A collection of tasks for Formative Assessment English Grade 6

A collection of tasks

for Formative Assessment

English

Grade 6 ПРОЕКТ

Dear teacher!
The group of teachers designed this collection of tasks as a teaching aid to assist
teachers within the framework of updating the content of education. Tasks with assessment criteria and
descriptors are samples for assisting teachers in providing constructive feedback to learners in terms of
achievement of a learning objective; in selecting and designing similar tasks, in planning lessons and
carrying out Formative Assessment.
The advisory nature of the tasks collection allows teachers to adapt, add and make changes in
tasks according to learners’ capacities and requirements.
Additional materials (manuals, presentations, plans, etc.), the discussion possibility on forums
and video instructions can be found on the official website of «Nazarbayev Intellectual Schools»
Autonomous Educational Organisation smk.edu.kz.

We wish you creative work and success!

This collection of tasks is designed for secondary school teachers, school administrations,
educational departments’ seniors, regional and school coordinators in criteria-based assessment and
others.
Freely available Internet resources such as pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing this tasks collection. The collection of tasks was designed
for the uncommercial purposes.

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Contents

TERM 1 ………………………………………………………………………………………………………………………………………….. 4

Unit: Our Class ………………………………………………………………………………………………………………………………… 4

Unit: Helping and Heroes ………………………………………………………………………………………………………………… 18

TERM 2 ………………………………………………………………………………………………………………………………………… 32

Unit: Our Countryside …………………………………………………………………………………………………………………….. 32

Unit: Drama and Comedy ………………………………………………………………………………………………………………… 47

TERM 3 ………………………………………………………………………………………………………………………………………… 55

Unit: Our Health …………………………………………………………………………………………………………………………….. 55

Unit: Holidays and Travel ……………………………………………………………………………………………………………….. 64

Unit: Reading for Pleasure ………………………………………………………………………………………………………………. 77

TERM 4 ………………………………………………………………………………………………………………………………………… 79

Unit: Our Neighbourhood ………………………………………………………………………………………………………………… 79

Unit: Transport ………………………………………………………………………………………………………………………………. 82

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TERM 1
Unit: Our Class
Learning objectives 6.L1 Understand a longer sequence of supported classroom instruction
6.L5 Understand most specific information and detail of supported,
extended talk on a range general and curricular topics

Assessment criteria •
Identify meaning of sequence classroom instructions accurately

• Find facts and details in extended talks with support
Level of thinking skills Knowledge and comprehension

Task 1. Before listening, revise simple classroom commands with learners.

You see ten different pictures.
Each picture has a letter below.
I will read your sentences describing different classroom actions.
Listen to my sentences and show/say the letter describing the action.

A B C D E

F G H I J

For teacher to read:
1. Do not be late; 2. Bring your supplies; 3.Work in groups; 4. Do not cheat; 5. Do not talk;
6. Work in pairs; 7.Clean the blackboard; 8. Raise your hand; 9.Help each other; 10. Do matching
exercise.

Task 2. Listen to the story. Circle True or False for these sentences.
Go to this link to listen:http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/first-
day-school

1. Jing and Tania are in the same class. True False
2. Their teacher is a man. True False
3. Jing knows where the classroom is. True False

Task 3. Teacher reads sentences. Do this exercise while you listen. Write a number (1-4) to put the
conversation in right order.

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Tania: Nice to meet you, Jing. What class are you in? I’m in class 1B. And you?
__ Jing: Me too. I’m in class 1B too. Who’s our teacher?

__ Tania: Mr Smith.
__ Jing: Hello. My name’s Jing.

__ Tania: This way. Come with me.
Jing: OK. Great.

Transcript for Task 2
Tania: Hi. I’m Tania. What’s your name?
Jing: Hello. My name’s Jing.
Tania: Nice to meet you, Jing. What class are you in?
Jing: I’m in Class 1B. And you?
Tania: Me too. I’m in class 1B too.
Jing: Who’s our teacher?
Tania: Mr. Smith.
Jing: And where’s our classroom?
Tania: This way. Come with me.
Jing: OK. Great.

Descriptor A learner
Task 1 •
follows instructions;

Task 2 • shows or says the right letter;
Task 3 • circles True and False statements correctly ;
puts conversation in right order using numbers.

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Unit: Our Class
Learning objectives 6.UE13 Use modal forms including mustn’t (prohibition), need
(necessity), should (for advice) on a range of familiar general and
curricular topics
6.UE12 Use an increased variety of adverbs, including adverbs of
degree too, not enough, quite , rather on a growing range of familiar
general and curricular topics
6.W3 Write with some support about personal feelings and opinions on
a limited range of familiar general and curricular topics

Assessment criteria •
Use modal verbs and mustn’t (prohibition), need (necessity),
should (for advice)

• Use different adverbs and too, not enough, quite, rather for
different purposes

• Express personal feelings and opinions in written form with
some support

Level of thinking skills Application

Task 1. Listen to the conversation. Circle True or False for these sentences.
Go to this link to listen information: https://learnenglishkids.britishcouncil.org/en/grammar-
videos/school-rules

1. You mustn’t take pets to school. True False
2. You mustn’t eat in Class. True False
3. You must shout in Class. True False
4. You must wear a school uniform. True False
5. You mustn’t do your homework. True False
6. You mustn’t arrive on time. True False

Task 2. There are rules for a library. Put the words in the correct order.
1. must quietly. You speak -You must speak quietly.
2.eat You drink. or mustn’t — _________________________________
3. books. must the return You — _______________________________
4. phone. your mustn’t You use — ______________________________
5. the listen You librarian. must to — ____________________________
6. mustn’t run. You — ________________________________________

Task 3. Write 2 sentences with should (advise) and 2 sentences with need (necessary).
Example: You should be at school on time.
____________________________________
____________________________________
Example: You need to be polite with your classmates.
____________________________________
____________________________________

Transcript for Task1
GRAN: Oh Kitty, what’s the matter?

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KITTY: Nothing!
GRAN: Kitty! KITTY: I got into trouble at school today because I took Hero to school!
GRAN: You mustn’t take pets to school!
KITTY: But why?
GRAN: Because it’s a rule. Can you think of any other school rules? Things you must or mustn’t
do?
KITTY: Hmm. I mustn’t eat in class, I mustn’t shout or be cheeky and I mustn’t take pets to
school!
GRAN: And what about things you must do?
KITTY: We must wear our school uniform, we must do our homework and we must arrive on
time. Oh, and our teacher said that tonight I must stay up late and I absolutely must watch a film!
GRAN: Now, that’s cheeky! You must go to bed early before I catch you. I’m coming after you!

Descriptor A learner
Task 1 •
marks the sentence as true and false;
Task 2 •
Task 3 • arranges the words in the correct order to make sentences;
• uses should to write advise;
uses need to write necessity.

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Unit: Our Class
Learning objective 6.UE1 Begin to use basic abstract nouns and compound nouns and
noun phrases describing times and location on a growing range of
familiar general and curricular topics

Assessment criteria •
Describe times and location using some abstract nouns and
compound nouns and noun phrases in the context

Level of thinking skills Application

Task. Connect A and B columns to join two parts of compound nouns together.
A B

black door
copy school
out board
foot room
h
igh master
head box
Class ball
pencil book

Choose 3 words from the table above and write sentences with them.
Example: Our Classroom is light and clean with a lot of flowers.
1.__________________________________________________________________________
____________________________________________________________________________
2.__________________________________________________________________________
___________________________________________________________________________
3.__________________________________________________________________________
___________________________________________________________________________

Descriptor A learner
Task 1 •
connects words from column A and B;

Task 2 • makes up correct compound nouns;
• chooses 3 compound nouns and writes sentences with them;
writes grammatically correct sentences.

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Unit: Our Class
Learning objectives 6.UE9 Use appropriately an increased variety of present and past
simple active and some passive forms on a growing range of familiar
general and curricular topics
6.W1 Plan, write, edit and proofread work at text level with some
support on a growing range of general and curricular topics

Assessment criteria •
Apply correctly active and passive simple present and past forms
in the context

• Make a clear plan of writing; Write a text with some support;
Check the written draft

Level of thinking skills Application
Higher order thinking skills

Task 1. Teacher studies this rule together with learners.

Passive Voice

Subject – Verb – Object is called Active Voice. However, sometimes the subject and the object
can trade places. This is called the Passive Voice.

Active Voice: The dog bit the cat.
Passive Voice: The cat was bitten by the dog.

Active Voice: John wrote this novel.
Passive Voice: This novel was written by John.

To use the Passive Voice, you say:

Object + [Be Verb + Past Participle] + by + Subject
*Remember: the Be Verbs are am, is, are, was, and were.
*The passive voice is usually past tense.

These sentences are in the Active Voice. Rewrite them using the Passive Voice.
Example: 1. The dog ate the food. The food was eaten by the dog.
2. The car hit John. _____________________________________________
3. Jenny wrote the letter. _________________________________________
4. Julie answered the question. ____________________________________
5. That boy stole the money. ______________________________________
6. Many children took the test. ____________________________________
7. Several people watched the new movie. ___________________________
8. The poor children used the free computers. ________________________

Task 2. Choose 2 school objects in your classroom and write short stories about them in passive
voice.

Tips for writing:

• Write 4-5 sentences.

• Say where it is put on.

• Say what it is made of.

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• Say where it is used.

• Say where it is bought.

• Say what it is used for.

Example: A poster
This is a poster. It is put on the wall. It is made of paper. It is used in schools. It is sold in
bookshops. It is covered with words and pictures.

Exchange the writing paper with your partner and check the following. Give feedback to
your partner’s work.

Peer Assessment list

My partner wrote sentences about school objects. Yes No

My partner wrote where they are put on.

My partner wrote what they are made of.

My partner wrote where they are used.

My partner wrote where they are bought.

My partner wrote what they are used for.

Descriptor A learner
Task 1 •
studies the rule of Passive Voice;

Task 2 • rewrites sentences in Passive Voice;
uses appropriate tenses in writing;

• writes simple stories in Passive using writing tip;

• uses 2 school objects in writing;

• uses peer assessment sheet to check his/her partner’s work;

• checks the work and gives feedback to work. .

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Unit: Our Class
Learning objectives 6 UE3 Use common participles as adjectives and order adjectives correctly
in front of nouns on a growing range of familiar general and curricular
topics
6.UE15 Use common verbs followed by infinitive verb / verb + ing
patterns; use infinitive of purpose on a limited range of familiar general
and curricular topics

Assessment criteria •
Apply the basic rule for adjectives for different purposes

• Use correct order of adjectives in front of nouns

• Differentiate between usage of infinitive and gerund forms after a
limited variety of verbs

Level of thinking skills Application

Task 1. Teacher studies this grammar points together with learners.

Adjectives go before nouns and they go in particular order. The list below
shows what order you should put adjectives in within a sentence.

Example: My mother gave me one beautiful, big, flat, new, green, striped, Egyptian cotton bed sheet.

Are the adjectives in the correct order? Make up correct sentences.
1. I would like two, generous, gigantic slices of pie.
2. That new, lovely girl is in my Class.
3. Mom is a beautiful, tall, Armenian woman.
4. Last year was the longest, worst year of my life.
5. That green, tiny, pretty gem is my favorite.
6. I like to have at least one, trustworthy, old friend.
7. We will eat off of the ugly, square plastic dishes.
8. France is a huge, graceful, old country.

Task 1. Teacher studies this grammar points together with learners.

Grammar rule:
A lot of adjectives are made from verbs by adding -ing or -ed:

-ing adjectives:
The common -ing adjectives are:

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Shocking, surprising, interesting, exciting, tiring, worrying, boring
I read a very interesting article in the newspaper today.

-ed adjectives:
The common –ed adjectives are:

Bored, worried, closed, excited, delighted
I am bored. He is excited.

Circle the correct adjective.
1. The history textbook is interesting/ interested.
2. The movie was boring/ bored.
3. My parents are exciting/ excited about the school trip to Astana.
4. My friend is surprised/ surprising with exam results.
5. We are tiring/ tired with boring lessons.

Descriptor A learner
Task 1 •
studies the rules;

Task 2 • arranges adjectives in right order in the sentences;
studies grammar rule and makes up sentences;

• makes the right choice of infinitives and gerunds.

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Unit: Our Class
Learning objectives 6.S1 Provide basic information about themselves and others at
discourse level on a range of general topics
6.C1 Use speaking and listening skills to solve problems creatively and
cooperatively in groups

Assessment criteria •
Give information about themselves and others in conversation

• Discuss a problem in groups and suggest a solution for a problem

Level of thinking skills Higher order thinking skills

Task 1. Learners work in pairs. Learner A asks questions to Learner B. After they swap the roles.

