Check classmates’ written work. Use the following table with answers.

Task 1. What do you think about or imagine when you hear the words lava, magma and volcano?

The teacher asks questions and demonstrates pictures to support learners to predict the content of the conversation.

Task 2. Listen to the talk or watch a video. Read the sentences. If the sentence is correct, put a ✓ under T (True). If the sentence is NOT correct, put a ✓ under F (False).

Go to one of the link https://www.youtube.com/watch?v=BAR3P3Fshok

https://www.youtube.com/watch?v=lAmqsMQG3RM

Teacher can read the transcript below.

Task 3. Listen to the talk one more time (Task 2). Choose the correct word (A, B or C).

1. Volcano is like a ________________ .

A) Roof

B) Window

C) Сhimney

2. Water becomes ________________ in the volcano.

A)  Steam

B) Ice

C) Stone

3. Volcano erupts through the _____________.

A) Crater

B) Plateau

C) Bottom

4. The tallest volcano in the Solar system is _____________ .

A) on Earth

B) on Mars

C) on Jupiter

Transcript

Hello, friends! Are you wondering what this is? Well, it's the molten lava that comes out from a volcano. Come, let me tell you what a volcano is.

I'm sure you've seen mountains that open up and blurt out thick molten semi-solid like substance? Well, that's called a volcano. Let's learn more about it. A volcano is a vent or chimney that connects magma from within the Earth's crust to the Earth's surface.

The liquid rock is called magma when it is under the Earth's surface and lava after it comes out. So how does a volcano erupt? The molten rock stored in the magma chamber rises through the crater pipe pockets. As it travels up the main vent, gasses expand and water becomes steam, creating pressure. When the pressure can no longer be contained the volcano erupts through the crater and secondary side vents. Common volcanic gases include water vapor, carbon dioxide, sulfur dioxide, hydrogen chloride hydrogen, fluoride and hydrogen sulfide. Popular belief is that volcanoes are large cone-shaped mountains but that's not true. There are many more types of volcanoes such as wide plateaus, fissure vents and bulging dome shapes. There are also volcanoes found on the ocean floor and even under ice caps such as those found in Iceland.  

The word volcano originally comes from the name of the Roman god of fire Vulcan. The tallest volcano in the solar system isn't on Earth at all but on Mars.

Task. Read the text about volcanoes. Answer the questions.

A volcano is a mountain where molten rock erupts through the surface.

The name "volcano" has its origin from the name of Vulcan, a god of fire in Roman mythology.

Magma is a liquid rock inside a volcano.

Lava is liquid rock (magma) that flows out of a volcano. There are around 1,510 active volcanoes in the world. We currently know of 80 or more, which are under the oceans.

When magma erupts through the earth’s surface it is called “lava”.

Over half of the world’s volcanoes arise in a belt around the Pacific Ocean called the “Ring of Fire”.

Use joined-up handwriting to write answers.

1. What word has its origin from the name of a god of fire in Roman mythology?

2. What do we call a liquid rock inside a volcano?

3. How do we name a liquid rock that flows out of a volcano?

4. What is the name of a group of volcanos around the Pacific Ocean?

Task. Look at the pictures. Ask and answer questions, share ideas with a partner.

Example: What do you know about volcanoes?

Why are they called volcanoes?

What shapes can they have?

Task 1. Talk to the partner. Ask 2 questions and answer 2 questions each. Use modal verbs can, must, mustn’t, have to.

Example:

- What do you have to wear in winter?

- We have to put on mittens in winter.

- Can you eat ice or snow?

- No, we mustn’t. We can get ill.

Task 2. Read the sentences. Fill in the gaps with the words from the table. Use each word once.

Example: We wear warm clothes and boots in winter.

We play snowballs or make a snowman in the yard.

1. We enjoy skiing __________ sledging in the park.

2. We like winter __________________ it is fun.

3. The friends are happy after skiing, __________they are a little tired.

4. When we go down the hill we can use skis _________ a snowboard.

Task. Look at the picture and say where the objects are. Make up sentences.

Use at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left.

The teacher can ask questions him/herself or can organize pair work. The learners can ask each other questions and answer them. Before the task they can revise Prepositions.

Example:

1. The ball is under the table.

2. The Post office is opposite the Hospital.

3. I get up at 8 o’clock.

4. I can draw with a pencil.

5. My mother baked a cake for us.

Cross curricular unit: Healthy World

Task 1. Look at the pictures. Repeat the words and phrases after the teacher.

The teacher uses the picture and reads the words and phrases for learners to repeat.

		1.I’ve got a running nose. 2.I’ve got a cough. 3.I’ve got a fever. 4.I’ve got a sore throat. 5.I’ve got a headache. 6.I’ve got a stomachache. 7.I’ve got a toothache. 8.I’ve got an earache. 9.I’ve got cramp.
Doctor! I need your help!

