Listen to an interview with Robin Scott twenty-five years later twice.
Answer the questions.
CD1. Tapescript 7.
1. Did he become a big star?
2. Where did he grow up?
3. What kind of college did he go?
4. When did he make his first record?
5. Where did he move to in the mid-seventies?
6. How did he choose the name M?
7. What happened in February 1979?
8. What happened in 1989?
9. What is he doing now?
Descriptor
Task 1
Task 2
A learner
· reads the text accurately;
· finds information in the text and completes the chart;
· answers the questions.
| Unit: Creativity | ||
| 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
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| Level of thinking skills | Knowledge and comprehension | |
Task
Read the text and choose the correct answer.
Fifty years ago, when I was a child, photographs were not of general interest. Photographs were taken of people on special occasions, at weddings and on birthdays, for instance. These pictures were usually keep in a box and brought out at intervals to show the family. Nowadays photography is regarded as an art. Many photographic exhibitions are held and there are many magazines dealing with the art of photography.
1. During recent years _____________________.
A. photography has become a popular form of art.
B. a lot of people have taken photographs of good paintings.
C. photography has stopped being an art.
D. photographic exhibitions are often advertised in magazines.
E. more and more people take photographs at weddings.
2. The passage compares ____________________.
A. public interest in painting today and fifty years ago.
B. photographic exhibitions and painting exhibitions.
C. wedding photographs and birthday photographs.
D. photography today and photography fifty years ago.
E. family photographs of today and fifty years ago.
3. When the writer was young __________.
A. he was very interested in photography.
B. people didn’t think of photography as an art.
C. he always took photographs on his birthday.
D. people used to go to photographic exhibitions.
E. he took a lot of family photographs.
| Descriptor | A learner · reads the text; · finds information in the text and answers the multiple choice questions. |
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| Unit: Creativity | ||||||||
| Learning objective | 5.R3 Understand the detail of an argument on a limited range of familiar general and curricular topics
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| Assessment criteria | · Recognize factual details in a given argument related to the topic
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| Level of thinking skills | Knowledge and comprehension | |||||||
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| Read the paragraphs 1-4 about the effects of music. Match the headings to the correct paragraphs 1-4. A. Music for stress and pain B. Get a better score and remember more C. The right music to study better D. All kinds of music have an effect
1._________________________________ Music is not just entertainment. It is medicine for both the brain and the body. Don Campbell is an expert on The Mozart effect and the incredible power of music. He says that all kinds of music, from Mozart to jazz, from Latin to rock can affect our learning and our health.
2._________________________________ Many people use music to help them feel relaxed after a busy day at work. Music can also reduce the stress of being ill, especially by reducing pain' The director of Baltimore Hospital says that thirty minutes of classical music has the same effect as ten milligrams of the painkiller Valium.
3. _________________________________ Campbell also says that music can help you concentrate but you need the right kind of music for your mood. And you need to listen for about ten minutes before you start studying' Perhaps your mind needs relaxing or maybe you are tired and you want to feel more energetic' So you should choose the appropriate music to help you. You can use many different kinds of music to help you concentrate' Mozart's music is very popular, however because it is very organized and it makes your brain more alert and imaginative.
4.___________________________________ Music helps you to study better and it can also actually make you more intelligent. In one study, students who listened to Mozart before doing a test got much higher marks than those who didn't. Many studies also show that children who learn to play a musical instrument before the age of twelve have better memories for the rest of their lives.
Read the text again. Mark the statements True (T), False (F) or Not given (NG). 1. Music is good for our bodies and brains. ____ 2. Don Campbell loves Mozart's music. ____ 3. Music helps many people to relax after work. ____ 4. Many hospitals use music to help with pain. ____ 5. Listening to music before you study is a bad idea. ____ 6. Only Mozart's music helps you study. ____ 7. The students listened to Mozart for fifteen minutes before doing the test. ____ 8. It's a good idea for children to learn to play a musical instrument. ____
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| Descriptor A learner | ||||||||
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| · reads the paragraphs for general information and matches the headings with the paragraphs; | |||||||
| · reads the paragraphs again to find factual details and distinguishes true, false or not given statements.