Questions about school:
Where do you go to school?
What grade are you in?
Do you like the grade you are in?
Do you ride the bus to school?
What is your teacher’s name?
What is your favourite thing to study at school?
What are you studying in school right now? Math? Language? Arts? Science?
What is your least favourite thing to study?
Do you have lots of homework to do each night?
Who is your best friend?

Task 2. Design your ideal school with a partner. Make some notes.

My dream school

Classroom

School building

Teachers

Students

You are going to present your ideal school to the class. Use your notes to prepare a mini
presentation.
Useful language:
Our ideal school is/has…
We think that…
We would like more/less…
And that’s all.

Descriptor A learner
Task 1 •
asks grammatically correct questions to the partner;

Task 2 • answers the questions properly;
works with a partner;

• makes notes about design of a school ;

• uses notes to prepare presentation;

• presents ideas to the class using language.

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Unit: Our Class
Learning objectives 6.S2 Ask simple questions to get information about a growing range of
general topics.
6.L2 Understand more complex supported questions which ask for
personal information.
6.C3 Respect differing points of view.

Assessment criteria •
Make up simple interrogative sentences to get information about
the topic and ask questions

• Identify complex personal questions with support

• Demonstrate respect to people’s opinions using lexical units of
topic vocabulary

Level of thinking skills Knowledge and comprehension
Application

Task. Ask questions to your friend to get information about him. Then swap the roles.
1. ____________________ ? (first name)
2. ____________________? (last name)
3. ____________________? (country)
4. ____________________? (nationality)
5. ___________________ ? (age)
6. ___________________ ? (hobby)
7. ___________________ ? (favourite subjects)
8. ___________________ ? (telephone number)

Descriptor A learner

works in pairs;

• demonstrates the ability to make up questions;

• asks questions using given information;

• answers the questions correctly.

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Unit: Our Class
Learning objective 6.W6 Link, with minimal support, sentences into coherent paragraphs
using basic connectors on a growing range of familiar general topics
6.C7 Develop and sustain a consistent argument when speaking or
writing

Assessment criteria •
Connect sentences into paragraphs with basic connectors and
linking words with some support

• Make an argument and evolve reasoning while speaking or
writing

Level of thinking skills Application

Task. Write 3 paragraphs about yourself. Answer the following questions:
1. Think about you school. What is good and bad about your school?
2. Think about your week. What do you enjoy doing? What do not you like doing?
3. Write the school subjects which you like/ dislike.

Tips for writing:

• I have 3 paragraphs writing.

• I answered all 3 questions.

• I answered the questions explaining why (because, but, that’s why, and, so).

‘My World’

Descriptor A learner

answers the questions in written form;

uses appropriate vocabulary;

• uses basic connectors because, but, that’s why, and, so;

• writes grammatically correct sentences;

• connects sentences into coherent paragraphs;

• explains ideas clearly in written form.

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Unit: Our Class
Learning objective 6.R2 Understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics

Assessment criteria •
Identify particular facts and parts in reading passage

Level of thinking skills Knowledge and comprehension

Task. Read the text and do the task below.

Dream school

Everyone in Britain knows Jamie Oliver, the multimillionaire TV chef.
Jamie’s school experience is not successful. In the UK, 47% of young people leave school at
16 with very bad results. Jamie is now on TV with his program ‘Jamie’s Dream School’. The
programme tries to create the school that Jamie wanted when he was younger. A class of 20 kids
aged 16-18 are taught subjects by a hip hop vocalist Tinchy Stryder and around-the-world sailor
Ellen MacArthur. The idea is to make the young people to become interested in learning and to
feel positive about school.

Mark sentences True or False.
1. Jamie Oliver is famous for cooking. _____________
2. Jamie passed a lot of exams at school.____________
3. Dream school is a reality TV programme._____________
4. Jamie wants to help young people to learn more at school._____________
5. The teachers at Dream school are education experts._____________

Descriptor A learner

reads the text;

• marks the sentences True and False correctly.

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Unit: Our Class
Learning objective 6.R9 Recognise the difference between fact and opinion in short,
simple texts on a wide range of general and curricular topics

Assessment criteria •
Identify the difference between facts and opinions in short,
simple texts

Level of thinking skills Knowledge and comprehension

Task. Read each sentence below. Write facts in the blank if it is a fact. Write opinion in the blank
if it is opinion.
A fact is something that is true and can be proven. An opinion is what a person thinks or feels.

Is it a Fact or an Opinion?
1. Blue is the prettiest colour. ______________
2. My mum went to the store on Monday. ______________
3. A camel is a mammal. ______________
4. Apple tastes great. ______________
5. Everyone should go to the movies on Friday. ______________
6. Malika’s dog is a poodle. ______________
7. Bears are very interesting. ______________
8. My friend is the best baseball player. ______________
9. Picnics are better in the summer. ______________

Descriptor A learner

writes Fact next to the sentence if the information is fact;

• writes Opinion next to the sentence if the information is
person’s thoughts and feelings.

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Unit: Helping and Heroes
Learning objectives 6.L1 Understand a longer sequence of supported classroom
instructions
6.S3 Give an opinion at sentence and discourse level on an increasing
range of general and curricular topics

Assessment criteria •
Follow a longer sequence of classroom instructions with
support

• Provide a point of view on topic in conversations and
discussions

Level of thinking skills Higher order thinking skills

Task 1. Vocabulary list “Helping at Home. Household chores”
Listen to the vocabulary list. Raise the number to the word or name a number.
Teacher can give learners cards with numbers from 1-12 or ask them to write the numbers in their
copybooks in an order teacher reads.

1 2 3 4 5 6

7 8 9 10 11 12

Teacher reads:
Cleaning the bedroom, making the bed, setting the table, dusting, doing the laundry, taking out the
trash, vacuuming, cooking, putting away the toys, washing the dishes, ironing, sweeping.

Task 2. Listen to the instructions and follow them
 Guess the word for each picture and write it in the gap.
 Stand up!
 Walk around the class!
 Choose 3 classmates you want to ask questions.
 Write the names of your classmates in your sheet.
 Ask classmates about helping at home.
 Put Yes or No in your list for each classmate.
 Count Yes and No for each friend.
 Put numbers in Total.

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Questions Student Student Student
name name name

Do you … at home?

Do you … at home?

Do you … at home?

Do you … at home?

Total

Task 3. Give a report on your questionnaire results to your peer. Use phrases:
I found that…
The most favourite household chore is…
The least favourite household chore…
… has many Yes…
… has many No…

Descriptor A learner
Task 1 •
raises the card with correct number/ writes a number;

Task 2 • matches instructions correctly;
• guesses the words for pictures and puts them in the sentences;
finds 3 classmates to ask questions;
completes the table with answers;

counts Yes and No answers and writes them;

prepares report using information from the table;
Task 3 •
• uses given phrases;

• presents report to the partner.

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Unit: Helping and Heroes
Learning objectives 6.S6 Communicate meaning clearly at sentence and discourse level
during, pair, group and whole class exchanges
6.C3 Respect differing points of view

Assessment criteria •
Interact in a pair, group and a whole class work presenting
logically connected information with ideas of other people

• Demonstrate respect to people’s opinions using lexical units of
topic vocabulary

Level of thinking skills Higher order thinking skills

Task 1. Work in a group. Describe pictures.

Work in a group. Look at the pictures. Choose the words from the box and label them. Study the
words.

Voluntary work

Help buildings, organize sales for charity, serve food in a homeless shelter,
give food to homeless, beautify a school, plant trees or flowers where you live, help the
elderly, clean up a park.

1_______ 2_______ 3_______ 4_______

5_______ 6_______ 7_______ 8_______

Task 2. Make up a short story and tell it before the class. Use the following questions for your
story:
 Can you do any voluntary work?
 What can you do?
 How can you help other people?
 Can you think of voluntary work children can take part in?
 At what age do you think children can be a volunteer?
 At what age do you think children can volunteer?

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Descriptor A learner
Task 1  works in a group;
 describes the picture;
 uses words from the box;
Task 2  answers the questions to make up a story;
 uses grammatically correct sentences;
 uses words and ideas from Task 1;
 tells a story to the class.

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Unit: Helping and Heroes

Learning objective 6.L7 Recognise the opinion of the speaker(s) in supported extended
talk on a limited range of general and curricular topics

Assessment criteria •
Identify the position of speakers in an extended talk with some
support

Level of thinking skills Knowledge and comprehension

Task. Listen to the speaker and mark sentences True or False.
Go to this link to listen: http://www.listenaminute.com/h/heroes.html

1. Speaker does not respect people. ___________
2. Speaker says that rock stars are not heroes for him. ___________
3. Speaker is sure that heroes get money for what they do. ___________
4. Speaker says that people who help others are heroes. ___________
5. Speaker says people do not notice heroes in our life. ___________

Transcript: I don’t really have a hero. There are many people I respect, but they are not really my
hero. Some people choose very strange heroes. My friends have rock stars and football players as
heroes. Of course, these people are very good at what they do, but they’re not really heroes. They
get lots of money for doing what they love. When they’re not singing or playing football, I wonder
what they’re doing. I think most of the world’s heroes are unsung heroes. People who work to help
others every day. We generally don’t notice these heroes. Then there are those who put their lives
on the line for others. Fire fighters, police officers and soldiers are heroes. Without them, the world
would be less safe.

Descriptor A learner

figures out speaker’s position;

• marks sentences True and False.

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Unit: Helping and Heroes

Learning objectives 6.C8 Develop intercultural awareness through reading and discussion
6.R2 Understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics

Assessment criteria •
Read and discuss about cultural diversity

• Identify particular facts and parts in reading passage

Level of thinking skills Knowledge and comprehension

Task. Read the biographies of three famous people and match the story with a picture. Discuss
answers.

1. He was born in Liverpool, England in 1940. He wanted to be an artist. In 1962 he formed
the band “The Beatles” with Paul Mcartney, George Harrison and Ringo Star. He married Yoko
Ono, a Japanese girl. One of the greatest albums was “Let It Be”.

2. He was born in October 23, 1940, in Brazil. He was the son of a minor league soccer player.
He grew up in a poor neighbourhood, where a poor boy could only play soccer. He played for his
first soccer team at the age of eleven. Some years later, they took him to Santos where he became
one of the best. In 1970 he played for Brazil’s World Cup team and brought the title to the team.

3. He was born in San Francisco in 1955. He became interested in computers when he was a
teenager. In 1974, he got a job as a technician at the video game maker Atari. He and Steve
Wozniak founded Apple in 1976. He created Oscar-winning movies such as ‘Toy Story’ and
‘Finding Nemo’. His name has a connection to innovative products like the iPod, iPhone, iTunes
and iPad.

________ ________ ________
Descriptor A learner

reads the texts;

• matches pictures with episodes correctly;

• discusses answers with classmates.

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Unit: Helping and Heroes

Learning objectives 6.R4 Read independently a limited range of short simple fiction and non-
fiction texts
6. UE5 Use questions including questions with whose, how often, how
long and a growing range of tag questions on a growing range of
familiar general and curricular topics

Assessment criteria •
Read short simple fiction or non-fiction texts to identify the
general information

• Apply the rule for using tag questions and questions with whose,
how often, how long

Level of thinking skills Application

Task. Read the story.

HELPING AT HOME

Today is Sunday. My family and I are at home, and we have
different responsibilities for today. My two brothers clean their
bedroom. They make their beds and clean the windows. My sister
Sarah helps my mother in the kitchen. My mom has been cooking
since she was 8.
I clean the living room and the dining room. I sweep the floor
and dust the furniture. But I don’t clean the bathroom on Sunday,
my brothers clean it.
My father washes his car every Sunday. I sometimes help my
dad and he helps me with my homework. He is great!
We have a dog. Its name is Dingo. It is also a member of the
family and it helps too. It takes the newspaper into the house.
We are a great family and a great team!

Write questions to the answers.
Put a question using the pronoun “whose” to the given sentence:
My father washes his car every Sunday.
_________________________________________________________________
Put a question using the pronoun “how often” to the given sentence.
I sometimes help my dad.
_________________________________________________________________
Put a question using the pronoun “how long” to the given sentence.
My mom has been cooking since she was 8.
_________________________________________________________________

Descriptor A learner

reads the story;

• uses whose, how often, how long;

• writes questions to the sentences correctly.

