Work in pairs. Speak about things which stop you when you study. Think about ideas for better learning.
| Descriptor | A learner · numbers phrases according to the conversation; · talks to peers sharing ideas for better learning. |
| Unit : Values | ||||||
| Learning objective | 5.C9 Use imagination to express thoughts, ideas, experiences and feelings 5.S3 Give an opinion at sentence level on a limited range of general and curricular topics | |||||
| Assessment criteria | · Convey fantasy ideas including emotions and senses · Provide a point of view in connected sentences | |||||
| Level of thinking skills | Application Higher order thinking skills | |||||
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Choose a picture and tell about a tradition or a custom you like more. You should tell: · name of the tradition or the custom · reason why you like it · significance of it · process and people’s roles
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| Descriptor | A learner · describes the picture; · names the tradition or custom; · provides reasons why likes it; · points out its significance; · describes the process and people’s role; · expresses his/her attitude toward it. | |||||
| Unit : Values | ||||||||||||||||||||||||||
| Learning objective | 5.L2 Understand an increasing range of unsupported basic questions which ask for personal information 5.S6 Communicate meaning clearly at sentence level during, pair, group and whole class exchanges | |||||||||||||||||||||||||
| Assessment criteria | · Recognize basic personal questions without support · Interact with each other delivering content correctly and clearly to others | |||||||||||||||||||||||||
| Level of thinking skills | Knowledge and comprehension Application | |||||||||||||||||||||||||
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| Talk to 3 or more students. Ask and answer the questions. Complete the chart.
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| Descriptor | A learner · works in a group; · asks and answers classmates’ questions; · completes the chart. | |||||||||||||||||||||||||
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| Unit : Values | ||
| Learning objective | 5.L6 Deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.W7 Use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics | |
| Assessment criteria | · Figure out the content of a short conversation with some support · Write a text keeping the register and format of a given genre | |
| Level of thinking skills | Application Higher order thinking skills | |
| Task | ||
| Listen to and complete Laura’s network of people she meets regularly. Use the names from the box. CD1. Tapescript 3.
Think of a network of people you often meet and write some information about each of them.
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| Descriptor |
A learner · completes the gaps while listening; · uses topical vocabulary; · writes about people from his/her network.
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| Unit : Values | |||
| Learning objective | 5.L8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 5.W5 Link without support sentences using basic coordinating connectors | ||
| Assessment criteria | · Recognise the meaning of a story and extended talk with some support · Connect sentences with basic coordinating connectors without support | ||
| Level of thinking skills | Knowledge and comprehension Application | ||
| Task
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| Listen to the story about “The bird king” and complete the task. Use the link to listen to the story https://learnenglishkids.britishcouncil.org/en/short-stories/the-bird-king
(Transcript: All the animals in the jungle had a king. The birds were jealous. They wanted a king too. ‘Let me be king. Look at my wonderful colours!’ said the beautiful parakeet. ‘No, no,’ said the myna. ‘I can speak and talk to the other animals. I should be king.’ ‘And I have a fantastic beak!’ said Toucan. ‘I want to be the bird king.’ ‘I know,’ said the macaw. ‘Why don’t we have a competition? The bird who can fly the highest will be the bird king.’ Everyone thought this was an excellent idea, especially the eagle. ‘Make me king now,’ he said. ‘I am the strongest, and I can fly the highest.’ ‘Ah,’ said a little voice. ‘You might not win!’ ‘Ha ha!’ laughed the eagle. ‘You can’t beat me, little sparrow!’ ‘We’ll see,’ said the sparrow. The race began, and all the birds flew high into the sky. They flew higher and higher, and the eagle flew the highest. ‘Ha! I told you!’ squawked the eagle. ‘I, I am the king!’ The sparrow was hiding under the eagle’s wing. Suddenly, he flew higher than the eagle’s head. The sparrow was the highest bird of all! He won the competition! And the sparrow was the new bird king).
Write and draw. Which bird is your favourite in the story? Draw a picture and write about it. Describe how it looks and say why you like it.
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| Descriptor | A learner · draws a picture of the bird; · describes the bird; · uses topical vocabulary; · connects sentences using linking words. | ||
| Unit : Values | ||||
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Learning objective | 5.S4 Respond to questions on an increasing range of general and some curricular topics | |||
| Assessment criteria
| · Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility | |||
| Level of thinking skills | Higher order thinking skills | |||
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| Answer the questions. Card 1 Who does the most things to help at home? Do you have to help your mum? Why is it important to help parents?
Card 2 Why are friends important? Why is it so interesting to spend free time with our friends? Why is it important to help our friends?
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| Descriptor | A learner · states and justifies his/ her point; · uses topical vocabulary; · pronounces words and phrases intelligibly.
