Comment your partner’s speech. Tell what advantages and disadvantages of his/ her work.

Unit: The world of work

Learning objective

Assessment criteria

Level of thinking skills

Task

Work in a small group. Choose one job from different countries, discuss and compare it.

Example: Teachers in Kazakhstan and in America.

Be ready to present it to the whole class.

Ask questions for clarification and answer them.

Give feedback to your classmates.

A learner

· chooses the job for discussion;

· interacts with classmates in debates;

· uses topical vocabulary;

· prepares the speech to deliver information to others;

· asks and answers questions;

· provides feedback to the speech.

Unit: The world of work

Learning objective

5.S6 Communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.C7 Develop and sustain a consistent argument when speaking or writing

Assessment criteria

· Interact with each other delivering content correctly and clearly to others

· Make an argument and reason it

Level of thinking skills

Higher order thinking skills

Task

Classify these jobs into categories. Share your ideas in a group and agree on common categories, explain why you choose them.

Engineer, auto mechanic, accountant, photographer, scientist, secretary, travel agent, attorney at law.

A learner

· divides the jobs into categories;

· expresses his/her ideas;

· supports his/her ideas with arguments.

Unit: The world of work

Task

Read the text and mark the sentences T for True or F for False.

My working day starts very early. From Monday to Friday I get up at half past three and I have a shower and a cup of coffee. I usually leave the house at ten past four because the car always arrives a few minutes early. I get to the studio at about five o'clock and start work. My programme Good Morning Britain starts at seven o'clock and finishes at nine o'clock. Then I leave the studio at a quarter past ten. After that, I go shopping and visit some friends. I get home at three o'clock. A woman helps me with the housework and the ironing. I read a newspaper and do some work.

Then my husband gets home at half past five in the evening and I cook dinner. We stay at home in the evening. We don't go out because I go to bed very early. We usually watch television and then I go to bed at half past eight; I'm usually asleep by nine o'clock.

I think my job is very interesting but I don't like getting up very early.

True or False

1. The writer is a television journalist.               ___________

2. She drives her car to work.                            ___________

3. She goes home after the programme finishes. ___________

4. She goes to bed early during the week.        ___________

5. She works with her husband.                        ___________

6. She likes everything about her job.               ___________

Unit: The world of work

Learning objective

Assessment criteria

Level of thinking skills

Task

Read the text and give the name for it.    

My name is Svetlana. I am in the seventh grade. There are many different professions in the world, but I want to become a doctor. After finishing school I am going to enter medical institute. It seems to me that it’s my vocation. I like to help people. To become a doctor I must be good at studies because a doctor is needed and responsible profession. We trust doctors the main what we have – our life and that’s why a doctor must be qualified specialist. He must help people at any time of the day. A doctor can’t make a mistake. Qualified specialist always diagnoses and institutes therapy correctly. Human life often depends on professionalism of a doctor. They must be very heedful and openhearted people. A doctor always must worry about a health of his patient. He must be able to inspire patients with faith. My mother and grandmother are doctors. They are proud of their profession and like it. I consider that a doctor is the best profession.                                                                                            

Answer the following questions:

1. How do you name the text?

2. What profession does she prefer?

3. Why does she like this job?

4. What is your future profession?     

A learner

· reads the text for general and specific information;

· gives the name for the text;

· answers the questions.

Unit: The world of work

Task

Read the text and fill in the gaps using the correct form of the words in the box.

Busy Bus Driver

Adam is a bus _____________ in Freemont City, Nevada. He works the morning shift from 5:30 to 1:30. His bus route is Route 26, which runs east and west along Emerson Street. His route is busy, but it is in a nice part of town. Adam likes his job because he gets off work early. He works four hours on Saturdays, but he is off on Sundays. He ___________spends Sundays with his family. Next year, Adam will turn 62 and he can retire. His wife wants him to work for another three years because in three years their house will be paid off. Their bills will be much _________ then. Adam has ___________ hard for the past 30 years, and he wants to retire as soon as possible. He’s not worried about money.

Unit: The world of work

Learning objective

5.W3 Write with support factual descriptions at text level which describe people, places and objects.