Task 2. Listen to the teacher and write words accurately.

Teacher reads the words and learners write them.

Teacher can use self or pair assessment to check the task.

Task. Talk to a partner about habitual actions, facts. Tell about actions and feelings from your experience. Use the words and ideas from the table.

Example: Usually I get up at 7 o’clock, but when I was younger, I got up at 8 o’clock.

I didn’t run quickly last year. Now I can run fast.

Task 1. Spell the words. Write the degrees of comparison of the adjectives in the table.

Example: warm - warmer -  the warmest

Task 2. Make up sentences with possessive adjectives. Use joined-up handwriting.

Example:

Kate has got a friend. This is Kate’s friend.

Nick has got a puppy. This is Nick’s puppy.

1.	John is riding his bike.	____________________________________________
2.	Paul is flying his kite.	____________________________________________
3.	Mother is wearing her hat.	____________________________________________
4.	Mary wears a new dress.	____________________________________________

Task. Look at the picture. Discuss the topic with a partner.

Example: The children are having lunch.

The girl is eating an apple.

Apple is a healthy food.

Eating healthy food is important.

Task. Talk to a partner about animals. Take turns to ask and answer questions to get information.

1. What do you know about …….? 2. Where does it ………..? 3. How many ……… does it have? 4. How much food …………? 5. How often ……………..? 6. How big ………..? 7. What kind of …………………?

Task 1. Think about one animal and give short answers to the questions about it.

Task 2. Use your answers as a plan and write about the animal. Use and, or, but to link sentences.

Example:

This is a fox. It lives in the forest or in the field. It eats small animals. The fox can run fast but it can’t fly. It is a wild animal.

Task. Write singular and plural of the words.

Answer keys:

The teacher can give answer keys to learners for self -assessment.

Task. Listen or watch the story and put the sentences in order. The 1^st sentence is done for you as an example.

Teacher uses the link https://learnenglishkids.britishcouncil.org/en/short-stories/angel-look-out

Transcript:

Angel and his grandpa live on the Great Barrier Reef in Australia. Grandpa is tired.

‘I’m going to sleep now, Angel. Be good, and don’t go past the coral! There are lots of dangerous animals out there.’

‘Hi, Angel. What are you doing?’

 ‘I’m bored. Grandpa is asleep.’

‘Do you want to come and play?’ ‘Yes, let’s go!’

‘Look, Turtle! A ball!’

‘Look out! That isn’t a ball! It’s a dangerous octopus! Swim!’

‘Angel! Look out! There’s a dangerous fish behind you! Angel, you must be careful here. You’ve got to stay with me!’

‘I’m sorry, Turtle. Look! I’ve got a present for you.’

‘Aargh! This is a dangerous cone shell! Drop it quickly, Angel!’

‘I’m tired, Turtle. Can we rest here?’

‘Don’t sit here, Angel! There’s a dangerous sea snake! Quick! Swim!’

‘Where are we?’

‘I don’t know. I think we’re lost. Look out, Angel! That’s a box jellyfish! Swim!’

‘Look out, Turtle! A dangerous animal is behind you!’

‘That’s not a dangerous animal. It’s Doug. He’s my friend.’

‘Hello, Doug. We’re lost. Can you help us?’

 ‘Yes, I can help you. I’ll take you home.’

‘Hello, Angel.’

‘Hello, Grandpa.’

‘Oh, you’ve been a very good fish, Angel. Here’s a present for you.’

‘Thanks, Grandpa!’

Task 1. Read the text. Answer the questions.

Saiga antelope

Saigas are antelopes that lived in the Western Europe, Eurasian continent, Alaska. Today there are less than 50 000 animal remain. They live on the territory of Kazakhstan, too.

This animal is unusual in appearance. It has a huge, humped nose, a round body, thin legs and a short tail. They are very good runners. They can swim across rivers. Their coats protect them from the cold. Saigas live in steppes and grasslands. They can be very aggressive.

Saigas are migrating in summer and winter. They eat grass and their big noses help them to filter out dust and cold air. They can have one or two babies.

1. Where do saigas live now?

2. What makes their appearance special?

3. What can saigas do well?

Task 2. Look at the picture and describe the animal. Answer the questions.

Task. Talk to your partner. Ask and answer questions. Use words sometimes, often, always, never, well, badly, slowly, quickly.

Example:

- Do you always help to keep our planet clean?

- I sometimes help to plant trees.

- What do you do to help the Earth?

- I always pick up litter and put it into a bin.

Task. Look at the picture. Write imperative sentences 3 positive and 3 negative to give instructions.

Example:

Keep our water clean, please!

Task. Answer the questions. Use the ideas.

