency” to learners twice. Teacher chooses some
vocabulary for pre –listening task on his/her own and writes it on the board.
“European Space Agency”
The European Space Agency (ESA) is looking at possible ideas at the moment. Later, it
will choose two space missions, to start around 2017 or 2018. The project is called Cosmic
Vision. In Cosmic Vision, the ESA is asking “What are the big questions in space science?” and
“How can we find answers to these questions?”. They haven’t decided anything yet, but here are
some possible future missions.
Perhaps they’ll go to Europa, one of the Moons of Jupiter. They know there’s ice there, but
isthere also water?
Perhaps they’ll fly a balloon on Titan, one of Saturn’s moons. They’ll also go to
Enceladus, another of Saturn’s many moons.
Perhaps they’ll build a new telescope which uses X-ray vision. The telescope will be in
two different parts, and they’ll have to fly them both into space.
Perhaps they’ll land a robot on an asteroid flying near the Earth. The robot will cut off a
piece of the asteroid, and will then bring it back to Earth.
These missions will be expensive. That’s why they will only choose two. They will
probably choose one mission that costs them about 650 million euros, and another that is less
expensive: about 300 million euros.
Answer keys:
1.Cosmic Vision; 2.Around 2017 or 2018 / 2017-2018; 3. 2/two; 4. About 300 million euros/ 300
million euros.
Descriptor A learner
• answers the questions.
72
Unit: Space and Earth
Learning objective 7.R6 Recognise the attitude or opinion of the writer on a range of
unfamiliar general and curricular topics
Assessment criteria • Interpret the information to identify the author’s attitude
and opinion
• Identify the meaning and details of the reading texts
Level of thinking skills Knowledge and comprehension
Task 1
Read the text
Space Tourism
Astronauts are not the only people travelling to space anymore.
Everyone can buy a ticket and spend their holiday in space, as long as
they have the money!
Make your reservations now. The space tourism industry is officially
open for business, and tickets cost at least $20 million for a one-week
stay in space. Despite reluctance from NASA, Russia made American
businessman Dennis Tito the world’s first space tourist. Tito flew into
space aboard a Russian Soyuz rocket that arrived at the International
Space Station (ISS) on April30, 2001. The second space tourist, South African businessman
Mark Shuttleworth, took off aboard the Russian Soyuz on April 25, 2002, also bound for the ISS.
Greg Olsen, an American businessman, became tourist number three to the ISS on October 1,
2005.On September 18, 2006, Anousheh Ansari, a telecommunications entrepreneur, became the
first female space tourist and the fourth space tourist overall. Space tourism will be one of the
most lucrative industries in the 21st century. There are already several space tourism companies
planning to build suborbital vehicles and orbital cities within the next two decades. These
companies have invested millions, believing that the space tourism industry is on the verge of
taking off.
The following statements are wrong. Correct them according to the information in the text.
1. A ticket to space costs a maximum of $20 million.
_____________________________________________________________________
2. The first space tourist was Russian.
______________________________________________________________________
3. Anousheh Ansari was the first woman to travel to space three years after the first space tourist.
______________________________________________________________________
4. Space tourism is already one of the most lucrative industries.
______________________________________________________________________
5. Orbital cities have already been built in space.
______________________________________________________________________
Task 2
Find the words from the text according to the definition.
Descriptor A learner
Task 1
Task 2
• corrects sentences according to the information in the text;
73
1. Someone who visits a place for pleasure, and interest ___________________
2. Someone who starts their own business, especially when this involves seeing new
opportunity ___________________
• writes the words from the text according to their definitions.
Unit: Space and Earth
Learning objective 7.S1 Use formal and informal registers in their talk on a limited range of
general and curricular topics
7.S2 Ask complex questions to get information about a limited range of
general topics and some curricular topics
Assessment criteria • Apply the difference between formal and informal speech in a talk
• Make up complex interrogative sentences to get information about
the topic
Level of thinking
skills
Application
Higher order thinking skills
Task
Work in small groups. Make up 5-6 questions to ask peers about the facts in the text. Answer
peer’s questions.
Planet Facts
Mercury takes 59 days to make a rotation but only 88 days to circle the
Sun. That means that there are fewer than 2 days in a year!
Many astronomers believe that Mercury might be the core of what was once a much larger
planet -- it appears to be a huge ball of iron covered by a thin layer of rock.
Venus is the brightest planet in our sky and can sometimes be seen with
the naked eye if you know where to look. It is the solar system's brightest
planet -- yellow clouds of sulfuric acid reflect the sun's light.
Mars is the home of "Olympus Mons", the largest volcano found in the
solar system. It stands about 27 kilometers high with a crater 81 kilometers
wide.
Jupiter is the largest planet in the solar system, but it spins very quickly
on its axis. A day on Jupiter lasts only 9 hours and 55 minutes. I get dizzy
just thinking about it!
Jupiter is so big that you could fit all the other planets in the solar system
inside it.
The red spot of Jupiter is the biggest, most violent storm in the known
universe -- that spot is at least three times the size of earth!
Descriptor A learner
• asks a variety of questions;
• produces an appropriate style of speech;
• answers peer’s questions.
74
Unit: Space and Earth
Learning objective 7.W2 Write with minimal support about real and imaginary past
events, activities and experiences on a growing range of familiar
general topics and some curricular topics
7.W3 Write with moderate grammatical accuracy on a limited range
of familiar general and curricular topics
Assessment criteria • Write sentences about real and imaginary past events
connecting them into paragraphs
• Demonstrate the ability to write grammatically correct
sentences on familiar topics
Level of thinking skills Higher order thinking skills
Task
Write a postcard from outer space. You should answer the following questions.
 Think about experiences that you had about (the weather, the location, the food you ate or
activities you chose to do on vacation).
 Why you chose your destination.
 Address the card (start the message with “Dear _____” on the left side of the card).
A Postcard “Wish You Were Here”
Descriptor A learner
• writes with correct past simple sentences about real events;
• connects sentences in an unusual or interesting way;
• includes correct grammar usage;
• uses topic related vocabulary and appropriate layout.
75
Unit: Space and Earth
Learning objective 7.W4 Use with some support style and register appropriate to a
limited variety of written genres on general and curricular topics
7.W5 Develop with some support coherent arguments supported
when necessary by examples and reasons for a limited range of
written genres in familiar general and curricular topics
Assessment criteria • Write a text using appropriate style and plan of a given
genre
• Evolve arguments, reasons, and evidence for a limited
range of written genres
Level of thinking skills Application
Higher order thinking skills
Task
Make a travel brochure. Visit the link to the site
http://zunal.com/introduction.php?w=1684 and learn how to do this task. Include the
following information into your writing piece.
Travel brochure
1. a color drawing of the planet
2. at least five (5) facts about the planet
3. a nickname for the planet (one that you have made up)
3.an advertising motto or slogan that encourages tourists to visit this planet
Descriptor A learner
• has suitable style that is consistent and appropriately chosen, supporting
understanding and reliability;
• presents useful, fresh information or perspective with logical reasoning that
clarifies complex ideas.
76
Unit: Space and Earth
Learning objective 7.S3 Give an opinion at sentence and discourse level on an
increasing range of general and curricular topics
7.C9 Use imagination to express thoughts, ideas, experiences and
feelings
Assessment criteria • Provide a point of view in conversations and discussions
• Convey fantasy ideas including emotions and senses
Level of thinking skills Application
Higher order thinking skills
Task
Look at the picture and answer the following questions. Take turns in asking and
answering the questions. Use phrases to give an opinion: to my mind, as far as I know, in my
opinion.
1. What do you see on the picture?
2. How do you call the large red object?
3. How do you call circles around the sun?
4. Can you name the planets?
5. Can you find the Earth on this picture?
6. What is the largest planet?
What the following words mean. Discuss with a partner.
1. Solar A. a mass of ice and dust that moves around the sun
2. Comet B. the state of having weight
3. Gravity C. infinite duration, without beginning in the past or end in the future
4. Orbit D. proceeding from the sun
5. Eternity E. the path described by a heavenly body in its periodical revolution
Answer keys:
1. D; 2.A; 3.B; 4.E; 5.C.
Descriptor A learner
• makes conversation using to my mind, as far as I, know, in my opinion;
• uses imagination to express thoughts, ideas, experiences and feelings.
77
Unit: Space and Earth
Learning objective 7.R1 Understand the main points in a growing range of short,
simple texts on general and curricular topics
Assessment criteria • Identify the main idea of text on unfamiliar and curricular
topics
Level of thinking skills Knowledge and comprehension
Task
Read the text and mark sentences True or False.
What do you know about planets?
Mercury is very hot during the day and very cold at night. It is also the fastest planet in
the Solar system. Venus is the hottest planet in the solar system. One of its volcanoes, Mat and
Olympia’s Mons, is named after the Egyptian god of truth and justice. The beautiful blue color of
Earth comes from the oceans which cover 70 per cent of the planet. More than seven billion
people live there. The fourth planet, Mars, is named for the Roman god of war. Until 1976
scientists believed there could be life on Mars. Jupiter is the largest planet that we know of. It is a
very stormy planet because it spins so fast. Saturn is 100 times the size of Earth, but it is even
lighter than water, so it would float in a gigantic swimming pool! Uranus is strange because it
spins at an angle. Each pole of Uranus, north and south, has 42 years of sunlight, then 42 years of
darkness. Neptune takes more than 160 years to go round the sun. It has the strongest winds in
the solar system – up to 2 400 kph. Pluto is not considered as planet anymore because of its
strange orbit.
True or False
1. People believe there is life on the planet Mars. ____
2. Earth is much lighter than Saturn. ____
3. The planet nearest to the sun is very hot at night. ____
4. Neptune is usually farther from the sun than Pluto. ____
5. After every 84 years the north pole of Uranus has light. ____
6. Pluto is a planet with very strange orbit. ____
Answer keys:
1.False; 2.False; 3.False; 4. True; 5. True; 6.True.
Descriptor A learner
• identifies information for True and False statements and writes them.
78
Unit: Space and Earth
Learning objective 7.S6 Begin to link comments with some flexibility to what others
say at sentence and discourse level in pair, group and whole class
exchanges
7. C5 Use feedback to set personal learning objectives
7.C10 Use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Assessment criteria • Interact in a pair, group and a whole class work presenting
logically connected information with ideas of other people
• Consider classmates' advice and set personal learning
objectives based on their feedback
• Consider different perspectives on the world orally or in a
written form
Level of thinking skills Application
Higher order thinking skills
Task 1
Work in small groups. Look at the pictures. Write the correct words in the boxes below the
pictures.
Task 2
In group decide what you know about these places and numbers on the Earth. Express
ideas, opinions and use your knowledge. Listen to different ideas. Be ready to tell your ideas
to the class. Use superlative adjectives to talk about places.
The Nile
Mauna Loa
Commonwealth Bay
The Atacama Desert
57.8 °C
13.3 m of rain every year
79
Evaluate answers of other groups. What personal learning objective can you put before
yourself after having done this exercise?
_______________________________________________________________________
Answer keys:
Task 1. River; desert; mountain; ocean; volcano; waterfall; wind; temperature.
Task 2.
1. The Nile is the longest river in the world.
2. Mauna Loa is the largest volcano in the world.
3. Commonwealth Bay is the windiest place in the world.
4. The Atacama Desert is the driest place in the world.
5. The hottest recorded temperature is 57.8 °C.
6. The wettest place on Earth has 13.3 m of rain every year.
Descriptor A learner
Task 1
Task 2
• illustrates the ability to express ideas clearly;
• has correct pronunciation of the words;
• expresses ideas about given phrases;
• makes evaluation of classmates’ answers.
80
_______________________________________________________________________
Unit: Space and Earth
Learning objective 7.W1 Plan, write, edit and proofread work at text level with
some support on a range of general and curricular topics
7.UE8 Use a growing variety of future forms including
present continuous with future meaning on a range of
familiar general and curricular topics
Assessment criteria • Make a clear plan of writing; Write a text; Check the
written draft
• Demonstrate the ability to use future forms including
present continuous with future meaning in the
context
Level of thinking skills Application
Higher order thinking skills
Task
Answer these questions in writing.
1. Imagine you are going on a space holiday; you can take three personal possessions. What
are they? Why?
________________________________________________________________________
__________________________________________________
2. Is it a good idea to spend money on a space programme? Why?/Why not?
____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. What planet will you choose for your space holiday? Why?
_________________________________________________
________________________________________________________________________
Exchange the worksheets and proofread the peers’ works. Say two pluses and one
recommendation.
Descriptor A learner
• illustrates knowledge of the future tense with will for predictions;
• writes with the learned topical vocabulary;
• gives correct judgments about peers’ works.
81
Unit: Space and Earth
Learning objective 7.R4 Read a limited range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics
7.C4 Evaluate and respond constructively to feedback from
others
Assessment criteria • Skim the extended fiction or non-fiction texts to
identify the general information
• Analyze given feedback; Form opinion and give
constructive answers to feedback
Level of thinking skills Application
Higher order thinking skills
Task
Read the following text. In small group do matching 1-6 phrases with a-f to make
sentences about the text.
1) The Kelper space telescope a) are not in our solar system.
2) Kelper has found five planets that b) will not have enough air.
c) will have too much air.
d) is looking for life on other planets.
e) about $600 million on the mission. .
3) A planet can support life if it
4) A very small planet
5) An extremely big planet
6) NASA willl spend f) has water and air.
How many planets are there in our galaxy? That’s a tricky question to answer. Are there
other planets that support life? That’s exactly what the Kelper mission hopes to discover.
NASA launched the Kelper space telescope, designed to find habitable planets, in 2009.
So far it has discovered five new Earth-sized planets beyond our solar system. These planets are
hotter than the Earth’s sun – much too hot for life aswe know it. The Kelper team predicts that
they will need at least three years (and possibly longer) to find an Earth-like planet.
The simplest requirement for a planet to have life (carbon-based life like on Earth) is for there to
be liquid water (not frozen or gas) so the distance from the planet’s sun and therefore
temperature are important. There also needs to be the correct amount of air. If a planet is as
small as Mars (half the size of Earth)its weak gravity means that it can’t hold on to air
molecules. If a planet is Neptune sized (four times bigger than Earth) it has very strong gravity
and too much air. So size matters too.
The cost of the mission is approximately six hundred million dollars. It is scheduled to
observe until 2013 but this could be extended.
Work in your group to discuss the following issue: The argument continues.
In the meantime many people think how many planets can become home for humans.
What do you think it is? Analyze feedback from other groups.
Answer keys: 1) d; 2) a; 3) f; 4) b; 5) b; 6) e.
Descriptor A learner
• reads the text;
• matches two halves of sentences;
• discusses the given topic;
• reacts constructively to feedback from others.
82
Unit: Space and Earth
Learning objective 7.R7 Recognize typical features at word, sentence and text level
in a growing 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
Work individually or in pairs. Choose the best suitable word from the box for the
sentence. There are two extra words.
Ready to fly into space
space suit
Let's suppose that you've done all the training and put on your 1._____________. You
take the lift up to the top of your rocket. If this was a building, your 2.________ would be on
about the thirtieth floor. Get into the capsule and strap yourself into the 3._________. Now
you have to spend a few hours waiting while the 4.___________ continues. The highly
explosive 5.____________ and liquid 6.____________ are pumped into the rocket. This is an
extremely complicated 7.__________, during the countdown a serious of minor problems will
be found, checked and discussed. You read the 8._______________for what to do in
an9._______________. Inside your helmet you can hear your 10.________________ get
faster.
Answer keys:
1. space suit; 2.capsule; 3.seat; 4. countdown; 5.fuel; 6.oxygen; 7. machine;8. instructions ; 9.
emergency; 10.breathing.
Descriptor A learner
• chooses the right words from the box and completes sentences.
Instructions space suit breathing emergency capsule countdown oxygen fuel
machine seat
83
Unit: Space and Earth
Learning objective 7.UE10 Use present continuous forms for present and future
meaning and past continuous on a range of familiar general and
curricular topics
Assessment criteria • Employ the rule for using present continuous forms for
present and future meaning and past continuous in the
context
Level of thinking skills Application
Task
Chairs of the Future
This activity is useful for reviewing the three future forms: present continuous, going to and will.
Procedure : Put three chairs spaced out in front of the class.
Present Continuous Going to Will
Instructions for teacher:
Label each chair with either the 'present continuous', 'going to' or 'will'. Tell the learners that each
chair represents one of the grammatical forms. You may wish to give an example of each form
by sitting in each chair and making a sentence.
