Imagine that you are an Alien. In pairs ask each other the questions and answer them.
Alien culture
1. WHAT IS YOUR PLANET CALLED?
2. What do you look like?
3. What do уou like?
4. How do you say the following words?
- Hello!
- Please!
- Thank you!
- Sorry!
5. What do you do for fun?
6. What do you eat and drink?
7. What do you talk about?
8. What is school like on your planet?
Descriptor A learner
· asks and answers the given questions;
· uses appropriate vocabulary in accordance with the questions;
· uses relevant sentence structure to answer the questions;
· links ideas using basic connectors.
| Unit: Reading for pleasure | ||
| Learning objective | 5.R9 Recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics 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 | · Read the text and find the evidence in it to prove facts or opinions · 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 | ||
| Read the sentences below. Circle the sentences that are FACT. Underline the sentences that are OPINION. Choose one fact and one opinion and explain to a classmate why you think you are correct.
1. Sunny days are the most fun kinds of days. 2. The sun heats our earth and provides light. 3. Harry Potter is the best movie ever made. 4. Harry Potter is a movie about wizards and their adventures. 5. Drums are loud and not good to listen to. 6. Fruits have vitamins and minerals and produce seeds. 7. Fruits taste great and make a delicious snack. 8. Drums have been used in music for centuries.
Fact: ________________________________________________________ Opinion: _____________________________________________________
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| Descriptor A learner | ||
| · analyses the given information and circles/underlines sentences; · selects the appropriate information for fact and opinion; · justifies his/her opinion. | ||
| Unit: Reading for pleasure | ||||
| 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.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
| · Make a clear plan of writing · Write a text; · Check the written draft · Write a text keeping the register and format of a given genre | |||
| Level of thinking skills | Application Higher order thinking skills | |||
| Task | ||||
| Read the film review and top tips for writing it. Write your own film review. | ||||
| Descriptor A learner | ||||
| · reads the given film review; · analyses its structure and writes a plan by following the tips; · writes a 30-40-word paragraph; · proofreads the written paragraph. | ||||
| Unit: Reading for pleasure | ||
| Learning objective | 5.W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics | |
| Assessment criteria | · Write short sentences on familiar topics · Connect sentences into a paragraph | |
| Level of thinking skills | Higher order thinking skills | |
| Task | ||
| Write a 30-40-word paragraph about an interesting day in your life. Use linking words like first, after that, then, later. In your writing answer the following questions: Who were you with? Where did you go? What did you do there? What time did you go home?
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| Descriptor A learner | ||
| · uses answers to the questions as support in writing; · uses linking words of sequence; · writes 30-40 words. | ||
| Unit: Reading for pleasure | ||||||||||||||||||||||||||||||
| 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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Task Describe a book you have never read but you would like to in the future. Write a description in about 5 sentences. Use the questions below.
Why would you like to read it? Who is the author of this book? Why haven’t you read it before?
Descriptor A learner · describes a book; · uses appropriate vocabulary and grammar; · expresses his/her opinion about the book.
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| Unit: Reading for pleasure | ||
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Learning objective | 5.W5 Link without support sentences using basic coordinating connectors | |
| Assessment criteria | · Connect sentences with basic coordinating connectors without support | |
| Level of thinking skills | Application | |
| Task | ||
| Link the following sentences. 1) It was raining. I went for a walk. 2) It was raining. I stayed at home. 3) I always go to bed early. My sister goes to bed very late. 4) I like seafood. I like spicy food. 5) I eat seafood. It is very useful for health.
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| Descriptor A learner | ||
| · revises the connectors but, so, and, because; · combines two simple sentences into one compound sentence using the connectors. | ||
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| Unit: Reading for pleasure | ||
| Learning objective | 5.W6 Link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics | |
| Assessment criteria | · Connect sentences into paragraphs with basic connectors with some support | |
| Level of thinking skills | Knowledge and comprehension Application | |
| Task Complete the paragraph using for, and, nor, but, or, yet, so.
Fans love to watch Anna, 1)___________________ she dances beautifully. She is a graceful dancer, 2)______________ people enjoy watching her. She hasn't taken dance lessons, 3)______________ does she need to. Her technique is unconventional, 4)___________________ the effect is striking. She can fill an audience with joy, 5)___________ she can bring people to tears. Other dancers try to imitate her style, 6)__________________ they have not succeeded. She is talented, 7)_____________ she will attract fans for many years to come.
Answer keys 1) for 2) and 3)nor 4) but 5)or 6) yet 7)so | ||
| Descriptor A learner | ||
| · completes the sentences using connectors for, and, nor, but, or, yet, so. | ||
| Unit: Fantasy world | |||||
| Learning objective | 5.L1 Understand a sequence of supported classroom instructions. 5.W3 Write with support factual descriptions at text level which describe people, places and objects | ||||
| Assessment criteria | · Identify common classroom commands with support · Use the information to write sentences which describe people, places and objects | ||||
| Level of thinking skills | Knowledge and comprehension Higher order thinking skills | ||||
| Task | |||||
| Listen to the instructions and follow them. | |||||
| Teacher reads the instructions: 1. Colour the top stripe yellow. 2. Colour the middle stripe red. 3. Colour the bottom stripe blue. 4. Colour the crescent orange. 5. Colour the left stripe orange. 6. Colour the middle stripe green. 7. Colour the right stripe black. 8. Colour the stars yellow.