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Unit: Helping and Heroes

Learning objectives 6.W1 Plan, write, edit and proofread work at text level with some
support on a growing range of general and curricular topics
6.W3 Write with some support about personal feelings and opinion on
a limited range of familiar general and curricular topics

Assessment criteria •
Make a plan of writing; Write a text with support; Check the
written draft

• Express personal feeling and opinion in written form with some
support

Level of thinking skills Application
Higher order thinking skills

Task. Write some sentences about how you can help at elderly home. You can answer the
question below.

Help at elderly house

Can teenagers do any voluntary work at the elderly house? What can you do in the
morning/in the evening/in the afternoon?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________

Where can you help? Name some places.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Descriptor A learner

answers the questions in written form;

• expresses his/her viewpoints on topic;

• writes grammatically correct sentences;

• uses appropriate topical vocabulary;

• presents ideas clearly in written form;

• checks written work.

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Unit: Helping and Heroes

Learning objective 6.R1 Understand the main points in a growing range of short, simple
texts on general and curricular topics

Assessment criteria •
Identify the main ideas of short, simple texts

Level of thinking skills Knowledge and comprehension

Task. Read the text.

Mrs. Brown’s grandfather lived with her sister and her husband. Every morning he went for a
walk in the park.
One morning a police car stopped near Mrs. Brown’s house, two policemen helped Mr.
Brown to get out. One of them said to Mrs. Brown: «The poor old gentleman lost his way in the
park and telephoned to us for help». Mrs. Brown was very surprised, but she thanked the
policemen and they left.
«Grandfather», she then said, «You go to that park nearly every day. How did you lose your
way there?»
The old man smiled and said: «I didn’t lose my way. I was tired and I didn’t want to walk
home!»

Choose the best answer A, B, C or D.
1. What did Mrs. Brown’s old grandfather go to the park for?
A) for pleasure
B) for a walk
C) for amusement
D) for recreation

2. Who did the old man live with?
A) with her sister and her husband
B) with her brother and her husband
C) with her wife and her husband
D) with her daughter and her husband

3. Who came out of the car one day?
A) firemen
B) soldiers
C) policemen
D) doctors

Descriptor A learner

reads the text;

• makes the right choice of the answer.

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Unit: Helping and Heroes

Learning objective 6.R6 Recognise the attitude or opinion of the writer in short texts on a
growing range of general and curricular topics

Assessment criteria •
Interpret the information to identify the author’s attitude and
opinion in short texts

Level of thinking skills Knowledge and comprehension

Task. Read the story.

Helping

If your friend has a problem, you help him. Do you know
that animals also help each other?
For example, one scientist studied a group of dolphins.
Dolphins need air to swim. Once one of the dolphins in the
group was too weak to swim. Group of dolphins quickly swam
under him and pushed him to the top of the water for air.

Complete the sentences according to the writer.
1. When friends are in difficult situation, ________________.
2. Animals in nature also _____________________________.
3. The author gives an example of ______________________.
4. This story is about one dolphin that ___________________.

Descriptor A learner

reads the story to identify author’s position;

• completes sentences with correct information from the text.

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Unit: Helping and Heroes

Learning objectives 6.W2 Write with some support about real and imaginary past events,
activities and experiences on a limited range of familiar general topics
and some curricular topics
6.UE15 Use common verbs followed by infinitive verb / verb + ing
patterns; use infinitive of purpose on a limited range of familiar
general and curricular topics

Assessment criteria •
Write sentences about real and imaginary past events, activities
and experiences

• Differentiate between usage of infinitive and gerund forms after
a limited variety of verbs

Level of thinking skills Application
Higher order thinking skills

Task 1. Look at the example and complete the sentence. Use words from the vrackets.
Example: He likes dusting at home.

1. They are fond of ________________ (vacuum) at home.
2. He dislikes _______________________ (make the bed).
3. She likes_________________________________ (iron).
4. He hates_________________________ (make the bed).
5. She is a master at__________________________ (cook).

Task 2. Ask 2 Classmates questions and fill in the table.

Find someone who

Would you like to + V? Name_______ Name_________

Wash dishes
Cook the meal
Clean the house
Do homework
Sweep the floor

Task 3. Write the results of your interview.
________________________________________________________________________

________________________________________________________________________
________________________________________________________________________

Descriptor A learner
Task 1 •
writes correct form of gerunds and completes the sentences;
Task 2 •
• uses given words;
Task 3 • asks questions with infinitives;
completes the table;

• writes a summary using information from the table in Task 2;

• uses grammatically correct sentences;

• spells words accurately.

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Unit: Helping and Heroes

Learning objective 6.W8 Spell most high-frequency vocabulary accurately for a limited
range of familiar general topics and some curricular topics

Assessment criteria •
Write high-frequency topic related words correctly

Level of thinking skills Application

Task. Do the crossword.

Across 2. Every morning I ____ the plants.
5. My father usually ____ the dishes.
7. My mother usually _____ the meal.
8. Jack is a lazy boy. He never _____ at home.
9. I always ___ the floor with a mop.
10. I usually _____ the table before meals.
Down 1. My brother sometimes _____ the window.
3. Tom always helps at home. He usually ______
his bed in the morning.
4. I usually sweep the floor with a ______.
5. My sister ______ the clothes.
6. I always _____ the floor at home.

Answer keys:
Across: 2.Water, 5.whases, 7.cooks, 8. Helps, 9.mop, 10.set.
Down:1.Cleans, 3.makes, 4.broom, 5.washes, 6.sweep.

Descriptor A learner

reads the sentences;

• writes appropriate words in sentences;

• spells the words accurately;

• fills in the crossword with correct words.

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Unit: Helping and Heroes

Learning objective 6.UE12 Use an increased variety of adverbs, including adverbs of
degree too, not enough, quite, rather on a growing range of familiar
general and curricular topics

Assessment criteria •
Apply regular and irregular adverbs and comparative degree
structures with too, not enough, quite, rather accurately

Level of thinking skills Application

Task 1. Study this grammar rule and do the task below. What is an irregular adverb?
Irregular adverbs are adverbs that are not formed from standard English spelling conventions.
Because they do not follow the “rules,” there is no trick to using them: you simply have to
memorize them. Here is a table of the most common irregular adverbs and their adjectival
counterparts.

Adjective (what?) Adverb (how?)

fast fast

late late

hard hard

daily daily

good well

early early

straight straight

Read and say. Are the underlined words adjectives or adverbs?
The team arrived late after the match. _________________
Please, work hard. __________________
Jane is a late sleeper. __________________
My husband is a fast cook. __________________
Teachers pointed straight up at the ceiling. _________________
Zorana dances very bad. _________________

Task 2. Fill this information in about yourself.
My household chores
1.My favourite household chore/s at home are/is
____________________________________________________________________
____________________________________________________________________
2.I am rather bad at _______________because_______________________________
_____________________________________________________________________
but I am quite good at ______________________________because ______________
3.I am _________________ ________________ enough at, but I am _______
too _____________ at _____________________.

Descriptor A learner
Task 1 •
studies the grammar rule;
Task 2 •
defines underlines words for adjectives and adverbs;

• writes sentences with comparative degree structure;

• provides grammatically correct sentences;

• spells the words accurately.

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Unit: Helping and Heroes

Learning objective 6.L6 Deduce meaning from context in supported extended talk on a
range of general and curricular topics
6. L3 Understand more complex supported questions on a growing
range of general and curricular topics

Assessment criteria •
Figure out the content of a conversation with some support in
extended talk

• Recognise detailed information in complex questions with
support

Level of thinking skills Higher order thinking skills

Task. Listen to the dialogue and complete the sentences.
Go to this link to listen: http://www.5minuteenglish.com/apr16.html

1. Children are coming ____________________________ .
2. The children must _________________ clean the house.
3. Tommy has to wash and dry the ________________.
4. Tracy has to sweep and mop the _________________ .
5. Evan has to clean the _______ __________________.
6. Dad has to clean the __________________________.

Transcript
Mother: Children, Grandma and Grandpa are coming to visit this evening and I need you to help
me with some chores. Have you all made your beds?
Children: Yes, Mom.
Mother: Tommy, I want you to fill the dishwasher and then wash and dry the big dishes that can’t
fit in the dishwasher.
Tommy: Okay.
Mother: Tracy, I want you to take out the garbage. Then sweep and mop the kitchen floor, okay?
Tracy: Sure. I’m excited Grandma and Grandpa are coming.
Mother: And Evan, would you please clean the bathroom?
Evan: Oh Mom, I hate cleaning the toilet.
Mother: Okay, you clean the sink and bathtub, and I’ll clean the toilet. But then I would like you to
help your Dad clean out the garage. Deal?*
Evan: Yeah.
Mother: Okay then, let’s get started. I’m going out to mow the lawn. Come get me if you need me.
*Deal?= do you agree?

Descriptor A learner

completes the sentences with correct information;

• interprets the questions correctly;

• spells the words properly.

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TERM 2

Unit: Our Countryside
Learning objective 6.W1 Plan, write, edit and proofread work at text level with some
support on a growing range of general and curricular topics

Assessment criteria •
Make a plan of writing; Write a text with support; Check the
written draft

Level of thinking skills Higher order thinking skills

Task 1. Pre-teaching: Work as a whole class.
Do these exercises to help you learn words for
the things you see in the garden. Write the
correct word in the box below the picture.

Hedge lawn gate tree barbecue
greenhouse grass flower lawnmower
garage

Work as a whole class. Read the definition and circle the correct word.
1. The area of grass in front or at the back of a house.
A) hedge B) lawn C) greenhouse
2. The tall green bush that grows in your garden and acts like a wall.
A) hedge B) lawn C) grass
3. The machine we use to cut the grass in the garden.
A)barbecue B) gate C) lawnmower
4. The door used to keep the garden private.
A) gate B) hedge C) greenhouse
5. The building with a very big door where people often park their car.
A) garage B) gate C) greenhouse
6. The tall thing in the garden that has leaves and that children like to climb.
A) hedge B) tree C) grass

Task 2. Write about your garden. Answer the questions. Check your writing with your partner.
Do you have these things (on the picture) in your garden?
What do you usually do in your garden?
When you finish, swap works with your partner to exchange the ideas and to check the work.

Descriptor A learner
Task 1 •
matches the words with pictures correctly;

Task 2 • chooses the correct answer;
• writes a short story;
answers the questions;

• writes grammatically correct sentences;

• discusses work with partner;

• proofreads partner’s work.

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Unit: Our Countryside

Learning objective 6.R2 Understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics

Assessment criteria •
Find particular facts and parts in reading passage

Level of thinking skills Knowledge and comprehension

Task. Read the story.

Hi! My name’s Laura. I’m 14 years old. I live in a big city in Kazakhstan Pavlodar. I think
life in a big city is fantastic. I like going to the theatre or cinema and visiting museums. I love pop
music and there are usually pop concerts in the city. We go to the concerts with my friends.
One thing I don’t like about the city is the traffic. There are always lots of cars and buses in
Pavlodar and they make a lot of noise.
My best friend Azamat lives in a small village near Pavlodar. Azamat thinks life in the
countryside is very nice. There’s no traffic. People can work outdoors.
It is calm, silent and peaceful in the countryside. There’s more oxygen in the air because
there are a lot of trees around. You can see wonderful flowers everywhere. There is a beautiful
lake and a wonderful forest near his village. He usually goes rowing in the lake.
We like walking in the forest or swimming in the lake.

Read and say. Are the statements True, False or Not Given? Explain your answer.
1. Laura likes living in the city. ___________
2. She goes to school by bus. ___________
3. Near Azamat’s village there is a forest. ___________
4. Azamat is a student. ___________
5. Laura and Azamat do a lot of things together. ___________
6. They always go to an indoor swimming pool. ___________
7. She thinks it is better to live in a city than in the countryside. ___________

Descriptor A learner

reads the text;

• marks sentences True, False and Not given;

• explains the answer.

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Unit: Our Countryside

Learning objectives 6.W3 Write with some support about personal feelings and opinions
on a limited range of familiar general and curricular topics
6.W6 Link, with minimal support, sentences into coherent paragraphs
using basic connectors on a growing range of familiar general topics

Assessment criteria •
Express feelings and opinions on topic with some support

• Use basic linking words to connect sentences into coherent
paragraphs with some support

Level of thinking skills Application
Higher order thinking skills

Task 1. Make a list of advantages and disadvantages of living in the city or in the countryside.

