Important places in your town/city. Write 3, 4 sentences.

Unit : Home and Away

Learning objective

Assessment criteria

Level of thinking skills

Task

Read and put the words into the box under the correct type of noun.

Weather, rain, cake, book, dog, snow, cheese, snake, information, fruits, equipment, tree, woman, city, village, country, climate.

Tell what you did on your holidays. Use picture and words below.

Astana, Kazakhstan, museum, theatre, cinema, park, shop, restaurant, entertainment.

A learner

· reads the words;

· identifies the correct type of noun and puts the nouns in the right columns;

· talks about holidays;

· uses time and location words;

· pronounces words and phrases intelligibly. 

Unit : Home and Away

Learning objective

5.UE4 Use determiners including any, no each, every on a limited range of familiar general and curricular topics

Assessment criteria

· Apply the correct determiners in the context

Level of thinking skills

Application

Task

Fill in the blanks. Use some, any, no.

1. Have you got _____ chocolate cake?

2. There are ———————– children in the garden.

3. I think there is ——————— butter in the fridge.

4. We met ——————— nice Asian girls on holiday.

5. I like _____ kind of cake.

6. Can I have _____ sugar?

7. We’ve got _____ amazing chocolate cake, and _____ carrot cake.

A learner

· completes the sentences;

· uses appropriate determiners.

Unit : Home and Away

Learning objective

5.UE6 Use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics

Assessment criteria

· Differentiate between personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing, and anything

Level of thinking skills

Application

Task

Complete the questions. Use some, any, something, nothing, anything.

1. I saw _____ outside the window.

2. There’s _____ there.

3. Has _____ happened?

4. You don’t want to ask _____ else?

5. Have we got _____ onions?

6. There is _____ to wait for.

7. Is _____ coming to meet you?

8. There are _____ flowers on the bed.

9. Does he know _____ about computers?

10. You have bought _____ for us.

Descriptor

A learner

· chooses the correct options of pronouns;

· fills in the gaps appropriately.

Unit: Home and Away

Learning objective

Assessment criteria

Level of thinking skills

Task

Complete the sentences with look/ sound/ feel/ taste/ smell like, made of.

1. What's for lunch, I wonder? Hmmm. It _______________ fish and chips

2. I don't _______________ going out tonight.

3. Yeah. That _______________ a good idea to me.

4. It's clouding over. It _______________ rain.

5. It's time to change the bag. The bin _______________ terrible.

6. That jacket _______________ great.

7. This song _______________ familiar.

8.  This coffee _______________ mud.

9. This building _________ of brick and glass.

Unit: Living things

Task

Work in pairs. Look at the pictures.

Learner A: Choose a picture. Present your ideas to the class. Evaluate the feedback and respond to it.

Learner B: Give feedback to your classmate on presenting his/her thoughts.

Asks questions to clarify the ideas.

Swap the roles.

Unit : Living things

Task

Work in pairs. Look at the pictures. Discuss them and present your ideas to the class. Answer your classmates’ questions.

Unit : Living things

Task

Work in a small group or in pairs. Complete the mind map and talk about it.

Present your ideas to the group. Listen to the feedback and set your own learning aims.

Unit : Living things

Task

Learner A: give drawing instructions

Example: "Draw a large circle", "Draw a small square inside the circle", "Draw a horizontal line that touches both sides of the circle", etc.

Learner B: follows the instructions.

One learner describes a simple picture or series of shapes to another learner who will draw the picture on the whiteboard/blackboard without looking at it. That means they'll need to listen hard to what the other learner is instructing them to draw.

You can split the class into pairs and have them all do the activity at the same time but it works best as a quick activity to start or finish a lesson that everyone can enjoy together.

Begin by finding 2 volunteers, one who will give the instructions and the other who will attempt to draw the picture. Have one learner face the whiteboard/blackboard while you show everyone else in the class the picture, it's a good idea to start with something simple like random shapes rather than a complicated scene that is difficult to explain let alone draw.

It's then up to the other learner to give instructions in English, such as:

"Draw a large circle"

"Draw a small square inside the circle"

"Draw a horizontal line that touches both sides of the circle"

Give the volunteers a few minutes to finish the picture before comparing the original picture to the finished product, how close were they? What were some instructions that could have possibly worked better?

Find some new volunteers to draw the next picture and play again!

Use the following link for the ideas: http://www.funenglishgames.com/activities/drawinginstructions.html

Unit : Living things

Task

Read the text and think what words can be put in the gaps.

Listen to the text and fill in the gaps with missing words.

CD1. Tapescript 1.

