A collection of tasks for Formative Assessment English Grade 8

A collection of tasks

for Formative Assessment

English

Grade 8

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A collection of tasks for Formative Assessment is designed to assist teachers in planning,
organizing and carrying out Formative Assessment in “English” for the Grade 8 learners. It is
aligned with the Subject Programme and Course plan.
Tasks with assessment criteria and descriptors are samples for assisting teachers in
providing constructive feedback to learners in terms of achievement of learning objectives; to select
and design similar tasks. This document serves as guidance and will allow teachers to adapt, add
and make changes in tasks according to learners’ capacities and requirements.
This collection of tasks is designed for primary school teachers, school administrations,
educational departments’ seniors, regional and school coordinators in criteria-based assessment and
others.
Free access to the Internet resources such as pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing this tasks collection.

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Contents

Term 1 ……………………………………………………………………………………………………………………………… 4
Unit: Our World ………………………………………………………………………………………………………………… 4
Unit: Daily Life and Shopping …………………………………………………………………………………………… 26
Term 2 ……………………………………………………………………………………………………………………………. 40
Unit: Entertainment and Media ………………………………………………………………………………………….. 40
Unit: Sport, Health and Exercise ………………………………………………………………………………………… 48
Term 3 ……………………………………………………………………………………………………………………………. 63
Unit: Reading for pleasure …………………………………………………………………………………………………. 63
Unit: The Natural World …………………………………………………………………………………………………. 72
Unit: Travel and Transport ………………………………………………………………………………………………… 90
Unit: Food and Drink ………………………………………………………………………………………………………… 95
Unit: The World of Work ……………………………………………………………………………………………… 114

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Term 1

Unit: Our World

Learning objectives 8.1.9.1 (8.C9) Use imagination to express thoughts, ideas, experiences
and feelings
8.3.4.1(8.S4) Respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general and
curricular topics

Assessment criteria •
Convey fantasy ideas and experiences including emotions and
senses

• Provide unprepared speech to answer a variety of questions at
sentence level and in conversations with some flexibility

Level of thinking skills Application

Task. Answer the questions about yourself.

1. Are there many people in your world?
2. What can you say about your parents?
3. Who is your best friend?
4. What do you like to do together?
5. Is your friend a good person?
6. Why do you like her/him?
7. What else do you like to do?
8. How do you spend your free time?
9. Do you like music? Which one?
10. Is computer important to you? Why?
11. What do you do with the help of the computer?
12. What is your favourite site?
13. Do you send any e-mails?

Descriptor A learner


presents opinions and ideas;

• gives answers to questions, providing unprepared speech.

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Unit: Our World
Learning objective 8.4.8.1(8.R8) Use familiar and some unfamiliar paper and digital
reference resources to check meaning and extend understanding

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

Level of thinking skills Application

Task. Read the texts and fill in missing words. Use a dictionary or digital methods to trace
meaning of words which you do not know.

a) teacher b) well-dressed c) pilot d) put on e) volley-ball f) subject g) collect h) concert
i) flowerbed j) rap k) sociable l) skiing m) equipment n) football o) smile p) beauty q)
useful r) e-mails

My World
Parents
Hi! I’m Ella. I’m twelve and I live with my parents in Paris. My father is a 1) ___ and my
mother is a Math’s 2) ___. We are very friendly. We like to spend our time together. My father’s
hobby is 3) ___ and we often go to resorts to ski there. It is great especially in summer in the
mountains where we enjoy the nature.

Nature
Do you like nature? Yes? So do I. My mother and I are nature lovers. I like to 4) ___
different unusual leaves and I have several copy- books of them. There are a lot of wonderful
trees around us. All you need is to look attentively around you and see their 5) ___.

Fashion
If you look around, you’ll see a lot of 6) ___ people. Their clothes
are modern. I like fashionable clothes too. I often ask my mother’s
advice what to 7) ___. My eyes are hazel and my favourite colour is
green. Look at me! I have green jeans and blue blouse on.

Music
I think people do love music because they go to the 8) ___. My
father loves classical music and my mom prefers jazz. As for me, my
friends and I adore 9) ___. I think it is the music for young people. I can
listen it for hours. But my mom and dad don’t like it.

Friends
I’m very 10) ___ and I have a lot of friends. We like to go somewhere where we can talk
and play. All my friends adore 11) ___ and we go to the school gym to train there. I’m not a good
volley-ball player. I like to watch this game more than to play myself. We also like to watch 12)
___. The boys of our class won the game yesterday. It was great!

Flowers
I love all the flowers, they are so beautiful. There is a 13) ___ in front of our house. There are
a lot of flowers there. My mother and I planted them. I want the people to 14) ___ looking at
these flowers. My favourite flowers are daisies, lilies, asters. My mother likes zinnias, dahlias,
and petunias.

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School
My school is very big. It is a four-storied building with modern 15) ___. Our classes are large
and light. Our teachers are talented people. They know many interesting things. My favourite 16)
___ is English. We do a lot of things at this lesson. My favou-rite teacher is Mrs. Larson.

Computer
I do have a computer. It is a very 17) ___ thing. You can find a lot of important information
there. I like surfing the Internet, finding beautiful places in the world. I dream of visiting these
places later. My favourite site is “My World”. I often send 18) ___ to my friends.

Descriptor A learner


reads the text;

• checks the meaning of the words in a dictionary;

• completes the sentences with appropriate words.

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Unit: Our World
Learning objective 8.2.1.1 (8.L1) Understand with little or no support the main points in
extended talk on a wide range of general and curricular topics

Assessment criteria •
Identify the main ideas in extended talks with or without
support

Level of thinking skills Knowledge and comprehension

Task. You will hear people talking in five different situations. Choose the best answer A, B or C.
СD1. Tapescript 1.

1. You hear a young girl talking. What kind of family did her grandfather want?
A) a large family with three sisters
B) a family with five brothers
C) a family with some sisters and brothers

2. You hear somebody talking on the radio about modern families. How do most children
feel about their parents remarrying?
A) They like having many people in the family.
B) They have a lot of different problems.
C) They worry that their family is different.

3. You hear a young boy talking. What does he say about his cousins?
A) They are strange
B) They mean a lot to him
C) They are more important than brothers and sisters.

4. You hear a father talking to his daughter. Why is he talking to her
A) He thinks that their family is very boring.
B) He wants her to understand the importance of family.
C) He thinks she does not care about her family at all.

5. You hear a woman talking about her grandmother. How does she describe her?
A) She is the perfect grandmother.
B) She is warm but cold-hearted sometimes.
C) She is kind but hot-tempered.

Transcript
1. When my granddad was a boy, most people had big families. He told me that his best friend
had five brothers and a sister. And of course Gran, you know, his wife, has got three sisters.
So it was very unusual that he was an only child. Granddad says people were a lot poorer
then too. What that meant was he usually had better clothes and toys than the other kids in
his street. That doesn’t mean that he was pleased about it, though. No, Granddad wanted
some brothers and sisters so he could play games at home.
2. Yeah, it’s true, you know? Nowadays families are very different, aren’t they? I mean, there
are so many divorced people, aren’t there? In the school I visited, more than half of the kids I
spoke to told me their parents were divorced. Often the parents had remarried and so children
had new families too. This could be quite good. They told me about their half brothers and
sisters or about stepbrothers and stepsisters. You might think that there were a lot of
problems, but actually most kids loved having larger families.
3. I think it’s great if you’ve got a lot of cousins. My friend Kevin hasn’t got any-that’s strange.

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You know, at Christmas and in the summer holidays, I get together with my cousins James
and Rosie and we have a wonderful time. I suppose that, because I haven’t got any brothers
or sisters, my cousins are really important to me. Maybe if you’re not an only child, you see
things differently. Anyway, I know that my cousins are my family and they care about me,
which is why they mean so much to me.
4. I realize at the moment you think nothing can take the place of your friends and that we are
just your boring family. But you’re wrong. You may think that we’re always criticizing you,
but we only want what’s good for you. Your friends don’t care whether or not you pass your
exams. And later, if they forget about you because something else is more interesting, you
know you’ll come running back to us. You see, that’s why family is so important- we’re
always here for you, and we’ll love you forever.
5. Everyone loves my granny but that doesn’t mean she is perfect. Not at all! In fact, sometimes
she drives me crazy! She’s really warm, you know? A very kind woman and she’ll do
anything for you but she’s hot-tempered too. You know, the littlest thing can make her so
angry. When she’s like that, it’s best to run and hide! But at least she’s not like my friend’s
gran, who’s really cold-hearted sometimes. My gran may not like somebody, but she will
always help them out if they need it.

Descriptor A learner


chooses an appropriate answer;

• completes the task.