Advantages (+) Disadvantages (-)

City

Countryside

Task 2 .Write three paragraphs about country life. Use BUT, AND, BECAUSE, WHEN in your
sentences.

What you can/cannot do in the countryside.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Write about advantages and disadvantages of living in the countryside.

_______________________________________________________________________________
_______________________________________________________________________________
What you feel when you are in the village.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Descriptor A learner
Task 1 •
completes columns with information about advantages and
disadvantages of living in the city and in the countryside;
Task 2 •
• writes about country life;
uses but, and, because, when in writing;

• expresses ideas clearly;

• provides grammatically correct sentences;

• uses proper topical vocabulary with accurate spelling.

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Unit: Our Countryside

Learning objective 6.R5 Deduce meaning from context on a limited range of familiar
general and curricular topics, including some extended texts

Assessment criteria •
Identify the meaning and details of the reading texts

Level of thinking skills Higher order thinking skills

Task. Read the story about life in the countryside.

My name is Peter. I live in the countryside, in a cottage which is over
100 years old. The cottage is near a small village. I love living here
because it’s calm. There aren’t many cars or busses, the streets are clean.
You can go for a walk because there isn’t any violence. You can even leave
your doors open, nobody will steal anything.
We know all the neighbours and at the end of the day, people get together at the main square
and chat. We go to bed early, as there isn’t much to do in the evening. There isn’t any disco, theater
or cinema. We also don’t have a museum or a youth club. However the children can play in the
streets or in the fields and they can have animals.
You can sleep very well because there is no noise. You can hear the birds singing or the rain
pouring. The air is pure and cool and you can see millions of stars.
It is a bit difficult in winter. Sometimes it snows a lot and then we are isolated for a few
days. Despite this I like living in the countryside.

Answer the questions
1. Where does Peter live?
2. Where is the cottage?
3. Why does Peter love living in the countryside?
4. Why is it easy to go for a walk?
5. What do people do at the end of the day?
6. When do people go to bed?
7. Why do people go to bed early?

Descriptor A learner

reads the text;

• finds correct information while reading and answers the
questions.

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Unit: Our Countryside

Learning objectives 6.S3 Give an opinion at sentence and discourse level on a limited
range of general and curricular topics
6.C10 Use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
6.C4 Evaluate and respond constructively to feedback from others

Assessment criteria •
Provide a point of view on topic in conversations and discussions

• Interpret different perspectives on the world orally or in a written
form

• Analyze given feedback and give constructive answers to
feedback

Level of thinking skills Higher order thinking skills

Task 1. Learners work in small groups. The task for learners is to present 5 reasons for living in
the country. Each group presents the ideas; the other groups add the ideas to the list.
Work in a small group. Discuss reasons to live in the country in your group. Present ideas to the
class.
What group reasons of living in the country were the most interesting? Did you answer in a good
way? Why/why not?

Descriptor A learner

works in a group;

• discusses ideas with classmates;

• presents reasons and arguments to live in the country;

• gives feedback to answer to the questions.

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Unit: Our Countryside

Learning objectives 6.S8 Recount some extended stories and events on a limited range of
general and curricular topics
6.S2 Ask simple questions to get information about a growing range of
general topics
6.C5 Use feedback to set personal learning objectives

Assessment criteria •
Retell extended stories and episodes on a given topic

• Make up simple interrogative sentences to get information
about the topic and ask questions

• Evaluate classmates’ advice and set personal learning objectives
based on their feedback

Level of thinking skills Application
Higher order thinking skills

Task. Learners work in pairs. Give them time to read the story, but do not show it to the partner.
Learner A tells the story to Learner B. After telling the story Learner A asks the questions on it.
Learners swap the roles.

Work in pairs. You have some time to read your story. Don’t show it to your partner. Retell the
story to your partner. Ask questions.

Learner A
Chickens are domestic or farm birds. They live about 10 to 15 years. The male is larger and
more brightly colored than the female. The male has their colourful feathers to
attract the females.
A chicken has a comb on the head. The morning call you hear on the farm
every morning is actually the rooster crowing «cock-a-doodle-doo». The female
is called a hen and she goes «cluck-cluck». The young are called chicks and they
go «chick-chick».

Possible questions:
Are chicken wild birds?
How long do they live?
What do chickens have on the heads?
What is the name of female chicken?
What is the name of male chicken?

Learner B
Cattle spend a lot of time eating and chewing. They eat for six hours each
day, and chew their food for another eight hours each day! Have you ever seen
cattle in a zoo or on a farm? Cattle eat 100 pounds of food each day and drink
about 30 gallons of water!
You might also have noticed that cattle often swish their long tails. Like dogs and cats,

37 ПРОЕКТ

cattle’s tails can be clues to what kind of mood they are in. If their tails are straight down, they
are probably very relaxed, but if their tails are tucked between their legs, they may not be
feeling very well.

Possible questions:
What is the name of female cattle?
What is the name of male cattle?
How long do they eat?
What is the clue to cows’ mood?
What happens when cows have a good mood?

Answer the questions. Tell to your partner about the results of your work.
Was telling a story an easy or hard work to you?
Did you tell the story in a good way?
Why/why not?
What should you do to do it better?

Descriptor A learner

works in pairs;

• reads the story;

• retells the story;

• asks questions to his/her partner;

• answers the questions according to the text;

• sets some objectives.

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Unit: Our Countryside

Learning objective 6.W8 Spell most high-frequency vocabulary accurately for a limited
range of familiar general topics and some curricular topics

Assessment criteria •
Write frequently used topic related words correctly

Level of thinking skills Application

Task. Look at the pictures. Write words in the spaces instead of pictures.

Life in the countryside

It isn’t as exciting as life in the city. People work hard — they work in the ________ ,

in the ______, in the woods etc. They grow vegetables, cultivate crops and look

after _______ .
There is a ton of work to be done on the farm – milking cows, taking care of livestock,
mucking out, ploughing fields, sowing seeds, fertilizing, harvesting. It is said that a farmer

works from morning to ________ . People use farm machinery and drive ________

.

Children can freely play outdoors. In rural area people know each other better.

There are no _______ in the countryside. People’s home may be either a

farmhouse or a _______.

There are no _______ as in the cities. There are no rushhours. It isn’t as noisy as
it is in cities.
People living in the countryside can enjoy the green scenery. They can enjoy the nature.

Besides, people can eat fresh home-grown ______ and fruit.

Answer keys:
Fields, garden, cattle, night, lorry, skyscrapers, cars, vegetables.

Descriptor A learner

identifies words and writes them in correct places;

• spells words accurately.

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Unit: Our Countryside

Learning objectives 6.R4 Read independently a limited range of short simple fiction and
non-fiction texts
6.R8 Use independently familiar paper and digital reference resources
to check meaning and extend understanding

Assessment criteria •
Read short simple fiction or non-fiction texts to identify the
general information

• Demonstrate ability to use a dictionary or digital methods to
find meaning of the words and extend vocabulary

Level of thinking skills Application

Task 1.Read the story about busy life in the village.

There is lots of work to be done every day of the year, like feeding and caring for
animals. However, as the seasons change, the farmer has different jobs to do.
In spring, the weather gets warmer and the days get longer. Spring is busy time for the
farmer, with the farm coming to life again.
Lambing and calving take place during the spring months. The farmer must check that
the mother sheep and cows and their newborn lambs and calves are healthy. The cattle are
moved out of the sheds and back into the fields when the weather conditions improve. In
spring, the farmer must sow seeds for different crops (e.g. potatoes) to grow on the farm.
Summer is usually the warmest season of the year with the longest days. During
particularly hot summers, the farmer must water the crops to make sure they grow properly.
The farmer also collects freshly cut grass and puts it into a pile and covers it with plastic.
The freshly cut grass is conserved under the plastic cover and it turns into silage. Silage is
used as a food source throughout winter months for animals when there is limited grass
growth.

Task 2. Check the meaning of the words in the dictionary. Write the definition below.

lambing _____________________________
calving ______________________________
newborn lamb _________________________
shed _____________________________
crop _____________________________
pile _____________________________
silage _____________________________
sow seeds_____________________________

Descriptor A learner
Task 1 •
reads the story;
Task 2 •
checks the meaning of the words in the dictionary;

• writes definitions of the words.

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Unit: Our Countryside

Learning objectives 6.L5 Understand most specific information and detail of
supported, extended talk on a range general and curricular topics
6.L6 Deduce meaning from context in supported extended talk on a
range of general and curricular topics
6.L8 Understand supported narratives including some extended talk, on
a range of general and curricular topics

Assessment criteria •
Identify facts and details in extended talks with support

• Figure out the content of a conversation with support in
extended talk

• Recognise the meaning of extended talk with some support

Level of thinking skills Higher order thinking skills

Task 1. Listen to the audio and say where these people prefer to live in the city or the countryside.
Go to this link to listen: http://www.elllo.org/english/Mixer001/T005-City.html

Jeyong, Korea

Al, England

Joel, America

Martin, America

Mitchell, America

Shuan, Canada

Task 2. Listen again and complete the sentences.
Speaker 1 wants to be with many _______________.

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Speaker 2 wants to spend weekdays in the _____________.
Speaker 3 enjoys peaceful ______________.
Speaker 4 grew up in the ____________.
Transcript
Jeyong, Korea
I like living in cities more than the country because I like the crowdedness of people all busy
walking around and especially like going to clubs, being with many people and talking to new
people is something that I live very much.
Al, England
I think ideally I’d like to do both, so have, be rich and have a house in the country and a house in
the city and spend my weekdays in the country, in a stone house, and go to the city on weekends
and party.
Joel, America
Well, I’ve lived in very big cities for most of my life: Tokyo, Bangkok, Los Angeles, and now is
the first time ever that I’ve lived in the country and I’m finding that I like it a lot better. I have time
to do things that I could never do in the city, like play guitar or even read the news, and I’m
enjoying a peaceful lifestyle a lot more than the busy city life.
Martin, United States
If I wanted to live in the city or country, I’d have to say nowadays, in the city. I grew up in the
country in a very small farm and it was kind of boring. I enjoyed the clean air and the wildlife
around but it was boring. The city is much more exciting and a lot more to do and see and
experience, so by and large, the city for me is the way to go.
Mitchell, United States
I would rather live in the countryside because I’m from the islands and and everything more
peaceful, relax, and time seems to go by slowly. Compared to the city, it seems like every one is in
a rush, moving around fast, trying to get things done as soon as possible, that’s why I’d rather live
in the countryside.
Shuan, Canada
I think that living in the city would be so much better than living in the country. I like being active,
and I like going out so living in the country would be, I would think, boring, compared to the city.

Descriptor A learner
Task 1 •
identifies the places where people prefer to live and says them;
Task 2 •
interpretsappropriate the words. story correctly and completes sentences with

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Unit: Our Countryside

Learning objectives 6.W2 Write with some support about real and imaginary past events,
activities and experiences on a limited range of familiar general topics
and some curricular topics
6.UE16 Use conjunctions if, when, where, so, and, or, but, because ,
before, after to link parts of sentences in short texts on a growing
range of familiar general and curricular topics
6.C7 Develop and sustain a consistent argument when speaking or
writing

Assessment criteria •
Write sentences about real and imaginary past events, activities
and experiences connecting them into paragraphs

• Link sentences into a paragraph using suitable conjunctions of
reasons including if, when, where, so, and, or, but, because,
before, after

• Make an argument and evolve reasoning while writing
Level of thinking skills Application
Higher order thinking skills

Task. Imagine you are on your grandparent’s farm. Write a letter to your parents. Tell them what
you are doing on the farm. Use conjunctions from the list:

if, when, where, so, and, or, but, because,
before, after

Writing tips:
 Say hello to your parents; and how you are;
 Tell what you do during the day on the farm;
 Tell about animals and vegetables;
 Say how grandparents live on the farm;
 Say good bye and invite your parents on weekends to visit the farmhouse.

Grandparents’ Farm in Summer
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Descriptor A learner

uses appropriate connectors;

• provides grammatically correct sentences;

• provides good arguments;

• uses proper vocabulary;

• follows writing tips;

• writes a letter.