The teacher can ask questions or organise pair work.

1. What is the environment? 2. Is our Earth clen or dirty? Why do you think so? 3. Is there any pollution on the Earth? 4. How many kinds of pollution do you know? What are they? 5. What can you do to keep the environment clean? 6. What do friends of the Earth usually do? 7. What do friends of the Earth usually tell people to do?

Task. Read the text.

Planet Earth

Forests are home to over half of the world’s animals and plants. Trees clean the air and produce oxygen. We destroy forests every minute. We throw away thousands of trees in paper every day.

The oceans are home to millions of marine animals. We pollute the oceans with rubbish. Turtles mistake plastic bags for jellyfish and die when they eat them.

The climate gets warmer, the ice melts and the sea rises.

Rivers collect rain water. Plants clean the water. Farms and factories pollute the rivers. Every day we each flush about 50 litres of water down the toilet.

People should respect nature and live a long and healthy life!

Write the missing words in the sentences.

1. Forests are home to over half of the world’s _________________ and plants.

2. _________________ clean the air and produce oxygen for us to breathe.

3. The ______________________ are home to millions of marine animals.

Mark T for True or F for False sentence.

1. Turtles die when they eat plastic bags.              ___________________

2. The climate gets colder.                                 ___________________

3. Farms and factories don’t pollute the rivers.    ___________________

Cross curricular unit: Journey into space

Task 1. Read the text. Underline Billy’s opinion in red and Splodge’s opinion in blue.

Billy and Splodge are in a spaceship. They are looking for animals in space. Splodge sees a planet. ‘Everything on this planet is red. Look! The trees and leaves are red. I think animals can’t live here.’

Billy sees another planet. ‘Everything is yellow here. The sky and clouds are yellow. There is a yellow volcano. I think there aren’t any animals here too.’

Billy is in the spaceship. ‘Splodge, there are no animals in space. Let’s go home!’

Splodge sees another planet. It’s planet Earth. The sky is blue and the sun is yellow. The grass is green, the flowers are red. ‘We see animals here!’

Task 2. Ask questions on the text. Use Who, What, Where, How many, What kind of?

1. Who _______________________________________________________?

2. What _______________________________________________________?

3. Where ______________________________________________________?

4. How many ___________________________________________________?

5. What kind of _________________________________________________?

Example:

1.Who are in space?

2.What are they doing in space?

3.Where are they looking for animals?

4.How many planets do they see?

5.What kind of planets do they see?

Task. Word search. Find the words and cross them. Write the words correctly.

Task 2. Make up 4 sentences using the words and write them correctly.

Example:

Astronauts use oxygen to breathe in space.

1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________

4. _____________________________________________________

Task 1. Go to the school library or look through a number of books in the classroom to find a text on the topic “Space”. Discuss with the learners the way they identified the necessary text or book.

Example:

1. How many books did you look through?

2. Did you see any pictures about space there?

3. What were the pictures?

4. What words helped you to recognise the idea of the text?

Or alternatively teacher can prepare set of cards with words, phrases, sentences on different topics, such as space, healthy world, treasure, sport etc. And learners should classify them according to the topics.

Task 2. Read the fact file aloud. Pronounce the words and sentences correctly.

Teacher monitors reading, makes notes to give feedback to the learners.

There are eight Planets in the Solar System. In increasing distance from the Sun, the planets are: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto

Jupiter is the largest planet, while Mercury is the smallest.

Earth is the third planet from the Sun and the fifth largest of the eight planets in the Solar System. People name it - a Blue Planet.

The most beautiful planet in our Solar System is Saturn. It is a gas giant. Saturn is the second largest planet in our Solar System. It has rings; they are made of millions of ice crystals.

Task. Read the information in the table. Fill in the gaps with the words from the box.

Example: Astronauts like tofloat in space because there is no gravity!

1. A person who can travel or live in space. _________________

2. Big objects (like planets) pull smaller things to them. It keeps you on the ground and makes things fall down. _________________

3. Tests to check ideas or make new discoveries in science! _________________

4. Very little things inside the food we eat or tablets to keep us healthy. _________________

5. A gas that humans and animals breathe. _________________

6. A place where people can live in space for a long time. _________________

7. Space transport (a rocket is a type). _________________

8. When an astronaut goes out into space alone to explore. _________________

9. Special clothes an astronaut wears to go on spacewalks. _________________  

Task 1. Read the facts about the planets and place the correct number in the box.

1. This planet is home to “Olympus Mons” the largest volcano in the Solar System.

2. This planet is very hot, because it is the closest to our star.

3. The third planet from the Sun and the fifth largest planet.

4. The brightest planet in Solar System.

5. This is one of nearly 12 dwarf planets in our Solar System.

6. The heaviest planet.

7. The gas giant that is closest to the Sun.

8. This “Blue planet” spins on a horizontal axis and has 11 rings.

9. This is another gas giant and the 8^th planet from the Sun.

10. This second largest planet is so light. 

Task 2. Answer the questions.