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| Unit: Creativity | ||||||||
| Learning objective | 5.R6 Recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 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 | · Identify the attitude and opinion of the author · Apply the rule for comparative and superlative adjectives | |||||||
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Level of thinking skills | Application Higher order thinking skills | |||||||
| Task
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| Read the film review. A review of War of the Worlds by Andrea
I recently went to see War of the Worlds. It’s a science fiction film starring Tom Cruise. The film is based on a book written over 100 years ago, although it is set in modern times. The story is very gripping. It’s about alien machines from space which land on Earth. The film has a happy ending. The acting is very good. Tom Cruise, who plays a father who is looking for his family, is excellent, as usual. However, I didn’t think Dakota Fanning was very convincing as his daughter. The special effects were incredible – the machines looked terrifying, and there were some very scary moments which I didn’t enjoy. This is a classic Spielberg film: fast-moving, not too violent, and full of action. It was scary but I really enjoyed it. Go and see it if you can. Answer the questions. 1. What kind of film is War of the Worlds? 2. When was the original book written? 3. What aspects of the film did the reviewer like? 4. What two things didn’t the reviewer like?
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| Descriptor
| A learner · reads the text and answers the questions using the appropriate information from the text; · uses a range of adjectives including comparative and superlative.
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| Unit: Creativity | ||||||||
| 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.W3 Write with support factual descriptions at text level which describe people, places and objects 5.W4 Write with support a sequence of extended sentences in a paragraph to give basic personal information 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
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| Assessment criteria | · Make a clear plan of writing · Write a text · Check the written draft · Use the information to write sentences which describe people, places and objects · Write answers for personal questions connecting extended sentences into a paragraph
· Describe time and location on familiar topics using countable and uncountable nouns
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| Level of thinking skills | Application Higher order thinking skills
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| Write a short text about your favourite instrument in 5-6 sentences. You should write about: What is your favourite musical instrument? Why is it your favourite instrument? Do you have a favourite musician who plays this instrument? If yes, who is it? My favourite instrument
Check your written text. | ||||||||
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| Descriptor
| A learner · plans the answer; · writes in an appropriate style; · writes in a descriptive manner using appropriate adjectives; · uses the proper form of nouns; · writes arguments with examples and reasons where necessary.
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| Unit: Creativity | ||||||||
| Learning objective | 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 | |||||||
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Assessment criteria |
· Connect sentences into paragraphs with basic connectors with some support · Differentiate between personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing and anything | |||||||
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Level of thinking skills |
Application Higher order thinking skills | |||||||
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Task | ||||||||
| Provide learners with a set of famous paintings and ask them to choose the one they like. Choose a painting and describe it. Use the phrases below. 1. I can see ___________ at the front/ back/ sides/ centre of the painting. 2. The painter/the artist used _____________ colours. 3. This / That painting gives me a ___________ (good, happy, sad, angry, hot, cold, quiet, loud, sunny, surprised) feeling. 4. I like / don’t like that / those painting(s) because it / they __________. 5. What a/ an ________ painting! What __________ colours!
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Descriptor
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A learner · chooses a painting and writes a coherent paragraph to describe it; · uses a set of given phrases; · uses basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything; · expresses his/her opinion and feelings about the painting. | |||||||
| Unit: Creativity | |||
| Learning objective | 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 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 | ||
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Assessment criteria | · Write a text keeping the register and format of a given genre · Connect parts of sentences with conjunctions so , if, when , where, before, after | ||
| Level of thinking skills | Application Higher order thinking skills | ||
| Task | |||
| Write a story using the pictures below. Write 30-40 words
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| Descriptor | A learner · plans a story using the pictures; · writes sentences in a logical sequence; · connects sentences into a text using appropriate conjunctions. | ||
| Unit: Creativity | |||
| Learning objective | 5.S8 Recount basic stories and events on a range of general and curricular topics | ||
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Assessment criteria |
· Retell short stories and episodes on a given topic | ||
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Level of thinking skills |
Higher order thinking skills | ||
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Task | |||
| Work in pairs. Tell a partner about the art gallery/museum/music concert you have recently visited. Use the following questions:
1. When did you visit the art gallery/ museum/ music concert? 2. What did you see there? 3. How did you feel after going there?