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Unit: Our World
Learning objectives 8.2.7.1(8.L7) Recognize typical features at word, sentence and text
level of a growing range of spoken genres
8.5.8.1(8.W8) Spell most high-frequency vocabulary accurately for a
range of familiar general and curricular topics

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

• Write frequently used topic related words correctly

Level of thinking skills Knowledge and comprehension
Application

Task. Listen to the conversation and fill in the gaps.
CD1. Tapescript 2.

Diana’s best friend is Naomi. She is also the happiest person Dom knows. She’s also the happiest
person Dom knows. Her 1) _______, Eric, is the most boring man Dom’s ever 2) ______ and
Charlie thinks he’s got the worst 3)________ ever. Dom’s richest relative is his 4)__________,
Harriet. She’s also got the biggest 5)_________. The owner of the most popular 6) _________ in
town is Rupert. Patrick is Dom’s least favorite 7) _______. He’s 8)________ next birthday and his
9)______ is only 76.

Transcript
CHARLIE: Hello, Dom.
DOM: Oh, hi, Charlie. Are you enjoying yourself?
CHARLIE: Yes, thanks. But I don’t know anyone here apart from you, Jake and Diana.
DOM: Well, who do you want to know about?
CHARLIE: Who’s the woman in the red dress?
DOM: Ah. That’s Naomi. She’s Diana’s best friend from university.
CHARLIE: She’s gorgeous.
DOM: Yes, she is. And she’s the happiest person I know.
CHARLIE: Really?
DOM: And she’s married.
CHARLIE: Oh.
DOM: That’s her husband next to her — the one in the blue suit. His name’s Eric. He’s a colleague
of Jake’s.
CHARLIE: What’s he like?
DOM: Actually, he’s the most boring person I’ve ever met in my life. All he talks about is work,
work, work.
CHARLIE: And he’s got the worst haircut ever.
DOM: Yes, you’re right. I don’t know why she married him.
CHARLIE: Who’s he talking to?
DOM: Oh, that’s Aunt Harriet. She’s our richest relative. It’s quite sad really — she never got

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married because she thought men only wanted her for her money. No one knows how much she
has, but she’s got the biggest house you’ve ever seen and she lives there on her own. She’s a bit
strange.
CHARLIE Yes, she looks it.
DOM: And the guy talking to my brother is Rupert. He’s Jake’s best friend. Do you know a place
called The Bug Bar in Market Street?
CHARLIE: Yes, I’ve been there once or twice.
DOM: Well, he owns it. Apparently it’s the most popular bar in town at the moment. You have to
queue to get in.
CHARLIE: Look, someone’s waving at you.
DOM: Oh no. He’s my least favourite relative. Hello, Uncle Patrick! How are you?
That’s my great-uncle Patrick. He’s 90 next birthday.
CHARLIE: Wow! He doesn’t look that old.
DOM: Yes, well, he’s married to a much younger woman. She’s only 76! Anyway, come with me
and I’ll introduce you to Naomi’s sister. I don’t think she’s married …

Descriptor A learner


infers the meaning of words;

• fills in the gaps with proper words;

• spells the words accurately.

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Unit: Our World
Learning objective 8.4.2.1(8.R2) Understand specific information and details in texts on a
growing range of familiar general and curricular topics, including some
extended texts

Assessment criteria •
Indicate particular facts and parts in reading passage

Level of thinking skills Knowledge and comprehension

Task. Read the text and answer the questions. Give the full answers.

Megan McCarthy is 14. She lives in Leeds.
I’m 14, but I’m 1.83 metres tall. All my friends are shorter than me
and I’m the tallest person in my family. Everyone thinks I’m older than
14. On the bus, they think I’m an adult.
When I started secondary school, everyone stared at me. People were
friendlier and more helpful at primary school. But it’s easier now and
I’ve got lots of mates.
Clothes are always a problem. I usually buy my clothes at a shop
called ‘Long Tall Sally’, but they’re more expensive than ordinary
clothes. Shoes are even worse!
There are some advantages. I play basketball and people say I’m the best player in the school. And
tall people often get better jobs and earn more money!
The most difficult thing is that I’m always different from other people. I just want to be the same
as everyone else. But I’m tall and I’ll always be tall, so I try to accept it and be positive about it.

1. Why is she different from her friends?
2. Do you think she likes being different?
3. What is the great problem which she always faces?
4. Are there any advantages being a tall person?
5. Does she want to be the same height as the other children?

Descriptor A learner


reads the text;

• identifies proper details in the text to answer the questions;

• gives full answers.

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Unit: Our World
Learning objectives 8.2.1.1 (8.L1) Understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
8.5.3.1(8.W3) Write with moderate grammatical accuracy on a
growing range of familiar general and curricular topics
8.6.5.1(8.UE5) Use questions which include a variety of different tense
and modal forms on a range of familiar general and curricular topics

Assessment criteria •
Identify the main ideas in extended talk with or without support

• Demonstrate the ability to write grammatically correct
sentences on familiar topics

• Demonstrate the ability to ask a variety of questions in different
tenses and modal forms

Level of thinking skills Knowledge and comprehension
Application

Task 1. Work with your partner. Ask three classmates about their using the internet. Write your
results into the table
Learners work in a pair. They can make up their own questions.

Taking a Survey
Example:
A: Excuse me; I’m doing a survey about using the Internet.
Would it be OK if I asked you a few questions?
B: Sure. Go ahead.

Name How often do you use the What do you use the If no internet, how
Internet? How much internet for? would you feel?
time do you spend on it?

1

2

3

Task 2. Summarize the information.
I have asked questions to___________________________________________________
_______________________________________________________________________
I have learned that________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Descriptor A learner

Task 1. •
asks different questions to get the information;

• writes classmates’ answers in the table;
Task 2. •
writes a summary of the results;

• provides grammatically correct sentences;

• uses appropriate tense and modal forms in writing summary;

• uses proper topic related vocabulary and spells them accurately.

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Unit: Our World
Learning objectives 8.4.1.1(8.R1) Understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended texts
8.5.2.1(8.W2) Write with minimal support about real and imaginary past
events, activities and experiences on a growing range of familiar general
topics and some curricular topics
8.6.9.1(8.UE9) Use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms in narrative and
reported speech on a range of familiar general and curricular topics

Assessment criteria •
Find main ideas in texts, including extended texts

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

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

Level of thinking Application
skills Higher order thinking skills

Task 1. Read the composition and answer the questions.

Which paragraph:
1. describes her personality and mentions something to illustrate it?
2. says who the person was and how the writer knew them?
3. says how the writer has changed through what they learned from that person?
4. describes the person’s appearance?

A. The person who has taught me the most about life is my grandmother. My parents did a lot of
travelling when I was younger so I spent most of my school holidays with her. She was more than
just a grandmother to me and when she died a few years ago I felt I’d lost a really good friend.
B. She always looked really good for her age. She had wavy grey hair and a big round face. She
was always smiling. She wasn’t very tall and she was a little plump.
C. She was such considerable person. She knew how much I missed my parents so she did
everything she could to make me feel at home. She was also really imaginative and spent hours
telling me stories that she had made up. I’m sure it was because of her that I became writer.
D. But as well as keeping a young boy entertained, she taught me so many important things. I
was very impatient when I was a child and she taught me that good things happened if you could
wait for them. She was such a positive person and she also taught me how to look for the good in
everything.

Task 2. Think of somebody, who has taught you something important or influence becoming the
way you are. Write a composition about him/her. Use the composition you read to help you. But
do not plagiarize.

Criteria for writing:
— give a title to your composition;
— use adjectives for description;
— keep the structure of composition;
— use Past Simple tense;
— express some creative reasoning

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Descriptor A learner

Task 1 •
reads the composition;

• summarizes the main points in the text to identify paragraphs for each
question;
Task 2 •
writes a composition;

• presents ideas clearly in written form;

• expresses some creative reasoning;

• follows the structure of composition;

• demonstrates the correct usage of the Past Simple Tense while
writing;

• uses appropriate adjectives for the description;

• uses proper topical vocabulary;

• uses linking devices to provide a coherent composition.

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Unit: Our World
Learning objective 8.4.4.1(8.R4) Read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular topics

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

Level of thinking skills Knowledge and comprehension

Task 1. Look at the headline in the article. Who is ‘the enemy’, do you think? Read the first
paragraph only and find out.
1. __________________________

Then read about Marilyn Scott’s family. Who is easier to live with, Tom or Harry? Why?
2. __________________________

Living with the enemy

People often say that living with teenagers is worse than living with any other age group.
But is this true? We talked to two parents with teenage children to find out.