Teacher asks questions. The learners answer them.

1. What planet is the second from the Sun?

2. Why is Mercury the hottest planet in Solar System?

3. How is the Earth called?

4. Which planet spins on a horizontal axis?

5. What is the name of one of the dwarf planet in Solar System?

Task 1. Listen and write the missing letters.

1. __liens

2. Bel__ __ve

3. Sc__ __nce

4. Exis__

5. Plane__

6. __niverse

Teacher reads:

1. Aliens

2. Believe

3. Science

4. Exist

5. Planet

6. Universe

Task 2. Listen to the story. Write True or False next to the sentence.

Go to this link https://listenaminute.com/a/aliens.html

Example:  There are aliens out there, somewhere.                  ______True_____________

1. They are green like in science fiction movies.                    _______________________

2. But the writer is sure that aliens exist.                                 _______________________

3. There are hundreds of planets in the universe.                    _______________________

4. Some aliens can be much more intelligent than we are.      _______________________

Teacher can read the transcript:

There are aliens out there, somewhere. I strongly believe this. Not sure what they look like, though. I really doubt they are green, like they are in science fiction movies. I also don’t think they look like us. But I’m sure they exist. I just don’t think we’ll ever see any or find any. They live too far away. If you think about it logically, there has to be aliens out there. All a planet needs is to be warm and have water and life will exist. There are billions and billions of planets in the universe, so there are probably millions and millions that have life. Alien life. It’s also likely that some of the aliens are much more intelligent than we are. I wonder what we’d do if really intelligent aliens visited the Earth. What would we ask them?

Task 1.Give short answers to the questions.  

Task 2. Use your short answers from Task 1 as a plan to write sentences. Use connectors and, or, but, because to link words and phrases.

Example:

1. This is my new friend alien.

2. He lives in a faraway Galaxy.

3. He can be green, yellow or purple.

4. My friend is funny and friendly, but he can be angry because he is hungry.

5. We can do many things on the Earth and we can fly to his home.

Cross curricular unit: Machines

Task 1.  Identify the words. Write them correctly. Use slowly, quickly, well, badly.

Lift_______________	Float _____________	Move _____________	Cut __________
Lift _______________	Float _____________	Move_____________	Cut _________

Task 2. Write sentences. Use the words sometimes, often, always, never.

Example: The crane always lifts things quickly.

1. The rocket _________________________________________.

2. The boat ___________________________________________.

3. The motor saw ______________________________________.

4. The scissors ________________________________________.

Task 1. Read the text.

Hello! I am Mike. I like sports cars. They are interesting. My brother Tom is car crazy. He buys car magazines, watches car programmes on TV and looks at car websites. He knows the name, maker, engine size and top speed of every car. He talks non-stop about the cars. I’d like to buy a sports car or a hybrid car. My brother thinks these are boring. He says a car should be powerful and fast. I don’t agree. I think cars should get you from A to B and be big enough for me and my friends. I prefer smaller cars because they are easier to park.

Decide whose opinion is it. Write Tom’s (T) or Mike’s (M) near the sentence.

1. Sports cars are interesting.                                              ________________

2. Sports cars are boring.                                                     ________________

3. A car should be powerful and fast.                                  ________________

4. Cars should get you from A to B.                                    ________________

5. Cars should be smaller because they are easier to park.   ________________

Topic

Learning objectives

Assessment criteria

Level of thinking skills

Task. Look at the pictures and talk to your classmates about machines.

The learners can work in pairs or in small groups of 3-4 pupils. They can choose one picture to describe and tell about. The other learners in the group can ask questions to develop conversation.

Example:

- Is this a fast car?

- Yes, it’s a fast car, but I think the red car can move faster.

- What can move faster a bike or a car?

- A car moves faster than a bike.

- What means of transport do you use to go to school?

- I ride a bike to school?

- Why do you use a bike to go to school?

- I like it because it is fast and fun.

Descriptor:

Topic

Learning objective

Assessment criteria

Level of thinking skills

Task. Fill in the gaps with the words in the boxes. Use each word only once.

1. This is _____________ robot.

2. ____________ robot is fast, but _______________ robot is slow.

3. Look at _______________ robots over there! They are so smart!

4. _______________ robots are better! They help people.

5. _______________ robots can clean the house.

6. People use __________ robots to move heavy things.

7. Are there ________________ robots on the space station?

8. Scientists use __________ robots to make experiments.

9. Japanese engineers made __________amazing robot helping old people. 

A learner

· uses determiners;

· completes sentences correctly.

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