5.W6 Link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics.

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

· Use the information to write sentences which describe people, places and objects;

· Connect sentences into paragraphs with basic connectors with some support;

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

Level of thinking skills

Application

Higher order thinking skills

Task

Describe pictures below and write your sentences.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Descriptor

A learner

· describes pictures;

· writes few sentences for each picture;

· writes about people, their professions;

· writes what people do, what objects they need to do the work;

· writes where people work;

· connects sentences into coherent paragraph;

· uses topical vocabulary.

Unit: The world of work

Task

What do you want to be when you grow up? Write and draw a picture!

Unit: The world of work

Task

Look at the picture and spell the professions.

__________ ________ __________ _________ ________ _________

Unit: The world of work

Task

Read the text, insert the missing punctuation marks.

Want to be an Interpreter

       I want to be an interpreter it is an interesting and useful profession my parents have a large library and they taught me to like books I like reading books my favourite subjects in school are English Literature Geography and History. My favourite English and American writers are Shakespeare Dickens Walter Scott Jack London Mark Twain. Once at the class of Literature, our teacher told us that, when translated, literary works lose much of their beauty. She said that poetry is very hard to translate. From that day I have a dream i want to have my favourite books in the original and to know the languages they are written in so I will enjoy the real beauty of these books.

Unit: The world of work

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

1. Classify the following words into countable and uncountable nouns.

2.

Teacher Hospital Book Doctor Waitress Hotel  Musician Transport Guitar

A learner

· writes the words into the correct column.

Unit: The world of work

Learning objective

Assessment criteria

Level of thinking skills

Task

Fill in the gaps. Use many, much, a lot of, a few.

1. There are ________ doctors in this hospital, so people have to go to another one when they are ill

2. _____ manager of our company know this but not all.

3. Have you been to _____ countries?

4. We have worked together _____ years.

5. There is ______ milk in the bucket.

6. There are _____ men at the bus-stop.

A learner

· completes sentences;

· uses proper quantifiers.

Unit: The world of work

Task

I.  Fill in the correct past simple form of the verb.

II.

1. Ben __________ Emily at the party (to see).

2. He ___________ to her about the music (to speak).

3. Ben __________ fish and chips for lunch (to eat).

4. Lucy ___________ me her photographs (to see).

5. Jake ___________ a new camera (to buy).

Descriptor

A learner

· uses given words in the brackets;

· completes sentences with the correct past simple form of the verb.

                                                   Unit: The world of work

Learning objective

5.UE10 Use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics

Assessment criteria

· Apply present continuous forms with present and future meaning the context

Level of thinking skills

Application

Task

III. Ask questions as in the example.

IV.

V. 1. Man / run              Example: Is the man running?

VI. 2. Mum / eat / cake. ____________________________.

VII. 3. That man / read / the paper. ____________________.

VIII. 4. They / wear / T-shirts. ________________________.

IX. 5. The birds / fly. ______________________________.

X. 6. You / listen / to me. __________________________.

A learner

· asks questions putting the words in the correct order and form.

Unit: The world of work

Learning objective

Assessment criteria

Level of thinking skills

Task

Look at the picture of people at work and describe them using prepositions of time, location and direction.

Unit: The world of work

Task

Make up sentences using if, when, where, before, after and pictures.

Example: I finish my homework before I play computer games.

My father plays chess when he comes from work.

Unit: The world of work

Learning objective

Assessment criteria

Level of thinking skills

Task

Complete the task. Put the verbs in the brackets into the right form.

1. If you __________ (to drive) along the river bank it _______ (to be) twenty miles out of your way.

2. If you _____ (to take) your mobile phone into class, it __________ (must) be turned off.

3. We ________ (not use) calculators when we ________ (write) tests.

4. If you ________ (to push) this button, the volume __________ (to increase).

5. If you __________ (to close) the door, it _________ (to lock) automatically.

Open the brackets and continue sentences.

1. A ferry is a ship (carry people across the water).

2. A shop assistant is someone (work in a shop).

3. A key is a thing (can open and lock doors).

A learner

· completes the sentences correctly;

· continues the sentences using words from the brackets.