Marilyn Scott
Yes, sometimes it is really difficult living with teenagers. But it isn’t only their age, it’s also
the type of people they are. My two sons are completely different. Tom’s easier to live with than
Harry. Harry’s a typical moody fifteen-year-old. He’s a lot noisier and more aggressive than
Tom, and he isn’t as considerate. So he’s much harder to live with. But Harry’s got his good side
too. He is very bright and his exam results are always better than Tom’s.
Tom’s two years older than Harry, so he’s more mature and less stubborn than his brother.
He is also a bit more patient and can be very helpful when he wants to be. But he’s got bigger
problems at school. He is as intelligent as Harry, but he is much lazier and his exam results are
always worse than his brother’s. Harry wants to be a pilot when he leaves school, but Tom
doesn’t know what he wants to do.
In some ways I’m a bit more worried about Harry because he is not as happy as Tom. But I
also worry about Tom because he has not got any plans for his future. Yes, life is hard living with
teenagers, but I’ll miss them when they leave home.

Task 2. Read the article again. Tick the true sentences. Correct the false sentences and explain
answers.
1. Marilyn’s two sons are quite similar.
2. Harry is doing badly at school.
3. Harry knows which job he wants to do.
4. Tom doesn’t study very hard.
5. Tom isn’t very ambitious.
6. Marilyn is only worried about Harry.

Descriptor A learner

Task 1 •
reads the text and answers detailed questions to the reading;
Task 2 •
puts a tick next to the true sentences;

• gives explanation to false sentences and corrects them.

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Unit: Our World
Learning objectives 8.4.1.1(8.R1) Understand the main points in texts on a limited range of
unfamiliar general and curricular topics, including some extended texts
8.4.8.1(8.R8) Use familiar and some unfamiliar paper and digital
reference resources to check meaning and extend understanding
8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with some
support on a range of general and curricular topics
8.5.8.1(8.W8) Spell most high-frequency vocabulary accurately for a
growing range of familiar general and curricular topics

Assessment criteria •
Find the main ideas in texts

• Demonstrate the ability to use a dictionary or digital methods to
trace meaning and extend vocabulary

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

• Write frequently used topical words correctly

Level of thinking Knowledge and comprehension
skills Application

Task 1. Put the adjectives in the box into the two lists. If necessary, use a dictionary to help you.
Can you add a few more adjectives to each list?

sensible disorganized smart tall cheerful handsome
wavy plump honest slim scruffy lazy

Personality Appearance

Task 2. Read the email below. What does Olivia talk about in the:

• first paragraph? _________________________________________________

• second paragraph? ______________________________________________

• third paragraph? ________________________________________________

• fourth paragraph? _______________________________________________

• fifth paragraph? _________________________________________________

Hi Grace,
1. You missed a great party on Friday. Everyone was there, and we all missed you so much. The
food was great and the music was brilliant. I don’t think I’ve ever danced so much in my life.
2. Anyway, let me give you the gossip before anyone else does. I met a really interesting guy at
the party. His name’s Harry and he’s from Toronto. I’ve never met a Canadian before. He’s in his
last year at school and he’s over here visiting his cousin for the summer holidays.
3. But let me get to the interesting part. Harry must be the best-looking guy I’ve ever met. I mean
he’s gorgeous. He’s average height. The first thing that caught my attention was his amazing blue
eyes. They’re bright blue, like the colour of the ocean you see in those holiday postcards. I’m not
exaggerating, honestly. His nose is quite small. He’s got a great smile too. It’s warm and friendly
and you can’t help liking him immediately when he smiles at you.
4. But of course, the most important thing is that he’s a very nice guy too. He’s a very charming

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person and he made me feel good about myself. He said loads of nice things about me, which is
always going to help you like someone, isn’t it? But he’s not just one of these guys who says
things without meaning them. He came across as really being interested in me. I told him all
about my problems with Lucy and he really listened. He was so sympathetic and he gave me
some good advice too. Now, you don’t meet a guy who listens like that every day.
5. Well, the bad news is that he’s going back to Canada next week and I don’t think I’ll see him
again. We said we’d email but you know how these things go. Never mind. It was just nice to
have met someone so kind. Give me a call later.
Love, Olivia

Task 3. Write a description and tells about person’s behaviour.
1. How does Olivia describe Harry’s eyes and smile? Write similar descriptions of
someone’s:

• hair

• build

2. Look back at paragraph four and find two examples of the person’s behaviour.

Task 4. Write an email to a friend and tell him/her about a person you have met recently.

Criteria for writing:
— write a plan for your email (what each paragraph will be about);
— use adjectives for your email;
— spell the topic vocabulary correctly;
— proof-read you email (grammar and spelling).
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Descriptor A learner

Task 1 •
puts words into two columns according to the meaning of words;

• checks the meaning of the words in dictionary;

• adds a fe adjectives for each column;
Task 2 •
reads the email;

• summarizes information of each paragraph;

• writes the meaning of each paragraph;
Task 3 •
writes description of someone’s hair;

• writes description of someone’s build;
Task 4 •
writes a plan for his/her email (what each paragraph will be about);

• conveys ideas clearly;

• uses appropriate linking words;

• spells the topic vocabulary correctly;

• uses adjectives for the email;

• follows the email structure;

• proof-reads his/her email for grammar and spelling errors.

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Unit: Our World
Learning objective 8.6.15.1(8.UE15) Use infinitive forms after a limited number of verbs
and adjectives use gerund forms after a limited variety of verbs and
prepositions use some prepositional verbs and begin to use common
phrasal verbs on a growing range of familiar general and curricular
topics

Assessment criteria •
Differentiate between usage of infinitive and gerund forms after
a limited variety of verbs, adjectives and prepositions

• Use some prepositional verbs and common phrasal verbs in
context

Level of thinking skills Application

Task. Make up 10 sentences about your hobby using infinitive or gerund. Use phrases below.

1. I would like you…
2. All my friends are interested in…while I am keen on…
3. I spend a lot of time ….
4. I am good at…..
5. It is always interesting …
6. I was excited with …
7. It is always important …
8. … is boring and I hate……
9. I like …. and promise …
10. Don’t be afraid of…

Descriptor A learner


uses infinitive and gerund in practice;

• completes the sentences.

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Unit: Our World
Learning objectives 8.5.7.1(8.W7) Use with minimal support appropriate layout at text
level for a range of written genres on familiar general and curricular
topics
8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax
to talk about a growing range of general topics, and some curricular
topics
8.1.3.1(8.C3) Respect differing points of view

Assessment criteria •
Write paragraphs keeping the layout and format

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

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

• Comment on others’ opinions using polite lexical vocabulary

Level of thinking skills Application
Higher order thinking skills

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Task 1. Fill the table. Write down information about yourself in given places (6 of them). Then
put headings on each section.

Task 2. Make up 5 questions using the table. Interview your classmate.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Task 3. Analyze peer’s answers for some time, and then answer to reflective questions in a form
Think-Pair-Share.
1) Who or what makes you be the way you are?
2) Why do you have that hobby? Who says to do so?
3) Why do you have that style of clothing? Who says to do so?
4) Why do you have those belongings not others? Who says to do so?

Descriptor A learner

Task 1 •
fills in the tables with appropriate information;

• writes the right heading;

Task 2 •
makes up 5 questions for the interview;

• interviews classmates using prepared questions;

• uses proper topical vocabulary;
Task 3 •
makes judgment about different opinions;

• answers the questions;

• presents his/ her opinion about peer’s answers.

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Unit: Our World
Learning objectives 8.1.5.1(8.C5) Use feedback to set personal learning objectives
8.5.7.1(8.W7) Use with minimal support appropriate layout at text
level for a range of written genres on familiar general and curricular
topics
8.6.16.1 (8.UE16) Use a growing variety of conjunctions including
since, as to explain reasons and the structures so … that, such a… that
in giving explanations on a range of familiar general and curricular
topics

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

• Write a text keeping the layout and format of a given genre
with a little support

• Give reasons and explanations on familiar topics using since,
as, so … that, such a … that

Level of thinking skills Application
Higher order thinking skills

Task. Ask you classmate what he or she thinks about your progress in studies. Then use the
questions as plan for your answers. Use conjunctions in your speech and written task. Write a
reflection for your studies and set new personal learning objectives.

♦ Where am I going? (What are the goals?)

♦ How am I going? (What progress is being made towards the goal?)

♦ What should be next steps? (What activities need to be undertaken to make better progress?)
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________

Descriptor A learner


asks questions to classmates;

• illustrates the ability to express ideas clearly;

• uses appropriate layout in writing reflection;


expresses opinion using a variety of conjunctions.

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Unit: Our World
Learning objective 8.2.3.1(8.L3) Understand with little or no support most of the details
of an argument in extended talk on a wide range of general and
curricular topics

Assessment criteria •
Recognise detailed of an argument in extended conversation
with or without support

Level of thinking skills Knowledge and comprehension

Task 1. You will hear five different people talking about their hobby. For Speakers 1-5, choose
from the list (A-F) the reason why do they do their hobby. Use the letters only once. There is
one extra letter which you do not need to use.
CD1. Tapescript 3.