9. Colour the cross red. 10. Colour the star yellow. 11. Colour the circles green. 12. Colour the rest of the flag blue
Invent a flag for an imaginary place. Draw a picture and write 3-4 sentences about it.
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| Descriptor
| A learner | ||||
| · colours the flags appropriately following the instructions; · draws a flag of an imaginary place; · describes the flag of an imaginary place in 3-4 sentences. | |||||
| Unit: Fantasy world | ||
| Learning objective | 5.C4 Evaluate and respond constructively to feedback from others. 5.L6 Deduce meaning from context in short, supported talk on an increasing range of general and curricular topics | |
| Assessment criteria | Analyse given feedback and give constructive answers to feedback · Figure out the content of a short conversation with some support | |
| Level of thinking skills | Higher order thinking skills | |
| Task 1 Give each learner a copy of the map. Give them time to study it carefully. Tell them to find the two learners standing at the bottom middle of the map. Explain that they are going to listen as these learners go on a treasure hunt around the town. Each clue directs them to a place in the town. Explain that learners must listen and circle each place the clues lead them to. Tell them there are five clues, and therefore five places in total. Play the recording. Then check learners’ answers. CD1. Tapescript 11. Study the map carefully. Find thetwo classmates standing at the bottom middle of the map. You are going to listen as these classmates go on a treasure hunt around the town. Each clue directs the classmates to a place in the town. Listen and circle each place the clues lead them to. | ||
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Answer keys Clue 1: optician’s Clue 2: café Clue 3: clothes shop Clue 4: post office Clue 5: library Task 2 Tell learners they are going to listen again. Explain that this time they must write each of the clues. Play the recording. Then play the recording again, stopping at each clue to let learners check their answers. Answer keys Clue 1: Go to the clock and turn left. Take the first right and I’m out of sight. Clue 2: On the corner, on the left, what do you see? Is it time for tea? Clue 3: Go back, find the school, turn left and try to look cool. Clue 4: Go to the end and round the bend. On your left, there’s a place to send. Clue 5: Go through the park and past the station. Here’s where to look, if you want information. Task 3 Tell learners to look at the map together. Tell them to give directions from the school to any place they can see. Their partner must listen to their directions and correctly guess the place they are giving directions to. | ||
| Descriptor Task 1 Task 2 Task 3 | A learner · works in a group; · labels right places on the map; · writes down the directions; · gives directions; · finds out the right place. | |
Unit: Fantasy world | ||
| 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 | |
| Assessment criteria | · Read and identify the main idea in the text · Identify details in a text with little support | |
| Level of thinking skills | Knowledge and comprehension | |
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Task | ||
| Read the text and answer the questions below the text. Flower fairies are the caretakers of all flowers. About the size of a small dragonfly with wings, flower fairies can fly as fast as hummingbirds. Their habitat exists wherever there are flowers, especially in gardens and forest meadows. They are usually dressed in the color of the flowers they protect. Flower fairies adore flowers, so they show up in any place that is filled with flowers, including your garden. They love tulips because, in the spring when their babies are born, they can lay them down inside the petals and rock them to sleep. People should always be careful before picking a tulip to make sure that a fairy baby is not sleeping inside. Fairies prefer to stay in shaded areas because if the sun shines on them, they immediately turn to dust-- fairy dust. Sometimes, early in the morning, a fairy gets caught sleeping inside a flower by the rising sun. You can see the fairy dust she leaves behind on the flower as a sparkle mixed with dew. 1. Do you believe in flower fairies leaving in the gardens? Why? / Why not? 2. Who are flower fairies? 3. What do they look like? 4. Do the flowers need fairies? What for? 5. Why should people be careful when picking a tulip? | ||
| Descriptor
| A learner | |
| · reads the text accurately; · finds the necessary information and answers the questions using main points of the text; | ||
| · answers the questions using the details of the text. | ||
| Unit: Fantasy world | |||
| Learning objective | 5.W3 Write with support factual descriptions at text level which describe people, places and objects. 5.W8 Spell most high-frequency words accurately for a limited range of general topics. 5.UE14 Use prepositions to talk about time and location use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics. 5.L4 Understand the main points of supported extended talk on a range of general and curricular topics. | ||
| Assessment criteria | · Use the information to write sentences which describe people, places and objects · Write topic related words correctly · Demonstrate the correct use of prepositions of time, location and direction · Identify the main information of a talk using supporting information | ||
| Level of thinking skills | Application Higher order thinking skills | ||
| Task | |||
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1. Imagine a fantasy garden and write a description of it in 30-40 words using prepositions of location and direction. 2. With a partner, take turns to dictate your description for partner to draw your fantasy garden. 3. Swap your drawings. 4. Check whether your partner’s drawing illustrates your fantasy garden properly.