There are 4 texts in the recording. The teacher can use any of them.

My favourite thing has to be my new tablet. It’s really light and quite _____________, so I take it with me everywhere. I’m always writing messages to friends and it’s big enough to do college work on it too. It takes really good _____________, and I play games and listen to _____________ on it as well, of course. I often download _____________ onto it, and watch them in _____________. My mum says I’m _____________, because I’m always on it. I even read things on it at breakfast time. I’m not allowed to at _____________ time, though. I have to be _____________ and talk to people then. “Welcome back to real life,” my mum says.

Answer the following questions:

1. What is the favourite thing of the author?

2. Does the author use it only at home?

3. Does the author read things due to his/her favourite thing?

Unit : Living things

Learning objective

5.R1 Understand the main points in a limited range of short simple texts on general and curricular topics

Assessment criteria

· Read and identify the main idea in the text

Level of thinking skills

Knowledge and comprehension

Task

Read the text.

The lion and the mouse

A lion is sleeping in his den. A mouse is running near the den. She runs into the lion’s den, jumps on his head and sits on his nose. The lion is angry. He takes the mouse in his strong paw.

“What are you doing, silly mouse?”, roars the lion. “I am going to eat you”.

The mouse is crying. “Please, don't eat me. Who knows, perhaps one day I can help you”.

The lion laughs when he hears it. He thinks it's a joke. How is a little mouse going to help the King of Beasts? However he lets the mouse go and it runs out of the den.

Some days later the mouse is running in the forest. She is looking for food. Suddenly she sees the lion in a big net. The net is a trap. “Lie still”, says the mouse to the lion. The mouse begins to chew the net. She is chewing and chewing and chewing. She is making big holes in it. First the lion’s paws are free, then his head and the lion jumps out. He is free.

“There”, says the mouse. “You see how a little mouse can help a lion”.

Choose the correct answer.

1. In his den the lion

a) is jumping. b) is sleeping. c) is eating.

2. The lion is going

a) to kill the mouse. b) to eat the mouse. c) to play with the mouse.

3. The mouse

a) is laughing. b) is running away. c) is crying.

4. When the mouse sees the lion in the net she

a) is running away. b) is laughing. c) is chewing the net.

Read the sentences and write T for True or F for False sentences.

1. The lion and the mouse are good friends.   ___

2. The lion kills the mouse.                          ___

3. The lion is sleeping in the den.                ___

4. The mouse helps the lion.                       ___

5. The lion is free.                                        ___

Descriptor

A learner

· reads the text;

· answers the multiple choice questions;

· identifies true and false statements and writes True or False next to the sentences.

Learning objective

5.R4 Read with some support a limited range of short fiction and non-fiction texts

Assessment criteria

· Read the given fiction or non-fiction text and identify the general information

Level of thinking skills

Knowledge and comprehension

Task

Read the text “Dolphins – The dogs of the Sea “

Dolphins are sometimes thought of as the dogs of the sea because they are usually playful and friendly. They’re also among the smartest animals on Earth. Dolphins are water mammals. Scientists believe they’re as smart as chimpanzeesor dogs. Dolphins live in rivers and oceans, but the fun thing all about dolphins is that they must come up to breathe air.

A Dolphin is a cetacean mammal, related to whales and porpoises. Though people sometimes think ‘dolphin’ and ‘porpoise’ are the same thing, porpoises are not considered dolphins and have different physical features (Porpoises have a shorter beak and spade-shaped teeth) and they also behave in a different way than a dolphin does.

Are the sentences True or False? Circle the correct answer.

1. Thanks to Dolphins’ playfulness and friendliness they are sometimes thought of as the dogs of the sea.                        True False

2. Dolphins are smart animals.          True False

3. Dolphins live in Lakes                   True False

4. Dolphins are related to whales.      True False

5. Dolphins can live without air.        True False

Link for the text: http://easyscienceforkids.com/all-about-dolphins/

A learner

· reads the text;

· reads the statements;

· circles the correct answer according to the text.

Unit : Living things

Unit : Living things

Learning objective

Assessment criteria

Level of thinking skills

Task

Work in pairs. Look at the information on cards. Use the cards as an example. Ask and answer the questions.

A learner

· reads the card and makes up questions;

· asks questions to find out information about his/ her partner;

· answers his/her partner’s questions.

Unit : Living things

Learning objective

5.R2 Understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

Assessment criteria

· Identify details in a reading passage with little support

Level of thinking skills

Knowledge and comprehension

Task

Read the text and complete the chart with the main ideas.