Speaker 1 … A. It will help me get a well-paid job.
Speaker 2… B. It stops me forgetting special times.
Speaker 3… C. It teaches me to think carefully before doing
something.
Speaker 4… D. It is a good way to meet people.
Speaker 5… E. It makes me a better student.
F. It is a creative thing to do.

Transcript
Speaker 1
I love swimming. I’ve been going to a swimming club since I was five and it’s really special to
me. The reason I think that this is such a special sport is that it’s trained my body and my mind.
Swimming has kept me fit, but I believe it’s also helped me to think more clearly. You know
the saying, ‘a healthy body means a healthy mind?’ Well, it’s completely true. I’m sure my
schoolwork is better because I am a healthy person.
Speaker 2
I’m in the school gymnastics team and we’re doing really well this year-we won the cup in
June. It is great to win and you feel good, but the main reason I do gymnastics is to keep fit-I’m
always trying to improve my body. I’ve also got to know a lot of people in the team too. When
we’re not training, we usually hang out together, so I guess you could say gymnastics is also my
social life. The only problem I have is that sometimes we have to do extra training and I find it
hard to do that and my homework too.
Speaker 3
I belong to an after-school club and we play chess twice a week.
It’s great because it’s a game where you really have to use your brain. Some of the members of
the club are older than me and they’re very nice to me. They’ve taught me some new moves and
my game has really improved. You have to think locally to play the game. Which is good
because I think it’s training me to think in the right way and plan things properly. For example,
I find that I get on much better with my brother now. We don’t fight like we used to as I think
twice before losing my temper.
Speaker 4
Oh, I love collections. I’ve been a collector ever since I can remember. When I was little it was
teddies and Barbie dolls, and then as I got a bit older, I started collecting stamps and postcards.
I’ve got a huge collection of stamps-all my family and friends save them for me. And I always
buy cards when I go on holiday. It’s a lovely way to remember a holiday. Whenever I take them
out of their box and look at them, all these memories just come rushing back. When I finish
school, I’m going to travel around the world and add to my collections. That’s what collecting
is to me-a way to remember.
Speaker 5

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Photography is my hobby. I can’t even remember the first time I picked up a camera. I think
taking pictures is something I’ve always done. I know a lot of people take pictures as a way to
remember good times and places but I don’t think that’s why I do it. No, It’s the creativity I
enjoy. I like making something. Each photo is a picture with a story. You know, it’s art. There
are feelings recorded in that picture and there’s the skill of being able to take a good photo. One
day I’d like to be a professional photographer.

Descriptor A learner


chooses the right information;

• completes the task correctly.

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Unit: Our World
Learning objectives 8.1.8.1(8.C8) Develop intercultural awareness through reading and
discussion
8.3.3.1(8.S3) Give an opinion at discourse level on a wide range of
general and curricular topics
8.3.1.1(8.S1) Use formal and informal registers in their talk on a
growing range of general and curricular topics
8.6.3.1(8.UE3) Use a growing variety of compound adjectives and
adjectives as participles and some comparative structures including not
as…as, much …than to indicate degree on a range of familiar general
and curricular topics

Assessment criteria •
Read and discuss about cultural diversity

• Provide a point of view in conversations and discussions

• Apply the difference between formal and informal speech in a
talk

• Apply the rule for compound adjectives and adjectives as
participles and some comparative structures

• Use as … as, much … than to indicate degree

Level of thinking skills Application
Higher order thinking skills

Task 1. Answer these questions. Compare different houses of different cultures and express your
opinion. Do not forget to use the correct form of the adjective comparison.
Teacher can organize learners’ work in pairs.
Useful phrases:

— Where did Kazak people live in the past? I think to live in a … is very…

— Who might live there or might have lived I would never like to live in ….
there? I would rather prefer to live in a … than in

— Why do you prefer that type of house to a….
another? I would never like to live in a…

— Would you like to live in such a house? I can’t stand living in a…

There might be some problems such as….
In such types of houses it is very difficult
to …
Task 2. Find out more interesting facts about houses of different cultures using degrees
of comparisons.

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1. Which of the houses is _____________________________________________ (interesting)?
2. Which of them is _____________________________________________________ (heavy)?
3. Which of them is _______________________________________________________ (light)?
4. Which of the houses is ___________________________________________ (noisy) to live?
5. Which of the houses is ________________________________________________(strange)?
6. Which of houses is __________________________________________ (romantic) to live in?
7. Which of the houses is _____________________________________ (comfortable) to live in?
8. Which of the houses is ______________________________________ (dangerous) to live in?
9. Which of the houses ______________________________________ (inconvenient) to live in?

Descriptor A learner

Task 1 •
answers the questions;

• uses useful phrases in speech;

• compares different type of houses;

• expresses his/her opinion on topic;
Task 2 •
uses appropriate form of comparative adjectives;

• presents opinion clearly.

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Unit: Daily Life and Shopping

Learning objectives 8.2.7.1(8.L7) Begin to recognize typical features at word, sentence and
text level of a limited range of spoken genres
8.2.1.1 (8.L1) Understand with little or no support the main points in
extended talk on a wide range of general and curricular topics

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

• Identify the main ideas in extended talk

Level of thinking skills Knowledge and comprehension

Task 1. Listen about Graham Grant. Fill in the gaps with no more than three words.
CD1. Tapescript 4.

In Britain people want to try more 1______________________________in their lives. In
Japan most jobs are for life. The children start to work hard 2_______________when they leave
primary school.
The atmosphere in Junior high school is less relaxed and 3________________.There are about
forty students in each class and discipline is 4___________________. Japanese students don’t
ask questions because it’s considered rude to 5_____________________. They go to extra
classes in the evening and they have 6_______________________hours homework every night.

Task 2. Define whether the sentences TRUE or FALSE. Put a tick in right column.

TRUE FALSE

1 In Japan people usually have one job for the whole life.

2 Japanese students leave primary school and move to
Junior high school when they are 10 years old.

3 Students ask questions if they don’t understand the
teacher.

4 English schoolchildren don’t go to school on Saturday.

5 Japanese students have club activities during their
holidays.

6 Japanese students feel bored at school and they don’t
like club activities

Transcript
Today we have with us Graham Grant. Graham is now working in England teaching Japanese
after two years teaching English in Japan. We want to find out from him about life in a Japanese
school.
— Graham we all know education is important in every country but they say that in Japan it is
even more important, is this true?
— Well, yes I think it is true for lots of reasons, but I think there is one main reason.
— What is that?
— It’s the Japanese attitude to jobs.
— Surely a good job is important to most people
— Yes of course, but in this country, Britain for example, many people expect to and perhaps
want to try more than one job in their lives. You can try lots of things until you find the right job.
In Japan it’s different, most jobs are for life. People usually stay with the same company from the
time they leave school or University until they retire. So the children must do well at school to get

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a good job when they leave, because after that it’s too late.
— Doesn’t this mean they have to work hard?
— Yes it does. The hard work starts at twelve when they leave primary school and move to
Junior high school.
— What happens then?
— Well, the atmosphere is different from Primary School, it’s less relaxed and more
competitive. There are about forty pupils in each class and discipline is quite strict. The pupils sit
in rows and before each lesson they stand up and bow to the teacher, just as all Japanese people
bow to each other when they meet. Politeness and respect are very important in Japan. The
teacher talks, the children listen and take notes. They don’t ask questions, it’s considered rude to
question a teacher.
— It sounds different to many English schools.
— Yes it is. And another difference is that they go to school on Saturdays too, so they have
six days of school a week. They also go to special extra schools in the evening, so they are busy
most of the time and they have three or four hours homework every night.
— They must love the holidays.
— Yes they do, but they don’t have much holiday. They go back to school because that’s
when they have club activities: sport clubs, art clubs, and English clubs.
— This is all really interesting Graham but it’s time for a final and important question: Do
they like school?
— Well, yes that’s a question I often asked them and they all said the same: yes we like
school because we have no time to be bored and we love all the club activities.
— Very interesting I think English schools could learn something from Japan. Thank you for
talking to us Graham. I must ring home now and check my daughter is doing her homework and
isn’t watching television.

Descriptor A learner

Task 1 •
writes missing words;

• spells the words correctly;

• completes the task;

Task 2 •
defines sentences for True and False statements;

• puts a tick in appropriate column.

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Unit: Daily Life and Shopping
Learning objective 8.4.2.1(8.R2) Understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including some
extended texts

Assessment criteria •
Find particular facts and parts in reading passage

Level of thinking skills Knowledge and comprehension

Task. Read the text.