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Unit: Our Countryside

Learning objectives 6.UE11 Use common impersonal structures with: it, there on a
growing range of familiar general and curricular topics
6.UE14 Use an increased variety of prepositions of time, location and
direction use by and with to denote agent and instrument use
prepositions before nouns and adjectives in common prepositional
phrases on a growing range of familiar general and curricular topics
6.UE17 Use subordinate clauses following think, know, believe, hope,
say , tell; use subordinate clauses following sure, certain: .
use defining relative clauses with which, who, that, where on a
growing range of familiar general and curricular topics

Assessment criteria •
Make up impersonal sentences with it, there

• Use preposition of time, location and direction

• Indicate agent and instrument using by and with

• Use prepositions before nouns and adjectives in prepositional
phrase

• Differentiate between subordinate clauses following think
know believe hope, say , tell; use subordinate clauses following
sure, certain; between defining relative clauses with which,
who, that and where

Level of thinking skills Application

Task 1. Look at the picture below. Describe it. Start sentence with it and there.

On the farm
Example: It is an animal Farm.
1. ________________________________________________
2.________________________________________________
3.________________________________________________
Example: There you can see a big barn and a farmer.
1.___________________________________________________
2.___________________________________________________
3.___________________________________________________

Task 2. Describe the position of the animals using ON THE LEFT, ON THE RIGHT, BETWEEN,
ABOVE, NEAR, ON, IN FRONT OF.
Example: The hen is near the sheep.
1. ________________________________________________________________
2.________________________________________________________________
3.________________________________________________________________
4.________________________________________________________________
5.________________________________________________________________

Task 3. Think over about advantages and disadvantages of living in the countryside and make up
sentences using phrases from the box.

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I believe, I think, I am sure, People are certain,

Example: I believe that life in the country is more comfortable and quite.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

Descriptor A learner
Task 1 •
describes the picture;

Task 2 • writes sentences with it, there;
• describes the position of animals;
Task 3 uses appropriate prepositions;
• explains advantages and disadvantages of living in countryside;

• writes sentences using phrases

• writes grammatically correct sentences.

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Unit: Our Countryside

Learning objective 6.UE9 Use appropriately an increased variety of present and past
simple active and some passive forms on a growing range of familiar
general and curricular topics

Assessment criteria •
Apply correctly active and passive simple present and past
forms and perfect simple forms in the context

Level of thinking skills Application

Task. Teacher revises this basic rule together with learners.
Passive voice is used when the focus is on the action. It is not important or not known;
however, who or what is performing the action.

Example: My bike is stolen. My bike was stolen.

In the example above, the focus is on the fact that my bike was stolen. I do not know,
however, who did it. Sometimes a statement in passive is more polite than active voice, as the
following example shows:

Example: A mistake is made. A mistake was made.

Rewrite sentences from Active into Passive.
Example: Farmers plant apples and pears. – Apples and pears are planted by farmers.

1. Farmers feed chickens and ducks.
2. Farmers grow harvest.
3. Farmers water wheat and vegetables.
4. Farmers sell goods in the city.
5. Farmers visit supermarkets.

Descriptor A learner

revises the rule;

• rewrites sentences in Passive.

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Unit: Drama and Comedy

Learning objectives 6.C10 Use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
6.S5 Keep interaction going in longer exchanges on a range of general
and curricular topics

Assessment criteria •
Interpret different perspectives on the world orally or in a written
form

• Support a talk with peers while agree, disagree and discuss it

Level of thinking skills Higher order thinking skills

Task. Discuss the questions with classmates. Agree or disagree using phrases below.
I agree with you
I also think so
That’s just how I see it
I disagree
I don’t agree with you

Questions:
1. Who are your favourite film stars? Why?
2. How often do you go to the cinema?
3. Which is better to watch a movie in the cinema or at home? Why?
4. Can you name genres* of your favourite film?

*Genre — a French word that means ‘type’.

Descriptor A learner

talks about a film;

• answers the questions;

• uses appropriate phrases in a talk;

• agrees and disagrees with other’s opinions;

• presents ideas clearly;

• uses proper topical words;

• speaks with correct pronunciation of words.

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Unit: Drama and Comedy

Learning objectives 6.C3 Respect differing points of view
6.C6 Organise and present information clearly to others
6.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics, and some curricular topics

Assessment criteria •
Demonstrate respect to people’s opinions using lexical units of
topic vocabulary

• Demonstrate ability to organise and express ideas clearly to
others

• Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences

Level of thinking skills Higher order thinking skills

Task 1. Each learner receives one set of survey questions. They walk around the room and survey
every member of the class. Then they write up the survey results and present them to the class.

Ask questions to your classmates. Write their answers in Table 1.

Surveys on Movies

Survey on Best Actors Survey on Horror Films Survey on Comedies
(1) Who is the best male (1) Do you enjoy horror (1) Do you like to watch
actor? movies? comedies?
(2) Who is the best female (2) What is the scariest (2) Who is the funniest
actor? movie you have seen? actor?

Survey on Action Films Survey on Movie Going Survey on Movie Going
(1) Do you enjoy action (1) How often do you go to (1) What was the last
films? the movies? movie that you saw?
(2) Is it OK for young kids (2) Who do you usually go (2) What was the first
to watch violence on TV? with? movie you ever saw

Survey on Sci-fi Movies Survey on Best Films Survey on Worst Films
(1) Do you enjoy sci-fi (1) What is the best film (1) What is the worst film
movies? you’ve seen recently? you’ve seen recently?
(2) What was the last sci-fi (2) Who was starring in it? (2) Who was starring in
movie you saw? it?

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Example:

Taking a Survey on Movies

A: Excuse me, I’m doing a survey on _Movies.
Would it be OK if I asked you a few questions?
B: Sure. Go ahead.

Table 1.

Name Answer 1 Answer 2

Example: Saltanat The best actor is The best female if Julia Roberts.
Channing Matthew Tatum

Task 2. Report your results.
Use phrases:
The majority of the people in this class . . .
Most people in this class . . .
Quite a few people in this class . . .
About half of the people in this class . . .
Hardly any of the people in this class . . .
Almost no one in this class . . .

Descriptor A learner
Task 1 •
asks questions for survey;

Task 2 • writes answers in the table;
• uses topical words accurately;
summarizes answers to present the results;

• reports the results using phrases.

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Unit: Drama and Comedy

Learning objective 6.R2 Understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics

Assessment criteria •
Find particular facts and parts in reading passage

Level of thinking skills Knowledge and comprehension

Task. Read the text.

Mickey Mouse

Mickey Mouse first appeared in the short film Steamboat Willie on
November 18, 1928. He was created by Walt Disney and is the official
mascot of the Walt Disney Company. Mickey mouse typically wears red
shorts, large yellow shoes and white gloves. He appears alongside his girlfriend
Minnie Mouse, his friends Donald Duck and Goofy, and his pet dog Pluto,
among others. Mickey has three fingers and one thumb on each hand.
‘Mortimer Mouse’ had been Disney’s original name for the character before
Lillian, his wife, suggested that he be called ‘Mickey Mouse’ instead. A large part of Mickey’s
character is his famously shy voice. From his first speaking role in 1929, Mickey was voiced
by Walt Disney himself.

Answer the questions.
1. Which year did Mickey Mouse first appear in a short film?
2. What short film did Mickey Mouse first appear in?
3. What colour are Mickey’s shorts?
4. Who created the voice of Mickey Mouse?
5. Who is Mickey’s girlfriend?
6. Say the names of Mickey’s friends.
7. Who came up with the name ‘Mickey’?
8. What is the name of Mickey’s dog?
9. How many fingers does Mickey have on each hand?

Descriptor A learner

reads the text;

• answers the questions correctly.

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Unit: Drama and Comedy

Learning objectives 6.L1 Understand a longer sequence of supported classroom
instructions
6.L5 Understand most specific information and detail of supported,
extended talk on a range general and curricular topics

Assessment criteria •
Follow a longer sequence of classroom instructions with
support

• Identify facts and details in extended talks with support
Level of thinking skills Knowledge and comprehension

Task. Study film information carefully. Can you see the names of the movies? Find show time for
each movie. Look at the cinema and its location. Pay special attention to the slogan.

Car Wars III
Jurassic Park
Funny Bone An “out-of-this-world”

Watch these barking Lots of fun for the movie about … you
Yes, we’re open mad dinos go wild! whole family! guessed it, cars!
seven days a week! In 3-D “You’ll laugh your “Two thumbs up!”
Location: 1015 “Best science socks off!” “The action movie
Broadway Street fiction movie of the “I’mstilllaughing!”
(next to the DVD year!”
rental shop) SHOW TIMES SHOW TIMES SHOW TIMES
Like us on Facebook 10.00 9.30 12.45
and win a free movie 3.45 1.45 5.30
8.00 8.30 9.30
ticket!

Listen to the sentences and choose if it is True or False.
1. The movie theater is closed on Mondays. True False
2. ‘Car Wars III’ is an action movie. True False
3. The last showing of ‘Funny Bone” is at 9.45. True False
4. The first showing of ‘Jurassic Park’ is at10:00. True False
5. You can win a paid movie ticket by going on-line. True False
6. There aren’t any morning show times for ‘Car Wars III’. True False

Transcript:
1. The movie theater is closed on Tuesdays.
2. ‘Car Wars III’ is an action movie.
3. The last showing of ‘Funny Bone” is at 9:30.
4. The first showing of ‘Jurassic Bark’ is at 10:00.
5. You can win a free movie ticket by going on-line.
6. There aren’t any morning show times for ‘Car Wars III’.

Descriptor A learner

reads the information about the films;

• marks sentences as True and False correctly.

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Unit: Drama and Comedy

Learning objective 6.UE7 Use simple perfect forms to express indefinite and unfinished
past [with for and since] on a growing range of familiar general and
curricular topics

Assessment criteria •
Form simple perfect forms for recent, indefinite and unfinished
past actions with for and since

Level of thinking skills Application

Task. Teacher studies this grammar points with learners.
Present Perfect with Since and For
Using the present perfect, we can define a period of time before now by considering
its duration, with for + a period of time, or by considering its starting point, with since + a
point in time.
FOR + A PERIOD OF TIME
for six years, for a week, for a month, for hours, for two hours
I have worked here for five years.
SINCE + A POINT IN TIME
since this morning, since last week, since yesterday
since I was a child, since Wednesday, since 2 o’clock
I have worked here since 1990.
PRESENT PERFECT WITH FOR
She has lived here for twenty years.
We have taught at this school for a long time.
Alice has been married for three months.
They have been at the hotel for a week.
PRESENT PERFECT WITH SINCE
She has lived here since 1980.
We have taught at this school since 1965.
Alice has been married since March 2nd.
They have been at the hotel since last Tuesday.

Choose the best option for the sentence. Underline For or Since.
Example: I have lived in London ___ six months. For Since

1. I have danced ___ I was small. For Since
2. She hasn’t had a day off ___ three months. For Since
3. I’ve lost so much flexibility ___ I injured my leg. For Since
4. They have all improved in attitude ___ the headmaster talked to them. For Since
5. Wars have been happening ___ centuries, it won’t ever change. For Since
6. I haven’t been on holiday ___ ages. For Since
7. I haven’t eaten that much ___ Christmas. For Since
8. I haven’t been on holiday ___ last year. For Since
9. She hasn’t seen her jacket ___ yesterday, I think she lost it. For Since

Descriptor A learner

studies the rules;

• undelines for and since to complete sentences.

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Unit: Drama and Comedy

Learning objectives 6.UE12 Use an increased variety of adverbs, including adverbs of
degree too, not enough, quite , rather on a growing range of familiar
general and curricular topics
6.UE15 Use common verbs followed by infinitive verb / verb + ing
patterns; use infinitive of purpose on a limited range of familiar
general and curricular topics

Assessment criteria •
Apply regular and irregular adverbs and comparative degree
structures with too, not enough, quite, rather accurately

• Differentiate between usage of infinitive and gerund forms after
a limited variety of verbs

Level of thinking skills Application

Task 1. Teacher revises these grammar points with learners.

Too + adverb: Action movies are too loud. (over)
Enough + adverb: Old comedies are enough funny. (near)
Quite + adverb (more than ‘a little’): Steven King is quite interesting to read and watch.
Rather + adverb (negative ideas): Avatar is rather unrealistic movie.

Look at the movie posters and make up sentences using too, not
enough, quite, rather.

Director: Peter Jackson
Writers: J.R.R. Tolkien (novel)
Stars: Elijah Wood, Ian McKellen, Viggo Mortensen

1.Elijah Wood is ___________________________________
2.J.R.R. Tolkien is __________________________________
3. Viggo Mortensen is _______________________________
4. Peter Jackson is __________________________________

Task 2. Teacher revises these grammar points with learners.

After certain verbs we use the -ing form, and after other verbs we use the infinitive.
Sometimes we can use either form and there is no change in meaning. Occasionally we can
use either form and there is a change in meaning.