LIVING THINGS AND NON-LIVING THINGS

In nature we can find living things and non-living things. Rocks, air and wind are non-living things People, animals and plants are living things. The main characteristics of living things are:

- They are born. All living things are born from another living thing.

- They eat. All living things need food to eat.

- They grow. All living things increase in size during their lifetime.

Sometimes they change in appearance.

- They react. Living things can perceive what is going on around them, and

they react to what they perceive.

- They reproduce. Living things can create offspring similar to themselves.

- They die. Living things stop functioning and cease to live.

 A learner

· reads the text;

· completes the chart according to the text.

Unit : Living things

Learning objective

5.R6 Recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

Assessment criteria

· Identify the attitude and opinion of the author

Level of thinking skills

Higher order thinking skills

Task

Read the text. Answer the question below.

My favourite animals

My name is Bob. I like animals and I have got a cat at home. I take care of my pet by feeding it. I spend much time with my cat.

The cat’s name is Murka. She is little and black. The cat has got a small nose, big green eyes and a nice tail. Murka is a gray cat and I like to play with my cat at home. Murka prefers to sit under the table in the kitchen or to lie on the carpet in my room. My cat likes to purr sitting near me.

Answer the question below and explain your answer:

1) Why does the author like his cat?

A. because he likes animals.

B. because he likes the cat’s name.

C. because Murka likes to purr near him.

Link for the text: http://speakworld.narod.ru/topic3.htm

A learner

· reads the text;

· chooses a right statement that reflects the author’s attitude to the cat.

Unit : Living things

Learning objective

Assessment criteria

Level of thinking skills

Task

Read the words in the box. Do they name living or non-living things?

Use the dictionary to check the meaning.

Classify them using the table.

Link for the text about living and non-living things: http://www.differencebetween.info/difference-between-living-and-non-living-things

 A learner

· reads the words;

· clarifies the meaning using a dictionary or supporting materials;

· puts the words in the right columns.

Unit : Living things

Learning objective

Assessment criteria

Levels of thinking skills

Task

Read the text “Global Issues”. For each of the four topics, decide which statement is a fact and which is an opinion.

Global issues

Income

“At least 80% of the people in the world live on less than $10 a day. However, in developing countries the figure is much higher – 95% live in less than $10 a day.” “I agree that it’s an imperfect world – the problem is that the poor get poorer and the rich get richer. I think people from rich countries ought to give more of their income in aid.”

Water

“We must all try to use less water, especially people living in the USA, because they use an incredible amount of water.”

“However, at least a billion people in the developing world can’t get enough water and over two and a half billion don’t have proper toilets.”

                                                               Children                             

“In my opinion, the Chinese policy of “one family - one child” has been very successful. Other countries should think about doing the same – I believe in population control.” “In fact, 24000 children a day die because of poverty, many of them in poor villages in remote parts of the world. And eight million children under the age of five die every year from diseases which we can treat.”

Energy

“A quarter of the world’s populations live without electricity, including over 500 million people in Africa alone.” “However, there’s lots of sun in Africa and it’s free, so people ought to use its energy. The developing world should use more solar power.”

 A learner

· reads the text and decides which statement is a fact and which is an opinion;

· names a fact;

· gives evidence to prove the factual information;

· gives opinion;

· proves it to be opinion.

Unit : Living things

Learning objective

Assessment criteria

Level of thinking skills

Task

 Use the information to write Sarah’s blog.

Before	Now
§ short hair § like ice-cream § believe in ghosts § don’t like pasta § live in Birmingham	§ long hair § don’t like ice-cream § don’t believe in ghosts § love bread and pasta § live by the sea in Bournemouth
Look at this picture! That’s me when I was a baby. I used to have
short hair, but now …______________________________________

 A learner

· writes Sarah’s blog;

· describes Sarah’s life;

· uses topical vocabulary;

· writes words and phrases accurately.

Unit : Living things

Learning objective

Assessment criteria

Level of thinking skills

Task

Write a short story using the picture below. Follow the instructions:

1. Give a title to the story.                             

2. Make up a short plan.

3. Write the main idea.

4. Give three details.

5. Write a summary sentence.

6. Use your draft organizer.

7. Follow the layout structure.

8. Write a short essay.

9.

A learner

· writes a short essay;

· uses appropriate layout;

· keeps the format of a given genre.

Unit : Living things

Task

Write predictions about the future. Use your own ideas or the ideas in the pictures.

A learner

· writes short sentences about the future;

· organizes the sentences into a paragraph;

· uses topical vocabulary and ideas in the picture;

· spells the words accurately.

Unit : Living things

Learning objective

Assessment criteria

Level of thinking skills

Task

Fill the gaps with the correct form of the nouns (singular or plural).