Shopping plays an important role in people’s life. Everyone needs food and clothes. Children
can hardly live without toys, books, puzzles, pencils and balls. Teenagers are obsessed with
gadgets, jeans and sunglasses. Males adore cars, watches, TV and music devices, sport and
fishing facilities. Females love dresses, accessories, cosmetics, jewelries, and perfume. All that
can be purchased in supermarkets, boutiques, or shopping centers.
Shopping is a money matter. Every item of goods has an individual price, which depends on
the goods quality. However, the place where it is exposed for selling can also influence the price.
Supermarkets usually offer mass consumption products. The cheapest meat, cheese, drinks,
culinary products, fruits and vegetables can be bought there. Expensive brand garments,
accessories, jewelries and souvenirs are usually exposed in boutiques and modern shopping
centers. Such places are very popular in the periods of season discounts.
Many people believe that shopping is one of the household duties. It is necessary to plan
finances and control them while shopping. But shopping can be an enjoyable activity held in a
trading and entertainment center. This is a possibility to buy the necessary things and have good
time with friends or family members.
Moreover, purchases for special occasions are very pleasant and involving. They help to
recover from everyday stress and have a healing effect. Modern shopping centers offer a relaxing
atmosphere with such entertainment as cinemas, cafes, spa, and children playing grounds.
Communication with friends and family members can make the shopping amazing! Colorful
shopping bags and good memories bring happiness and satisfaction.

Define the sentences as True (T) or False (F) and write.
1. Men and women enjoy buying different things. ___
2. The price of the goods can depend on the place where they are sold. ___
3. Boutiques and modern shopping centers do not have any discounts. ___
4. Shopping can have a healing effect. ___
5. Modern shopping centers offer a great choice of goods but no additional entertainment
such as cinemas, cafes, spa and children playing grounds. ___

Descriptor A learner


reads the text;

• defines the information as True and False and writes T or F next
to the each sentence.

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Unit: Daily Life and Shopping
Learning objective 8.2.3.1(8.L3) Understand with little or no support most of the detail of
an argument in extended talk on a wide range of general and curricular
topics

Assessment criteria •
Identify detail of an argument in extended conversation with
some or no support

Level of thinking skills Knowledge and comprehension

Task. Listen to the dialogue and completes the sentences. Choose the correct answer. It can be
more than one answer for the question.
CD1. Tapescript 5.

1) Diego says he buys ______.
A) more than he should
B) just what he needs
C) things on sale
2) He tries to _____ traveling.
A) save his money for
B) shop only when
C) do lots of
3) She says her boyfriend ______.
A) bought her lots of stuff
B) was good at shopping
C) knew what he wanted
4) What else does she say about him?
A) They were a bad combination.
B) He used his credit card too much.
C) They were in Austria together.
5) They talk about buying ______ .
A) computer goods
B) clothes
C) furniture

Transcript
Silvia: So Diego, you’ve asked me about shopping, but what about you?
Diego: I think that now I have to pay for everything myself I’m a much more conservative
shopper so I only buy strictly what I need.
Silvia: And that’s all.
Diego: I think so, yes.
Silvia: But do you have anything that you can’t resist not buying?
Diego: Well, I try to save most of my money because I like to travel. Instead of going shopping, I
try to save as much as I can, and then when I’m traveling, I can do whatever I want and worry less
about money, so that’s where … I mean if I have to say like what is the thing I shop the most, I
would say it’s trips. Like I spend most of my disposable income in travels.
Silvia: That’s weird because you know I had a boyfriend. He loved to shop. He would shop more
than I, I think.
Diego: Wow!
Silvia: Really good at shopping. We would go to a store, and I really take my time and he will
just point, like just this, this, this, this. Try it on. And they will fit it and they were nice. Ok. Let’s
go. He was an experienced at shopping. What do you think about that?
Diego: Well, I think it’s a very bad combination because if you’re a big shopper and he’s a big
shopper, you’re a bigger shopper together.

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Silvia: I know. Actually, everyone used to bother us. We were studying in Austria for two months
and every time we went out just to the store to get, I don’t know, milk or whatever, we will end up
coming back with bags of stuff. We would just go out for walking around, and every time we
ended up with some bag from shopping.
Diego: Yeah, and you know, shopping is like a really bad cycle because once you buy something
you have to buy another thing, and then another thing, and another thing. Like if you buy a new
computer, you need a new mouse, and then you need a new webcam, and the big speakers and so
on I think with girls it’s the same thing.
Silvia: But with clothes.
Diego: Yes, but with clothes.
Silvia: We need the bag and the shoes and the belt.
Diego: And one thing gives you another excuse to buy another thing.
Silvia: Yeah, that happens to me often actually.
Diego: OK, so maybe you should stop using your credit cards.
Silvia: Yeah, maybe.

Descriptor A learner


chooses the right information to complete the sentences;

• chooses more than 1 answer for the questions.

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Unit: Daily Life and Shopping
Learning objective 8.4.6.1(8.R6) Recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts

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

Level of thinking skills Knowledge and comprehension

Task. Read the text.

You Are What You Wear

Would you ever wear shorts and a T-shirt to a wedding? Would you think about wearing a
bikini to work? Of course you wouldn’t, unless you are a little crazy. If you don’t want to look
strange, it is important to wear the right clothes for the right occasion. There are basically four
different kinds of clothes that you can wear: formal, professional, casual, and stylish.
When it comes to wearing formal clothes, for example, to a wedding or to a performance
like the opera or ballet, women should wear a nice dress and some jewelry. For men, it should be
a dark suit with a tie. If the occasion is a funeral, people usually wear black. For a very formal
occasion women should wear an evening gown and men a tuxedo. A very formal event would be
something like a charity ball or a fancy party for a high government official.
A professional outfit for a woman might be a skirt and a nice blouse. For a man, it would be
either a suit and tie or pants with a jacket and tie. Professional clothes shouldn’t be very colorful
or have any details that could make you look like you are not being serious. You should wear
clothes like these to work, to meetings and interviews, or to business lunches and dinners.
Casual clothes are more fun to wear. For casual occasions both men and women can wear
jeans, sweaters, or anything they feel comfortable in. Casual clothes might also express
something about your personality or your interests. For example, they might have on them the
logo of your favorite sports team or the name of a city that you have traveled to. These clothes
can be worn in any places where it is all right to just be comfortable. In addition, some businesses
now have something called ‘casual Friday’ or ‘dress down Friday’: one day each week on which
employees can wear causal clothes to work.
Stylish clothes are clothes that are fashionable and that make you look great. Styles change
every year, so it can be hard for both men and women to know what to wear to look stylish. The
best idea is to take a look at some fashion magazines or to see what celebrities are wearing on
TV. Or, be brave and create your own style! The best places to wear stylish clothes include
restaurants, nightclubs, and parties.
It isn’t easy to dress well. For some people, it can even be stressful. Why can it be so
stressful? Well, rightly or wrongly, many people believe the saying that you are what you wear.

Summarize the text by completing the mind map.

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Descriptor A learner


reads the text;

• summarizes the text and completes the mind map with the
information from the text.

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Unit: Daily Life and Shopping
Learning objectives 8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular topics
8.1.1.1(8.C1) Use speaking and listening skills to solve problems
creatively and cooperatively in groups
8.1.3.1(8.C3) Respect differing points of view

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

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

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

• Express respect to others’ opinions using polite lexical units

Level of thinking skills Application
Higher order thinking skills

Task. Teacher should write ‘clothes styles’ on the board. Learners should brainstorm the ideas
on the question: ‘What styles of clothing can they come up with?’
Teacher writes learners’ answers: formal, informal, smart, casual, business, black tie, white tie,
street

You get a situation according to which you should dress your person. Discuss these questions
with your partner.
Think about:

• Who your character is (sex, age, social status).

• What occasion it is (formal/informal).

• What clothes that person should wear and why.

Descriptor A learner


presents different ideas on topic;

• uses appropriate subject-specific vocabulary in a talk;

• uses grammatically correct sentences;

• discusses questions with a partner.

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Unit: Daily Life and Shopping

Learning objective 8.4.3.1(8.R3) Understand the detail of an argument on a range of
familiar general and curricular topics, including some extended text

Assessment criteria •
Identify details in a given argument related to the topic

Level of thinking skills Knowledge and comprehension

Task 1. Match the words (1–7) with their synonyms (a–g).
1 claim a ranked
2 view b found
3 discovered c wearing casual or less formal clothes
4 dressing down d a set of clothes
5 upsides e say
6 outfits f look at
7 rated g benefits

Task 2. Read the article. Mark the sentences as True or False.