Examples:I'm meeting my friend tonight.
We’re going to the cinema.
Then we’ll probably have something to eat or drink.
Invite learners to come and sit in a chair and say a sentence. The learners come up one by one, sit
in a chair, and make an appropriate sentence. Ask concept questions to the learner to make sure
they are sitting in the correct chair.
Example:
Learner: I’m playing computer games tonight.
Teacher: Have you fixed a certain time to play? Are you sure you won’t change your mind?
If their answers show they’re sitting in the wrong place, move them to the right chair and have
them make a more suitable sentence, e.g. I’ll probably play computer games tonight.Make sure
the learners choose different chairs by introducing the rule that no chair can be used
consecutively.
Descriptor A learner
• says sentences in present continuous form with present and future meanings;
• distinguishes difference between different future forms.
84
Unit: Space and Earth
Learning objective 7.W6 Link with little or no support, sentences into coherent
paragraphs using a variety of basic connectors on a range of
familiar general topics and some curricular topics
7.C2 Use speaking and listening skills to provide sensitive
feedback to peers
Assessment criteria • Connect sentences into paragraphs with basic connectors
and linking words with some support
• Give feedback to others orally
Level of thinking skills Application
Higher order thinking skills
Task
Choose a planet to visit and write a postcard to your friend.You should write three
paragraphs.
1. What the planet looks like
2. What you can see and do there
3. Whether you like it
Example:
I want to visit_______. Because it looks like _______. I think that there are a lot of _______ but
no ____. Moreover, you can see many _______ there. That is why people can ______ on this
planet. I like it very much because _______.
Teacher suggests making peers’ assessment. Learners should say what they like in their peers’
works and make a suggestion or recommendation.
Descriptor A learner
• connects sentences into coherent paragraphs using appropriate connectors;
• uses topic specific vocabulary;
• writes a postcard;
• gives constructive feedback to classmate.
85
Unit: Space and Earth
Learning objective 7.UE1 Use some abstract nouns and complex noun phrases on a
limited range of familiar general and curricular topics
Assessment criteria • Apply some abstract nouns and complex noun phrases in
the context
Level of thinking skills Application
Task1
Underline each abstract noun once. There are some no abstract nouns in some sentences.
Teacher revises grammar material.
Abstract Nouns
Abstract nouns name ideas, qualities, or feelings that cannot be experienced with any of the five
senses.
Example. Abstract Nouns: sadness, truth, freedom, intelligence, justice;
1. A commercial pilot must have a lot of flying experience.
2. My uncle, aunt, and cousin live in a large trailer.
3. The judge reminded the witness to tell the truth.
4. The inventor had an idea that would help the auto industry improve safety.
5. The playful beagle liked to chase its tail.
6. The hardworking farmer was disappointed with the weather.
7. The walls and ceiling of the room were black with age and dirt.
8. Clouds covered the sun and sky.
9. Many people voted in the elections last fall.
10. The veterinarian spent time and energy examining horses.
A complex noun phrase
A complex noun phrase is built up in this way:
Determiner + noun: the village, a house, our friends; those houses
Quantifier + noun: some people; a lot of money
Determiner + adjective + noun: our closest friends; a new house.
Quantifier + determiner + noun: all those children;
Quantifier + determiner + adjective + noun: both of my younger brothers
The noun phrase can be quite complicated:
a loaf of nice fresh brown bread
the eight-year-old boy who attempted to rob a sweet shop with a pistol
that attractive young woman in the blue dress sitting over there in the
Task 2
There are four complex noun phrases in this section. Underline them.
The accident happened at around 3pm on Wednesday. A man climbing nearby who saw the
accident said “It was the most amazing rescue I have ever seen.” 42-year-old Joe Candler saw
Miss Johnson’s fall along with her partner Fay Hamilton.
86
The rescue is the latest in a series of incidents on High Peak. In January last year two men
walking on the peak were killed in a fall when high winds blew them off the mountain.
Answer keys:
Task 1:1.experience; 2.truth; 3. -; 4.an idea; safety; 5. -; 6.weather 7. age; 8.-; 9.elections;
10.time;energy;
Task 2: The accident happened at around 3pm on Wednesday. A man climbing nearby who saw
the accident said “It was the most amazing rescue I have ever seen.” 42-year-old Joe Candler saw
Miss Johnson’s fall along with his partner Fay Hamilton.
The rescue is the latest in a series of incidents on High Peak. In January last year two men
walking on the peak were killed in a fall when high winds blew them off the mountain.
Descriptor A learner
Task 1 • underlines abstract nouns in sentences;
Task 2 • underlines complex noun phrases in the sentences.
87
Unit: Space and Earth
Learning objective 7.UE4 Use an increased variety of determiners including neither,
either on a range of familiar general and curricular topics
Assessment criteria • Demonstrate the ability to use correct determiners
including neither, either in the context
Level of thinking skills Application
Task
Fill in the gaps with the following determiners: us, them, both, both the, all or all the.
ALL ON BOARD?
1____________of 2__________________ who travel by plane probably find reasons to
complain about airlines, but it is less common for airlines to complain about them! At 2.35 p.m.
Flight 767 was ready to leave for Ibiza and nearly 3___________ passengers were on board. At
6.10 p.m. the plane was still on the runway. Two passengers hadn’t boarded. If people check in
but don’t board 4_________ the luggage must be unloaded. 5___________ passengers had to get
off the plane and 6___________ of_7_________ identified their luggage. At the end there were
two pieces of luggage left. Just then, 8__________ missing passengers appeared. “We
9_________ went to the bar and we had something to drink and a sandwich,” they
explained.10___________of them had been sitting in the bar for hours! The captain scolded
11__________ severely and the other passengers were very angry with 12_________.
Answer key:
1 all; 2.us; 3.all; 4.their; 5.all; 6..all; 7.them; 8.both; 9.both; 10. both 11.us; 12.them.
Descriptor A learner
• completes sentences with correct determines.
88
Unit: Space and Earth
Learning objective 7.UE6 Use a variety of possessive and reflexive pronouns
including mine, yours, ours, theirs, hers, his, myself, yourself,
themselves on a growing range of familiar general and curricular
topics
Assessment criteria • Differentiate between possessive and reflexive pronouns
including mine, yours, ours, theirs, hers, his, myself,
yourself, themselves
Level of thinking skills Application
Task 1
Choose the right form of reflexive pronoun.
1. This is your room and that is her room. This is your room and that is___________.
2. Shall we watch the match at their house or our house? Shall we watch the match at their house
or _______________?
3. That's George's car and this is my car. That's George's car and this is_________.
4. Her birthday is on the 12th and his birthday is on the 13th. Her birthday is on the 12th and
___________is on the 13th
5. Is the party at our place or their place? Is the party at our place or ___________?
Task 2
Choose the right form of possessive pronoun.
1.Why don’t you buy ___________ a new car? This one’s really unreliable.
2.He looked at ____________ in the mirror.
3.She taught ____________Italian using a book.
4.The washing machine switches ____________off when it’s finished.
5.We kept ___________ warm around the fire.
6.Tell me all about _____________.
7.Hedgehogs protect ______________ from predators by rolling into a ball.
Answer keys;
Task 1:1) hers; 2) ours; 3) herself; 4) mine; 5) hers; 6) theirs.
Task 2:1)yourself; 2)himself;3)herself;4) itself;5) ourselves; 6)yourself;7)themselves.
Descriptor A learner
Task 1 • completes sentences with reflexive pronouns;
Task 2 • fills in the gaps with possessive pronouns.
89
Unit: Space and Earth
Learning objective 7.UE11 Use some reported speech forms for statements on a range
of familiar general and curricular topics
Assessment criteria • Apply the rule for reported speech forms for statements in
the context
Level of thinking skills Application
Task
Read the sentences and write a correct form of the verb.
1."My dad was a teacher." She told me that her dad ___________ a teacher.
2."We've been waiting for hours." He said that _________________waiting for
3h.ou"rIs .d idn't go to the party because I was too tired." He said that he _______________ to the
party because he ______________too tired.
4. "I work for a bank." She told me that she ________________ for a bank.
Answer keys:
1.had been; 2.had been; 3.had not gone; 4. worked.
Descriptor A learner
• transforms sentences into reported speech properly;
• uses proper form of the verb.
90
Unit: Space and Earth
Learning objective 7.UE12 Use comparative degree adverb structures with regular
and irregular adverbs on a range of familiar general and curricular
topics
Assessment criteria • Apply regular and irregular adverbs and comparative
degree structures accurately
Level of thinking skills Knowledge and comprehension
Application
Task
Fill the blanks with the comparative forms of well, badly, little, much, far
as required by the context.
1. The country is sinking ________________ into debt.
2. You should exercise ___________ and eat _________________.
3. John played very badly yesterday but he is playing even ____________today.
4. Nowadays, engineering studies are _____________ popular than the humanities.
5. You could have done much __________ if you had tried harder.
6. The price of petrol went up when we _____________ expected it.
7. Today, young people are healthier and ____________ educated than ever before.
Answer keys;
1.worse; 2. more/less; 3.worse; 4. more; 5.more; 6.less; 7.more.
Descriptor A learner
• completes sentences with appropriate words.
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TERM 3
Unit: Reading for pleasure
Learning objective 7.C2 Use speaking and listening skills to provide sensitive feedback
to peers
7.C6 Organise and present information clearly to others
7.L1 Understand with little support the main points in extended talk
on a limited range of general and curricular topics
7.L5 Recognise the opinion of the speaker(s) in supported extended
talk on a range of general and curricular topics
Assessment criteria • Give feedback to others orally
• Demonstrate an ability to organize and express ideas clearly;
• Identify main idea in extended talks
• Identify the position of speakers in an extended talk with
some support
Level of thinking skills Application
Higher order thinking skills
Task 1
Carry out a survey among your classmates asking questions on the topic “Books”.
Questions Learner 1 Learner 2
Do you read many books?
What was the last book you read about?
How often do you read books?
Did your parents read to you when you were
a child?
What are the advantages of books?
Who is an author that you like? Why do you
like his/her books?
Do you think people don’t read enough
books these days?
Task 2
Present this information to your classmates. Your survey will be assessed by your group
mates. Be ready to make comments about the surveys of other learners. Peers give some
advice to the speaker for better future results.
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Group Assessment Sheet
Yes No
Learner presents information confidently
Learner did not miss any information in survey
Learner speaks with respect to different opinions and ideas
Learner used informal friendly words
Descriptor A learner
Task 1
Task 2
• asks questions on the topic;
• gives an appropriate answer;
• fills in the table;
• provides information according to the received answers;
• provides feedback to his/her peers.
93
Unit: Reading for pleasure
Learning objective 7.UE3 Use a growing variety of compound adjectives and
adjectives as participles
Assessment criteria • Apply the rule for compound adjectives and adjectives as
participles in practice
Level of thinking skills Application
Task
Look at the list of compound adjectives for the description of any character from your
book. Here are a few words to help you describe characters from the book you have just
read. Write a paragraph.
Teacher can use these or other words depend on what learners read.
soft-spoken, self-conscious, well-behaved, left-handed,
right-handed, middle-aged, middle-class,
easygoing, good-looking
Example:
That man was from a middle-class society. People said that it was a great pleasure to talk with
him because he was easygoing and soft-spoken young man.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Descriptor A learner
• uses compound adjectives properly;
• describes the characters from the book.
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Unit: Reading for pleasure
Learning objective 7.C4 Evaluate and respond constructively to feedback from others
7.C8 Develop intercultural awareness through reading and
discussion
7.S8 Recount some extended stories and events on a growing
range of general and curricular topics
Assessment criteria • Analyze given feedback; Form opinion and give
constructive answers to feedback
• Raise awareness about cultural diversity through reading
and discussion
• Retell extended stories and episodes on a given topic
Level of thinking skills Application
Higher order thinking skills
Task
Read a short story and retell it presenting it with a help of poster. Try to deduce a moral
from it or compare it with Kazakh or Russian short stories. Answer the questions of your
classmates. Work in a group. Assess your peers’ poster with “2 pluses and 1
recommendation”.
Teacher prepares short stories of international writers or famous inspirational stories on English
language for each group of learners.
Example:
A 24 year old boy seeing out from the train’s window shouted…
“Dad, look the trees are going behind!”
Dad smiled and a young couple sitting nearby, looked at the 24 year old’s childish behavior with
pity, suddenly he again exclaimed…
“Dad, look the clouds are running with us!”
The couple couldn’t resist and said to the old man…
“Why don’t you take your son to a good doctor?”
The old man smiled and said…
“I did and we are just coming from the hospital, my son was blind from birth, he just got his eyes
today.”
MORAL:
Every single person on the planet has a story. Don’t judge people before you truly know them.
The truth might surprise you.
Descriptor A learner
• retells the story making a poster;
• deduces a moral from a short story;
• answers the questions of classmates;
• gives recommendations to his/her classmates.
95
Unit: Reading for pleasure
Learning objective 7.R2 Understand specific information and details in texts on a
range of familiar general and curricular topics
7.R3 Understand the detail of an argument on a growing range of
familiar general and curricular topics, including some extended
texts
Assessment criteria • Realise particular facts and parts in reading passage
• Recognise details in a given argument relating to the topic
Level of thinking skills Knowledge and comprehension
Task 1
Read the passage and ask yourself, “What is the author doing in this paragraph?” Write
your answer in the summary box and then think of an appropriate title for the passage
based on the main idea of the passage.
Before you put on that Angry Birds costume and exhaust yourself roving from door to door
pandering for candy, take a minute to reflect on the tradition in which you are taking part.
Halloween is believed to have come from an ancient Celtic festival dating back some 2,000 years.
November 1st was the Celtic New Year and marked the end of summer to the Celts, so they
celebrated on its eve by wearing costumes made of animal skins and dancing around bon fires.
Over the next two millennia, this primitive celebration grew to be candy fueled costume ball that
we know today.
1. Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.
__________________________________________________________________________
2. Write an appropriate title: ___________________________________________________
Task 2.
Determine from which perspective the passage is narrated. If it is third-person, circle each
time characters' thoughts or feelings are narrated. Explain your answers.
The wind was strong enough to blow leaves off the trees. A boy was walking down a blacktop
path lined with oaks. The red and brown leaves fell through the air with each gust. The boy
dribbled a ball down the path. "Behind you!" shouted a man on a bike. The boy dribbled the ball
off the path and avoided the biker. "Sorry," shouted the biker as he sped away. The boy sighed
and continued walking down the path, dribbling the ball.
1.Narrator's Perspective: _________________________________________________________
2.Explain how you know:________________________________________________________
Answer keys:
Task 1: 1. This paragraph is about Halloween; 2.Student’s answer.
Task 2: 1.Third-Person Objective; 2. Explanation: That was third-person objective because the
narrator doesn't reveal any character's thoughts or feelings. Only actions and dialogue are
narrated.
Descriptor A learner
Task 1
Task 2
• writes the summary of the text;
• writes the title of the text;
• circles the right information;
• explains answers.
96
Unit: Reading for pleasure
Learning objective 7.R8 Use familiar and some unfamiliar paper and digital reference
resources with little support to check meaning and extend
understanding
7.R9 Recognise inconsistencies in argument in short, simple texts
on a limited range of general and curricular subjects
Assessment criteria • Demonstrate the ability to use a dictionary or digital
methods to trace meaning and extend vocabulary
• Identify incoherence in arguments in short, simple texts
Level of thinking skills Application
High order thinking skills
Task1
Match the adjectives with its opposites. Use the dictionary to check the meaning of the
words.
Task 2
Read the passage and then respond to the sentences. Each sentence will ask you to find
some incoherence based on textual details. Correct them. Explain your answer by
referencing the text.
Every day after work Paul took his muddy boots off on the steps of the front
porch. Alice would have a fit if the boots made it so far as the welcome mat. He then
took off his dusty overalls and threw them into a plastic garbage bag; Alice left a new
garbage bag tied to the porch railing for him every morning. On his way in the house, he
dropped the garbage bag off at the washing machine and went straight up the stairs to the
shower as he was instructed. He would eat dinner with her after he was "presentable," as Alice
had often said.
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1. Paul works some kind of job that does not require him to get dirty: ditch digger, miner,
laborer, etc.
Where is inconsistence?
2. Alice is a very messy person with no control over the household.
Where is inconsistence?
3. Paul and Alice are aunt and uncle.
Where is inconsistence?
Answer keys:
Task 1: 1.f; 2.h; 3.j; 4. b; 5.g; 6.c; 7.a; 8.e; 9.d;10.i.