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| Descriptor | A learner · recalls his/her personal experience of going to the art gallery/museum/music concert; · answers the given questions to talk about his/her visit to the art gallery/museum/music concert; · uses appropriate vocabulary and grammar structures in speech. | ||
| Unit: Creativity | ||
| Learning objective | 5.UE10 Use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics | |
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Assessment criteria | · Apply present continuous forms with present and future meaning the context | |
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Level of thinking skills | Application | |
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Task | ||
| Describe each of the pictures. Answer the questions using present continuous. What are people doing now? Which of these activities are they doing tomorrow?
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| Descriptor | A learner · describes the pictures using present continuous forms and appropriate vocabulary; · answers the given questions using present continuous with present and future meaning. | |
| Unit: Reading for pleasure | ||
| Learning objective | 5.L3 Understand an increasing range of unsupported basic questions on general and curricular topics | |
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Assessment criteria | · Recognize basic general questions without support | |
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Level of thinking skills | Knowledge and comprehension | |
| Task | ||
| Listen to the dialogue and choose A or B. CD1. Tapescript 8. 1. What day is it today? A. Tuesday B. Thursday 2. What’s the time? A. 8.30 B. 9.30 3. What day is it today? A. Friday B. Saturday 4. What’s the time? A. 12 am B. 12 pm | ||
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| Descriptor | A learner · chooses the correct answer.
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| Unit: Reading for pleasure | ||
| Learning objective | 5.L4 Understand the main points of supported extended talk on a range of general and curricular topics 5.L6 Deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.L8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics | |
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Assessment criteria | · Identify the main information of a talk using supporting information · Figure out the content of a short conversation with some support · Recognise the meaning of a story with some support | |
| Level of thinking skills | Knowledge and comprehension | |
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Task | ||
| Listen to the recording twice. Answer the questions below: CD1. Tapescript 9. 1. How old is hip-hop? 2. What kind of group are the Black Eyed Peas? 3. Where are bagpipes from? 4. How old is the balalaika? 5. What is samba? 6. Who plays the didgeridoo?
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| Descriptor | A learner | |
| · answers the questions. | ||
| Unit: Reading for pleasure | ||
| 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 5.S2 Ask simple questions to get information about a limited range of general 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 · Make up basic interrogative sentences and get information about the topic | |
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Level of thinking skills | Knowledge and comprehension Application Higher order thinking skills | |
| Task 1 | ||
| Listen to a talk of Liv, Stu, Bill and Amy. Explain what adjectives exciting and boring stand for. CD1. Tapescript 10. Exciting means … Boring means …
Listen again and answer the following questions: 1. How does Liv feel? 2. What’s Stu’s idea? 3. What does Liv think about sports? 4. Does Stu like sports? 5. Is Amy good at tennis? 6. Does Bill like tennis more than table tennis? Task 2 In pairs act out a dialogue using the following questions: 1. What sports do you do at school/ in your PE lesson? 2. What is your favourite sport? 3. What sport are you good at? 4. Is there a sport you would like to take up?
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| Descriptor | A learner | |
| · selects an appropriate information; · analyses the given information for definite purpose; · infers meaning of words in the dialogue; · asks and answers questions in the form of a dialogue. | ||
| Unit: Reading for pleasure | ||||||||
| Learning objective | 5.R1 Understand the main points in a limited range of short simple texts on general and curricular topics 5.R2 Understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.R6 Recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.S3 Give an opinion at sentence level on a limited range of general and curricular topics 5.C8 Develop intercultural awareness through reading and discussion | |||||||
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Assessment criteria | · Read and identify the main idea in the text · Identify details in a text with little support · Identify the attitude and opinion of the author; · Provide a point of view in connected sentences · Talk about cultural diversity | |||||||
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Level of thinking skills | Knowledge and comprehension Application Higher order thinking skills | |||||||
| Task | ||||||||
| Read the diary and answer the questions below. My scuba-diving adventure
1. Is the writer of this diary enjoying his holiday? 2. What does the writer think about ocean fish? 3. Did he like Day 2? 4. What was the water like in the Seafan Alley? 5. How does the writer feel about leaving the place? 6. What does he think of the place?
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