Match the two halves of tag question sentences together.
| 1. My mother has lovely hair, 2. Your brother isn't married, 3. She is the richest woman in the town, 4. He can't speak English very well, 5. They have a very nice house, | a) isn’t she b) can he c) haven’t they d) is he e) hasn’t she |
| Descriptor
| A learner · completes the sentences using appropriate interrogative pronouns; · matches tag question halves correctly.
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| Unit : Values | |||||
| Learning objective | 5.UE6 Use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics
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| Assessment criteria | · Differentiate between personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing, anything | ||||
| Level of thinking skills | Application
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| Task Complete sentences with this, these, that, those.
Complete sentences. Change the words from brackets to he, she, it, they, we. Example: _____ is dreaming. (George) He is dreaming. 1. _____ is green. (the blackboard) 2. _____ are on the wall. (the posters) 3. _____ is running. (the dog) 4. _____ are watching TV. (my mother and I) 5. _____ is from Bristol. (Victoria) 6. _____ are in the garden. (the flowers) 7. _____ has got a brother. (Diana) 8. Have _____ got a computer, Mandy?
Aron was on a business trip to California. He shows you the souvenirs he got for his family. Fill in the correct pronouns. 1. My sister Jane loves books. This novel is for (she)_____her______. 2. My children like Disney films. The video is for (they) __________. 3. My brother Matt collects picture postcards. These postcards are for (he) _____. 4. My parents like Latin music. The CD is for (they) ________. 5. I like watches. This nice watch is for (I) ________. 6. My wife and I love sweets. These sweets are for (we) _____. 7. My nephew likes cars. The toy truck is for (he) __________. 8. My neighbour wants to go to California next year. The guide book is for (she) _______. 9. Here is another souvenir. I don't know what to do with (it) _______. 10. You know what? - It's for (you) _______.
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| Descriptor | A learner · completes sentences using correct forms of pronouns.
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| Unit : Values | ||||||
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Learning objective
| 6.UE7 Use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics | |||||
| Assessment criteria | · Apply present perfect tense in the context | |||||
| Level of thinking skills | Application | |||||
| Task | ||||||
| Write a suitable sentence using the PRESENT PERFECT TENSE:
Example: Ann’s hair was dirty. Now it’s clean. (wash) ……... Ann has washed her hair.
1. Tom was 80 kg. Now he’s 70. (lose weight) …………………………………………………………………………………………………. 2. Bill played football yesterday. Now he can’t walk; his leg is in plaster. (break) …………………………………………………………………………………………………. 3. My sister is looking for her pen. (lose) …………………………………………………………………………………………………. 4. Mary is on holiday in France. (go) …………………………………………………………………………………………………. 5. Mr. Hill was in Canada last week. He’s back in London now. (be) …………………………………………………………………………………………………. 6. Look! Mrs. Smith has got a lot of packages. (buy) …………………………………………………………………………………………………. 7. I can’t eat anything now. (eat too much) …………………………………………………………………………………………………. 8. Mrs. Jenkins is very tired. (clean / house) …………………………………………………………………………………………………. 9. Tony needs a holiday. (work / hard / this year) ………………………………………………………………………………………………….
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| Descriptor | A learner · writes correctly formed sentences in present perfect tense.
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| Unit : Values | |
| Learning objective | 5.UE16 Use conjunctions so , if, when , where, before, after to link parts of sentences on a limited range of familiar general and curricular topics. |
| Assessment criteria | · Connect parts of sentences with conjunctions so , if, when , where, before, after. |
| Level of thinking skills | Application |
| Task | |
| Write conjunctions so, if, when, before, after to link words and phrases.
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Frogs can hop, ____ they can move fast. 
My grandpa can't hear well. You should speak louder_____ you speak to him.
_____Tom studies hard, he will pass his test.
They like spending time in the living room_______ they can watch soap operas and films on TV. 
I saw Jim _____ he won the race. He was very happy.
_______ having an important meeting Henri is always worried.
It was a Christmas sale in the supermarket______ they gave me a discount. 
Paul can't go to work _______ he has the flu.
| Descriptor | A learner · chooses suitable conjunctions to complete sentences. |
Unit : Values | ||||||
| Learning objective | 5.UE17 Use if clauses (in zero conditionals); use where clauses use before/after clauses (with past reference)use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics | |||||
| Assessment criteria | · Apply zero and first conditionals, appropriately · Use where clauses · Use before/after clauses (with past reference) · Use defining relative clauses with which who that where to specify information | |||||
| Level of thinking skills | Application | |||||
| Task | ||||||
| Complete sentences. Use words from the brackets. 1. If you press that button, the light _____ (come) on. 2. It’s easier to sleep if _____ (you/not/be) stressed.