Task 2: 1. Paul's clothes are muddy everyday; 2. she requires Paul to follow a cleaning procedure
and she inspects him; 3. All sentences in the text shows they are husband and wife.
Descriptor A learner
Task 1
Task 2
• finds the right answer and writes it;
• uses dictionary to check the right answer;
• finds illogical details and corrects them;
• explains answers.
98
Unit: Reading for pleasure
Learning objective 7.C3 Respect different points of view
7.R4 Read a limited range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular topics
Assessment criteria • Demonstrate respect to people’s opinions using lexical
units;
• Skim the extended fiction or non-fiction texts to identify
the general information
Level of thinking skills Application
Task 1
Read the short texts below and match a type of short story with extracts.
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Example: You are right my personal point of you is that number 1 matches h because I see words
BLOOD and LOUD SCREAM.
Task 2
Listen to ideas of your classmates. Make comments to the best answer and less effective one
showing proof with words combinations from the stories.
Answer keys:
2. c; 3. f; 4. b; 5.a; 6. e;7. d; 8.g.
1 h
2345678
Descriptor A learner
Task 1
Task 2
• matches name of the story with its explanation;
• proves his/her decision with the word combinations from the text.
100
Unit: Reading for pleasure
Learning objective 7.W3 Write with moderate grammatical accuracy on a limited
range of familiar general and curricular topics
Assessment criteria • Demonstrate the ability to write grammatically correct
sentences on familiar topics
Level of thinking skills Application
Task
Write about the main character in the book you have just read.
Descriptor A learner
• writes grammatically correct sentences;
• uses different grammar structures accurately;
• answers the questions.
101
Unit: Reading for pleasure
Learning objective 7.L7 Begin to recognise typical features at word, sentence and
text level of a limited range of spoken genres
7.W4 Use with some support style and register appropriate to a
limited variety of written genres on general and curricular topics
Assessment criteria • Identify the correct form of a word, appropriate sentence
structure and text layout
• Write a text using appropriate style and plan of a given
genre
Level of thinking skills Application
Task
Teacher reads the poem to the class twice.
Listen to the poem and answer the questions below.
Answer keys:
1. Dearest people; 2. That he loves them; 3.loved people; 4.students’ answers; 5.the future is
promised to no one; 5.sad/happy.
Descriptor A learner
• chooses the relevant information and answers the question.
102
Unit: Reading for pleasure
Learning objective 7.L8 Understand supported narratives on a wide 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
Teacher chooses any interesting story to read to the learners. Learners listen and answer the
questions. The worksheet below is used as an example.
Answer keys:
1. a narrator; 2.fact; 3.a mark of seasons;4. curiosity of the boy.
Descriptor A learner
• chooses the relevant information;
• writes the correct information.
103
Unit: Reading for pleasure
Learning objective 7.C7 Develop and sustain a consistent argument when speaking or
writing
7.S6 Begin to link comments with some flexibility to what others
say at sentence and discourse level in pair, group and whole class
exchanges
Assessment criteria • Make an argument and evolve reasoning while speaking
• Interact in a pair, group and a whole class work presenting
logically connected information with ideas of other people
Level of thinking skills Application
Higher order thinking skills
Task
Work in a group of three. Each member of the group answers the questions below. Listen
to the answer and make some notes.
Question Student 1 Student 2 Student 3
1. What book, or author, has
influenced you the most?
How?
2. Have you ever been in a
book club? Did your club focus
on a genre?
3. Do you think books make
good gifts? Why? What about
magazines?
4. What books are you looking
forward to reading in the
future?
Tell what you have learned about your peers to the members of another group.
Descriptor A learner
• demonstrates the ability to work in a group;
• presents information carefully;
• shows the ability to express his/her ideas and reasons.
104
Unit: Reading for pleasure
Learning objective 7.UE2 Use a growing variety of quantifiers for countable and
uncountable nouns including too much, too many, none any,
enough
Assessment criteria • Apply the correct quantifiers including too much, too
many, none any, enough for countable and uncountable
nouns in the context
Level of thinking skills Application
Task
Fill in the table below. You should compare your lifestyle and character from your book.
Write sentences comparing yourself and your lifestyle to a character in a book.
You should use too much, too many, none any, enough in sentences.
Example: Both of us do not eat too much meal.
1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
5. ________________________________________
6. ________________________________________
7. ________________________________________
8. ________________________________________
9. ________________________________________
10. _______________________________________
Descriptor A learner
• completes the table;
• writes sentences with quantifiers.
105
Unit: Reading for pleasure
Learning objective 7.UE15 Use infinitive forms after a limited number of verbs and
adjectives; use gerund forms after a limited variety of verbs and
prepositions on a growing range of familiar general and curricular
topics
Assessment criteria • Differentiate between usage of infinitive and gerund forms
after a limited variety of verbs, adjectives and prepositions
Level of thinking skills Application
Task
Make up 10 sentences using infinitive or gerund about the book you have just read. You
have the beginning.
Example: I would like you to visit a new Opera House in Astana. It is really great.
1. I would like you…
2. All my friends are interested in…
3. My family goes to the cinema….
4. They want the main character …
5. It is always interesting …
6. I was excited with …
7. It is always important …
8. … is boring.
9. I like ….
10. All characters hate…
Descriptor A learner
• makes up sentences with infinitive;
• makes up sentences with gerund.
106
Unit: Entertainment and media
Learning objective 7.C1 Use speaking and listening skills to solve problems creatively
and cooperatively in groups
7.S3 Give an opinion at discourse level on a growing range of
general and curricular topics
7.S4 Respond with some flexibility at both sentence and discourse
level to unexpected comments on a growing range of general and
curricular topics
Assessment criteria • Discuss a problem in groups and suggest a solution to a
problem
• Provide a point of view in conversations and discussions
• Provide unprepared speech to answer a variety of
questions at sentence level and in conversations with some
flexibility
Level of thinking skills Higher order thinking skills
Task
Discuss in groups of 3-4. Are these statements true for your country?
1. Newspapers are boring.
2. There are a lot of magazines about celebrities.
3. Soap operas (serials) are all the same.
4. Journalists usually tell the truth.
Present ideas before the class using a list of opinion words and phrases of agreement and
disagreement:
In my opinion …
I believe …
The facts show …
I agree (disagree)…
There are many reasons for …
There is no doubt about it that …
There is more to it than that.
The problem is that …
I (very much) doubt whether …
Descriptor A learner
• brainstorms ideas while speaking in a group;
• presents his/her opinions and ideas;
• gives answers to questions or request using opinion words and phrases.
107
Unit: Entertainment and media
Learning objective 7.C6 Organise and present information clearly to others
7.C7 Develop and sustain a consistent argument when speaking or
writing
7.S5 Keep interaction with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
Assessment criteria • Demonstrate an ability to organize and express ideas
clearly
• Make an argument and evolve reasoning while speaking
• Support a talk with peers while agree, disagree and discuss
the order of actions and plans to fulfill the tasks
Level of thinking skills Higher order thinking skills
Task
Work with a partner. Ask questions to know about your classmate media habits using the
information below. Have you ever done these things? How often?
Decide who will start and how you organize your work. You may take turns in asking and
replying. Make some rules for conducting the questionnaire.
MEDIA HABITS QUESTIONNAIRE
__________________________________________________________
Never rarely seldom sometimes usually often always
(Every day / month / year)
1. listen to a particular programme on the radio;
2. change from one thing to another;
3. make illegal copies of something;
4. places on the net where you can make friends and keep in touch with them;
5. move information from the Internet to your computer;
5. places on the net that distribute digitally stored information;
6. move music, information or images from one object to place to another;
7. messages where the receiver can see you;
8. sounds that your mobile phone makes when somebody calls you;
Descriptor A learner
• shows the ability to work in a pair;
• asks questions to present an argument;
• expresses the ideas effectively for a joint answer.
108
Unit: Entertainment and media
Learning objective 7.C3 Respect different points of view
7.R3 Understand the detail of an argument on a growing range of
familiar general and curricular topics, including some extended
texts
Assessment criteria • Demonstrate respect to people’s opinions using lexical
units of topic vocabulary
• Recognise detail in a given argument relating to the topic
Level of thinking skills Knowledge and comprehension
Task
Read the text about Callum Robertson who works for BBC Learning English.
Complete the gaps in the text with these phrases.
A)I also watch a lot of TV
B) I sometimes travel abroad (e.g.China, Brazil)
C) learn the phonemic symbols
D) I started working for the BBC in 1998.
The Webpage of Callum Robertson
What do you do?
I work on a BBC website for learners of English all over the world. I
write material for the site. I also produce and present live webcasts and
features for radio and online. I usually work in London but 1._______.
What did you do before you joined the BBC?
I was an English language teacher and teacher trainer. I taught in Japan,
Denmark, China and England. 2._______ when I wrote and presented a
radio series called English in Question. The series lasted for 40 episodes.
What do you do in your free time?
Most of all, I like playing racket sports, particularly badminton and squash. I enjoy scuba diving
and I love hill walking. 3. _______ and spend a lot of time using my computer.
What’s your best piece of advice for learners?
Every learner is different so its’ hard to give a single tip. However, in general, practise, practise,
practise! You need to work hard, so study the irregular verb tables and 4. _____.
Do you think he has an interesting job/life? Why/Why not? Listen to the other answers and
assess one peer’s answer with A Star and one with a Wish. Explain your choice.
Answer keys:
1. B; 2.D; 3.A; 4.C.
Descriptor A learner
• completes the gaps with appropriate phrases;
• answers the questions;
• assesses peers’ answers and explains the choice.
109
Unit: Entertainment and media
Learning objective 7.L2 Understand with little support most specific information in
extended talk on a limited range of general and curricular topics
7.L3 Understand with some support most of the detail of an
argument in extended talk on a limited range of general and
curricular topics
Assessment criteria • Identify facts and details in extended talks with little
support
• Recognise detailed information in a short conversation
with some support
Level of thinking skills Knowledge and comprehension
Task 1
Listen to her telephone interview with Callum. Which of these different types of media does
he use a lot? CD1. Tapescript 2.
Newspapers magazines television radio the Internet
Task2
Listen again. Are these sentences True or False?
1. Callum doesn’t buy a newspaper every day.
2. When he cycles to work, he gets one of the free newspapers.
3. The magazines that he reads are mainly computer magazines.
4. He likes a variety of different TV programmes.
5. He listens to the radio when he’s doing other things.
6. He only uses the Internet for business.
7. The physical feelings of holding a newspaper is important for him.
Answer keys
Task 1: TV, radio and the Internet.
Task 2 : 1.T; 2.F; 3.T; 4.T; 5.T; 6.F; 7.T.
Descriptor A learner
• chooses the right answers;
• identifies sentences as True and False.
110
Unit: Entertainment and media
Learning objective 7.UE5 Use questions which include a variety of different tenses
on a range of familiar general and curricular topics
7.UE7 Use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics
7.UE13 Use a variety of modal forms for different functions on a
range of familiar general and curricular topics
Assessment criteria • Demonstrate the ability to ask a variety of questions in
different tenses
• Form simple perfect forms for recent, indefinite and
unfinished past actions
• Apply modal verbs for different purposes
Level of thinking skills Application
Task 1
Ask questions to your friend about different genres of music or films which are popular in
your country among the teenagers.
Example: What is your favourite film director? Why?
1._____________________________________________
2._____________________________________________
3. _____________________________________________
4. _____________________________________________
5. _____________________________________________
6. _____________________________________________
7. _____________________________________________
8. _____________________________________________
Task 2.
Think about the movie AVATAR. Make up sentences using ever, never, just, already, for,
since, Oscar Prize + Present Perfect Tense.
Example: My mother has just come from the movie.
1._____________________________________________
2._____________________________________________
3. _____________________________________________
4. _____________________________________________
5. _____________________________________________
6. _____________________________________________
7. _____________________________________________
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Task 3
Read the text below and fill in the gaps with modal verbs from the box.
Answer keys:
Task 3: 1.were allowed; 2. Was not allowed; 3.could; 4.can; 5.are not allowed; 6. cannot; 7.
am allowed.
Descriptor A learner
Task 1
Task 2
Task 3
• forms a variety of questions correctly;
• makes sentences with perfect forms and given words;
• completes sentences using modal verbs.
112
Unit: Entertainment and media
Learning objective 7.R6 Recognise the attitude or opinion of the writer on a range of
unfamiliar general and curricular topics
7.R9 Recognise inconsistencies in argument in short, simple texts
on a limited range of general and curricular subjects
Assessment criteria • Interpret the information to identify the author’s attitude
and opinion
• Identify incoherence in arguments in short, simple texts
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task
Read the text and match each word/phrase with equivalent in the context of the text.
1. likely a. marks
2. grades b. don’t let
3. overweight c. probable or expected
4. don’t allow d. great amount
Children and watching TV
Watching television is a major activity that influence on children and adolescents. Children
in the United states average watch and three to four hours a day. By the time of high school
graduation, they will have spent more time watching television than they have in the classroom.
Children who watch a lot of television are likely to: have lower grades in school, read fewer
books, exercise less, be overweight.
Time spent watching television takes away from important activities such as reading,
school work, playing, exercise, family interaction, and social development. Children also learn
information from television that may be inappropriate or incorrect. They often cannot tell the
difference between the fantasies presented on television and reality. They are influenced by the
thousands of commercials seen each year, many of which are for alcohol, junk foods, and toys.
Parents can help by doing the following: don’t allow children to watch long blocks of TV,
but help them select individual programs. Choose shows that meet the developmental needs of
your child. Children’s shows on public TV are appropriate. Set certain periods when the
television will be off. Study times are for learning, not for sitting in front of the TV. Make TV
viewing an active process for child and parents!
Task 2
Fill in the table with good and bad sides of watching TV.
Good sides Bad sides
113
Answer keys:
Task1:1.c; 2.a; 3.d; 4. b.
Task 2:
Good sides: entertain; inform; keep our children company.
Bad sides: read less; poor marks; overweight.
Descriptor A learner
Task 1 • matches phrases appropriately according to the text;
Task 2 • finds bad and good sides of watching TV in the text and writes them
down in right columns.
114
Unit: Entertainment and media
Learning objective 7.UE3 Use a growing variety of compound adjectives and
adjectives as participles
7.UE4 Use an increased variety of determiners including neither,
either on a range of familiar general and curricular topics
Assessment criteria • Apply the rule for compound adjectives and adjectives as
participles in practice
• Demonstrate the ability to use correct determiners
including neither, either in the context
Level of thinking skills Application
Task1
Film reviews often use compound adjectives to describe films. Make compound adjectives
by matching words in A with words in B.
Example: action-packed
A B
Action moving
slow packed
spine warming
breath fetched
hard taking
heart chilling
Task 2
Use above compound adjectives to complete the film review.
Beautiful People is a romantic melodrama. It lasts three hours, and has a ___________plot,
which gets a bit boring. However, the ____________performance by Tim Franks in the central
role will move you to tears. It also has a _________message about how we should deal with
AIDS. The Monster Movie is both a comedy and a horror film. It has a_______________
storyline, which you just won’t believe, but it also has some ________________ stunts, which
look really dangerous. It has a_______________ ending which is so scary you will cover your
eyes.
115
Task 3
Read film review again and make 2 sentences with neither and 2 with either as pronoun.
Revise with your learners.
Pronouns: For all the cases when either and neither behave like pronouns, the structure of the
sentence would be:
either/neither followed by of + noun phrase
When they act as pronouns either means ‘one or the other’ while neither indicates ‘not one or the
other’. Examples: Both these roads go to Rome; you can go either way. Neither of my arms is
strong enough to lift that suitcase.)
Beautiful People is a romantic melodrama. It lasts three hours, and has a slow-moving plot,
which gets a bit boring. However, the heart-warming performance by Tim Franks in the central
role will move you to tears. It alohas a hard-hitting message about how we should deal with
AIDS. The Monster Movie is both a comedy and a horror film. It has a far-fetched storyline,
which you just won’t believe, but it also has some breath-taking stunts, which look really danger.
Answer keys:
Task 1. Action-packed, slow-moving, spine-chilling, breath-taking, hard-hitting, heart-warming,
far-fetched;
Descriptor A learner
Task 1
Task 2
Task 3
• matches parts of compound adjectives correctly;
• completes sentences with compound adjectives;
• makes up sentences with neither and either.