1. People grow (tomato) ______________ in Kazakhstan.

2. You can put (sugar) ______________ in your breakfast tea.

3. We have to buy new (furniture) ______________ for our summer garden.

4. I need to wash my (hair) ______________.

5. We had a lot of (flower) ______________ this summer.

6. The Milfords have a lot of (money) ______________.

7. How many (people) ______________ were at the cinema with you?

8. Could you give some (information) ______________ on your project?

9. There are many (insect) ______________ in this park.

10. Those (man) ______________ seem to be very tired.

Unit : Living things

Learning objective

5.UE3 Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

Assessment criteria

·  Apply the rule for comparative and superlative adjectives

Level of thinking skills

Application

Task

Write about the things in the pictures.

Use the comparative and superlative forms of the adjectives.

Pictures	Adjectives	Sentences
	Big Small Beautiful
	Young Strong Clever
	Tall Fruitful Old
	Long Short Poisonous

A learner

· compares the objects in the pictures;

· writes the sentences using adjectives in

     comparative and superlative degrees.

Unit : Living things

Learning objective

5.UE9 Use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics

Assessment criteria

· Apply simple present and simple past regular and irregular forms to describe routines, habits and states

Level of thinking skills

Application

Task

Change the tense in each of the following sentences. Use the tense given in brackets.

1. My father loves seafood. (change to past simple)

My father ____________________ seafood.

2. Do you like the film? (change to past simple)

__________________________ the film?

3. My sister doesn’t have a job. (change to past simple)

My sister ___________________________ a job a year ago.

4. He speaks four languages. (change to past simple)

He ___________________ four languages last year. 

5. I saw a great film. (change to present simple)

I ________________ a great film yesterday.

6. He reads a lot of books in his spare time. (change to past simple)

He _____________ a lot of books in his spare time last summer. 

7. He liked his job. (change to present simple)

He ___________________ his job.

8. Elizabeth isn’t at home. (change to past simple)

Elizabeth ____________________ at home yesterday.

9. Are they here? (change to past simple)

_________________________ here a year ago?

10. He liked the job. (change to present simple)

He _____________________ the job.

A learner

· changes the tense in each of the sentences;

· uses the tense given in brackets correctly.

Unit : Living things

Learning objective

5.UE13 Use might, may, could to express possibility on a limited range of familiar general and curricular topics

Assessment criteria

· Make up sentences with modal verbs of possibility: might, may, could

Levels of thinking skills

Application

Task

Choose the appropriate verb. Circle it.

1. They can/ might be away for the weekend but I'm not sure.

2. You may/might leave now if you wish.

3. Could/May you open the window a bit, please?

4. He can/could be French, judging by his accent.

5. May/Can you play the piano?

6. Listen, please. You may not/might not speak during this exam.

7. They can't/may not still be out!

8. You couldn't/might not smoke on the bus.

9. With luck, tomorrow can/could be a sunny day.

10. You can/might be right but I'm going back to check anyway.

Link for answer keys: http://www.autoenglish.org/gr.may.i.htm

Descriptor

A learner

· reads the sentences;

· chooses and puts “might”, “may” and “could” in the right gaps.

Unit : Living things

Learning objective

Assessment criteria

Level of thinking skills

Task

Use the pictures to write sentences with infinitives.

1._____________________________________

2._____________________________________

3._____________________________________

4._____________________________________

Descriptor

A learner

· makes up sentences;

· uses verb/verb+ing patterns.

Unit : Values

Learning objective

Assessment criteria

Level of thinking skills

Task

Answer the questions below to help you identify some cultural influences in your life. In your answer use the words in bracket s.

1. In what part of the country do you live? (Examples include: east coast, west coast, south, Midwest )

2. In what type of community do you live? (Examples include: small town in the country, suburb, city, inner-city)

3. How much time do you spend with your extended family (aunts, uncles, grandparents, etc.)?

4. What holidays do you celebrate with your family? Which holiday is the most important, and why?

5. What special types of food do you and your family prefer?

6. What types of music do you and your family listen to?

7. What kinds of art do you have in your home?   

A learner

· talks to peers asking questions about their culture;

· responds giving extended answers to the peers’ questions.

Unit : Values

Task 1

Listen to the conversation about how to study without stopping. Put numbers next to the instruction as you hear them.

CD1. Tapescript 2.

A. put the dog outside  ______

B. turn off you phone       ______

C. take away things which stop you ______

D. have an apple and a glass of water _______

E. turn off the music ______

F. no instant message _____

Task 2

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