Researchers claim that people who dress differently get more respect from others. Silvia
Bellezza and two professors looked at how we view the social status and competence of people
who do not dress ‘normally’. They discovered that the more strangely people dress, the more
respect they get. People thought that those with ‘weirder’ fashion were more unique. Many
people believe that dressing down is a sign of confidence. Ms. Bellezza said: ‘If you’re willing to
deviate, there are upsides.’
Bellezza’s experiments tested how people reacted to non-standard dress. In one, people in
different types of clothes shopped at expensive boutiques in Milan. One group wore casual sports
clothes, while the other were dressed in expensive-looking outfits. The sales assistants thought
the ones in the sportswear were the bigger spenders. In another test, students rated an unshaven
professor in a T-shirt above a professor wearing a suit and tie. Bellezza says that well-known
CEOs who dress down and wear jeans and sneakers may have changed how we think. In
particular, Facebook CEO Mark Zuckerberg’s wearing of hoodies and the late Steve Jobs’
trademark jeans, sneakers and polo neck tops.

1. People thought those who dressed weirdly were unique. _____________
2. The study showed that dressing down was not a sign of confidence. _____________
3. One experiment looked at how sales assistant in Milan see other people. _____________
4. A group of people in sportswear were thought to be bigger spenders. _____________
5. Students ranked a professor in a suit higher than one in a T-shirt. _____________

Descriptor A learner

Task 1 •
matches the words with their synonyms;

Task 2 •
reads the article;


marks sentences True and False.

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Unit: Daily Life and Shopping
Learning objectives 8.3.6.1(8.S6) Link comments with some flexibility to what others say
at sentence and discourse level in pair, group and whole class
exchanges
8.6.16.1 (8.UE16) Use a growing variety of conjunctions including
since, as to explain reasons and the structures so … that, such a … that
in giving explanations on a range of familiar general and curricular
topics
8.5.3.1(8.W3) Write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics

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

• Give reasons and explanations on familiar topics using since,
as, so … that, such a … that

• Demonstrate the ability to write grammatically correct
sentences on familiar topics

Level of thinking skills Application

Task 1. Ask only five questions about your partner’s daily life:

• his/her age

• job

• studies

• journey to school

• routine and evening pastimes.
Gather the whole information about your partner into the short comments.

Task 2. Write “A Day in the Life” of your partner. You should use the information you got from
your partner as a springboard, but you should use imagination and powers of empathy to fill in
details you don’t know. You should try to imagine what life is like for your partner and how
he/she feels about his/her life.

Task 3
When you have finished you should give your descriptions to your partner, read the description of
his/her life and then ask/tell your partner if it is a good description of his/your everyday life.

Descriptor A learner

Task 1 •
makes up and asks 5 questions about partner’s daily life;

• answers partner’s questions;

• illustrates the ability to express ideas clearly;
Task 2 •
writes a short paragraph about partner’s life, using
grammatically correct sentences;
Task 3 •
reads the description to his/her partner;

• finds out the opinion of his/her partner about the description;

• expresses own opinion on description about his/her activity.

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Unit: Daily Life and Shopping
Learning objectives 8.4.2.1(8.R2) Understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including some
extended texts
8.6.12.1(8.UE12) Use comparative degree adverb structures not as
quickly as / far less quickly with regular and irregular adverbs; use an
increased variety of pre-verbal, post-verbal and end-position adverbs
on a range of familiar general and curricular topics

Assessment criteria •
Find particular facts and parts in reading passage

• Apply regular and irregular adverbs in a context

• Use comparative degree adverbs not as quickly as/ far/less
quickly

• Use pre-verbal, post-verbal, end- position adverbs
Level of thinking skills Knowledge and comprehension
Application

Task 1. Read the excerpt from a discussion between the professor of a business class and a guest
speaker. Notice the words in bold. Read each statement. Teacher should pay attention to the
usage of comparative degree adjective/adverb structures

Online Reviews: ★ or ★★★★?

Professor: So, Dennis, what changes have you seen in marketing recently?

Dennis: Well, as you know, customers love to post online reviews of products these days.
These reviews are now just as important as traditional advertising. Maybe even
more important. TV advertising is as useful as it was before, of course. On the
other hand, newspaper ads are much less effective than they used to be.

Professor: Hmm. That’s interesting. . . . I’ve spoken to some marketing people who aren’t as
positive as you are about online reviews.

Dennis: Really? I’m surprised. There are certainly some concerns with online reviews. For
example, satisfied customers are less likely to write reviews than people who
have had a problem. This means there might be more negative reviews than
positive ones. But online shoppers are wiser now. A few negative opinions are
not as harmful as they used to be. Also, the positive reviews can be as valuable
as ads. If a customer loves a product, he or she will endorse it just as
enthusiastically as a TV ad does!

Circle TRUE or FALSE.
1. Dennis thinks that online reviews are not very important in marketing. TRUE FALSE
2. Newspaper ads used to be more effective. TRUE FALSE
3. Some marketing people have a negative opinion of online reviews. TRUE FALSE
4. Customers with problems are more likely to write online reviews. TRUE FALSE
5. Online shoppers won’t buy a product if they see a negative review. TRUE FALSE
6. Positive online reviews aren’t very valuable. TRUE FALSE

Task 2. Complete each sentence with as…as and the words in brackets. You should change
words in parentheses into adverb.

1. I drive____________________ (careful) as you do.
2. Mark plays the guitar_________ (good) Nancy does.
3. He shops online__________________ (frequent) I do.

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4. Microwave ovens work_____________ (good) regular ovens.
5. Motorcycles go __________ (fast) cars.
6. A smartphone send messages _________ (quick) a laptop.
7. My mother speaks English __________ (good) my father.
8. Gabi goes shopping ___________ (often) Linda.

Task 3. Rewrite each sentence with the word(s) in parentheses.
1. My son visits us less frequently than my daughter. (not as . . . as)
2. Tom doesn’t run as fast as Steven. (less)
3. This old fan does not work as efficiently as the new fan.(less)
4. Adam exercises less frequently than he used to. (not as . . . as)
5. The new tablet doesn’t start up as quickly as the old one. (less)

Descriptor A learner

Task 1 •
reads the text;

• circles True and False for the sentences;

• uses as … as in each sentence;
Task 2 •
changes words in parentheses into adverb;

• completes sentences with as … as and adverb correctly;
Task 3 •
changes sentences using comparative degree adverb structures
correctly;

• rewrites sentences.

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Unit: Daily Life and Shopping
Learning objectives 8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular topics
8.5.6.1(8.W6) Link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general topics
and some curricular topics
8.5.9.1(8.W9) Punctuate written work at text level on a range of
familiar general and curricular topics with growing accuracy
8.1.4.1(8.C4) Evaluate and respond constructively to feedback from
others

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

• Connect sentences into paragraphs with basic connectors and
linking words

• Insert punctuation marks into a written text accurately

• Analyze given feedback

• Form opinion and give constructive answers to feedback

Level of thinking skills Application
Higher order thinking skills

Task 1. Explain: What do you do on a normal day?

Task 2. Write down five things you think your partner would do if he/she had an extra day in the
week. When you have finished writing your sentences you should read them to your partner, for
example: “If you had an extra day, I think you’d spend more time with your family.” Your
partner should say whether the sentence is right or not.

Teacher writes the following question on the board: ‘If you had an extra day in the week, what
could you do?’ Keep learners in the same pairs and ask them to write down five things they think
their partner would do if they had an extra day in the week. After reading these sentences in pairs
teacher should get feedback from the whole class and then ask learners if they would do any of
the activities on their extra day.

Task 3. Write a composition which starts with the words: “If I had an extra day in the week I
could …”Pay attention to punctuation marks in your written text. Check partner’s composition
and give feedback.

Descriptor A learner

Task 1 •
answers the questions providing information about activity;

• gives examples;
Task 2 •
writes 5 things that his/her partner would do in an extra day;

• makes up correct sentences about his/her partner’s activity;

• reads these sentences to his/her partner;

• gives constructive feedback to the sentences;

Task 3 •
writes a composition;

• starts sentences with the given words;

• uses topic related words correctly;

• uses linking words;

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• inserts punctuation marks and capitalization into the
composition;

• proof-reads the text;

• gives feedback to partner’s work.

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Term 2

Unit: Entertainment and Media

Learning objectives 8.2.6.1(8.L6) Deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics
8.3.6.1(8.S6) Link comments with some flexibility to what others say
at sentence and discourse level in pair, group and whole class
exchanges
8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular topics
8.1.4.1(8.C4) Evaluate and respond constructively to feedback from
others

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

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

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

• Analyze given feedback

• Form opinion and give constructive answers to feedback

Level of thinking skills Application
Higher order thinking skills

Task 1. Name the activities shown in the pictures and discuss the answers with a partner.

Answer the questions:
• What forms of entertainment are available where you live?
• What forms of entertainment are popular with young people in your country?

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• What kind of things do you usually do when you go out with friends? Why?
• Do you think young people today spend too much money on entertainment?

Task 2. You will hear short conversations. After each conversation you will be asked 1 question
according to the recording. You should choose the right answer among three pictures from Task1.
CD1. Tapescript 6

Task 3. Write a short passage about entertainment in your hometown.
Teacher writes the below phrases on the board and encourages learners to use them.