116
Unit: Entertainment and media
Learning objective 7.R4 Read a limited range of extended fiction and nonfiction
texts on familiar and some unfamiliar general and
curricular topics
7.R5 Deduce meaning from context in short texts on a
growing range of familiar general and curricular topics
Assessment criteria • Skim the extended fiction or non-fiction texts to
identify the general information
• Identify the meaning and details of the reading
texts
Level of thinking skills Higher order thinking skills
Task
Read the dialogue and complete the task.
Two friends are trying to decide what film to watch.
- We could see The Good, the Bad and the Ugly. It’s an old western.
-I saw that a few weeks ago with my dad.
- Did you like it?
- I found it boring. Too many cowboys and horses. I prefer horror films. Let’s get Friday the
13th. It’s a classic.
- I watched it last night on TV. It didn’t scare me at all.
- Well, what about a comedy with Jim Carrey?
- Again? We rented a comedy last week. How about Star Wars?
- No, not science fiction again. And no more adventure films, please. Let’s get something
different.
-Well, what’s left? What about this one, A Love Story? Ha, ha!
-Yuk! Not a romance. No way. How about one with crime or a drama?
-I know! Silence of the Lambs with Jodie Foster and Anthony Hopkins. It won Oscars for
best actress, actor and director in 1992.
-It’s also a horror film. Wicked – let’s get it.
Find the words from the text that refer to each type of film.
1. a film that makes you feel afraid ______________________
2. a film with cowboys ____________________
3. a funny film _____________________
4. a film with aliens and about space _____________________
5. a film about murders, thieves and robbers _____________________
6. a love story ____________________
7. an action film ____________________
Retrieved from onestopenglish.com
Answer keys:
1. Horror 2. Western 3. Comedy 4. Science fiction 5. Crime 6. Romance 7. Adventure.
Descriptor A learner
• reads the dialogue;
• writes the answers.
117
Unit: Entertainment and media
Learning objective 7.C2 Use speaking and listening skills to provide sensitive
feedback to peers
7.C5 Use feedback to set personal learning objectives
7.S6 Begin to link comments with some flexibility to what
others say at sentence and discourse level in pair, group
and whole class exchanges
Assessment criteria • Give feedback to others orally
• Consider classmates' advice and set personal
learning objectives based on their feedback
• Interact in a pair, group and a whole class work
presenting logically connected information with
ideas of other people
Level of thinking skills Application
Higher order thinking skills
Task
Look to the Mind Map and discuss it. What positive and negative sides of the Mind Map
are, what ideas you like, can add or against and what you don’t like.
Work in groups of 3-4. Create Mind Map “Why do we need Media?”
Present your Mind Map to the class. Evaluate Mind Map according to the assessment
list. Tell what can be improved in it.
Why do we
NEED Media?
118
Presentation
of
the concepts
LOW MIDDLE HIGH
Concept Learner
demonstrates a little
understanding of
relationship between
ideas.
Learner demonstrates
some understanding of
relationship between
ideas.
Learner
demonstrates
complete and
insightful
understanding of
relationship
between them
Hierarchical
structure
Learner connects
few concepts in a
hierarchical
structure.
Learner connects some
concepts in a hierarchical
structure moving from
major ideas to minor
ideas.
Learner connects
most concepts in a
hierarchical
structure leading
from more
complex to less
complex.
Graphics Learner does not use
colours, geometric
shapes, font is
difficult to read.
Learner uses minimal
color or inconsistent use of
color, some geometric
shapes used, font is
legible.
Learner uses
colours to
differentiate ideas,
it has many
geometric shapes,
font is clear.
Map is
presented in a
professional
and organized
manner
Concept map is with
some links difficult
to follow and has
some spelling errors.
Concept map is neat,
clear, and legible; it has
easy-to-follow links with
some spelling errors.
Concept map is
neat, clear, and
legible; it has
easy-to-follow
links without
spelling errors.
Descriptor A learner
• makes appropriate notes on the Mind Map;
• gives effective information while working in a group;
• takes peer’s feedback with consideration for future
improvements.
119
Unit: Entertainment and media
Learning objective 7.W3 Write with moderate grammatical accuracy on a limited
range of familiar general and curricular topics
7.W4 Use with some support style and register appropriate to a
limited variety of written genres on general and curricular topics
7.W7 Use with minimal support appropriate layout at text level
for a growing range of written genres on familiar general and
curricular topics
7.S8 Recount some extended stories and events on a growing
range of general and curricular topics
Assessment criteria • Demonstrate the ability to write grammatically correct
sentences on familiar topics
• Write a text keeping appropriate format and plan of a
given genre
• Write a text using appropriate style and plan of a given
genre
• Retell extended stories and episodes on a given topic
Level of thinking skills Application
Higher order thinking skills
Task
Choose one of the characters from the movie. Imagine you are that character. Write your
story about what you did in the movie. Tell your story to your classmates.
CHARACTER STORY
Use simple structure
Introduction: film’s name, genre;
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Main Body: character personal traits, actions, description of places;
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Conclusion: recommend/do not recommended to friends;
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Descriptor A learner
• writes a story with grammar accuracy;
• writes with an appropriate plan and structure;
• tells the story to his/ her classmate.
120
Unit: Natural Disaster
Learning objective 7.L5 Recognise the opinion of the speaker(s) in supported
extended talk on a range of general and curricular topics
7.L6 Deduce meaning from context with little support in extended
talk on a limited range of general and curricular topics
7.L8 Understand supported narratives on a wide range of general
and curricular topics
Assessment criteria • Identify the position of speakers in an extended talk with
some support
• Figure out the content of a conversation with some support
in extended talk
• Recognise the meaning of a story with some support
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task
Listen to the story and do the tasks. Choose True or False.
Go to the link : http://www.listenAminute.com/n/natural_disasters.html
1. There are earthquakes in Australia and California. True False
2. Global warming causes natural disasters. True False
3. Japan has more natural disasters than any other country in the world. True False
4. Japan suffers from all kinds of disasters. True False
5. Poor countries cannot deal with natural disasters themselves. True False
Transcript only for teacher:
I don’t know about you, but I think there are more natural disasters now than before. Every time I
turn on the news there’s some kind of disaster. There are bushfires in Australia and California,
earthquakes in China, hurricanes in Mexico and droughts in Africa. I’m sure global warming is
creating more natural disasters. I’m lucky. Where I live, we don’t really have natural disasters.
I’ve never experienced anything like the things on TV. Japan has many natural disasters. They
have earthquakes, typhoons, flooding, volcanoes, and all kinds of things. They are lucky they
have the money to deal with them. There are countries in Africa that aren’t rich. When a natural
disaster hits them, everyone suffers terribly.
Answer keys:
1. False; 2. True; 3. False; 4.True; 5. True.
Descriptor A learner
• chooses True or False correctly.
121
Unit: Natural Disaster
Learning objective 7.L3 Understand with some support most of the detail of an
argument in extended talk on a limited range of general and
curricular topics
7.L4 Understand with little support some of the implied meaning
in extended talk on a limited range of general and curricular topics
Assessment criteria • Recognise detailed information in a short conversation with
some support
• Recognise the content of an extended conversation using
some supporting information
Level of thinking skills Knowledge and comprehension
Task
Tell learners you are going to describe a scene that you would like them to draw. Read out the
following text: (adapt as appropriate for higher/lower levels). Answers may vary from flood,
hurricane, and tsunami. When they have suggested some answers ask them to think of as many
different natural disaster as they can.
“Draw three houses on the right in the middle. Each house has four windows and a door. On the
roof of one of the houses there are two people and a dog. Draw two trees on the left in the
middle. At the top of the picture draw some clouds. The clouds look grey and it’s raining a lot. In
the sky there is a helicopter. Around the houses there is water. The water touches the top
windows of the house….”
Disaster Dictation
Listen to your teacher’s dictation, and draw what he/she describes at the space provided.
Look at your pictures. What you think has happened in the scene?
Descriptor A learner
• describes a scene;
• draws the right objects
122
Unit: Natural Disaster
Learning objective 7.C9 Use imagination to express thoughts, ideas, experiences and
feelings
7.S4 Respond with some flexibility at both sentence and discourse
level to unexpected comments on a growing range of general and
curricular topics
7.S5 Keep interaction with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
Assessment criteria • Convey fantasy ideas including emotions and senses
• Provide unprepared speech to answer a variety of
questions at sentence level and in conversations with some
flexibility
• Support a talk with peers while agree, disagree and discuss
the order of actions and plans to fulfill the tasks
Level of thinking skills Higher order thinking skills
Task
Work in a pair. Brainstorm the missing information in a worksheet below. After finishing
the task compare your answers with peers’ answers and make some notes if it is needed.
TYPES OF NATURAL DISASTER
1. Those caused by movements of the Earth. These occur with the minimum amount of
warning and include _____________________, ______________ ___________
and _______________. My personal experience is_________________________.
2. Weather related disasters. These will include ___________________,
_________________, extreme ___________ and extreme ______________ weather. We
always wait for some _____________________________________.
3. ________________, ________________, _________________ and _____________.
These are usually the consequence of extreme weather events, or are supplementary to
other natural disasters. Often they are the result of extreme and unforeseen conditions. In
our country it is
_________________________________________________________________
________________________________________________________________.
Answer keys:
1. Earthquakes; volcanic eruptions and tsunamis; 2.hurricanes, tornadoes, extreme heat and
extreme cold; 3. Floods, mudslides, landslides and famine;
Descriptor A learner
• works in a group equally for producing ideas;
• brainstorms ideas while speaking;
• improves the answer.
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Unit: Natural Disaster
Learning objective 7.C2 Use speaking and listening skills to provide sensitive
feedback to peers
7.C4 Evaluate and respond constructively to feedback from others
7.S8 Recount some extended stories and events on a growing
range of general and curricular topics
Assessment criteria • Give feedback to others orally; Analyze given feedback
• Form opinion and give constructive answers to feedback
• Retell extended stories and episodes on a given topic
Level of thinking skills Higher order thinking skills
Task
Find the information in the Internet about one of the natural disasters. Tell the classmates
what you have learned about it. Make your story interesting. Speak with equal
participation. Assess the group work according to assessment sheet below.
Possible link to go: http://www.earthtimes.org/encyclopaedia/environmental-issues/naturaldisasters/#
EGg3zfbhs6IS9TlS.99)
Group work Yes No
Plot is interesting
No long pause
Learners help each other
Learners tell some experienced stories
Learners give effective comments to other groups
Total score
You should give oral feedback to your classmates with One wish and Two Stars.
Learners are in small groups of 3-4. They are given the task to search the information about
some natural disasters in the Internet for 10 minutes. Then they retell the class partially about it.
As an alternative teacher prepares short stories beforehand. Learners assess each other
according to the assessment sheet.
Descriptor A learner
• finds information on the Internet or reads the given text;
• retells the part of story;
• assesses classmates’ answers;
• respects ideas of the peers and gives effective feedback.
124
Unit: Natural Disaster
Learning objective 7.C6 Organise and present information clearly to others
7.C8 Develop intercultural awareness through reading and
discussion
7.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a growing range of general topics, and some curricular
topics
Assessment criteria • Demonstrate an ability to organize and express ideas
clearly
• Raise awareness about cultural diversity through reading
and discussion
• 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 in small groups. Present ideas answering the questions below.
1. What natural disasters are typical for your country? Give examples.
2. Which one of natural disasters are you most afraid of?
3. What was the last natural disaster you saw on TV? Where did it happen? How did it affect
people?
4. Why do you think there are so many movies about natural disasters?
5. Why some natural disasters are not common in your country?
Descriptor A learner
• brainstorms ideas for presenting the information;
• presents information clearly;
• answers the questions;
• speaks with a sufficient topical vocabulary.
125
Unit: Natural Disaster
Learning objective 7.R2 Understand specific information and detail in texts on a
range of familiar general and curricular topics
7.R7 Recognise typical features at word, sentence and text level in
a range of written genres
Assessment criteria • Realise particular facts and parts in reading passage
• Identify the correct form of a word, appropriate sentence
structure and text layout
Level of thinking skills Knowledge and comprehension
Task
Match the name of a disaster with its definition and its cause. You are going to have three
columns: 1st - name, 2nd – definition, and 3rd – cause.
Avalanche
is the large movement of
snow down the side of a
mountain
It occurs when the snow becomes too loose and
as it slides down it mixes with air and water to
cause a powerful and dangerous disaster.
Forestfire/
Wildfire
is a fire that spreads
rapidly in the forest and
which is hard to extinguish
Usually during a hot, dry summer forest fires
occur. They may be started by people or by
lightning in storms. It can easily be spread
because by wind.
Volcanic
eruption
is the sudden occurrence
of a violent discharge (the
sudden giving off of
energy) of steam and
volcanic material
It is caused by the plates of the earth moving
and the pressure makes magma push up
through the cracks in the earth.
Tornado
is a very large column of
wind that spins around
very quickly
It happens in most places around the world, but
is most common in America. Instability of air
cause growing of every thunderstorm. Warm,
moist air is less dense than cold, dry air. In this
density game, the surface air will begin to rise,
and in an unstable atmosphere, what goes up
will keep going up.
Lightning
Is a brilliant electric spark
discharge in the
atmosphere, occurring
within a thundercloud,
between clouds, or
between a cloud and the
ground
It occurs when electricity comes down from the
sky and hits the ground. A lightning strike can
typically be 30,000 °C and travel at 60,000
miles per second. Thunder is the loud sound
that we hear soon after a flash of this
Landslide
Is the downward falling or
sliding of a mass of soil,
mud, rock
It happens on a slope like a mountain or a hill.
The rocks and earth become loose and fall
down the slope. When soil on the slope is wet,
a mudslide may occur.
126
Hurricane/
Typhoon
Is a violent, tropical,
cyclonic storm of the
western North Atlantic,
having wind speeds of or
in excess of 72 miles per
hour (32 m/sec)
'Big wind', is most likely to occur in late
summer in America. They are caused by low
air pressure and thunderstorms and result in
strong winds and heavy rain. When they
happen in the Atlantic Ocean we call them
hurricanes; however, they are called Typhoons
when they happen in the Pacific Ocean
Flood
Is a large amount or
number, especially when
moving from one place to
another
It occurs when a large amount of water covers
the land. Too much rain usually causes it. It
also happens when the water level in a river
becomes too high. As sea levels continue to
rise, the risk of flooding increases
Earthquake
Is a sudden movement of
the earth's crust caused by
the release of stress
accumulated along
geologic faults or by
volcanic activity
It occurs when the plates of the earth start to
move and the ground begins to move and
shake. It can range from the very big (which
can destroy cities) to the very small (which you
might not even notice). The size of it is
measured on the Richter scale.
Drought
Is a period of dry weather,
especially a long one that
is injurious to crops
It happens when there has been no rain in a
place for a long time. The land becomes too
dry and it impossible to grow any plants or
vegetables on the land. It sometimes occurs in
very hot countries.
What part of speech are these words in the text?
Occur, instability, loose, increase, surface, measure, spark, flooding, spin, lightning, crust, hot,
the, much, however.
Answer keys:
Occur (verb); instability (noun); loose(verb); increase(verb); surface(noun), spark (noun);
measure(noun); spark(noun); flooding(noun); lightning(noun); crust (noun); hot (adjectives),
the(article); much(adverb); however (pronoun).
Learners work in groups of 3-4. One worksheet for each group. This worksheet is Answer key
sheet. Cut the worksheet into small pieces. Suggest matching exercise to the learners. Read the
answers and check the understanding.
Descriptor A learner
• matches parts of reading correctly;
• writes parts of speech correctly.
127
Unit: Natural Disaster
Learning objective 7.R3 Understand the detail of an argument on a growing range of
familiar general and curricular topics, including some extended texts
7.R5 Deduce meaning from context in short texts on a growing
range of familiar general and curricular topics
7.R7 Recognise typical features at word, sentence and text level in a
range of written genres
Assessment criteria • Recognise detail in a given argument relating to the topic
• Identify the meaning and details of the reading texts
• Identify the correct form of a word, appropriate sentence
structure and text layout
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task
Read the text about tsunami.
Tsunamis are a series of waves in the ocean that create surges of water. These walls of
water can reach up to 100 feet high and cause widespread destruction when they reach shore.
Earthquakes on the sea floor are the usual cause of tsunamis. When the ocean floor at a plate
boundary raises or falls, it displaces water and sends rolling waves that become a tsunami. Around
80 percent of tsunamis happen in the so-called "Ring of Fire" in the Pacific Ocean. This is a
volcanically active area were tectonic plate shifts and earthquakes are common. Underwater
landslides and volcanic eruptions can also start tsunamis. In Earth’s ancient past, tsunamis were
caused by a meteorite crashing into the ocean. People’s best defense against tsunamis is early
warnings that allow people to evacuate areas near the ocean.
