Imagine that you live in a fantasy country Narnia. Tell a story to your partner. Begin your story with the phrase:
“If I live in a fantasy country Narnia, I…”
Descriptor A learner
· speculates on the topic of living in a fantasy country;
· starts the story with given phrase;
· applies zero and first conditionals in his/her speech appropriately;
· uses where/before/after clauses (with past reference);
· uses defining relative clauses with which, who, that, where to specify information.
| Unit: Fantasy worlds | |||||
| Learning objective | 5.W6 Link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general 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 | ||||
| Assessment criteria | · Connect sentences into paragraphs with basic connectors with some support · Connect parts of sentences with conjunctions so , if, when, where, before, after
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| Level of thinking skills | Application Higher order thinking skills
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| Task | |||||
| Read the title of the story and its first paragraph. Write how the story continues and ends. Gnomes in the Park
________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ | |||||
| Descriptor A learner | |||||
| · brainstorms ideas of possible continuation and ending of the story; · writes how the story continues using so , if, when , where, before, after; · writes the end of the story.
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TERM 4
| Unit: Sports | |||
| Learning о bjective | 5.L1 Understand a sequence of supported classroom instructions. 5.C6 Organise and present information clearly to others | ||
| Assessment criteria | · Identify common classroom commands with support · Organise information logically · Demonstrate an ability to express ideas clearly | ||
| Level of thinking skills | Knowledge and comprehension Higher order thinking skills | ||
| Task 1
· Touch and name parts of the body. · Point to your back, neck, crown of your head, arms. · Listen to the teacher and carry out an exercise routine. Use the picture to work out how to do the exercise. Neck turn 1) 2) Turn your head to the left as far as you can comfortably manage. Hold for two seconds. Turn back to the front, pause and repeat on the other side. Let us repeat!
Task 2. Work in pairs. · Prepare an instruction for another physical exercise. · Give instruction to your classmate. · And you should do the exercise together. | |||
Stand comfortably with your back straight and arms relaxed by your sides. Lengthen your neck by lifting the crown of your head towards the ceiling.
| Descriptor Task 1 | A learner · names and points the parts of the body; · follows instructions step by step; |
| Task 2 | · presents the exercise routine clearly to his/her classmate; · follows instructions. |
| Unit: Sports | |||
| Learning objective | 5.L2 Understand an increasing range of unsupported basic questions which ask for personal information | ||
| Assessment criteria | · Recognize basic personal questions without support | ||
| Level of thinking skills | Knowledge and comprehension | ||
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Task | |||
| Listen to the interview with Mark Cavalcanti twice. Complete the information. CD1. Tapescript 13.
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| Descriptor | A learner · writes appropriate words in the space provided. |
| Unit: Sports | ||||
| Learning objective
| 5.L3 Understand an increasing range of unsupported basic questions on general and curricular topics | |||
| Assessment criteria | · Recognize basic general questions without support | |||
| Level of thinking skills | Knowledge and comprehension | |||
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Task | ||||
| Listen to what Len says at the team meeting and answer the questions. Use no more than THREE WORDS or a NUMBER in your answer. CD1. Tapescript 14. We are going to win!
1. What is Len Murray’s job? _____________________________________ 2. What is the name of a team they are going to play against? _____________________________________ 3. How are they going to get to Kansas City? ______________________________________ 4. What time is a practice session? ______________________________________ 5. Where is the team Raiders will have lunch? ______________________________________ 6. What day is the game? ______________________________________
Answer keys 1. a football coach 2. the Zebras. 3. by plane. 4. 11.15. 5. at the stadium 6. on Saturday.
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| Descriptor | A learner · answers the questions according to the talk; · writes three words or a number in his/her answers. | |||
| Unit: Sports | ||
| Learning objective | 5.L4 Understand the main points of supported extended talk on a range of general and curricular topics | |
| Assessment criteria | · Identify the main information of a talk using supporting information | |
| Level of thinking skills | Knowledge and comprehension | |
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Task | ||
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Listen and choose the correct picture. Circle A, B or C. CD1. Tapescript 15.
Example: 1. What sports does Tom do?
2. What can Cristina do?
3. What does Mat do in the winter?
4. What can Pete do?
Answer keys 1A 2 A 3 B 4 B | ||
| Descriptor | A learner · finds the correct answers according to the dialogue and circles them. | |
Unit: Sports
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| Learning objective | 5.L8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 5.S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.C7 Develop and sustain a consistent argument when speaking or writing | |||
| Assessment criteria | · Recognise the meaning of a story with some support · Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility · Make an argument and reason it | |||
| Level of thinking skills | Knowledge and comprehension | |||
| Task 1
1. How many Olympic sports do you know? 2. What are your favourite Olympic sports?
Listen and put the pictures in the order that you hear them. Write the numbers 1-4 in the boxes. CD1. Tapescript 16. Task 2 Answer the questions. 1. What do you think Long said to Owens after Owens stepped over the line? 2. Why do you think Long helped Owens? | ||||
| Descriptor
| A learner · responds to the questions; · defines the correct order of the pictures. | |||
| · uses appropriate words and phrases; · gives answers in full sentences; | ||||
| · explains the reasons behind his/her thoughts. | ||||
Answer the questions before listen information.
| Unit: Sports | ||||||||
| Learning objective | 5.R7 Recognise typical features at word, sentence and text level in a limited range of written genres 5.S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics | |||||||
| Assessment criteria | · Identify the correct form of a word, appropriate sentence structure and text layout · Give basic information about themselves and others at sentence level | |||||||
| Level of thinking skills | Knowledge and comprehension Application | |||||||
| Task 1 Complete the sentences with the words from the box.
Last year I went on a holiday with my school. On the first day we went 1)________ in the mountains. The instructor showed us all the 2)________ and how to use it. Then, I did my first climb. It was great! The next day some kids stayed at the center and played 3)____________ in the sports field, but the rest of us went to the ice rink for 4)____________. I fell over six times! I didn’t 5)__________ ice skating but I wasn’t very good at it! On the last day, we went to the beach to try snorkeling. I really loved it even though I’m quite inexperienced 6) ___________. I saw a lot of underwater 7)____________. There were different kinds of fish and even a seahorse! Later, our instructor gave us a talk about how we can protect wildlife and look after the 8)____________.
Task 2
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