• There aren’t many ways to entertain yourself

• There are many things you can do…

• I would say that young people…

• I wouldn’t say that…

• I think that older people….

• …..and… are very popular because…

Criteria for writing:
— write a plan for your passage
— use Present tenses
— convey your fantasy ideas
— proof-read you passage (grammar and spelling)

Task 4. Share your ideas with partner. You need to comment on your partner paragraphs.
Teacher asks a few learners to share with the class their opinion of their partners’ work.

Descriptor A learner

Task 1 •
names the activities on the pictures;

• asks and answers the questions;

• expresses his/her opinion about the activities;

• discusses the answers with the partner;
Task 2 •
chooses an appropriate picture form Task 1;

Task 3 •
writes a plan for passage about entertainment;

• uses given phrases in writing;

• uses Present tenses;

• conveys fantasy ideas;

• checks the work for grammar and spelling errors;

Task 4 •
expresses own ideas on topic to the partner;

• provides feedback to partner’s work.

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Unit: Entertainment and Media
Learning objective 8.4.2.1(8.R2) Understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including some
extended texts

Assessment criteria •
Identify particular facts and parts in reading passage

Level of thinking skills Knowledge and comprehension

Task. Predict the text. Then read the text.

Cave People coming our way

A new reality TV show called Cave People will be on our
screens next year. Twelve celebrities (their names won’t be
revealed before the programme actually starts) will be taken to a
place somewhere in the mountains of Wales.
They will live in a cave, with no modern equipment or food at
all, although each star will be allowed to take one personal item.
The star will be filmed 24 hours a day-hunting for animals in the
nearby forest, looking for wood and learning to make fire. Six
times a day, there will be clips on TV showing the most interesting
scenes. Viewers at home will vote each week for the person who
has to leave.
The star who survives all this will pick up 1,000,000 pounds for charity and a recording
contract for a CD.

Answer the questions.
1. Who will be the contestants in the programme?
_______________________________________________
2. Where are they going to live?
_______________________________________________
3. What will each contestant be able to take with them?
_______________________________________________
4. How often will TV show scenes from the show?
_______________________________________________
5. How will the person who has to leave be chosen?
_______________________________________________
6. What are the prizes for the winner?
_______________________________________________

Descriptor A learner


reads the name of the text;

• gives a prediction about the text;

• reads the text;

• answers the questions using information from the text.

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Unit: Entertainment and Media
Learning objectives 8.5.6.1(8.W6) Link, independently, sentences into coherent
paragraphs using a variety of basic connectors on a range of familiar
general topics and some curricular topics
8.5.7.1(8.W7) Use with minimal support appropriate layout at text
level for a range of written genres on familiar general and curricular
topics

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

• Write a text keeping the layout and format of a given genre
with a little support

Level of thinking skills Application

Task 1 Draw Venn diagram to compare media of today and past. Share all your ideas on the board.
Revise the structure and features of comparison essay, which vocabulary should be used.

Task 2. Write comparison essay about Media of yesterday and today.

Criteria for writing:

− make up an appropriate heading;

− develop coherent arguments;

− connects sentences into coherent paragraphs;

− spell the topic vocabulary correctly;

− use the layout of comparison essay.

Descriptor A learner

Task 1 •
draws Venn diagram;

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• fills in Venn diagram with information about media;

• revises the structure and features of comparison essay and
topical vocabulary;
Task 2 •
writes a comparison essay about media;


gives an appropriate heading to the essay;

• demonstrates the ability to present arguments;

• connects sentences into coherent paragraphs using linking
words;

spells the topic vocabulary correctly;


follows the structure of comparison essay.

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Unit: Entertainment and Media
Learning objectives 8.1.9.1 (8.C9) Use imagination to express thoughts, ideas, experiences
and feelings
8.6.1.1(8.UE1) Use some abstract nouns and complex noun phrases on
a range of familiar general and curricular topics
8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular topics
8.5.4.1(8.W4) Use with some support style and register appropriate to
a variety of written genres on general and curricular topics

Assessment criteria •
Convey fantasy ideas including emotions and senses

• Apply some abstract nouns and complex noun phrases in the
context

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

• Write a text using appropriate style and plan of a given genre
with some support

Level of thinking skills Application
Higher order thinking skills

Task. Write a plan for an adventure story with the title: How did I manage to get into so much
trouble? Outline what each paragraph should contain and note down some relevant vocabulary for
each paragraph.

Criteria for writing:
— give a title to your story;
— write a plan for your story;
— use some abstract nouns/ complex noun phrases;
— use Past tenses;
— convey your fantasy ideas;
— proof-read you story (grammar and spelling).

Descriptor A learner


gives a title to the story;

• writes a plan for the adventure story;

• uses abstract nouns/ complex noun phrases;

• uses Past tenses;

• conveys fantasy ideas;

• checks the written work for grammar and spelling errors.

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Unit: Entertainment and Media
Learning objectives 8.6.10.1(8.UE10) Use present continuous forms for present and future
meaning and past continuous, including some passive forms, on a
range of familiar general and curricular topics
8.6.5.1(8.UE5) Use questions which include a variety of different tense
and modal forms on a range of familiar general and curricular topics

Assessment criteria •
Employ the rule for using present continuous tense for present
and future meaning

• Use past tenses, including some passive forms in the context

• Demonstrate the ability to ask a variety of questions in different
tenses and modal forms

Level of thinking skills Application

Task 1. Read these newspaper reports and put the verbs into the most suitable form.

1. Castle fire
Winton Castle (0) was damaged (damage) in a fire last night. The fire, which
(1) ____________ (discover) at about 9 o’clock, spread very quickly. Nobody
(2) ____________ (injure) but two people had to (3) _____________ (rescue) from an
upstairs room. A number of paintings (4) _____________ (believe/destroy).
It (5) _____________________ (not/know) how the fire started.

2. Shop Robbery
In Paxham yesterday a shop assistant (1) __________ (force) to hand over 500 pounds
after (2) ____________ (threaten) by a man with a knife. The man escaped in a car which
(3) ____________ (steal) earlier in the day. The car (4) _________ (later/find) in a car
park where it (5) ______________________ (abandon) by the thief. A man
(6) ________________ (arrest) in connection with the robbery and
(7) _______________________ (still/question) by the police.

3. Road delays
Repair work started yesterday on the Paxham-Long worth road. The road (1)
____________ (resurface) and there will be long delays. Drivers (2) ______________
(ask) to use an alternative rout if possible. The work (3)___________
(expect) to last two weeks. Next Sunday the road (4) _______________ (close) and traffic
(5) _________________ (divert).

4. Accident
A woman (1) _____________ (take) to hospital after her car collided with a lorry near
Norstock yesterday. She (2) ___________ (allow) home later after treatment. The road
(3) _________ (block) for an hour after the accident and traffic had to (4) ____________
(divert). A police inspector said afterwards: ‘The woman was lucky. She could
(5) ________________ (kill).’

Task 2. Make up 2 questions for each report and ask your partner.

____________________________________________________________________________
____________________________________________________________________________

Descriptor A learner

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Task 1 •
completes the gaps with words from the brackets;

• uses words in appropriate tenses;
Task 2 •
makes up two questions on the reports;

• asks questions to his partner;

• expresses his/her opinion about the topic.

Unit: Entertainment and Media

Learning objective 8.6.14.1(8.UE14) Use some prepositions before nouns and
adjectives; use prepositions as, like to indicate manner; use
dependent prepositions following adjectives on a range of familiar
general and curricular topics

Assessment criteria •
Use prepositions before nouns and adjectives;

• Use as, like to indicate manner;

• Use dependent prepositions after adjectives

Level of thinking skills Application

Task. Complete the exercise by choosing the correct preposition. Circle the right preposition.

Example: He is so ashamed of / in what he did and sends his apologies!

1. I am so excited about/with the upcoming concert!
2. Take no notice of what she says she is just envious with/of you!
3. I am doubtful with/about the likely success of this project. About
4. We were so dissatisfied with/at the service; we won’t eat at that restaurant again.
5. It is good that the whole team is so enthusiastic to/about the changes.
6. He is so good at/of public speaking.

Descriptor A learner


circles the right preposition;

• completes the task correctly.