Verbs followed by the infinitive — To +V
These include decide, want, promise, plan, would like and forget.
She decided to go with Elliot instead.
I wanted to visit Rome.
She promised to take me there.
I planned to go to some real Italian restaurants.
She didn’t forget to phone.

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Verbs followed by gerund — V -ing
These include enjoy, like, hate, stop, forget and recommend.

I told him you really enjoy cooking.
Would you mind helping me?
It didn’t stop raining all day yesterday.
Daisy recommends trying Asel’s tiramisu.

Use infinitive or gerund of the verb in brackets.
1. She wants _____________ (to watch) this comedy too.
2. They are planning __________________ (to visit) the Dastan cinema on Sunday.
3. My Classmates recommend ___________ (to watch) Avatar at 3D cinema.
4. At the beginning of the century they stopped __________ (to show) films without sound.
5. I enjoy _________________ (to listen) wonderful sound track for Titanic.
6. They promised ______________ ( to show) a full version of this movie.

Descriptor A learner
Task 1 •
studies grammar rule;

• uses information about the movie;
• writes sentences using adverbs of degree;
considers difference between gerunds and infinitives;
completes the sentences;
Task 2 •
studies grammar rule;

• uses words from brackets in form of gerund and infinitive to
complete sentences.

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TERM 3

Unit: Our Health

Learning objectives 6.S1 Provide basic information about themselves and others at
discourse level on a range of general topics
6.S4 Respond with limited flexibility at both sentence and discourse
level to unexpected comments on a range of general and curricular
topics

Assessment criteria •
Give basic information about themselves and others in
conversation

• Reply to unexpected comments in conversation

Level of thinking skills Higher order of thinking

Task . Learners are arranged in pairs or small groups.
Write the words from the box under the picture. Ask each other questions using the words from
the box and say how to keep fit.

play soccer with friends eat lots of fruit and vegetables get plenty of exercise
ride a bicycle take a hike skate with friends

1_____________ 2______________ 3________________

5_______________ 6_____________ 7_____________

Take notes on how you personally keep fit (2-3 ideas) Present your ideas to your classmates.
Class asks questions.

Descriptor A learner

• chooses the words correctly;

• writes the words under the pictures;

• asks and answers questions using words from the box;

• summarizes the information on how to keep fit;

• takes notes and presents information to classmates;

• asks questions on presented viewpoints;

• answers classmates’ questions.

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Unit: Our Health

Learning objective 6.UE13 Use modal forms including, mustn’t (prohibition), need
(necessity), should (for advice) on a range of familiar general and
curricular topics

Assessment criteria •
Apply appropriately modal forms including mustn’t
(prohibition), need (necessity), should (for advice)

Level of thinking skills Application

Task. Use the correct modal verb for each sentence. Modal verbs may be used more than once:
mustn’t, need, should.

1. You ____________go in for sports.
2. I ____________to go swimming to exercise my leg.
3. Children ____________eat junk food.
4. You ______________ arrive late to school.
5. I think, you ____________ go to the doctor.

Descriptor A learner

• selects the appropriate modal verb for each sentence;

• writes the words in the sentences..

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Unit: Our Health

Learning objective 6.W1 Plan, write, edit and proofread work at text level with some support on a
growing range of general and curricular topics

Assessment criteria •
Make a clear plan of writing

• Write a text with some support

• Check the written draft

Level of thinking Higher order thinking
skills

Task. Teacher revises with learners the features of an email.
Write an email inviting a friend to play (tennis). Check the email.

Steps for writing:
 Start with salutation
 Write the body of your message
 Include a closing remark
 Add a signature /name.

Hello _____________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________________________

Descriptor A learner
 follows the format of a letter;
 provides information about inviting a friend;
 writes grammatically correct sentences;
 uses appropriate vocabulary;
 checks the written draft for lexical and grammatical mistakes.

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Unit: Our Health

Learning objective 6.W6 Link, with minimal support, sentences into coherent
paragraphs using basic connectors on a growing range of familiar
general topics

Connect sentences into paragraphs with basic connectors and
Assessment criteria 
linking words with some support

Level of thinking skills Application

Task. Write about on how you personally keep fit (2-3 ideas).

Writing tips:

• Include connectors: and, so, but.

• Use topical vocabulary.

• Write what activities you do to keep fit.

Example: I do a lot of exercising to stay healthy. I often go to the gym and play sport games. My
friends and I go hiking in summer. I try to eat many vegetables and fruits.

Descriptor A learner
 writes about how to keep fit;
 conveys ideas clearly;
 uses connectors correctly;
 applies proper topical vocabulary;
 uses grammatically correct sentences.

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Unit: Our Health

Learning objectives 6.S5 Keep interaction going in longer exchanges on a range of
general and curricular topics
6.UE13 Use modal forms including, mustn’t (prohibition), need
(necessity), should (for advice) on a range of familiar general and
curricular topics

Support a talk with peers while agree, disagree and discuss
Assessment criteria 
it
 Use modal verbs and mustn’t (prohibition), need (necessity),
should (for advice)

Level of thinking skills Application
Higher order of thinking

Task. Learners are arranged in pairs.

Create a role play “What should/ shouldn’t you do to keep fit?”
Make up a dialogue about a healthy lifestyle. Use topical vocabulary and modal verbs.

Possible questions for a dialogue:
 What do you do to keep fit?
 What sport do you go in for?
 What is your favourite sport?
 How do you try to keep fit?
 What people should do to stay healthy?

Descriptor A learner

• agrees on a situation with classmates;

• assigns roles;

• makes a plan of a dialogue;

• creates a dialogue;

• uses modal verbs;

• rehearses the dialogue;

• acts out in class;

• asks and answers the questions.

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Unit: Our Health

Learning objective 6.R5 Deduce meaning from context on a limited range of familiar
general and curricular topics, including some extended texts

Assessment criteria •
Identify the meaning and details of the reading texts

Level of thinking skills Higher order thinking skills

Task. Read the text and fill the blanks with the word from the box.

cold, sick, teacher, essay, students, home

Getting a Cold

Lucy has a cold. Her nose is blocked, she coughs a lot, and she has a sore throat. She felt
fine last night, but now she is very 1)_____. Lucy wants to go 2)______ and rest, but she thinks
she can’t. She is a student and her essay is due today. She needs to proof read it and print it so
the teacher gets it on time. Lucy’s 3)________ is very strict. He told Lucy that the 4)_______
must be handed in on time. There are eighteen 5)_________ in the class, and they are all very
busy writing their essays. Hopefully, they won’t catch Lucy’s 6) _______. If the other students
catch colds, they might take several days off school and miss out on study.

Mark sentences True or False:
1. Lucy feels unwell. True False
2. The teacher told that she could hand the essay later. True False

Descriptor A learner
 reads the text;
 selects an appropriate answer;
 completes sentences with appropriate words from the box;
 marks sentences True and False.

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Unit: Our Health

Learning objective 6.UE2 Use quantifiers including more, little, few less, fewer not as
many, not as much on a growing range of familiar general and
curricular topics

Assessment criteria •
Apply the correct quantifiers including more, little, few
less, fewer not as many , not as much in the context

Level of thinking skills Application

Task. Teacher revises with learners the use of more, little, few, less, fewer, not as many, not as
much.

For example,
as much as – is used to compare uncountable things,
as many as –is used for countable things.

Complete sentences. Use words from the box.

not as much fewer few less little more not so many

1. We will have _____________________________time to get to the stadium.
2. There are ___________ people who eat junk food.
3. He has___________________ money to spend since he lost his job of a sport trainer.
4. I would go to the sport club her if I had ______________________________ time.
5. There are ____________________ people who are interested in this spot.
6. This sport is __________________interesting as that one.
7. There are _______________________people riding a bike here.

Descriptor A learner

• revises grammar rule;

• completes sentences with correct words from the box.

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Unit: Our Health

Learning objective 6.W9 Punctuate written work at text level on a limited range of
general topics and some curricular topics with some accuracy

Assessment criteria •
Use punctuation marks appropriately in a piece of writing

Level of thinking skills Application

Task. Before to complete the task. Teacher revises rules connected with punctuation: full stop,
capital letters, commas, question marks, quotation marks, exclamation marks.

Make up sentences. Punctuate the following sentences with proper marks.
1. if you meet your teacher even by accident you should say hello.
2. such mountains you can only see here in Ireland.
3. the hot weather doesn’t worry you.
4. what are you doing there.
5. well listen to this were going to India.

Answer keys:
1. If you meet your teacher, even by accident, you should say ‘Hello!’.
2. Such mountains you can only see here in Ireland.
3. The hot weather doesn’t worry you.
4. What are you doing there?
5. Well, listen to this! We’re going to India!

Descriptor A learner

• makes up sentences;

• inserts full stops at the end of the sentences, questions and
exclamation marks correctly;

• uses capital letters, quotes, commas where it is necessary.

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Unit: Our Health

Learning objectives 6.W8 Spell most high-frequency vocabulary accurately for a limited
range of familiar general topics and some curricular topics
6.S6 Communicate meaning clearly at sentence and discourse level
during, pair, group and whole class exchanges
6.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a limited range of familiar general topics and some curricular
topics

Assessment criteria •
Apply correct spelling of most high-frequency vocabulary

• Interact in a pair, group and a whole class work presenting
logically connected information with ideas of other people

• Use topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences

Level of thinking skills Application
Higher order of thinking

Task. Learners work in small groups.
Create a presentation or a poster on the topic “Our favourite sport(s)” or “How we keep
healthy”.

Poster/ presentation criteria:
Main information.
Give recommendations why to do sport.
Duration of the presentation is 2 minutes.
When classmates are presenting a poster ask them questions on the content of the presentation.

Possible questions:
Why do you like this sport?
When did you take up this sport?
What are the popular ways of keeping healthy in our country?

Peer Assessment list

Criteria Yes No

Clearly explains the topic

Gives recommendations

Spoke for two minutes

Descriptor A learner

• works in group;

• creates a presentation/poster on topic;

• uses appropriate spelling in presentation/poster;

• uses topical vocabulary in speech;

• gives recommendations to do sport;

• presents presentation/poster for 2 minutes;

• asks questions and gives responses to classmates questions;

• assesses classmate’s presentation using assessment list and gives
feedback.

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Unit: Holidays and Travel

Learning objective 6.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics, and some curricular topics

Assessment criteria •
Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences

Level of thinking skills Application

Task 1. In pairs brainstorm useful vocabulary related to the topic Holidays and Travel and fill in
the table with as many words as you can.

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Task 2. Work in pairs. Choose/imagine the place you travelled last time and share the
information. Complete the table.

Who? How? Where? How long? Why?

Descriptor A learner
Task 1 •
works in pairs;

discussestopic; and selects an appropriate topical vocabulary on

Task 2 • completes the table;
works in pairs;

• completes the table with information;

• conveys feelings and ideas clearly about his/her last time
travelling;

• uses proper topical vocabulary.

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Unit: Holidays and Travel
Learning objectives 6.R3 Understand the detail of an argument on a limited range of
familiar general and curricular topics, including some extended
texts
6.R7 Recognise typical features at word, sentence and text level in
a range of written genres

Assessment criteria •
Identify specific facts, features, details of an
argument in short and extended texts

• Identify the correct form of a word, sentence structure and
text layout

Level of thinking skills Knowledge and comprehension
Application

Task. Read the e-mail and answer the questions.