Answer the questions.
1. How high can a tsunami be?
2. What most often causes tsunamis?
3. Where do most tsunamis occur?
4. What are two other ways tsunamis can be caused?
5. What is the best defense against tsunamis?
Choose the correct answer.
1. What is the author’s purpose in the reading passage?
A. To warn;
B. To give advice;
C. To describe;
2. What do these numbers mean in the text?
A. 80 _________
B. 100 _________
Descriptor A learner
• answers the question to find the right answer;
• finds correct information and opinion;
• chooses the right answer;
• completes the task.
128
Unit: Natural Disaster
Learning objective 7.W1 Plan, write, edit and proofread work at text level
with some support on a growing range of general and
curricular topics
7.W6 Link with little or no support, sentences into
coherent paragraphs using a variety of basic connectors
on a range of familiar general topics and some curricular
topics
Assessment criteria • Make a clear plan of writing; Write paragraphs;
Check the written draft
• Connect sentences into paragraphs with basic
connectors and linking words with some support
Level of thinking skills Application
Higher order thinking skills
Task
Natural disasters occur often and they can be scary. Knowing what to do when
one happens can make you feel and be safer. For each natural disaster below
write what you can do to prepare and live through the event. Use basic linking
words for connecting the paragraphs (and, but, also, in order, so, etc.).
Earthquake
____________________________________________________________________
____________________________________________________________________
Tornado
____________________________________________________________________
____________________________________________________________________
Hurricane
____________________________________________________________________
____________________________________________________________________
Drought
____________________________________________________________________
____________________________________________________________________
Swap your papers with your partner to proofread.
Descriptor A learner
• writes paragraphs in an organized way;
• uses linking words for good sentence connection.
129
Unit: Natural Disaster
Learning objective 7.UE6 Use a variety of possessive and reflexive pronouns
including mine, yours, ours, theirs, hers, his, myself, yourself,
themselves on a growing range of familiar general and curricular
topics
7.UE13 Use a variety of modal forms for different functions on a
range of familiar general and curricular topics
Assessment criteria • Differentiate between possessive and reflexive pronouns
including mine, yours, ours, theirs, hers, his, myself,
yourself, themselves
• Apply modal verbs for different purposes
Level of thinking skills Application
Task 1
Choose the correct options.
1 Why don’t you buy yourselves/yourself a new car? This one’s really unreliable.
2 He looked at him/ ourselves in the mirror.
3 She taught myself/herself Italian using a book.
4 The washing machine switches itself /herself off when it’s finished.
5 We kept ourselves/ourself warm around the fire.
6 Tell me all about you/yourself.
7 Hedgehogs protect themselves /them from predators by rolling into a ball.
8. Is this your/yours book?
9. Give Maria her/hers umbrella.
10 No, it’s not your turn to answer, it’s our/ours.
Task 2
Choose the correct options.
1 The mountains are popular because people can / must ski and climb there.
2 You can’t / mustn’t do mountain sports alone.
3 You should / can’t check the weather before you go into the mountains.
4 People must / shouldn’t go on the snow when there’s a danger of avalanches.
5 If you are buried in an avalanche, you mustn’t / can’t climb out. The snow is too heavy.
6 Someone must / can find you under the snow very quickly, or you will die.
Answer keys:
Task 1
1.Yourself; 2.him;3. Herself; 4. Itself; 5.ourselves; 6. Yourself; 7.themselves; 8.your; 9.her;
10.ours.
Task 2
1.can; 2.cannot; 3.should;4. Should not 5. Cannot; 6.must.
Descriptor A learner
• chooses the proper reflexive pronouns;
• chooses the right modal verbs.
130
Unit: Natural Disaster
Learning objective 7.W3 Write with moderate grammatical accuracy on a limited
range of familiar general and curricular topics
7.W4 Use with some support style and register appropriate to a
limited variety of written genres on general and curricular topics
7.UE16 Use a growing variety of conjunctions including because,
since, as to explain reasons on a range of familiar general and
curricular topics
Assessment criteria • Demonstrate the ability to write grammatically correct
sentences on familiar topics
• Write a text using appropriate style and plan of a given
genre
• Link sentences into a paragraph using suitable conjunctions
of reasons including because, since, and as
Level of thinking skills Application
Higher order thinking skills
Task
Natural disasters message board.
You are asked to inform our readers with your views on these two questions. Write a
message. Your message should be interesting to the readers and makes them think about
natural disasters. Make it eye-catching.
1. Do you think there are more natural disasters in your country now than in the past? Explain
your answer.
2. Do you think we are prepared to deal with the disasters? How?
Learners work in small groups. They write their messages for the message board.
Descriptor A learner
• writes with minimal grammar mistakes;
• uses conjunctions in a writing piece;
• writes with vocabulary and style appropriate genre.
131
TERM 4
Unit: Healthy Habits
Learning objective 7.L5 Recognise the opinion of the speaker(s) in supported
extended talk on a range of general and curricular topics
7.L6 Deduce meaning from context with little support in extended
talk on a limited range of general and curricular topics
Assessment criteria • Identify the position of speakers in an extended talk with
some support
• Figure out the content of a conversation with some support
in extended talk
Level of thinking skills Knowledge and comprehesion
Higher order thinking skills
Task 1
Listen to the audio twice and choose the correct answer.
Follow the link to listen to the recording https://twig-bilim.kz/film/balanced-diet-1629
1. The main important nutrients in a balanced diet are...
A)Fats, Carbohydrates
B) Carbohydrates, Protein, Vitamins
C) Fats, Carbohydrates, Protein, Vitamins and Minerals
2. For example, vitamin D is important for healthy …
A)Brain
B) Bones
C) Eyesight
3. A 1/3 part of your food should be fruit and vegetables because …
A)They are full of proteins and calcium.
B) They are full of vitamins and minerals.
C) They are full of vitamins.
4. Protein and calcium come from
A)Milk and other dairy foods
B) Fruit
C)Vegetables
5. Choose the explanation of the phrase “Energy-dense foods” according to the listening …
A) Food with low level of energy
B) Food with middle level of energy
C)Food with high level of energy
132
Task 2
In which of the above questions there were synonyms of the words:
rich
essential
a source of
Answer keys:
Task 1:
1.C; 2.B; 3.B; 4.A; 5.C.
Task 2:
1,2 essential – important, 3 rich – Full of, 4 a source of - come from
Descriptor A learner
Task 1 • selects an appropriate answer for each question;
Task 2 • finds synonyms for three words.
133
Unit: Healthy Habits
Learning objective 7.R1 Understand the main points in texts on a limited range of
unfamiliar general and curricular topics
Assessment criteria • Identify the main idea of text on unfamiliar and curricular
topics
Level of thinking skills Knowledge and comprehension
Task1
Read the text and put the paragraphs into the correct order.
1. _______
2._______
3._______
4._______
5._______
How to Stay Healthy
A Finally, remember your health is very important. It is only when we do not feel well that
we realize this, so make sure you look after yourself and keep fit!
B So what can we do to stay healthy? If you know you are feeling stressed or not very well,
there are many things you can do to help yourself feel better.
C Secondly, how often do you go to the doctor? Does your doctor just give you a
prescription and send you away, or does he really listen to you and try to understand what
is wrong?
D Life today is very stressful. If you go to school, you have the stress of exams and getting
good grades. If you go to work, you have the stress of too much work, unpleasant
colleagues or very long hours. Because of our way of life today, many people complain of
feeling unwell. They feel tired all the time or they have headaches or backache.
E First of all, you should try to take regular exercise – go swimming or jogging at least three
times a week. You should have a balanced diet – eat lots of fresh fruit and vegetables and
cut down on sugar and processed foods. Finally, you should try to sleep between seven
and eight hours a night and you should have a relaxing bath before going to bed.
Task 2
Mark the statements True or False
1)Doctors do not listen to their patients. ______
2)Doing exams is stressful. ______
3)You should take exercise no more than three times a week . ______
4)You should eat no sugar. ______
5)We forget how important our health is. ______
Answer keys:
Task1:1.D; 2.B; 3.E; 4.C; 5.A.
Task2:1.F; 2.T; 3.F; 4.F; 5.T.
Descriptor A learner
Task 1
• chooses the right order of paragraphs paying attention to the linking
words in the text;
Task 2 • interprets useful details in the reading text and marks sentences True and
False
134
Unit: Healthy Habits
Learning objective 7.R5 Deduce meaning from context in short texts on a
growing range of familiar general and curricular topics
Assessment criteria • Identify the meaning and details of the reading texts
Level of thinking skills Higher order thinking skills
Task
Read the text and answer the questions correctly to demonstrate your comprehension of
it.
Food with fewer calories for kids
American kids are eating healthier. Companies are making food with less calories but
experts said it is not good enough. Children should eat even fewer calories to keep from
becoming overweight. Calories from food give people energy. Too many calories makes them
gain weight. Gaining too much weight is not healthy.
A Good Start
The companies lowered the calories by about 78 calories per person each day. Experts
called this a great start. However, 78 calories is not enough. Children need to eat even fewer
calories to lose enough weight. This is especially true for poor children. Barry Popkin is a
health professor. He works at the University of North Carolina. Popkin said there is a big
change in what people buy. Families are buying foods with fewer calories. It is not all good
news, Popkin said. Kids do not eat enough beans and whole grains. They also need to eat more
fruits and vegetables.
Home And School
Healthy foods can be expensive, he said. People might buy them if they were cheaper than
junk food. The food companies began the “Let’s Move” project. The project helps kids lose
weight. It encourages them to eat healthier and to exercise. Everyone has to help kids eat
healthy, said a food makers group. It is called the Grocery Manufacturers of America. Food
companies have created more than 20,000 new healthier products. These have fewer calories.
They contain less fat and sugar. They also contain more whole grains.
1. Read the paragraph below. Complete the blanks using information from the text.
A) amount of fat ; too much
B) number of calories ; too much
C) number of calories ; not enough
D) amount of fat ; not enough
Companies cut the ......................................................... in the food they sell.
But experts say that is..........................................................
2. Which sentence BEST explains the meaning of the article?
A) Children should eat even fewer calories to keep from becoming overweight.
B) Healthy foods can be expensive, he said.
C) Kids do not eat enough beans and whole grains.
D) People might buy them if they were cheaper than junk food.
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3. Read the sentence from the article.
This is especially true for poor children.
Find the synonym which can replace “especially” without changing the meaning of the
sentence?
A) very
B) mostly
C) slightly
D) sort of
4. Read the sentence from the article.
Healthy foods can be expensive, he said.
Which sentence from the article has a word with the opposite meaning of “expensive”?
A) Popkin said there is a big change in what people buy.
B) People might buy them if they were cheaper than junk food.
C) The companies lowered the calories by about 78 calories per person each day.
D) Food companies have created more than 20,000 new healthier products.
Answer keys:
1. C; 2.A; 3.A; 4.B
Reference
https://newsela.com/articles/junkfood-study/id/5298/
Descriptor A learner
• chooses the appropriate answer;
• chooses the appropriate synonym to the word given;
• chooses the appropriate antonym to the word given.
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Unit: Healthy Habits
Learning objective 7.C1 Use speaking and listening skills to solve problems creatively
and cooperatively in groups
7.L4 Understand with little support some of the implied meaning in
extended talk on a limited range of general and curricular topics
7.S6 Begin to link comments with some flexibility to what others
say at sentence and discourse level in pair, group and whole class
exchanges
Assessment criteria • Discuss a problem in groups and suggest a solution to a
problem
• Recognise the content of an extended conversation using
some supporting information
• Interact in a pair, group and a whole class work presenting
logically connected information with ideas of other people
Level of thinking skills Knowledge and comprehension
Application
Task1
Answer the questions making striking and well-considered examples.
Learners have a group discussion about what may influence on people’s eating habits.
Teacher monitors groups to support Learners.
1. Do you think the following factors influence what we eat?
Give reasons for your answers.
• Age Yes No
• Where we live Yes No
• Job Yes No
• Family Yes No
• Individual Yes No
2. What other factors can influence our diet?
3. What kind of food or dishes do you associate with these countries?
4. Do you think they are nutritious?
5.What country has a healthier diet?
Task 2
Pre-listening task
Look at the picture and answer the following questions about Rumiko in groups.
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1. What is she eating?
2. What is ‘sushi’?
3. Have you ever tired it? Is it healthy?
4. Do you think food for her is fuel or
pleasure?
Listen to the recording about Rumiko from Japan two times and answer the questions giving
the full answers. Do it individually. CD1. Tapescript 3.
1.What does she usually have in the morning? __________________________________
2.Where does she usually have lunch and dinner?_______________________________
3.Why doesn’t she often cook? _____________________________________________
4.Does she eat or drink anything unhealthy? ___________________________________
5.What is happening to the Japanese diet at the moment? ________________________
6.Does she think this is a completely bad thing? ________________________________
Descriptor A learner
Task 1
• speaks about the influence of some factors on what we eat;
• justifies the augments;
• names some traditional dishes of different countries;
• analyzes a healthier diet in a group discussion;
Task 2 • predicts the information working in groups and answering the
questions;
• writes full answers to the questions.
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Unit: Healthy Habits
Learning objective 7.UE9 Use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms on a range of
familiar general and curricular topics
7.W4 Use with some support style and register appropriate to a
limited variety of written genres on general and curricular topics
Assessment criteria • Apply correctly active and passive simple present and past
forms and past perfect simple forms in the context
• Write a text using appropriate style and plan of a given
genre
Level of thinking skills Application
Task
Write 4-5 sentences about previous school meal, answering the following questions and
using the model sentences. Combine them into paragraph.
Learners answer the questions using used to grammatical form, then they share their sentences
in pairs.
1. What did you use to eat when you were younger? Or in your kindergarten? Or in your
primary school?
2. Did you use to have breakfast at home or at school?
3. Did you like your old school lunch? Why?
4. Which school has a healthier diet?
Model sentences
• When I was younger, I used to eat…. .
• I used to have …….for breakfast.
• I used to have ………….for lunch.
• I used to eat more/less…….. in my old school.
• My present school meals are (healthier, unhealthier) because they are high/low in…….. .
Descriptor A learner
• answers the questions using model sentences with used to
grammatical form;
• writes a short paragraph using correctly grammar structure;
• presents written ideas using a wide choice of topic vocabulary.
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Unit: Healthy Habits
Learning objective 7.C7 Develop and sustain a consistent argument when speaking or
writing.
7.W8 Spell most high-frequency vocabulary accurately for a
growing range of familiar general and curricular topics
7.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
Assessment criteria • Make an argument and evolve reasoning while speaking
• Write topic related words correctly
• 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 1
Fill in the pyramids with the names of food and necessary information from pictures.
Add the information about your school lunch.
Teacher organizes a gallery walk and food pyramid analysis putting pictures of “school lunches
around the world” on the desks not on the walls. It will be comfortable for them in pairs to sit
and write necessary information (Reviewing food pyramid from the previous lesson).
Learners will be reading different school lunches and fill in food pyramid for different country.
(Each Learner should have 8 food pyramids). Teacher will give them time to write down the
information and clap to move to another desk.
Learners’ names _______________________
Name of the country____________________________
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The Japanese school lunch
consists of a glass bottle of milk,
a bowl of rice, usually some type of fish,
a pickled salad, some kind of soup usually
with tofu and vegetables, and a piece of
fruit.”
The Italian school lunch
Local fish on a bed of arugula,
pasta with tomato sauce,
caprice salad, baguette and some grapes.
The USA school lunch
Fried “popcorn” chicken, mashed
potatoes,
peas, fruit cup and a chocolate chip
cookie.
The Ukrainian school lunch
Mashed potatoes with sausage,
borscht, cabbage and syrniki (a dessert
pancake).
The Brazilian school lunch
Pork with mixed veggies,
black beans and rice, salad,
bread and baked plantains.
The French school lunch
Steak, carrots, green beans,
cheese and fresh fruit.
The Greek school lunch
Baked chicken over orzo,
stuffed grape leaves, tomato and
cucumber salad,
fresh oranges, and Greek yogurt with
pomegranate seeds.
Task 2
Work in pairs. Answer the questions giving arguments and compare which countries have a
healthier diet.
Learners will answer these questions in details after gallery work.
1.What country has the healthiest food?
2.Do other countries follow the food pyramid rules?