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Unit: Values | |||
| Learning objective | 5.R1 Understand the main points in a limited range of short simple texts on general and curricular topics 5.R3 Understand the detail of an argument on a limited range of familiar general and curricular topics | ||
| Assessment criteria | · Read the text and identify the main idea of it · Recognize factual details in a given argument related to the topic | ||
| Level of thinking skills | Knowledge and comprehension | ||
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| Read the text carefully and answer questions.
Mary’s family. Mary is ten years old. She is from Dorset. Her hair is long and brown. She has got brown eyes. She has got a cat and a dog. Their names are Pat and Flutty. Pat, the dog has got a small house in the garden. Mary’s cat, Fluffy is 3 years old. Mary’s brother is Nick. He has got a horse. Its name is Lightning. Nick always cares about his horse. He feeds it and gives some sweets. They like pets. They say that pets are their friends.
True or false. Choose the correct answer. 1. Mary has got a spider. True False 2. Nich has got a sister. True False 3. Mary has got two pets. True False 4. They like playing with pets. True False
Answers to the following questions: 1. How many pets has the family got? 2. Has the family got a garden? 3. Where is the family from? 4. Who is Nick? | |||
| Descriptor | A learner · chooses true or false answers; · responds to the questions. |
| Unit : Values | |||||||||||||||||||||||||||||||||||||
| Learning objective | 5.R2 Read with support some short simple fiction and non-fiction texts | ||||||||||||||||||||||||||||||||||||
| Assessment criteria | · Identify details in a reading passage with little support | ||||||||||||||||||||||||||||||||||||
| Level of thinking skills | Knowledge and comprehension Application | ||||||||||||||||||||||||||||||||||||
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| Read the texts and complete this form.
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| Descriptor | A learner · reads the texts and completes the form with the information from the text. |
| Unit : Values | ||
| Learning objective | 5.R6 Recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics | |
| Assessment criteria | · Identify the attitude and opinion of the author | |
| Level of thinking skills | Higher order thinking skills | |
| Task Read the text. | ||
| An Inspiring friendship story Once a deer, a crow, a mouse and a turtle were great friends. One day the deer went out to graze. He was caught in a hunter net. In the evening the deer did not return to his friends. The mouse said to the crow, ‘Will you fly over the trees and find the deer? Then fly back to us and tell us where he is.’ The crow flew away. He came back after half an hour. He said, ‘Our friend, the deer is in the hunter’s net.’ ‘What shall we do’? said the mouse and the turtle. ‘I will take mouse on my back,’ said the crow. ‘He will bite through the net and set the deer free.’ ‘Yes,’ said the mouse. I will do that.’ ‘And I will walk to the deer,’ said the turtle. The crow took the mouse on his back and flew with him to the deer. The mouse bit through the net. The deer was free. The turtle got friends were all very happy together.
The following statements are wrong. Correct them according to the information in the text. 1. A crow and a mouse were not friends. 2. The deer was caught in a hunter net but he came back to his friends. 3. The crow flew away with the deer. 4. The crow takes the tortoise to his back. 5. At the end only the tortoise was happy. Answer the questions. What does the story teach us?
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| Descriptor | A learner · reads the text; · interprets the information and corrects sentences; · recognizes the author’s attitude and answers the question. | |
| Unit : Values | ||
| Learning objective | 5.W1 Plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 5.C6 Organise and present information clearly to others | |
| Assessment criteria | · Make a clear plan of writing · Write a text · Check the written draft · Organise information logically · Express ideas clearly | |
| Level of thinking skills | Higher order thinking skills | |
| Task | ||
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Work with a partner. Make a list of problems in the environment where you live. For example: There are many cars, and there is a lot of air pollution. There is a lot of litter in the streets. … Put your list in order of how serious you think the problems are. Number 1 is the most serious. Compare your list with other pairs. Now make another list of things people can do to improve the environment. For example: I think we can use bicycles or walk for short journeys. We can recycle our bottles and rubbish. Which of the things in your list do you do? | ||
| Descriptor | A learner · works with a partner; · makes a list of problems in the environment where he/she lives; · compares his/ her list with other pairs’; · makes a list of ways to improve environment; · presents precise ideas logically. | |
| Unit : Values | ||||||
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Learning objective | 5.W3 Write with support factual descriptions at text level which describe people, places and objects | |||||
| Assessment criteria | · Use the information to write sentences which describe people, places and objects | |||||
| Level of thinking skills | Higher order thinking skills | |||||
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| Think of five famous people, or people in your class, and compare how they do things. Start each sentence with “he” or “she”. Use the verbs and adjectives in the box.
Examples: He plays tennis better than Rafael Nadal. She works harder than anyone else in the class.
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