3. The teacher gets angry if _____ (we/not/work) hard. 4. If _____ (I/go) on a boat, I always feel sick. 5. His mother gets annoyed if _____ (he/be) late.
Complete sentences with after, before. 1. We watch a movie _____ he arrives. (later than) 2. We make popcorn _____ he arrives. (earlier than) Combine sentences using that, who, which. 1. People live in Scotland. They are called Scots. 2. We first went to Edinburgh. Edinburgh is the capital of Scotland. 3. We broke computer. The computer belonged to my father.
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| Descriptor | A learner · completes sentences using the given words correctly; · fills in with before/after; · connects sentences with that, who, which. | |||||
| Unit: The world of work | |
| Learning objective | 5.L1 Understand a sequence of supported classroom instructions. |
| Assessment criteria | · Identify common classroom commands with support |
| Level of thinking skills | Knowledge and comprehension |
| Task | |
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Listen to the teacher and follow the instructions.
Take out your English books, copybooks, pens and pencils from your bags. Put the copybook in front of you. Put the pencils and pens on the right side of the copybook. Put the book on the left corner of the desk. Open the copybook and take a pen. Write down the date of the day. | |
| Descriptor | A learner · follows instructions accordingly. |
| Unit: The world of work | ||||||
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Learning objective | 5.L5 Understand most specific information and detail of short, supported talk on a wide range of familiar topics. | |||||
| Assessment criteria | · Recognise detailed information in a short conversation with some support | |||||
| Level of thinking skills | Knowledge and comprehension | |||||
| Task | ||||||
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Listen to the talk twice and complete the sentences.
CD1. Tapescript 4.
Farm worker: Hello. What’s your name? Murat: My name is___________. Farm worker: Are you a ________? Murat: Yes, I_________ . Farm worker: Do you like___________ animals? Murat: Yes, I ___________. Farm worker: What’s your phone number? Murat: It’s_ _3_ _ _1 4 2 _ . Farm worker: Come to the farm on _________ at______ o’clock, please. Murat: OK. On Monday at________ o’clock. Thank you. Goodbye.
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| Descriptor | A learner · writes down the missing words. | |||||
| Unit: The world of work | |||||
| Learning objective |
5.L6 Deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.L7 Recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics
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| Assessment criteria | · Figure out the content of a short conversation with some support · Identify the speaker's point of view in a simple conversation on general topics with some support
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| Level of thinking skills | Higher order thinking skills
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| Task | |||||
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Listen to the information and fill in the gaps. Write the missing words in the sentences. Follow https://learnenglishkids.britishcouncil.org/en/short-stories/what-will-i-be-when-i-grow-up to listen to the information. Example: My brother is a special vet. He looks after scary ___snakes____.
1. He says snakes are _______________ because they don’t have any legs. 2. My father is a scientist who works to save rare _______________. 3. Some birds are very _______________ and can say some words. 4. My mother is a dog groomer. She _______________ all dogs! 5. Once she styled a poodle to look like a _______________. 6. My sister trains _______________ and they practice in the pool. 7. She hears the dolphins _______________ and sing.
Listen again and choose the right answer. 1. His brother is a teacher. True False 2. His mother is a dog groomer. True False 3. His sister works with dolphins. True False 4. He is going to be a scientist. True False
Answer the question: What is he going to be?
Transcript:What will I be when I grow up? When I grow up I’ll work with animals. I don’t know which job yet. Maybe like my brother. He’s a special vet. He looks after scary snakes, some just out of eggs. He says that snakes are easy as they don’t have any legs. My father is a scientist. He works to save rare birds. Some are really clever and can even say some words. “How do you do.” My mother is a dog groomer. She loves dogs big or small. Once she styled a poodle. It looked just like a ball. My sister, she trains dolphins. They practice in the pool. She hears the dolphins talk and sing. That sounds really cool! So many animal jobs to choose but which one’s right for me? Because I’m only ten years old, I’ll have to wait and see.
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| Unit: The world of work | |||||
| Learning objective | 5.S3 Give an opinion at sentence level on a limited range of general and curricular topics 5.S2 Ask simple questions to get information about a limited range of general topics 5.C2 Use speaking and listening skills to provide sensitive feedback to peers | ||||
| Assessment criteria | · Express a point of view in connected sentences · Make up basic interrogative sentences and get information about the topic · Give feedback to others orally | ||||
| Level of thinking skills | Higher order thinking skills | ||||
| Task | |||||
| In pairs think of 2 jobs that you associate with each of the following adjectives. Talk about them. Ask questions to find more about the job your classmate is talking.
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