3.In what country can food be fuel and pleasure?
4.Do you think that your school lunch is healthier than in other countries?
5.What consequences can be of unhealthy eating?
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Descriptor A learner
Task 1 • fills in the graphic organizers (pyramids) correctly;
Task 2
• demonstrates well-reasoned speech comparing different countries’
school lunches;
• gives reasonable arguments;
• presents information in full sentences.
Unit: Healthy Habits
Learning objective 7.R3 Understand the detail of an argument on a growing range of
familiar general and curricular topics, including some extended
texts
Assessment criteria • Recognise detail in a given argument relating to the topic
Level of thinking skills Knowledge and comprehension
Task 1
Read the article and write the title to it.
Read the text and fill in the gaps with the phrases A-E.
a) fizzy drinks, chocolate and crisps
b) you will possibly suffer from
c) verynegative effects on concentration and behaviour
d) buy junk food outside school
e)schools are still not providing
It is estimated that over one million children in the UK are obese and this has trebled over
the past 20 years. The World Health Organization has described the problem of obesity as a
“global epidemic” and there are fears there will be a huge health crisis in the future. If you are
overweight, 1__________ things like heart disease and diabetes.
Food and nutrition in schools in the UK is an important issue and has a direct influence on
Learners’ performance in the classroom. Poor diet has 2________________.
Jamie Oliver, a British celebrity chef, introduced the idea of healthier school food in a TV
program in 2005. As a result of this, many schools in England changed their school lunch
menus. However, many cases, 3__________ their Learners with a healthy, nutritious diet:
school lunches can contain large amount of processed fat and sugars, and vending machines
often sell 4______________ .
Schools are being encouraged to offer healthier options like chicken and rice instead of
things like hamburger and chips, and introduce vending machines selling fresh fruit, nuts or
popcorn (without any added salt, sugar, fat or honey), water, fruit juices, and yogurt drinks.
These are not always popular with the Learners, who continue to 5___________ for snacks and
lunch. It is important to educate Learners about diet, nutrition and healthy eating habits. It needs
to happen at school.
Task 2
Write Yes or No according to the information in the text.
1. The author thinks that being overweight will cause some health problems. ___________
2. The author agrees that healthy eating is not essential problem in the UK. ___________
3. The author thinks that Learner’s achievement directly depends only on hard work.
___________
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___________________________
4. The author thinks that not all schools are supplying children with healthy food._______
5. The author states that children should be taught about healthy diet at home.__________
Task 3
Read the article again. Answer the questions.
Learners have to answer the questions individually or in pairs and then whole class shares
answers. Teacher may ask Learners to have a look through the text and find unfamiliar words.
1. Is obesity a problem for young people in the UK?
2. Why is being overweight dangerous for your health?
3. Who is Jamie Oliver, and what does he do?
4. Why are school lunches sometimes bad for your health?
5. What things should school vending machines sell for healthy diet?
6. What can schools do to help?
Answer keys:
Task 1. Big/an important issue
1.B; 2.C; 3.E; 4.A; 5.D.
Task 2. 1. Yes; 2.No; 3.No; 4.Yes; 5.No.
Task 3.
1. Yes, over one million children in UK are obese.
2. You are more likely to suffer from heart disease and diabetes.
3. He is a famous British chef who introduced the idea of healthier school food in a TV
program.
4. They can contain large amount of processed fats and sugars.
5. They should sell fresh fruit, nuts, popcorn (without any added salt, sugar, fat or honey),
water, fruit juices, and yogurt drinks.
6. Schools should educate Learners about diet, nutrition and healthy eating habits.
Descriptor A learner
Task 1 • gives the title to the article;
• gives the detail of an argument properly;
Task 2 • gives the right answers in reading (Yes or No);
Task 3 • answers questions.
143
Unit: Healthy Habits
Learning objective 7.W5 Develop with some support coherent arguments supported
when necessary by examples and reasons for a limited range of
written genres in familiar general and curricular topics
7.W6 Link with little or no support, sentences into coherent
paragraphs using a variety of basic connectors on a range of familiar
general topics and some curricular topics
Assessment criteria • Evolve arguments, reasons, and evidence for a limited range
of written genres
• Connect sentences into paragraphs with basic connectors and
linking words with some support
Level of thinking skills Application
Higher order thinking skills
Task 1
Write a 30-second speech on the topic “Should schools ban junk food?”
Brainstorm ideas on the following task. Take evidence from your personal experience.
My claim______________________________
Reason1________________________________
Evidence1________________________________
Reason2_________________________________
Evidence2_________________________________
Scaffolding:
Teacher provides learners with some vocabulary to support their speeches.
Verbs nouns adjectives/adverbs
ban = prohibit (have) influence=
impact=effect (on)
negative
terrible
lead to =cause
restrict=limit
obesity
diabetes
heart disease
healthy
unhealthy
put on weight junk food
fats
nutritious
less, more,
a lot of
reduce=cut down on snacks
proteins
rich
high
low
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Task 2
Use the template provided by the teacher. Do not forget to include linking words and basic
connectors.
I think that schools should ___________________________________________________
I believe this because… _____________________________________________________
(reason1)_________________________________________________________________
For xample,_______________________________________________________________
(evidence1)_______________________________________________________________
Another reason is that _______________________________________________________
(reason2)__________________________________________________________________
As a result,________________________________________________________________
(evidence2)
_________________________________________________________________________
For these reasons, I agree that_________________________________________________
(restate your claim)_________________________________________________________
Descriptor A learner
Task 1 • writes his/her claim(s), reasons and evidence on the topic;
Task 2 • uses linking words and basic connectors to write a coherent
paragraph.
145
Unit: Healthy Habits
Learning objective 7.C10 Use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world
7.UE16 Use a growing variety of conjunctions including because,
since, as to explain reasons on a range of familiar general and
curricular topics
Assessment criteria • Consider different perspectives on the world orally or in a
written form
• Link sentences into a paragraph using suitable conjunctions
of reasons including because, since, and as
Level of thinking skills Application
Task
Create a ‘Healthy lifestyle’ poster in pairs. Persuade classmates to take up one of the
healthy habits. You should present three reasons of having healthy life style. Use
conjunctions because, since, as and others to make a coherent speech.
Prepare 2-minute speech on your poster.
Teacher asks the question if banning junk food will solve the problem of obesity. Teacher elicits
other healthy habits. Teacher prints out pictures and distributes them between learners.
Descriptor A learner
• demonstrates the poster;
• presents three reasons of having healthy life style using
conjunctions;
• presents 2-minute speech using the poster.
146
Unit: Healthy Habits
Learning objective 7.R5 Deduce meaning from context in short texts on a growing
range of familiar general and curricular topics
7.R8 Use familiar and some unfamiliar paper and digital reference
resources with little support to check meaning and extend
understanding
Assessment criteria • Identify the meaning and details of the reading texts
• Demonstrate the ability to use a dictionary or digital
methods to trace meaning and extend vocabulary
Level of thinking skills Application
Higher order thinking skills
Task 1
Look up the definition in your dictionary and write the translation of the English words.
Be careful. Not all words, which look the same, have the same meaning.
Learners should use digital or paper definition dictionary for this task.
A. nutrient ________________________
B. amino acids _____________________
C. calcium ________________________
D. carbohydrates___________________
E. fibre ___________________________
F. dairy products ___________________
G. portion _________________________
I. protein _________________________
J. saturated fats ____________________
K. source __________________________
L. unsaturated fats __________________
You are what you eat
The food pyramid is a guide for planning a healthy diet. If you eat the recommended
portions of each food group every day, you will get all the nutrients you need and you will have
enough calories to keep you healthy.
Carbohydrates make up the biggest part of the pyramid. Nutritionists recommend that 60-
65% of the food we eat every day should be made up of carbohydrates. They provide vitamin B,
minerals and fibre. Foods in this group include bread, cereal, rice and pasta.
Fruits and vegetables also contain carbohydrates and are a good source of vitamins, minerals
and fibre. We should eat between 3-5 portions of fruit and of vegetables each day.
Protein is important but should be eaten in moderation. We can find it in dairy products such
as milk, cheese, and yoghurt. These foods also contain calcium and vitamins. We should choose
dairy products with lower levels of fat and only eat 1-2 portions per day.
Meat, fish, beans and eggs contain the most protein. Proteins, which come from animals, are
called ‘complete proteins’ as they contain essential amino acids.
Fats, oils and sweets are at the top of the pyramid: this means that we should not eat them
too much. Remember that fats are contained in other food groups too. But not all fats are bad.
Saturated fats like butter should not be eaten too often, but unsaturated fats like olive oil are good
for us in moderation.
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Task 2
Mark the statements True or False
1 It is important to eat a variety of foods.__________
2 The food group you should eat most is carbohydrates.__________
3 Bread contains vitamins and minerals.__________
4 Cheese contains a lot of carbohydrates. __________
5 All fatty foods are bad for us.__________
Task 3
Read the clues and complete the crossword. Use digital or paper definition dictionary if you
are not sure in meaning of some words.
Across
2 You can find this in milk and
cheese. It’s good for your
bones and teeth.
4 This is an amount of food
we eat.
7 You can find this in bread,
pasta and rice.
9 A, B, C, D, E and K are all
types of these.
10 These are a kind of
vegetable with a lot of
protein.
11 Butter has got lots of this.
Down
1 This is a unit of measurement telling us how much energy we get from food. Cakes and sweets
contain a lot of these.
3 You can find these, with vitamins, in fruits and vegetables. Iron is an example.
5 This is the part of fruit and vegetable that our bodies cannot digest. It helps to keep our
intestine healthy.
6 This can be found in meat, fish and eggs.
8 When you are strong and not ill you are this.
Answer keys:
Task1: Learners’ definitions
Task2: 1. True; 2.True; 3. True; 4.False; 5.False.
Task3: Across: 2. Calcium; 4. Portion; 7. Carbohydrate; 9.Vitamins; 10. Beans; 11. Fat.
Down: 1. Calories; 3. Minerals; 5.Fibre; 6. Protein; 8. Healthy.
Reference
http://www.onestopenglish.com/clil/secondary/english-across-the-curriculum/science-andnature/
nutrition/nutrition-integrated-skills-clil-lesson/501028.article
Descriptor A learner
Task 1 • translates words using any definition dictionary;
Task 2 • interprets useful details in the reading text giving the right
answers;
Task 3 • solves a puzzle using dictionary.
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Unit: Healthy Habits
Learning objective 7.S8 Recount some extended stories and events on a growing
range of general and curricular topics
Assessment criteria • Retell extended stories and episodes on a given topic
Level of thinking skills Application
Task
Read the text, find out the main idea of the text and highlight argument, reasons and facts.
Then retell the text.
Sleep is important. Nobody fully understands why we need it, but scientists think that the
body uses the time to recover and to repair damage. When we fall asleep, our heart and breathing
rates slow down, muscles relax and our senses rest. If this is the case, are you giving your body
enough rest?
Lack of sleep means that the body and brain do not work properly. If you do not go to bed
at a reasonable time, you will be sleepy in class and not learn so much. Tiredness means you may
not be able to think clearly, and you may be a danger to other people. Accidents can happen. You
will lack energy, and even playing becomes too much of an effort. Is staying up late really worth
it?
Answer keys:
This is an argument:
Sleep is important.
These are facts:
When we fall asleep, our heart and breathing rates slow down, muscles relax and our senses
rest.
The body uses the time to recover and to repair damage.
These are reasons:
Lack of sleep means that the body and brain do not work properly.
Tiredness means you may not be able to think clearly, and you may be a danger to other
people.
Descriptor A learner
• determines the main idea of a text and tells it;
• finds arguments, facts and reasons in the text and highlights them;
• sums up the information from the text and retells it.
149
Unit: Healthy Habits
Learning objective 7.C5 Use feedback to set personal learning objectives
7.W7 Use with minimal support appropriate layout at text level for
a growing range of written genres on familiar general and curricular
topics
7.UE8 Use a growing variety of future forms including present
continuous with future meaning on a range of familiar general and
curricular topics
Assessment criteria • Consider classmates’ advice and set personal learning
objectives based on their feedback
• Write a text keeping the layout and format of a given genre
with a little support
• Demonstrate the ability to use future forms including present
continuous with future meaning in the context
Level of thinking skills Application
Higher order thinking skills
Task
Write recommendations on how to keep fit, life style, or the diet. Do not write it in an
offensive way.
Set your personal objectives using appropriate future forms.
According to their classmates’ advice, Learners should set their personal objectives on what they
want to change in their lifestyle, how and by what time.
Discuss steps of creating exercise diary (workout log) in groups. Present your ideas to other
groups. Start the template of your own exercise diary. You may search the Internet and
find some examples of diaries on it. Keep an exercise diary for a week or more. Present
your templates to the rest of the class at the end of the lesson.
Learners may search the Internet and find some examples of diaries
(https://www.youtube.com/watch?v=ylCh8MFgM1M). They should record daily any physical
exercise activities they have done during the week, for how long and how hard or easy the
exercise was. Learners can download their presentations into
padlet.com.(https://ru.padlet.com/auth/signup)
Descriptor A learner
• writes recommendations on the topic;
• develops his/her personal objectives using appropriate future
forms;
• creates a template for keeping exercise diaries.
150
Unit: Healthy Habits
Learning objective 7.L8 Understand supported narratives on a wide range of general
and curricular topics
7.W9 Punctuate written work at text level on a growing range of
familiar general and curricular topics with some accuracy
Assessment criteria • Recognise the meaning of a story with some support
• Use punctuation marks in a piece of writing
Level of thinking skills Knowledge and comprehension
Application
Task 1
Listen to the story and decide if these sentences are True or False or Not Given.
Teacher reads the story two times.
“Unhealthy Breakfast”
Jack is a bachelor. He works in downtown Chicago as a shoe salesman. Every morning on
his way to work, Jack stops at a donut shop and buys a chocolate donut and a cup of coffee. Jack
likes this morning routine because it is quick and easy. He does not have to cook breakfast or
wash the dishes. Last time Jack went to the doctor for a check-up, his doctor told him that he had
high cholesterol. The doctor told Jack to stop eating foods that are high in fat. Donuts are fried in
a lot of fat.
1. Jack is a shoe salesman in Seattle, Washington. ________
2. Jack is married, but he and his wife are getting a divorce. ________
3. The nurse told Jack to stop eating fatty foods like donuts. ________
4. Jack went to the doctor to do only a blood test on cholesterol. ________
5. Donuts are healthy because they are fried in fat. ________
Task 2
Write a conversation between Jack and his doctor. Pay a special attention to punctuation of
this dialogue.
Teacher should explain the main punctuation rules before this task.
Doctor Jack your cholesterol is high. You need to eat healthy foods with little fat.
Jack But I like to eat chocolate donuts hamburgers and fries.
Descriptor A learner
• gives the right answers;
• writes a dialogue and punctuates it.
151
Unit: Healthy Habits
Learning objective 7.UE4 Use an increased variety of determiners including neither,
either on a range of familiar general and curricular topics.
Assessment criteria • Demonstrate the ability to use correct determiners including
neither, either in the context.
Level of thinking skills Application
Task
Complete the sentences with both/neither/either. Use preposition of and pronounces such as
them and us where necessary.
I tried two drugstores for the medicine I wanted but 1)______________ had it.
Is that doctor’s name Bauyrzhan? Or is it Aibek? It is one of the two. That doctor’s name is
2)_______________ Bauyrzhan or Aibek.
I was invited to visit two new hospitals last week but I did not go to 3)__________________.
Aigul and I play tennis together regularly but 4)_______________ can play very well.
I saw an accident this morning. One car drove into the back of another. Fortunately 5)_______
driver was injured but 6)_____________ cars were quite badly damaged.
I asked two people the way to the hospital but 7)_______________could help me.
Answer keys:
1. neither of them; 2. Either ; 3. Either of them; 4.neither of us; 5.neither; 6. both of the; 7.
Neither of them.
Descriptor A learner
• chooses the appropriate determiners;
• completes the task.
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Unit: Healthy Habits
Learning objective 7.R9 Recognise inconsistencies in argument in short, simple
texts on a limited range of general and curricular subjects.
Assessment criteria • Identify incoherence in arguments in short, simple texts.
Level of thinking skills Knowledge and comprehension
Task
Read the text about calories we burn in one hour. Find the information in the text and
decide if these statements are True or False.