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| Descriptor
| A learner | ||
| · describes a fantasy garden · organises information logically; · presents topic relevant ideas; · uses prepositions of location and direction; · writes about 30-40 words; · works in a pair; · draws a fantasy garden; · checks the work. | |||
| Unit: Fantasy world | |||
| Learning objective | 5.W9 Punctuate written work at text level on a limited range of familiar general with some accuracy. 5.UE8 Use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics. 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. 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 | · Insert punctuation marks into a written text · Apply future forms will for predictions and be going to to talk about already decided plans in the context · Describe time and location on familiar topics using countable and uncountable nouns · Apply the rule for comparative and superlative adjectives | ||
| Level of thinking skills | Application | ||
| Task | |||
| Ask learners to write a brochure/leaflet. Monitor and make brief notes as learners plan, write, and peer assess their work and read.
Write a brochure/leaflet about future fantasy life “ WHAT WILL IT BE LIKE IN 100 YEARS?” Answer these questions.
What will the cars look like? What will people wear? What will they look like? What will people eat? Will we speak one universal language? If yes, what language will it be? Will people have colonies on other planets? Will computers help, rule or bring death to humanity?
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| Descriptor
| A learner | ||
| · writes a 60-80-word brochure; · uses future forms; · properly punctuates written work; · uses right form of countable and uncountable nouns; · uses variety of adjectives; · answers the questions. | |||
| Unit: Fantasy world | |||
| Learning objective | 5.C7 Develop and sustain a consistent argument when speaking or writing 5.S3 Give an opinion at sentence level on a limited range of general and curricular topics | ||
| Assessment criteria | · Make an argument and reason it · Provide a point of view in connected sentences | ||
| Level of thinking skills | Higher order thinking skills | ||
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Task Talk in pairs. Look at the pictures. Compare the two fantasy places using the adjectives in the box. Which place do you prefer: the fantasy city or the fantasy country? Why?
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| Descriptor A learner | |||
| · compares the fantasy city and the fantasy country; · chooses the place he/she prefers; · expresses his/her opinion; · uses adjectives when giving reasons. | |||
| Unit: Fantasy world | ||
| Learning objective | 5.C8 Develop intercultural awareness through reading and discussion 5.R6 Recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics | |
| Assessment criteria | · Talk about cultural diversity · Identify the attitude and opinion of the author | |
| Level of thinking skills | Higher order thinking skills | |
| Task | ||
| Read the text about Paris. Answer the questions. Discuss your answers with a partner. I live in Paris, the capital of France. Paris is on the River Siene in Northern France. People call Paris “The city of the light” and it is one of the most famous cities in the world. There are many interesting sights in Paris and tourists never get bored with visiting them. There’s the Eiffel Tower, for example. It is 300 meters tall and millions of people visit it every year. The view from the top is amazing! There are also lots of museums and art galleries in Paris. The biggest and the most popular is the Louvre. Here you can see the famous sculptures and paintings like Leonardo da Vinci’s Mona Lisa. Paris is the beautiful city and I like it very much. There are lots of parks and my friends and I often go cycling in them. We also love sports and watch our football team Paris Saint-German at the Parc de Princes Stadium. Many tourists visit my city, and this gives me the chance to meet people from all over the world. Questions: 1. What place the writer is describing? 2. Where is that place? 3. How many sights does the writer talk about in the second paragraph? 4. What does the writer think of Paris? 5. What does the writer enjoy doing with his friends? 6. What adjectives does the writer use to describe the place?
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| Descriptor A learner | ||
| · reads the short text carefully; · underlines the words which help understand the writer’s opinion; · answers the questions; · discusses the answers with a partner. | ||
Unit: Fantasy world | ||
| Learning objective | 5.C10 Use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 5.S6 Communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.UE4 Use determiners including any, no each, every on a limited range of familiar general and curricular topics | |
| Assessment criteria | · Consider different perspectives on the world orally or in a written form · Interact with each other delivering content correctly and clearly to others · Apply the correct determiners in the context | |
| Level of thinking skills | Application Higher order thinking skills | |
| Task | ||
| Follow the link to watch the video of the fantasy city http://www.youtube.com/watch?v=Z8WaE2SPK0k Watch the video about a fantasy city. Talk to a partner about your feelings about it. Give opinions about what could be in a fantasy city. *Draw a fantasy street. *can be used as an extension | ||
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Descriptor A learner | ||
| · watches the video carefully jotting down the main points; · imagines his/her own fantasy city or fantasy street; · talks to a partner about a fantasy city or a fantasy street · uses any, no each, every and if/when/after/before clauses and relative clauses while speaking; · *draws a fantasy street (extension).
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| Unit: Fantasy world | |
| Learning objective | 5.L7 Recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics. |
| Assessment criteria | · Identify the speaker's point of view in a simple conversation on general topics with some support |
| Level of thinking skills | Higher order thinking skills |
Task
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