Unit: Creativity

Learning objective

Assessment criteria

Level of thinking skills

Instructions are for the teacher to read to the learners. Learners listen and do the actions. Teacher monitors the process and evaluates the understanding.

Task 1

Listen to the teacher’s instructions and follow them.

1. Draw a square.

2. Colour the square in blue.

3. Add 2 rocks and 5 stones in it.

4. Erase 1 rock and 2 stones.

5. At the bottom of the square draw some sand.

6. Add some underwater plants.

7. Colour them in green.

8. Draw some fish.

Task 2

Swap your drawings with a partner. Compare your drawings and say if they are similar or different. Answer your partner’s questions.

Descriptor A learner

· illustrates the proper actions;

· uses imagination to draw a picture;

· responds to a partner’s comments appropriately.

Unit: Creativity

Learning objective

Assessment criteria

Level of thinking skills

Task

Listen to four teenagers twice. Match their names with the pictures 1-4.

CD1. Tapescript 5.

1.	2.
3.	4.

A. Wayne ____

B. Paula ____

C. Dave ____

D. Grace ____

A learner

· matches pictures and speakers.

Unit: Creativity

Learning objective

Assessment criteria

Level of thinking skills

Task

Listen to the conversation twice. Write A for Amy, B for Bill, L for Liv or S for Stu.

CD1. Tapescript 6.

1. He/she is crazy about pop.                                 ______

2. He/she is a drummer.                                         ______

3. His/her favourite kind of music is hip hop.      ______

4. His/her favourite band is the Black Eyed Peas. ______

5. Jazz is his/her favourite kind of music.              ______

6. They are the singers of the band.        ______, ______

7. His/her favourite singer is Lily Allen.                 ______

Descriptor

A learner

· identifies specific information regarding each of the speakers and writes their names next to the statements.

Unit: Creativity

Learning objective

Assessment criteria

Level of thinking skills

Task

Learners talk about art and music and ask each other about their likes and dislikes. Teacher monitors and makes brief notes if necessary when pairs talk about their likes and dislikes, asks learners to report on their partner’s likes or dislikes.

Ask and answer the following questions in pairs.

1. Do you like to visit art museums?

2. Do you visit museums when you go to another city?

3. What is your favorite painting?

4. Do you like to listen to the music?

5. What is your favourite kind of music?

6. Do you like to sing?

7. Who is your favourite singer? Why do you like him/her?

8. Have you ever been to a concert or live show? Talk about it.

Give feedback to your classmate’s speech.

Descriptor

     A learner

· asks and answers questions about his/her likes and dislikes in pairs;

· uses appropriate vocabulary and grammar while speaking;

· gives feedback to his/her partner’s answers’;

· responds to a partner’s feedback;

· sets personal learning objectives.

Unit: Creativity

Learning objective

Assessment criteria

Level of thinking skills

Task

In pairs ask and answer the following questions:

1. Do you have a favourite artist?

2. What kinds of art do you like – painting, sculpture, ceramics? Why? Why not?

3. Do you think anyone can be an artist? Do you need a special talent to be an artist?

4. Do you think all children should study art at school?

5. Can you explain what art is?

A learner

· talks to a partner or in a group;

· presents topic related information;

· organises information and ideas coherently;

· uses topic related vocabulary;

· shows accurate pronunciation for the meaning to be clear;

· expresses his/her point of view;

· considers others’ points of view;

· demonstrates respect to others’ points of view using lexical units.

Unit: Creativity

Learning objective

Assessment criteria

Level of thinking skills

Task

Work with a partner or in a group of 3-4.

Describe a concert that you have visited. You should talk about:

1. What concert you visited

2. Where it took place

3. What kind of music was played

4. Why you liked/disliked the concert

Descriptor

A learner

· talks to a partner or in a group;

· presents topic related information;

· uses topic related vocabulary appropriately;

· organises information and ideas coherently;

· distinctly pronounces words for the meaning to be clear.

Unit: Creativity

Learning objective

Assessment criteria

Level of thinking skills

Task 1

Read the text and complete the chart below.

Task 2

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