In pairs tell each other your sentences. What is your partner thinking of?
A learner
· compares how five famous people or people in the class do things;
· starts each sentence with “he” or “she”;
· uses the verbs and adjectives from the box.
| Unit : Values | ||||||||
| Learning objective | 5.W4 Write with support a sequence of extended sentences in a paragraph to give basic personal information 5.UE13 Use might, may, could to express possibility on a limited range of familiar general and curricular topics | |||||||
| Assessment criteria | · Write answers for personal questions connecting extended sentences into a paragraph · Make up sentences with modal verbs of possibility: might, may, could | |||||||
| Level of thinking skills | Application Higher order thinking skills | |||||||
| Task | ||||||||
| Use the information about Helen to write a description of her life.
Example: Helen lives in Cardiff in Wales. It’s a big city…………………. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Live in Cardiff, Wales
| Descriptor | A learner · uses the personal information to write; · arranges sentences into logically developed paragraph; · uses might, may, could in the context. |
Unit : Values | |
| Learning objective | 5.W8 Spell most high-frequency words accurately for a limited range of general topics |
| Assessment criteria | · Write topic related words correctly |
| Level of thinking skills | Application |
| Task | |
| Listen to the teacher and write the words. Teacher reads aloud the following words: building, coast, population, traffic, pollution, noisy, crowded. 1._________________________________ 2._________________________________ 3. ________________________________ 4._________________________________ 5._________________________________ 6._________________________________ 7._________________________________
Complete the sentences using the correct form (where necessary) of the given words above.
1. I want to move to the country because it is _________ and ___________ in the city where I live. 2. There are a lot of tall __________________ in New York. 3. Our city has a _______________ of over 2 million people. 4. Now big cities have problems with________ and_______. 5. We like spending our holiday on the sea______________.
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| Descriptor | A learner · spells the words correctly; · completes the sentences with the given words; · uses correct form of the words. |
Unit : Values | ||||
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Learning objective | 5.UE1 Use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics | |||
| Assessment criteria | · Describe time and location on familiar topics using countable and uncountable nouns | |||
| Level of thinking skills | Application | |||
| Task | ||||
| Describe the kitchen in a mess.
Example: There is some food in the fridge opened. | ||||
| Descriptor |
A learner · describes picture; · uses nouns appropriately; · uses topical vocabulary. | |||
Unit : Values | ||
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Learning objective | 5.UE2 Use quantifiers many, much, a lot of, a few on a limited range of familiar general and curricular topics | |
| Assessment criteria | · Apply the correct quantifiers in the context | |
| Level of thinking skills | Application | |
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Task | ||
| Complete sentences. Put many, much, a lot of, a few in the gaps.
1. Marry has got _____ friends. 2. Astana has _____ beautiful places to visit. 3. There are only ____ theatres in a city. 4. I don’t have _____ time to play with my friends. 5. Are there _____ friends in your class? | ||
| Descriptor | A learner · fills in the gaps; · uses quantifiers appropriately. | |
| Unit : Values | ||
| Learning objective | 5.UE3 Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | |
| Assessment criteria | · Apply the rule for comparative and superlative adjectives | |
| Level of thinking skills | Application | |
| Task | ||
| Complete the sentences using appropriate form of the adjectives.
1. My house is ___________________________ than hers. (large) 2. This box is ____________________________than the one I lost. (small) 3. Your dog runs __________________________than Jim's dog. (fast) 4. My house is ____________________________one in our neighborhood. (large) 5. This is __________________________ box I've ever seen. (small) 6. Your dog ran _________________________ of any dog in the race. (fast) | ||
| Descriptor | A learner · fills in the gaps using correct forms of the given adjectives. | |
| Unit : Values | |||
| Learning objective | 5.UE5 Use questions, including tag questions to seek agreement, and clarify meaning on a limited range of familiar general and curricular topics | ||
| Assessment criteria | · Clarify meaning and seek agreement asking questions, including tag questions | ||
| Level of thinking skills | Application | ||
| Task
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Work in pairs. Complete the following sentences using who, what and where, how many, how much, how often, how big, what kind of. Ask your partner’s questions. 1. ________________ did you do then? 2. ________________ would you like to eat? 3. ________________ is knocking at the door? 4. ________________ is your phone number? 5. ________________do you want to see? 6. ________________ will he say? 7. ________________did you see? 8. ________________ are you speaking about?
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