1. The amount of calories we use an hour depends on the activity we do.
2. When we are resting, we do not burn calories.
3. Reading uses as many calories as writing.
4. The calories we burn for eating and washing up the same.
5. Sunbathing uses more calories than driving.
6. Having a shower uses only 100 calories an hour.
7. Walking is very light activity.
8. Cycling and dancing use the same amount of calories.
9. Horse riding uses the most amount of calories.
10. Playing football uses fewer calories than swimming.
How many calories can you burn in one hour? Well, it all depends on the activity. You
use calories all the time, even when you are resting. Reading, sleeping, sitting and sunbathing
all use about 60 calories an hour. Very light activities use 75 calories. Examples are eating,
writing, knitting, shaving, driving and washing up. Light activities which use about 100 calories
an hour include playing the piano, getting dressed and having a shower. Under moderate
activities that use between 100 and 200 calories an hour, we can put walking, doing housework,
shopping and skating. Energetic activities use 200-400 calories. These include horse riding,
cycling, swimming, skipping and dancing. Finally, there are strenuous activities, which use up
to 600 calories an hour. These activities include climbing stairs, digging the garden and playing
football.
Answer keys:
1. True; 2 False; 3. False; 4.True; 5.False; 6. True; 7. False; 8. True; 9. False; 10. False.
Reference
http://englishteststore.net/index.php?option=com_content&view=article&id=241&Itemid=335
Descriptor A learner
• analyses the information in the text and gives the right answers.
153
Unit: Clothes and Fashion
Learning objective 7.C1 Use speaking and listening skills to solve problems creatively
and cooperatively in groups
7.R2 Understand specific information and details in texts on a range
of familiar general and curricular topics
7.R7 Recognise typical features at word, sentence and text level in a
range of written genres
Assessment criteria • Discuss a problem in groups and suggest a solution for a
problem
• Realise particular facts and parts in reading passage
• Identify the correct form of a word, appropriate sentence
structure and text layout
Level of thinking skills Knowledge and comprehension
Application
Task 1
Read your part of the text and write down at least 3 new words from it. After reading
the text, retell it to your group members in details. While listening the following texts you
should write unknown words from them.
Teacher divides learners into 3-4 groups and the text into 3-4 parts depends on amount of
learners in the group.
Clothes For Important Days
Are you wearing your best clothes today? Maybe not. We wear good clothes at school, but
we wear better clothes at parties or on important days. Weddings are very important days. In the
photo of a wedding, the people are wearing beautiful clothes. They are made of an
expensive fabric called silk. Wedding clothes are different in different countries, but one thing
is the same everywhere-people wear their best clothes on the most important days.
Clothes For Every Day
In the past, clothes were often big and heavy. The old clothes above do not look very
comfortable. Most people could not buy clothes made of light fabrics, like silk, because they
were too expensive. There were no synthetic fabrics like nylon.
Today, our clothes are light and easy to wear. They are made quickly in big factories.
Millions of clothes are made every day. Most people have lots of different clothes because they
are cheaper now.
Staying Cool or Warm
We wear clothes because we want to be comfortable in hot or cold weather. In hot weather,
tight clothes are uncomfortable. If we wear loose clothes, the air can move around our bodies and
help us to stay cool. The men above live in a hot country. They are wearing long, white shirts
called dishdashas. White clothes are cool in hot weather. The men’s turbans and scarves protect
their heads from the sun.
In colder countries, people also cover their heads. In places where the winter is very cold,
people wear hats made of wool or fur. Heat from the body stays in the wool or fur and keeps
people warm.
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Looking Good
How do we look good? People’s ideas about that have sometimes changed. About 400 years
ago, people in Europe wore big white collars around their necks. You can see one in this painting
of a woman from Holland. In Ancient China, yellow was the emperor’s color. Only the emperor
could wear yellow clothes.
To look good today, men wear ties, and women wear scarves or jewelry. The head and neck
have always been important in the design of clothes. When we meet people, we usually look at
the top half of their body their face and their eyes.
Some people want to look rich and important. They buy expensive clothes made by famous
designers. Presidents and politicians usually wear expensive clothes.
Task 2
Answer the questions on the texts. Choose the right answer, write it on the paper and raise
it.
Teacher shows or reads questions on the texts giving some answers. Learners’ task is to choose
the correct answer and write a letter on the paper (A,B,C), which they are given. Then they raise
their paper with the answer. They do this task individually.
1. What does “loose clothes” mean?
A) not tight (free) clothes
B) uncomfortable clothes
C) tight (not free) clothes
2. What was emperor’s colour in Old China?
A)red
B) orange
C) yellow
3. What did people wear around their neck in Europe about 400 years ago?
A)collar
B) necklace
C) jewelry
4. What kind of fabric is too expensive for ordinary people?
A)synthetic
B) silk
C)wool
5. What day do people wear the most expensive clothes?
A)weekend day
B) wedding day
C) school day
Answer keys:
Task 2.1.A; 2.C; 3.A; 4.B;5.B.
Descriptor A learner
Task 1 • writes down at least 3 new words from his/her text;
• retells the text to the others using full sentences;
• listens to classmates and writes down new words;
Task 2 • answers multiple choice questions on the texts.
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Unit: Clothes and Fashion
Learning objective 7.R5 Deduce meaning from context in short texts on a growing
range of familiar general and curricular topics
Assessment criteria • Identify the meaning and details of the reading texts
Level of thinking skills Higher order thinking skills
Task
Look at the pictures and read the given text. Divide your list of paper into two columns
casual and formal. While reading interline appropriate words and write them down
according to the style. Work individually.
“ … Sam is wearing a
casual/formal cotton shirt with a floral
pattern. The neck is open and the
sleeves are slightly rolled up. He is
also wearing smart, loose-fitting/tightfitting
dark grey trousers with a goldbuckled
black leather shoes. On his
feet he is wearing slip-on/sling-back
leather shoes. Amanda is wearing a
round-necked, short-sleeved/longsleeved,
navy cotton T-shirt and shorts
with large dark blue and white flowers
on them. She has a white belt round
her waist and white, leather, lowheeled/
high-heeled shoes on her feet.”
“Dressed with classic elegance, Julia and
Henrietta introduce this winter’s look. On the right,
Julia is wearing a long, brown, tailored
jacket/overcoat with wide, dark brown velvet lapels
and narrow velvet cuffs/wrists. Under this she is
wearing a brown, button-down blouse/pullover with a
narrow collar/neck, a waistcoat and a matching
brown skirt/dress with a slit in the front. She has
brown socks/tights on her legs and brown leather
low-heeled ankle loafers/boots on her feet. She is
also wearing dark brown leather mittens/gloves and a
dark brown wide-brimmed helmet/hat. Henrietta is
wearing a fitted jacket fastened with gold
zips/buttons. She is also wearing brown trousers. She
is holding a loose-fitting overcoat with a wide velvet
collar.”
Answer keys:
1st text: casual, loose-fitting, slip-on, short-sleeved, low-heeled
2nd text: jacket, cuffs, blouse, collar, skirt, tights, boots, gloves, hat, button
Descriptor A learner
• chooses the right words in the text;
• divides words into categories.
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Unit: Clothes and Fashion
Learning objective 7.C4 Evaluate and respond constructively to feedback from others
7.S6 Begin to link comments with some flexibility to what others
say at sentence and discourse level in pair, group and whole class
exchanges
7.W6 Link with little or no support, sentences into coherent
paragraphs using a variety of basic connectors on a range of
familiar general topics and some curricular topics
Assessment criteria • Analyze given feedback; Form opinion and give
constructive answers to feedback
• Interact in a pair, group and a whole class work presenting
logically connected information with ideas of other people;
• Connect sentences into paragraphs with basic connectors
and linking words with some support
Level of thinking skills Application
Higher order thinking skills
Task 1
Rise your hands up if you agree with this statement and explain why or stand
up if you disagree and present some arguments.
Teacher shows the following fashion statements:
- You can judge a person`s personality by their clothes.
- Clothes are more important for women than for men.
- Young people are more fashionable than their parents.
- What you wear says a lot about your personality.
- Comfort is the most important thing when choosing new clothes or shoes.
- It is important to me to look different to my friends.
- Second hand clothes can be cool.
Task 2
Choose one of the fashion statements and express your opinion on it in written form giving
the examples agreeing or disagreeing to the statement. Then present your ideas to your
classmates. Listen to their feedback on your work. Be ready to respond to their comments
and assess peer’s speeches.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Reference https://www.teachingenglish.org.uk/article/fashion-statements
Descriptor A learner
Task 1 • uses topical vocabulary in a speech;
• presents clear arguments for and/or against;
Task 2 • writes a paragraph of 60 words;
• follows logical structure;
• uses a variety of basic connectors.
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Unit: Clothes and Fashion
Learning objective 7.L4 Understand with little support some of the implied meaning
in extended talk on a limited range of general and curricular topics
7.W8 Spell most high-frequency vocabulary accurately for a
growing range of familiar general and curricular topics
Assessment criteria • Recognise the content of an extended conversation using
some supporting information
• Write topic related words correctly
Level of thinking skills Knowledge and comprehension
Application
Task
You are going to listen to the recording about FASHION. Your task is to fill in the gaps.
Write no more than THREE WORDS!
Follow the link to listen to the recording http://listenaminute.com/f/fashion.html
Have you ever thought how strange fashion is? People tell us what clothes 1_____________.
That is 2_________. Fashion stores tell us what is “in” this summer or this winter. People then
buy the same clothes and look like everyone else because they want to feel 3 _________. The
thing is that, fashion is about being 4 __________, but then we all wear clothes that are the same
as everyone else’s! 5 ___________fashion is expensive these days. Everyone is into brand
fashion. Have you seen how much the most fashionable 6 ___________ are? How can kids
7____________ those? The craziest fashion is 8______________brands. People spend a month’s
salary, or more, on a handbag or watch. That is 9_______________. I am happy with an
unknown brand at half the price.
I do not mind being 10 _______________.
Answer keys:
1. to wear; 2.weird; 3. Trendy; 4. An individual; 5.keep up with; 6.sneakers; 7. Afford;
8.the luxury; 9. Crazy; 10. Unfashionable.
Descriptor A learner
• fills in the gaps following the instructions in the task;
• spells the words accurately.
158
Unit: Clothes and Fashion
Learning objective 7.UE3 Use a growing variety of compound adjectives and adjectives
as participles
Assessment criteria • Apply the rule for compound adjectives and adjectives as
participles in practice
Level of thinking skills Application
Task 1
A compound adjective is formed when two or more adjectives are joined together to modify the
same noun. They are usually written with a hyphen (e.g. good-looking, sun-tanned …). Its
meaning is normally clear from the words it combines. The second part of the compound
adjective is often a present or past participle.
Match the adjectives with their meanings.
1 well-off A attractive
2 laid-back B totally new
3 good-looking C famous
4 ready-made D rich
5 fashion-conscious E relaxed
6 well-known F eternal
7 heart-broken G inflexible
8 ever-lasting H depressed
9 narrow-minded I stylish
10 brand-knew J can be used immediately
Task 2
Fill in the gaps with the compound adjectives from exercise 1. One word is given in
brackets.
1. Mary is very 1___________ (fashion) and she loves wearing 2________ (new) designer
clothes.
2. Brad Pitt is a really 3______ (known) actor and he’s very 4___________ (good) – everybody
likes him.
3. Kate is always so 5________ (back) about everything.
4. His visit left an 6 ________ (lasting) impression on me.
5. John worked long hours and became very 7_____ (off).
6. We have no 8 _________ (made) answers.
7. Our new boss is so 9___________ (minded), he is not ready to listen to or tolerate the views of
others.
8. Alan was really 10________ (broken) when Sarah left him.
Task 3
Match the definitions to the compound adjectives. The words are given below. There are
more words than needed.
Absent-minded narrow-minded thick-skinned short-tempered badly-behaved
two-faced cold-hearted strong-minded fashion-conscious easy-going
big-headed
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1. Sam is not easily upset or offended by what other people say about him. He is
____________________.
2. Mr. Brown gets angry very easily. He is ____________________.
3. My sister usually gets what she wants. She is ___________________________________.
4. Ann is insensitive and she always tries to tell people whatever she thinks will please them.
She is ______________________.
5. One little boy was very ________________________________; he kept shouting during
lunch.
6. Jill had a nice time with Jeremy – he is good company and very ______________________.
7. Mrs. Smith is getting more ________________________________ as she gets older.
Answer keys:
Task1.1.D; 2. E; 3. A; 4. J; 5. I; 6. C ; 7. H; 8. F; 9. G; 10. B;
Task2.1.fashion-conscious; 2.brand-new; 3.well-known;4.good-looking;5.laid-back;6.everlasting;
7.well-off; 8.ready-made;9.narrow-minded;10.heart-broken.
Task3. 1. thick-skinned; 2. short-tempered; 3.strong-minded; 4.two-faced; 5. badly-behaved;
6.easy-going;7.absent-minded.
Referencehttps://en.islcollective.com/resources/printables/worksheets_doc_docx/compound_adje
ctives/adjectives/79610
Descriptor A learner
Task 1 • finds the meaning for the compound adjectives and matches
them;
Task 2 • uses compound adjectives properly;
Task 3 • chooses an appropriate word and completes the task.
160
Unit: Clothes and Fashion
Learning objective 7.W1 Plan, write, edit and proofread work at text level with some
support on a growing range of general and curricular topics
7.UE3 Use a growing variety of compound adjectives and
adjectives as participles
Assessment criteria • Make a clear plan of writing; Write a text; Check the written
draft
• Apply the rule for compound adjectives and adjectives as
participles in practice
Level of thinking skills Application
Higher order thinking skills
Task
This is Jane Pretty. Describe her appearance and character using compound adjectives
given below.
good-looking long-sleeved brand-new well-off
easy-going curly-haired long-legged blue-eyed opennecked
high-heeled tight-fitting good-tempered
You should write about her face, skin, complexion, hair,
body and clothing. Proofread the written draft.
Write more maturely by using strong sentence openings. For
example,
• Smartly dressed in (name of garment), the woman …
• Wearing a (name of garment), the teacher …
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Reference
https://en.islcollective.com/resources/printables/worksheets_doc_docx/compound_adjectives/adje
ctives/79610
Descriptor A learner
• uses compound adjectives in the written forms;
• uses the structure of descriptive writing.
161
Unit: Clothes and Fashion
Learning objective 7.UE9 Use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms on a range of
familiar general and curricular topics
Assessment criteria • Apply correctly active and passive simple present and past
forms and past perfect simple forms in the context
Level of thinking skills Application
Task 1
Put in the correct form of the verb in the passive voice.
1. A lot of T-shirts _________________ (make) of cotton.
2. The cotton __________________ (grow) in America.
3. It ___________________ (pick) by machines.
4. The cotton ________________ (take) to a factory.
5. The clothes ___________________ (sell) in the USA and all over the world.
6. Cotton T-shirts _________________ (buy) by people who like comfortable clothes.
Task 2
Put in the correct form of the verb in the passive voice with an adverb.
1. T-shirts ________________________ (usually wash) in a washing machine or by hand.
2. They _____________________ (often make) in lots of different colours.
3. The maker's name _____________________ (often put) on the front.
4. A picture _____________________ (sometimes print) on the front of T-shirts.
5. T-shirts ____________________________________ (often sell) in supermarkets.
6. They __________________ (also find) at markets, airports and in souvenir shops.
Answer keys:
Task1:1.are made; 2.is grown; 3.is picked; 4.is taken; 5.are sold; 6.are bought.
Task2:1. are usually washed; 2. are often made; 3. is often put; 4. is sometimes printed;
5. are often sold; 6. are also found.
Descriptor A learner
Task 1 • uses the right form of verb;
Task 2 • fills in the sentences according to the grammar rule.
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Unit: Clothes and Fashion
Learning objective 7.R6 Recognise the attitude or opinion of the writer on a range of
unfamiliar general and curricular topics
7.R8 Use familiar and some unfamiliar paper and digital reference
resources with little support to check meaning and extend
understanding
Assessment criteria • Interpret the information to identify the author’s attitude
and opinion
• Demonstrate the ability to use a dictionary or digital
methods to trace meaning and extend vocabulary
Level of thinking skills Knowledge and comprehension
Application
Task 1
Read the texts and fill the table with the proper information from the text.
Learners draw a table in their copybook. Teacher monitors learners’ work and checks that they
write information in proper column.Learners can use any dictionary to check the meaning of the
words. They can do this task in pairs or individually.