Surfing Holiday

Hi Ellie,
I’m so pleased you can come surfing in August! Paul, Rose and Kevin are coming too, so
there will be five of us. We decided to return to New Sands, because the surf board hire is so
cheap there.
I’m starting to think about accommodation. We won’t camp again after last year! I hated
staying in a tent in all that rain!
Kevin wants to hire a caravan. There are some nice ones with 3 bedrooms, showers and
cooking facilities. The problem is, none of the caravan parks take short bookings in the
summer. The minimum stay is a week. It’s a shame because there are several nice parks near
the beach.
There’s a youth hostel in New Sands. It’s the cheapest option after camping, and there is a
big kitchen and dining room where we can cook. The problem is, accommodation is in
dormitories and I don’t really want to sleep with strangers.
There are a few guesthouses in New Sands. Some have triple rooms, so we would only
need to book two rooms. They’re not expensive, but we wouldn’t be able to cook there. We
would have to eat out at restaurants, or eat sandwiches for every meal! We’ll have to book soon
if we choose that option, because many guest houses are already full. The hotels in New Sands
are far too expensive, even though I would love to stay at the Sunrise Pavilion with its rooftop
pool!
The final option is to rent a cottage. Few cottages offer mid-week breaks in summer, but I
found one. It has three bedrooms — a double, a single and a twin, so two of us would have to
share a bed! There is a big kitchen diner with a microwave, washing machine and dishwasher.
The living room has a TV and DVD player. There is just one bathroom, but there is a separate
WC. There is a nice garden too. The problem is, it’s 5 miles from the beach, so we’d have to
hire a car, because there aren’t any buses.
Let me know which option you prefer.
Cheers
Natalie

Choose the best answer A, B, C or D.
1. Last year the friends stayed in a…
A) Hotel

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B) Tent
C) Youth hostel
D) Caravan

2. The friends want to stay in New Sands for…
A) A week
B) A week and a half
C) Less than one week
D) Three weeks

3. What’s the problem with the caravan park?
A) Caravans are only available for full weeks.
B) There are not enough beds for everyone.
C) There are no cooking facilities.
D) All the caravans are fully booked.

4. Why did Natalie choose this cottage?
A) It is cheaper than the other cottages.
B) Everyone can sleep in a different room.
C) It allows people to stay for less than a week.
D) It has all accommodation.

5. The problem with the cottage is…
A) Its size.
B) Its location.
C) Its price.
D) Its condition.

Descriptor A learner

identifies main points while reading and makes the right
choice of the answer.

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Unit: Holidays and Travel

Learning objective 6.W7 Use with some support appropriate layout at text level for a
growing range of written genres on familiar general topics and
some curricular topics
6.UE4 Use a variety of determiners including all, other on a
growing range of familiar general and curricular topics

Assessment criteria •
Write a text adhering to the layout and format of a given
genre with some support

• Demonstrate the ability to use correct determines including
all, half, both [of] in pre-determiner function

Level of thinking skills Application

Task. Write an article about adventure holidays.

Writing tips:
 Give 2-3 arguments;
 Explain your arguments;
 Use determiners such as all; any; another; other;
 Follow the format of the article.

Write a title ________________________________________________________________
Write about your holidays Where / How

_________________________________________________________________________
Write your idea why the adventure was exciting
_________________________________________________________________________
Write your next idea why the adventure was exciting
_________________________________________________________________________
Suggest the place you visited to your friends and classmates

_________________________________________________________________________
Write conclusion

_________________________________________________________________________

Descriptor A learner

• writes an article about holiday;

• expresses ideas clearly;

• uses appropriate structure of the article;

• gives arguments on topic;

• uses determiners correctly;

• writes grammatically correct sentences.

68 ПРОЕКТ

Unit: Holidays and Travel

Learning objectives 6.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics, and some curricular topics
6.C2 Use speaking and listening skills to provide sensitive feedback

to peers

6.UE8 Use future form will to make offers, promises, and

predictions on a growing range of familiar general and curricular

topics

Assessment criteria •
Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences

• Give feedback to others orally

• Use will to make offers, promises, and predictions

Level of thinking skills Application

Task. Learners work in pairs.

One of you describes the picture, the other draws the information he has understood from the
classmate’s description. You are not allowed to show the picture to the partner. Your partner can
ask questions to get all the information on the picture. Swap the roles. Assess each other by
comparing the original picture with yours.

Descriptor A learner

• works in pairs;

• describes the picture about holidays;

• draws the picture that classmate describes;

• uses future forms correctly to describe plans;

• asks questions about the picture to find out the details;

• uses topical vocabulary;

• uses grammatically correct sentences;

• assesses classmates’ picture by comparing with the original one.

69 ПРОЕКТ

Unit: Holidays and Travel

Learning objective 6.L1 Understand longer sequences of supported classroom
instructions

Assessment criteria •
Identify extended classroom commands

Level of thinking skills Knowledge and comprehension

Task 1.Listen to the instructions and choose the correct option. Teacher reads the instructions
from the picture.

Task 2.Follow the instructions given by your classmates. Learners give command to each other
to follow.
Example: Draw a circle. Raise your hand.

Descriptor A learner
Task 1 •
reads the instructions;

Task 2 • chooses the correct option;
makes up and gives instructions to classmate to follow;

• follows the instructions appropriately.

70 ПРОЕКТ

Unit: Holidays and Travel

Learning objective 6.R9 Recognise the difference between fact and opinion in short,
simple texts on a wide range of general and curricular topics

Assessment criteria •
Differentiate between fact and opinion in short, simple texts

Level of thinking skills Knowledge and comprehension

Task. Read the text and complete the table by finding facts/opinion. Explain your answer.

Learn Survival English before you go on holiday!

Are you planning to go on holiday or travel to an English speaking country? Are you
nervous about speaking to people and making yourself understood? Don’t be! The team at
English University is here to help. We are the best team in our city! There are 50 people in our
team. We’ve this course, Survival English for Travel and Holidays, specifically for people like
you. We will make it fun for you. You will learn key words and phrases that will make your trip
exciting and easy. We’ll also test you through quizzes and homework. Once you’ve finished the
course, you should be able to communicate with people with confidence, and hopefully make
some friends before you return!

Fact Opinion

Descriptor A learner

• reads the text;

• finds facts/opinion and completes the table;

• explains why it is a fact/opinion.

71 ПРОЕКТ

Unit: Holidays and Travel

Learning objective 6.S3 Give an opinion at sentence and discourse level on an
increasing range of general and curricular topics

Assessment criteria •
Provide a point of view on topic in conversations and
discussions

Level of thinking skills Higher order thinking skills

Task. Work in pairs. Take turns describing your dream place/holiday. Give two-three reasons.
Justify your opinion by giving reasons, ask each other question.

Possible questions:
What is your dream destination?
Why do you want to visit it?
How do you prefer to travel?
Do you like to travel with family or friends?

Descriptor A learner

• describes a dream place/holiday;

• explains his/her answers;

• asks and answers the questions;

• uses topical vocabulary accurately;

• pronounces words clearly;

• provides logical and consistent information using
appropriate linking words.

72 ПРОЕКТ

Unit: Holidays and Travel

Learning objective 6.R2 Understand independently specific information and detail in
short, simple texts on a limited range of general and curricular
topics

Assessment criteria •
Realise particular facts and parts in reading passage

Level of thinking skills Knowledge and comprehension

Task. Read the text and mark sentences True or False.

Planning a Holiday

Sam and his friends want to go on holiday together. They usually spend their holidays at
the beach. They looked at some holiday brochures, but are not sure where they want to go for
their holiday. Sam likes city breaks and playing in the parks, but he doesn’t like camping. All
his friends like beach holidays. His friend, Egor likes city breaks, but he also likes camping and
city parks. Another friend, Nick likes to spend his holiday at the beach, but he doesn’t like city
parks He thinks they are noisy.

1. Sam’s friends spend their holidays in the village. True False
2. Sam enjoys city breaks. True False
3. Sam’s friends prefer beach holidays. True False
4. Egor dislikes camping and city parks. True False
5. All Sam’s friends like city parks. True False

Descriptor A learner

• reads the text;

• marks sentences True and False.

73 ПРОЕКТ

Unit: Holidays and Travel

Learning objectives 6.L5 Understand most specific information and detail of supported,
extended talk on a range of general and curricular topics
6.W8 Spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics

Assessment criteria •
Identify detailed information in extended conversation with
support

• Apply correct spelling of most high-frequency vocabulary

Level of thinking skills Knowledge and comprehension
Application

Task. Listen to the text and complete the sentences.
Follow the link to listen: http://www.listenaminute.com/t/travelling.html

Travelling gives you many 1) _______________________ experiences you cannot find
in your own country. You meet local people and get to 2)_______________________
different cultures. It’s so exciting. I love planning 3) _______________________ and doing
some research on the country or countries I want to visit. Sometimes I like to plan
4)_______________________ in advance, my flights, hotels and tours, etc. For me, the most
exciting thing is arriving in a country with no 5) ______________ reservation and no fixed
plans. I 6)_________________ staying in hostels and guest houses. You get to meet and talk
to different and interesting people and 7) ________________ the information. I also like to
visit places that are off the ________________ track. Being somewhere with thousands of
other tourists? It’s not my cup of tea.

Answer keys:
1) wonderful 2) understand 3) trips 4) everything 5) hotel 6) prefer 7) share 8) beaten.

Descriptor A learner

• completes the gaps with correct words;

• spells words accurately.

74 ПРОЕКТ

Unit: Holidays and Travel

Learning objective 6.UE3 Use common participles as adjectives and order adjectives
correctly in front of nouns on a growing range of familiar general
and curricular topics

Assessment criteria •
Apply common participles as adjectives and order adjectives
correctly in front of nouns

Level of thinking skills Application

Task. Choose the correct adjective from brackets.

1. Our trip to the village was _______ (excited, exciting).
2. This was the most ________________(interesting, interested ) journey over the past three
years.
3. The view from the mountains was __________________(amazing, amazed) .
4. I was _____________ (fascinated, fascinating) by the scenery from there!
5. The tourists will not be _____________(annoying, annoyed).

Descriptor A learner

• reads the sentences;

• chooses the right form of adjectives;

• completes sentences correctly.

75 ПРОЕКТ

Unit: Holidays and Travel

Learning objective 6.UE10 Use present continuous forms with present and future
meaning and past continuous forms for background and interrupted
past actions on a limited range of familiar general and curricular
topics

Assessment criteria •
Apply present continuous forms with present and future
meaning in the context

• Use past continuous forms for background and interrupted past
actions

Level of thinking skills Application

Task 1. Use the verbs in brackets correctly:
1. We _______________TV now. Yes, it is a holiday time (to watch).
2. Listen! Sandy __________________in the bathroom (to sing).
3. My sister ________________our mother in the kitchen now (to help).
4. My mother ________________________breakfast now (to make).
5. They _________________________the car when I came there (to repair).
6. Look! The boys ________________________home (to come).
7. I _________________________with my friend at the moment (to chat).
8. She __________________________ice-cream now (to eat).

Task 2. Choose the correct option:
1. As I _______________ down the road, I saw Philip.
A. were walking
B. was walking
C. walked
2. The phone rang while I ______________ dinner.
A. was having
B. had
C. am having

Descriptor A learner
Task 1 •
writes correct forms of the verbs;
Task 2 •
chooses appropriate answer.

76 ПРОЕКТ

Unit: Reading for Pleasure

Learning objective 6.S5 Keep interaction going in basic exchanges on a growing range
of general and curricular topics

Assessment criteria •
Support a talk with peers while agree, disagree and discuss
the order of actions and plans to fulfill the tasks

Level of thinking skills Higher order of thinking

Task. Learners conduct a survey among their peers, asking questions on the topic “Books”.
Arrange the class in accordance with the following instructions.
Half of the learners are asked to stand in the inner circle shoulder to shoulder facing those who
are in the outer circle. Then the other half of the learners are asked to stand in the outer circle
looking at the class mates in the inner circle. They should work in pairs. The learners in turns
ask questions. First outer circle asks questions, then inner circle. The circles move according to
the teacher’s instructions.

Make up 4 questions to ask your classmates about the books they have read.
Ask your classmates.
Summarize and present your findings to class.

Possible learners’ questions:
Do you read many books?
How often do you read books?
What are the advantages of books?

Descriptor A learner

• stays in the inner/outer circle;

• moves according to the teacher’s instructions;

• makes up and asks questions on the topic;

• gives an appropriate answer;

• provides information according to the received questions;

• summarizes and presents findings to class.

77 ПРОЕКТ

Unit: Reading for Pleasure

Learning objectives 6.W4 Write with some support topics with some paragraphs to give
basic personal information
6.W5 Develop with support coherent arguments supported when
necessary by examples and reasons for a limited range of written genres
in familiar general and curricular topics

Assessment criteria •
Present basic personal information in few paragraphs with some
support

• Write coherent arguments with support

• Give examples and reasons to support arguments

Level of thinking skills Higher order of thinking

Task. Before going to the task, a whole discussion about past event experiences may be conducted.
Arrange the class in pairs or small groups and generate class discussion.

Write a paragraph about a book you have read:
 What a book is about.
 Write about your favourite character in a book. Explain why you like them.
 Write about funny or sad action in a book.
 In conclusion summarise your ideas and give recommendation to your friend to read that
book.

Descriptor A learner

• writes paragraphs on topic;

• includes arguments, reasons, examples;

• provides information about character and actions described in a
book;

• makes up accurate sentences using correct tenses;

• develops coherent arguments using appropriate cohesive
devices;

• uses proper topical vocabulary.

