Listen to four people talking about their new homes. Match the people’s names with their statements.
CD1. Tapescript 12.
| Speaker 1 | Cars won’t use petrol. Animals like polar bears may become extinct. Robots will do all the dangerous jobs.
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| Speaker 2 | |
| Speaker 3 | |
Descriptor A learner
· matches speakers names with their opinions.
| Unit: Fantasy world | ||
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Learning objective | 5.S5 Keep interaction going in basic exchanges on a growing range of general and curricular topics 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 | · Support a talk on a given general topic · Clarify meaning and seek agreement asking questions, including tag questions | |
| Level of thinking skills | Application Higher order thinking skills | |
| Task | ||
| Provide learners with the titles of different fantasy stories to guess the key idea of them.
In pairs, ask each other questions and discuss what these stories might have in common, what the main idea is. If you have read one of these stories before, tell your partner what you liked about the story. Link for more ideashttp://www.loyalbooks.com/genre/Fantasy | ||
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Descriptor A learner | ||
| · makes deductions what the stories might have in common; · asks and answers questions to discuss the possible main idea of the stories. | ||
| Unit: Fantasy world | ||||
| Learning objective | 5.S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.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 topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences · Apply present perfect tense in the context | |||
| Level of thinking skills | Application Higher order thinking | |||
| Task | ||||
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Listen to the story “Planet Earth” and tell what environmental problems Planet Earth has experienced. Tell w hat you can do to help protect Planet Earth. Link to listen to the story http://learnenglishkids.britishcouncil.org/en/short-stories/planet-earth
Example: · I switch off the lights when I'm not using them. · I have a shower instead of a bath to use less water. I don't take plastic bags from the supermarket, I use my own bag. Descriptor A learner | ||||
| · while listening takes notes about environmental problems Planet Earth has experienced; · talks about environmental problems Planet earth has experienced using topic-specific vocabulary and present simple/present perfect tenses; · comes up with a list of tips to help protect Planet Earth. | ||||
| Unit: Fantasy world | ||
| Learning objective | 5.W2 Write with support a sequence of short sentences in a paragraph 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 5.UE9 Use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics | |
| Assessment criteria | · Write short sentences on familiar topics; · Connect sentences into a paragraph · Differentiate between personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing, anything · Describe routines, habits and states applying simple present and simple past tenses | |
| Level of thinking skills | Application Higher order thinking skills | |
| Task | ||
| Write a description of a room of your dream. Use some, any, something, nothing and anything. · What room is it? · What does it look like? · What furniture is there? · What can you do in this room? · How much time do you spend in this room? | ||
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Descriptor A learner | ||
| · uses the questions to brainstorm ideas and structure the descriptions; · writes the description using some, any, something, nothing anything; · uses present /past simple tenses; · answers the questions. | ||
| Unit: Fantasy world
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| Learning objective | 5.R3 Understand the detail of an argument on a limited range of familiar general and curricular topics | |||
| Assessment criteria | · Recognize factual details in a given argument related to the topic | |||
| Level of thinking skills | Knowledge and comprehension | |||
| Task Read the short texts about fantasy creatures. There are lots of stories about fantasy animals. Sometimes the animals were strong and killed people; sometimes they were signs of good luck. Here is some information about six famous fantasy animals. Unicorns were beautiful creatures like horses. They had a long pointed horn in the middle of their foreheads. The horn was magical. If a unicorn put its horn in dirty water, the water became clean. Unicorns were a sign of good luck, but only honest people could see them. Centaurs were wild creatures. They were half-man, half-horse. They lived a long time ago in Greece. Most centaurs were soldiers but one centaur was different. His name was Chiron. He was a famous teacher. When he died he changed into a star called Sagittarius. The Minotaur was a very scary creature. It had a bull’s head and a man’s body. It lived in a labyrinth on an island called Crete. If anybody went into the labyrinth, they got lost and could never get out again. Every year, people from the island of Minos sent 7 boys and girls into the labyrinth. The Minotaur ate them. One year, a brave man called Theseus killed the Minotaur. He took a ball of string from a princess and used it to go in and out of the labyrinth. Chinese dragons were good, friendly and intelligent. They were made from the parts of nine animals: a snake’s body, a fish’s scales, a clam’s stomach, a tiger’s feet, an eagle’s claws, a camel’s face, a deer’s antlers, a cow’s ears and golden eyes. Griffins were very strong creatures. They had a lion’s body and an eagle’s head and wings. They could fly. They were the kings of all the animals and birds. They lived in the mountains. Their nests were made of gold. They didn’t lay eggs, they laid sapphires. Write the names of the creatures under the pictures.
____________ _____________ ____________ _____________ Write T for True and F for False next to the following sentences: 1. Griffins lived in trees made of gold. _____ 2. Centaurs had horns. _____ 3. People were afraid of the Minotaur. _____ 4. Unicorns could clean water. _____ 5. All of these animals were real. _____ 6. Chinese dragons had a tiger’s face. _____ | ||||
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Descriptor A learner | ||||
| · reads the texts for general and specific information; · matches the pictures of fantasy creatures with their names; · identifies true and false statements. | ||||
| Unit: Fantasy worlds | |
| 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 Higher order thinking skills |
Task
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