Name of Fabric Characteristics
of Fabric
Come from Clothes
Synthetic Light, chemical Chemical
materials
Sports, clothes,
shirts
Synthetic fabrics
Synthetic fabrics do not come from plants or animals. They are made of chemicals, and the
chemicals usually come from oil. There are many different synthetic fabrics. Nylon, polyester,
Spandex, and Gore-Tex are some of the most important ones. They are light and strong. They
can stretch and fit close to the body, so they are often used for sports clothes, for example, shirts
and shorts for cyclists.
Wool
People have always worn clothes made of wool, especially in cold countries. The wool
comes from sheep, alpacas, and other animals. There are different types of wool. In some wool,
the threads are thin. This wool is used to make sweaters and scarves. Thicker threads are used to
make blankets and carpets. We can make seven sweaters with the wool from one sheep.
Silk
The first silk was made in China about 5, 000 years ago. The secret of silk is a tiny animal,
called a silkworm. The silkworm makes a thin thread and wraps the thread around its body. In
two or three days, the silkworm can make about 900 meters of thread. Then people take the
thread and wash it.
People weave the silkworm’s thread and make silk. Dresses made of silk move easily
when the person walks. Silk clothes are comfortable because silk is very soft.
163
Cotton
Most shirts, t-shirts, jeans, socks, and underwear are made of cotton. Cotton clothes are
good in hot countries because the air goes through the fabric and keeps you cool.
Cotton plants grow in fields. The white balls on the cotton plant are picked and washed,
then they are made into cotton threads. Most of the word’s cotton is grown in China, India, and
the USA.
Task 2
Answer the questions.
1. What types of wool exist?
2. Why do we need wool?
3. Why is silk fabric so specific?
4. If we don’t have a silkworm can we substitute this animal for production silk or fabric
close to this one.
5. What is the specific of cotton?
6. What is the process of making cotton?
7. Is it hard to make cotton? Why?
8. How is synthetic differ from other fabrics?
9. What fabric is better (natural or synthetic)? Why?
Descriptor A learner
Task 1 • finds the details in short texts and fills the table with proper information
from the texts;
Task 2 • gives the answers to the questions according to the text.
164
Unit: Clothes and Fashion
Learning objective 7.C9 Use imagination to express thoughts, ideas, experiences and
feelings
7.S5 Keep interaction with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
7.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
Assessment criteria • Convey fantasy ideas including emotions and senses
• Support a talk with peers while agree, disagree and discuss
the order of actions and plans to fulfill the tasks
• 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
Teacher prepares a set of pictures with out-of-date and modern clothes.
Learners work with the partner and compare pictures talking about how styles change with the
time (PAST/PRESENT/FUTURE). One learner has picture of out-of-date clothes, another
modern ones. They should ask questions in order to understand how out-of-date clothes or
modern ones look like. They should draw it. Then compare and create clothes of future by
describing it together.
Study your picture. Describe picture to your partner. Compare both pictures using useful
vocabulary. Describe how the clothes can look like in the future.
Follow this plan:
1) say what the pictures have in common;
2) say what differences they have;
3) say how it can look like in the future;
4) explain why.
Use this vocabulary in your speech
Similarities Differences
• One similarity which stands out is
that….
• One thing that picture A and picture B
have in common is that………….
• One of the similarities between two
pictures is that……………
• … differs from… in that…
• There are more differences than
similarities between… and… For
instance,…
• In comparison to…,…
• Picture A and picture B (quite/ very/ really/ really quite) similar/ different, for
example….
• The main similarity/ difference between… and… is…
• In the first picture I can see …………. In contrast, ……….. in the second picture ……..
165
Descriptor A learner
• uses topical vocabulary;
• uses correct structure of asked questions;
• describes the clothes of the future.
Unit: Clothes and Fashion
Learning objective 7.UE10 Use present continuous forms for present and future
meaning and past continuous on a range of familiar general and
curricular topics
Assessment criteria • Employ the rule for using present continuous forms for
present and future meaning and past continuous in the
context
Level of thinking skills Application
Task1
Choose an appropriate future form.
1) Are you doing/ do you do anything later? I thought we could go out.
2) The fashion show is beginning/begins soon so we need to get back to concert hall.
3) Susan is meeting/ meets me for photo session later.
4) The discussion about new styles is kicking off/ kicks off at 3.00.
5) What time is your meeting starting/ does your meeting start later?
6) I am visiting/visit my hairstylist next Sunday.
7) I am finishing/finish work early today as I have an appointment at the designer’s club.
8) I've just phoned the centre and the doors open/are opening at 1.00.
Task 2
Read and complete with the verbs in the Past Simple and Past Continuous Tenses.
A B
166
In a country far away a king 1____________(live). He
2 __________ (like) clothes and he 3 __________(spend) all his money on them. He often
4__________ (go) through the city to show his new clothes. He 5__________ (dress) a new coat
every day.
One day two men 6__________(come) to the royal palace. They 7 ________(say) they
would sew a magic clothes for king. They 8 _______________(work) for some hours when the
king 9 ___________ (come) to see work. The king 10 ________ (not see) anything. However he
11 ___________ (not want) to look stupid, so he
12 __________ (wear) clothes for the Royal Show.
When people 13____________(see) him at the street they 14 __________(laugh) at him for
some time as he
15 ____________(be) naked. That was the worst day ever.
Answer keys:
Task 1:1. Are you doing; 2. begins; 3.is meeting; 4. kicks off; 5.does your meeting start; 6.am
visiting; 7.am finishing; 8.open.
Task 2: 1.lived; 2. liked; 3. spent; 4. went; 5. dressed; 6. came; 7. said; 8. were working; 9.
came;10. didn’t see; 11. didn’t want;12. was wearing;13. saw; 14. were laughing; 15. was.
Descriptor A learner
Task 1 • uses present continuous or present simple verb forms for future
meaning;
Task 2 • uses verbs from the brackets in past simple or past continuous forms.
167
Unit: Clothes and Fashion
Learning objective 7.L3 Understand with some support most of the detail of an
argument in extended talk on a limited range of general and
curricular topics
Assessment criteria • Recognise detailed information in a short conversation
with some support
Level of thinking skills Knowledge and comprehension
Task
Listen and circle the correct answer. CD1. Tapescript 5.
1. What is the person trying on in the dressing room?
A) Pants
B) Jacket
C) Sweater
D) Shirt
2. How can this person save 10% off the sweater?
A) Waiting until the sale happens this weekend
B) Using a coupon in the catalog
C) Filling out a survey
D) Opening a department store credit card
3. What else is this person looking for?
A) Pants
B) Jacket
C) Sweater
D) Shirt
4. Why is the person not going to buy the second item?
A) Jacket sleeves are too long
B) Pants are too long
C) Sweater is too bulky
D) The shirt is too tight
Answer keys:
1. Sweater; 2. Opening a department store credit card; 3. Pants; 4. Pants are too long.
Descriptor A learner
• chooses the right information.
168
Unit: Clothes and Fashion
Learning objective 7.R1 Understand the main points in texts on a limited range of
unfamiliar general and curricular topics
7.R2 Understand specific information and details in texts on a
range of familiar general and curricular topics
Assessment criteria • Identify the main idea of text on unfamiliar and curricular
topics
• Realise particular facts and parts in reading passage
Level of thinking skills Knowledge and comprehension
Task
Read the texts and choose the right answer.
Are British teenagers fashion-mad?
Recently a company asked young people in the United Kingdom some questions about money
and shopping. They discovered the British teenagers cannot live without buying new clothes,
even when they do not have much money. We have interviewed British teenagers to see if they
really are mad about fashion.
Chloe Broderick,
Joe Clark, Max Dawson,
I go shopping for clothes with
my friends every Saturday.
Today I I’ve bought things that I
don’t really need too. However a
new dress or top can make you
feel really good. So, it’s worth (it
costs) the money even if you
only wear it once. To be honest, I
don’t really look at the price.
When I like something, I just buy
it. I’ve written article about
fashion in our school magazine
and I’ve drawn some designs for
clothes. Maybe one day I’ll be a
fashion designer myself.
Me? Mad about fashion?
No, way! Ihate shopping for
clothes. My mum usually
buys me stuff (different
things). She knows what I
like. The things I wear aren’t
usually very expensive.
Personally, I think that
people send too much money
on clothes. The most
expensive thing I’ve ever
bought is my leather jacket. I
bought it two years ago. It
looks good, so why should I
buy a new one?
You can’t just buy
jeans or T-shirt nowadays.
They have to be Calvin
Klein jeans or Dolce and
Gabbana T -shirt. My
friends all wear designer
clothes, so I’ve started
doing te same. I’ve just
spent a hundred pounds on
one shirt! Sometimes I’ve
found that later I don’t
even like what I’ve
bought. However it’s
important for me to wear
the same clothes as my
friends. If not, I’m not part
of the group.
169
Whiсh person says it?
A) Chloe
B) Joe
C) Max
1. ______thinks wеаring thе right clothes is important to kеер yоur friеnds.
2.______only buys сlоthеs if it is nесеssary.
3.______thinks сlоthеs mаkе you hаppy.
4.______thinks that dеsignеr сlоthеs arе еssеntial nоw.
Descriptor A learner
• finds necessary information in the text and completes the task.
170
Unit: Clothes and Fashion
Learning objective 7.L7 Begin to recognise typical features at word, sentence and text
level of a limited range of spoken genres
Assessment criteria • Identify the correct form of a word, appropriate sentence
structure and text layout
Level of thinking Knowledge and comprehension
skills Task 1
Listen to the conversation and tick THREE reasons told by mother.
Learners listen to the audio and do the task to the audio individually.
Follow the link to listen to the recording
https://www.youtube.com/watch?v=fCpWVIlz6es&nohtml5=False
1. Which reasons does mother tell about wearing uniform by people:
- To say who is who
- To show your status
- To protect your body
- To help to remember history
- To tell the role in the team
- To keep rules of school
Task 2
Choose the BEST answer.
1. What does boy feel about his uniform?
- Happy
- Disappointed
- Sad
- Exciting
2. Whom can the boy ask for the help if he has lost on the street?
- A postman
- A policeman
- A doctor
- A builder
3. What do the builders have to wear when they are working
- Paper hat
- Helmet
- Cap
- Hard hat
4. How can school uniform help teachers while school tour?
- To keep Learners together
- To teach Learners better
- To find lost Learners
- To keep Learners save
Answer keys:
Task1: To say who is who/ To protect your body/ To tell the role in the team
Task 2: 1. Disappointed/ 2. A policeman 3. Hard hat 4. To keep Learners together
Descriptor A learner
Task 1 • chooses three reasons;
171
Task 2 • selects an appropriate answer for each question.
Unit: Clothes and Fashion
Learning objective 7.UE14 Use prepositions before nouns and adjectives in common
prepositional phrases on a wide range of familiar general and curricular
topics
Assessment criteria • Employ the rule for nouns and adjectives in common
prepositional phrases in practice
Level of thinking
skills
Knowledge and comprehension
Application
Task
Fill the gaps with the correct prepositions at, by, of, on, to, as.
1.She learned how to design clothes____ the age of 45.
2. The fashion journal was written ____Yves saint Laurent.
3. I’ll show you the picture ___ the evening gown.
4. We can only get to fashion show ____ foot.
5. He reminds me ___ his old fashion designer.
6. She always gets up early in the morning and goes ____ bed late at night because she works
____a model.
7. Philip waited for her ____ the movie theatre.
8. I would like to travel ___Italy next summer.
Answer keys:
1. at; 2. by; 3.of;4on; 5. of; 6.to,as; 7.at; 8 to.
Descriptor A learner
• completes the sentences with appropriate prepositions.
172
Unit: Clothes and Fashion
Learning objective 7.C5 Use feedback to set personal learning objectives
7.W9 Punctuate written work at text level on a growing range of
familiar general and curricular topics with some accuracy
Assessment criteria • Consider classmates' advice and set personal learning
objectives based on their feedback
• Use punctuation marks in a piece of writing
Level of thinking skills Application
Task 1
Write a dialogue between two friends talking about a new fashion make-over. Do it in pairs.
Practice to give as many pieces of advice as possible to your classmate.
Use supportive structures and expressions in an example. Pay attention to the punctuation
in your dialogue.
If learners feel some troubles in choosing the topic of their dialogue, teacher should write some
prompts and tells learners that advice could be about how to change his/her style of dress,
hairstyle or give information about what clothes is better to wear for each occasion.
Supportive structures and expressions.
-Hi Aliya! Thanks for meeting me for coffee/dinner/lunch/a movie/etc.
-What are you wearing?
-You look...
(+) wonderful/great/terrific/amazing
(-) awful/terrible/like Lady Gaga.
-Really? /Seriously? /You think so? Thanks, it is one of my favorite outfits.
-I love this shirt, I think it is very modern. Can I give you a makeover?
-I think you look incredible! I need some help with my style. Will you give me a makeover?
-Sure! That sounds great! I like wearing _________style clothing. Can you help me choose a
new outfit that is more in-style?
- I'd love to! I like wearing ______ style clothing. I will help you choose a new outfit that is
trendier.
Example:
B: Your new style is...
A: This outfit is so much better than my old outfit because...
B: What about the... Do you think that...?
A: It looks...
B: These days....
A: My old style...
My new style...
Thanks for your advice!
173
Task 2
Make a plan for further actions setting your personal objectives about what you want to
change, how and by what time. Pay attention to the punctuation in your plan. Do it
individually.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Descriptor A learner
Task 1 • writes advice to his/her classmate;
• writes meaningful respond to the advice;
• uses punctuation marks where necessary;
Task 2 • writes his/her personal objectives;
• uses punctuation marks where necessary.
174
Reference
http://www.earthtimes.org/encyclopaedia/environmental-issues/naturaldisasters/#
EGg3zfbhs6IS9TlS.99
http://www.teachervision.fen.com
English-in-Mind2, student’s book by Herbert Puchta and Jeff Units
TEACH-THIS.Com
http://busyteacher.org/5952-what-do-they-do-in-their-free-time.html
http://www.toptenz.net/top-10-deadliest-hobbies.php
https://www.youtube.com/watch?v=NjwUHXoi8lM
usefulenglish.ru/writing/irregular-plural-nouns
bogglesworldesl.com/files4/survey_results.doc
http://drewseslfluencylessons.com/2-advanced/hobbies/esl-listening-activity-for-hobbiesvocabulary/
http://www.esl-lab.com/eslbasic/hobbies-1.htm
http://esol.britishcouncil.org/content/learners/grammar-and-vocabulary/grammar-lessons/myhobbies-
present-perfect
http://www.esl-lab.com/vocab/v-hobbies.htm
http://www.esolcourses.com/content/topics/hobbies/elementary-hobbies-word-search.html
http://webenglish.se/hobbies-and-interests-5-6/
http://www.henry4school.fr/Vocabulary/hobbies/listencq.
htmhttp://www.esolcourses.com/topics/hobbies-and-sports.html
http://www.usingenglish.com/quizzes/417.html
http://www.ecenglish.com/learnenglish/lessons/play-do-go-sports-verbs
http://www.englisch-hilfen.de/en/exercises/confusing_words/do_go_play.ht
http://www.esl-lounge.com/student/vocabulary/1v4-play-go-do.php
http://en.islcollective.com/resources/printables/worksheets_doc_docx/gerunds_and_infinitives/geru
nds-and-infinitives/23394
https://www.englishclub.com/grammar/prepositions-place-at-in-on.htm
http://english-bird.ru/prepositions-in-on-at/
ReadWriteThink.com
www.handoutsonline.com
www.teachingenglish.org.uk
The Solar System Song (Planet song). For children
onestopenglish.com
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/irrplu1.htm
http://www.slideshare.net/tatjanalipovac5/children-and-watching-tv-reading-comprehension
www.esltopics.com
READTHEORY (reading comprehension levels)
http://girly-swot.com/NGfL_Cymru/english/unit3/EnglishUnit3.html
http://www.englishpedia.net/my-grammar/advanced/if-clauses/unless-lesson-grammar.html
http://www.alleng.ru/engl-top/254.htm
http://busyteacher.org/search.html?q=impersonalstructure+with+It+There
http://www.englisch-hilfen.de/en/grammar_list/substantiv.htm
http://englishcossio.blogspot.com/2011/11/impersonal-passive-with-key.htm
http://www.smart-words.org/linking-words/transition-words.html
http://grammar.ccc.commnet.edu/grammar/prepositions.htm
https://s3.amazonaws.com/scschoolfiles/631/grade_8grammar_complete_workbook_lesson_17.pdf
http://grammar.yourdictionary.com/parts-of-speech/prepositions/Prepositional-Phrases.html
175

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