78 ПРОЕКТ

TERM 4

Unit: Our Neighbourhood

Learning objectives 6.S1 Provide basic information about themselves and others at
discourse level on a range of general topics
6.S2 Ask simple questions to get information about a growing range
of general topics

Assessment criteria •
Give basic information about themselves and others in
conversation

• Make up complex interrogative sentences to get information
about the topic and ask questions

Level of thinking skills Higher order of thinking

Task. Learners are arranged in small groups. Learners discuss the topic and after the
discussion volunteers share their ideas in open Class.
The following questions are recommended for discussion:

Group discussion.
 Do you live in a rural or urban place?
 What is the difference between a town and a city?

Explain and give examples.
 What is the difference between rural and urban?
 Where do you prefer to live? Why?

Descriptor A learner

• interacts in a group discussion;

• expresses opinion on topic;

• asks and answers questions;

• gives information about himself/herself;

• pronounces words clearly;

• uses proper topical vocabulary;

• uses linking words to speak coherently;

• discusses topic.

79 ПРОЕКТ

Unit: Our Neighbourhood

Learning objective 6.UE6 Use a variety of personal, demonstrative and quantitative pronouns
including someone, somebody, everybody, no-one on a growing range of
familiar general and curricular topics

Assessment criteria •
Differentiate between personal and demonstrative pronouns and
quantitative pronouns including someone somebody, everybody,
no-one

Level of thinking skills Application

Task 1. Complete the sentences with: somebody , everybody, no-one
1. _________________can speak all the languages in the world.
2. I think there is_________________ at the door.
3. Do you know Samat? Yes,_____________ knows Samat.

Task 2. Complete the sentences with: herself, themselves, yourself, ours.
1. You need to wash the dishes ___________.
2. She bought it ______________________.
3. They finished it _____________________ .
4. The books are on the table next to _______.

Descriptor A learner
Task 1 •
uses appropriate form of pronouns to fill in the gaps;
Task 2 •
uses correct pronounces to complete sentences.

80 ПРОЕКТ

Unit: Our Neighbourhood

Learning objective 6.UE14 Use an increased variety of prepositions of time, location
and direction; use by and with to denote agent and instrument; use
prepositions before nouns and adjectives in common prepositional
phrases on a growing range of familiar general and curricular topics

Assessment criteria •
Demonstrate the correct use of prepositions before nouns
and adjectives in prepositional phrases

• Use prepositions of time, location and direction

• Apply by and with to denote agent and instrument

Level of thinking skills Application

Task. Look at the city plan and complete the sentences with prepositions. Some of the
prepositions you may use twice. There is one extra preposition which you do not have to
use.

behind, under, between, near, next to

1. The school is ____________the restaurant.
2. The baker´s is ___________ the school.
3. The cinema is ___________the church and the library.
4. The park is ____________ bank.

Descriptor A learner

• selects the appropriate preposition from the box;

• completes sentences.

81 ПРОЕКТ

Unit: Transport

Learning objective 6.L5 Understand most specific information and detail of supported,
extended talk on a range general and curricular topics

Assessment criteria •
Identify detailed information in extended conversation with
support

Level of thinking skills Knowledge and comprehension

Task. Listen to the text and fill in the gaps.
Follow the link to listen to the recording: https://listenaminute.com/t/transportation.html

Transportation hasn’t really 1) _____________ a lot in the past 100 years. When you
think about changes in other areas of our life, transportation is pretty much the same as it
was years ago. OK, cars, trains and 2) ____________ are faster, but they’re not so different
than they were 3) _________years ago. Take airplanes, for example. I think air travel has
got worse. Fifty years ago, people flew and were given great 4) ___________. Today, you
are like sardines in a can. And look at cars. The cars from fifty years ago look nicer than
today’s ones. They still had four wheels, used petrol and had a steering wheel. I think
transportation will really only change when it becomes more 5) ___________. I’m waiting
for my own jet pack of mini-copter.

Answer keys:
1) changed; 2) airplanes; 3) 50; 4) service; 5) personal.

Descriptor A learner

• completes the gaps with proper words;

• spells words correctly.

82 ПРОЕКТ

Unit: Transport

Learning objectives 6.R2 Understand independently specific information and detail in
short, simple texts on a limited range of general and curricular
topics
6.C8 Develop intercultural awareness through reading and
discussion

Assessment criteria •
Identify particular facts and parts in reading passage

• Read and discuss about cultural diversity

Level of thinking skills Application
Higher order of thinking

Task. Read the text.

Rollover Accident

Oh, no! Tom was driving along the 55 Main Road in Costa Mesa when his car rolled
over. He was driving too fast around a curve in the freeway, and his car went off the road
and rolled over. Luckily, no one was hurt. Tom is okay, but he is upset. The roof of his car is
damaged and the left door is broken. His wife does not like to drive with him. It is
dangerous! Tom called the police on his cell phone, and they are on the way. He didn’t want
to call to police. He also called his insurance company and his wife. His wife wants him to
go to the hospital for a medical examination. Tom thinks he’s okay, and he doesn’t want to
go to the hospital. He wants to go home. Should Tom go to the hospital for a medical
examination? What should he do next?

Mark the sentences True and False.

1. The 55 Main Road is in Costa Mesa. _____
2. Tom called the police, his car insurance company, and his wife. _____
3. His wife doesn’t enjoy driving with him. _____
4. The roof of Tom’s car is safe and the right door is broken. _____
5. Tom doesn’t want to go home because his wife is angry. _____

Descriptor A learner

• reads the text;

• marks sentences correctly using information from the text.

83 ПРОЕКТ

Unit: Transport

Learning objectives 6.C9 Use imagination to express thoughts, ideas, experiences and
feelings
6.S2 Ask simple questions to get information about a growing range
of general topics
6.R4 Read independently a limited range of short simple fiction and
non-fiction texts

Assessment criteria •
Give opinion and ideas, experiences and feeling using
imagination

• Make up complex interrogative sentences to get information
about the topic and ask questions

• Read short fiction or non-fiction text to identify the general
information

Level of thinking Application
skills Higher order of thinking

Task. Read about Richard Trevithick. Make notes on interesting facts and make up questions
to ask your classmates.
Go to the following link https://www.britannica.com/biography/Richard-Trevithick

Richard Trevithick, (born April 13, 1771, Illogan, Cornwall, England—died April 22,
1833, Dartford, Kent), British mechanical engineer and inventor who successfully harnessed
high-pressure steam and constructed the world’s first steam railway locomotive (1803).
Trevithick early in life he displayed an extraordinary talent in engineering. Because of
his intuitive ability to solve problems that perplexed educated engineers, he obtained his first
job as engineer to several Cornish ore mines at the age of 19.
In 1797 Trevithick constructed high-pressure working models of both stationary and
locomotive engines that were so successful that he built a full-scale, high-pressure engine
for hoisting ore.
In 1803 he built a second carriage, which he drove through the streets of London, and
constructed the world’s first steam railway locomotive at Samuel Homfray’s Penydaren
Ironworks in South Wales. A second, similar locomotive was built at Gateshead in 1805,
and in 1808 Trevithick demonstrated a third, the Catch-me-who-can, on a circular track laid
near Euston Road in London. He then abandoned these projects, because the cast-iron rails
proved too brittle for the weight of his engines.
The New Castle, built by Richard Trevithick in 1803, the first locomotive to do actual work.

84 ПРОЕКТ

Discuss:
1. Say what surprised you most. Explain why.
2. What is special about this invention?
3. When was it invented? Where?
4. How does it work?

Descriptor A learner

• reads the text;

• makes notes while reading;

• prepares and asks questions;

• responds to questions according to the text.

85 ПРОЕКТ

Unit: Transport

Learning objective 6.UE2 Use quantifiers including more, little, few, less, fewer not as
many , not as much on a growing range of familiar general and
curricular topics

Assessment criteria •
Apply the correct quantifiers in context

• Use more, little, few less, fewer not as many , not as much

Level of thinking skills Application

Task 1. Complete the sentences with much, many and a lot of:
1. There are too _______ people in this library.
2. I can’t go for a walk. I’ve got too _______ work to do.
3. How _______ milk does you need?
4. He is so happy, he won _______ money yesterday.
5. How _______ students are there in your class?

Task 2. Complete the sentences with few, little, a few or a little:
1. We’ve got _______ cakes left over from the party
2. With __________ training Bob could do very well.
3. He ate very __________ at lunch.
4. I know _______ places that I could recommend to you

Descriptor A learner
Task 1 •
uses much, many, a lot of correctly;

Task 2 • completes the gaps with appropriate quantifiers;
uses few, little, a few, a little correctly;

• fills the gaps in with quantifiers.

86 ПРОЕКТ

Unit: Our Transport

Learning objectives 6.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics, and some curricular topics
6.UE5 Use questions including questions with whose, how often, how
long and a growing range of tag questions on a growing range of
familiar general and curricular topics
6.W8 Spell most high-frequency vocabulary accurately for a limited
range of familiar general topics and some curricular topics

Assessment criteria •
Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences

• Use questions with whose, how often, how long

• Use tag questions

• Apply correct spelling of most high-frequency vocabulary
Level of thinking Application
skills
Task. Class may be arranged in small groups or pairs depending on the class size as well as
differentiation purposes. The information in the poster as well as the criteria may be adapted by
the teacher.
Produce a poster about an aspect of transport in Kazakhstan and present to class. Give feedback to
your classmates’ posters.

This poster can be about:
 Transport in Kazakhstan as a whole.
 Transport in your town / city.
 The history of railways.
 The story of any types of trains.

You should include:
 3-4 facts;
 creativity;
 use topical vocabulary.

Peer Assessment Sheet

Criteria YES NO

Uses 3-4 facts

Uses creativity

Uses topical vocabulary

Descriptor A learner

• chooses topic for a poster;

• writes some ideas what will be in a poster;

• creates a poster;

• gives few facts;

• uses proper topical vocabulary and grammatically correct sentences;

• spells words accurately;

• presents poster to class;

• assesses other’s posters using peer assessment sheet;

• gives feedback to classmates’ posters.

87 ПРОЕКТ

Unit: Our Transport

Learning objectives 6.S8 Recount some extended stories and events on a limited range of
general and curricular topics
6.R5 Deduce meaning from context on a limited range of familiar general
and curricular topics, including some extended texts
6.R8 Use independently familiar paper and digital reference resources to
check meaning and extend understanding

Assessment criteria •
Retell extended stories and episodes on a given topic

• Identify the meaning and details of the reading texts

• Provide meaning of the words using different reference resources
Level of thinking Application
skills Higher order of thinking

Task. Read the dialogue and tell the main events.

Samantha: Good morning. I had a few questions about buying a bus ticket. Do I need to buy
one In advance?
Agent: You can, but it’s not necessary. You just need to arrive at the Terminal at least an
hour before the scheduled departure time to buy your ticket. Boarding begins about 15 to 30
minutes before departure.
Samantha: Can I reserve a seat?
Agent: No, seating is on a First-come, first-serve basis. I recommend getting there early
during Peak times, but getting a good seat isn’t usually a problem with the Night
service buses.
Samantha: I want to go from Charlestown to Myrtle Beach. Do you know how
many Stops the bus will be making?
Agent: I think that bus makes six stops to pick up passengers En route, but you can check the
schedule to be sure. That doesn’t include Rest stops and meal stops. If you want to make
fewer stops, you can buy a ticket for one of our Express buses.
Samantha: How many bags can I bring On board? I’ll have two big pieces of luggage.
Agent: You’re allowed two bags. The Handler can help you Load them upon boarding, but
you’re responsible for Retrieving them when you get off. Can I help you with anything else?
Samantha: No, thanks.
Agent: Thank you for calling and Have a safe trip.

Give the definitions and explain the meaning of the following words:
1. to arrive
2. reserve
3. luggage
4. schedule

Descriptor A learner

• reads the dialogue;

• tells the main events of the text;

• gives definitions to the words and explains their meanings.

88 ПРОЕКТ

Resources
https://www.englishwsheets.com/
http://www.k5learning.com/

English Grammar – A Complete Guide, from Basic to Advanced


http://learnenglishkids.britishcouncil.org/en/
https://linguapress.com/

Resources


www.englishpractice.com
http://www.englishforeveryone.org/Topics/Verb-Tenses.htm
http://busyteacher.org/
https://listenaminute.com/
esl-lab.com
google pictures

89

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