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Unit: Sport, Health and Exercise

Learning objective 8.2.1.1 (8.L1) Understand with little or no support the main points in
extended talk on a wide range of general and curricular topics

Assessment criteria •
Identify main ideas in extended talks with some support

Level of thinking skills Knowledge and comprehension

Task. Listen to the conversation of two friends and choose the best option A, B, C or D.
Go to this link: http://www.talkenglish.com/listening/lessonlisten.aspx?ALID=114#play

1. There are several topics in this short discussion, what is the main topic?
A) Exercising
B) Eating
C) Sleeping
D) Health

2. How many hours is one person recommending to sleep?
A) 7 hours
B) 8 hours
C) 10 hours
D) 12 hours

3. Why did Mike start exercising?
A) To burn off fat
B) A girl he likes joined the local gym
C) Because he was bored
D) To improve his health

4. When you get old, Mike recommends that you want to be what?
A) Handsome and tall
B) Smart and successful
C) Healthy and active
D) Rich and independent

Transcript
A: «Hi Mike. What have you been up to?»
B: «Not much. I started exercising.»
A: «Trying to get in shape?»
B: «Yeah, and I need to start improving my health.»
A: «Me too. What are you doing besides exercising?»
B: «That’s about all.»
A: «I think if you eat better, it will help tremendously.»
B: «Sleep is good too. I heard people who sleep an average of eight hours a day have less health
problems.»
A: «Looks like there are a lot of things to do to stay healthy.»
B: «True. But I think it is worth it. When you get old, you want to be healthy and active.»

Descriptor A learner


selects an appropriate answer;

• completes the task correctly.

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Unit: Sport, Health and Exercise
Learning objectives 8.1.7.1(8.C7) Develop and sustain a consistent argument when
speaking or writing
8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular topics

Assessment criteria •
Make an argument and evolve reasoning while speaking or
writing

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

Level of thinking skills Application
Higher order thinking skills

Task. Prepare a short presentation about a sport of your choice using topical vocabulary.
Use good arguments to persuade your classmate to go in for sport, which you have chosen for
your presentation.

Your presentation should be about 5 minutes long and could include information
about:

the history of the sport
where the sport is popular
what the rules and equipment are
famous people connected to the sport

Descriptor A learner


prepares short presentation about sport;

• uses topical vocabulary;

• includes information about the history of sport;

• includes information about where the sport is popular;

• includes information about the rules and equipment of the
sport;

• includes information about famous people in this sport;

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• conveys ideas clearly;

• demonstrates well-reasoned speech;

• speaks with clear pronunciation of words and phrases.

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Unit: Sport, Health and Exercise
Learning objective 8.4.3.1(8.R3) Understand the detail of an argument on a growing range
of familiar general and curricular topics

Assessment criteria •
Find details in a given argument related to the topic

Level of thinking skills Knowledge and comprehension

Task 1. Read the text.

Matter and Energy: The foods we need to keep our bodies in tip-top shape!
There are many foods that people can eat. They can eat plants, like spinach or corn. Or,
they can eat other animals. Chicken and beef come from animals. Some food choices are good for
you. Others are not very healthy.

Eat Healthy, Get An Energy Boost!
Food gives your body energy. Say you are tired from running and playing. You can eat
something healthy. It will give you an energy boost.
The energy in food is measured in calories. These are like invisible bits of energy. Your
body burns them to make energy. Then you will feel like going out to play again!
Everybody needs a different number of calories. It is important to eat the right amount. If
you do not eat enough, you may feel tired and sick. But you do not want to eat too many, either.

You can find calorie information Staying hydrated is important.
on packaged food items.

Some people are very active. They move around all the time. Sports stars are one example.
These people need more calories.
Other people sit down all day. They work at a table or desk. They may be office workers,
for example. These workers do not need as many calories.

Nutrients Help The Body Do Its Job
Foods gives us nutrients. Nutrients help the body do its job. You cannot see nutrients. Yet
you cannot live without them.
Protein is one nutrient. It helps the body grow. You can get it by eating animals like meat or
fish. You can also get it from many plants. Beans and nuts have lots of protein.
Carbohydrates are another nutrient. They give us a lot of energy. You can get them by
eating starches. Rice and bread are two examples.
People also need minerals. Calcium is one example. It keeps your bones and teeth strong.
Calcium is found in milk and cheese. You can also get it from leafy greens like spinach.
You have probably heard of vitamins. There are many different vitamins. They do many big
jobs in our bodies. Vitamin C is one. It keeps your gums healthy. Vitamin D is another. It gives
you strong bones and teeth.

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It is important to eat well. To do this, you just have to follow a few simple rules. Scientists
came up with the rules. They studied what foods make healthy bodies. The rules are: Eat lots of
vegetables and fruits. Stay away from too much fat. Skip sweets and salty snacks, too. These
treats taste good, but they are not good for you.

Answer the questions.
1. What is the section «Nutrients Help the Body Do Its Job» about?
A) how protein is the number one nutrient
B) how our bodies use food to stay healthy
C) how calcium is important to bones and teeth
D) how vitamins are more important than nutrients

2. What is the MAIN topic of the section «Eat Healthy, Get an Energy Boost!»?
A) to describe how many calories sports stars need
B) to tell kids to be active and move around to get energy
C) to explain how calories work in the body
D) to sort different foods based on how many calories they have

3. How are proteins different from carbohydrates?
A) Proteins are nutrients, and carbohydrates are vitamins.
B) Carbohydrates are minerals, and proteins are vitamins.
C) Proteins are found in beans, and carbohydrates are found in meats.
D) Carbohydrates are found in bread, and proteins are found in meats.

4. Which sentence shows the effect calories can have on your body?
A) If you don’t eat enough calories you can become tired or sick.
B) Every person needs a different amount of calories each day.
C) Sport stars need more calories because they move around a lot.
D) Desk workers don’t need as many calories because they are

Descriptor A learner


reads the text;

• selects an appropriate information from the text;

• answers the questions.

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Unit: Sport, Health and Exercise
Learning objective 8.4.2.1(8.R2) Understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including some
extended texts

Assessment criteria •
Find particular facts and parts in reading passage

Level of thinking skills Knowledge and comprehension

Task 1. Read the text

Sport in Britain
The British have a reputation for being mad about sports. In fact they like watching sports
more than playing them. The British are spectators and the most popular spectator sports are
cricket and football.
Football is the most popular game. Football, or soccer, is an example of a professional
game. The game of football was first played in Britain, and later people began to play football in
other countries. There are many amateur soccer players in Britain who play the game on Saturday
or Sunday afternoon. Amateur clubs often play against professionals.
Almost every school has its football team and every boy in Britain knows a lot about the game.
He can tell you the names of the players in the most important teams, he has pictures of them and
knows the results of many matches.
Rugby is another popular British sport which is played in other countries. It is also called
rugby football. The story is told that in 1823 boys at Rugby school in England were playing
football in the normal way, when suddenly one boy picked the ball up and ran with it. That was
how a new game was born. There are two forms of rugby football: the amateur game and the
professional game. The two games have different rules.
Football is the favourite winter game in Britain and cricket is the favourite summer sport.
Amateur cricket has the same rules as the professional game. A typical amateur cricket match
takes place on a village green, an open space in the centre of the village. It is played between two
teams — the «home» team and the «visitors» who come from another village.

Write True or False next to the sentences.
1. The British like watching sports more than playing them. ______________
2. The most popular spectator sports are rugby and football. ______________
3. The game of football was first played in the USA. ______________
4. A typical amateur cricket match takes place on a village green. ______________

Task 2. According to the story complete these sentences.
1. Football, or soccer, is an example of a ….
A) amateur game
B) professional sport
C) professional game

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2. There are many amateur soccer players in Britain who play the game on…..
A) Thursday or Sunday afternoon
B) Saturday or Sunday afternoon
C) Saturday or Sunday evening

3. …..is another popular British sport which is played in other countries.
A) Cricket
B) Rugby
C) Football

4. …. is the favourite summer sport.
A) Cricket
B) Rugby
C) Football

Descriptor A learner

Task 1 •
reads the text;

• writes True and False next to the sentences according to the
text;
Task 2 •
chooses the appropriate information from the text;

• completes the tasks correctly.

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Unit: Sport, Health and Exercise
Learning objective 8.3.6.1(8.S6) Link comments with some flexibility to what others say
at sentence and discourse level in pair, group and whole class
exchanges

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

Level of thinking skills Application

Task 1. Choose a partner and interview him/her. Answer your partner’s questions. You may
choose between two topics ‘Sport’ or ‘Health’.

Learner A
1. Why are some people not interested in sport?
2. Do you prefer playing or watching sports?
3. How often do you read sports news?
4. Would you like to play sport for a living?
5. Do you have good or bad experiences with sports at school?
6. How many hours of sport a week should children do at school?
7. What are some sports you like watching? Why?
8. Do you prefer watching sports at the stadium, at home on TV, or in a bar on a giant
screen?

Learner B
1. Why do so many people like sport?
2. What is your country’s national sport? Do you like it?
3. Do you play any sports these days? If not, how do you get exercise?
4. Which is the most dangerous sport? What kind of injuries occur when people play it?
5. Is sport an important part of education? What does it teach us?
6. Who is your all-time favorite sportsperson?
7. What do you think about crazy sports fans? Do you dress up to support your team?
8. What are blood sports and extreme sports? Do you like them?

Learner A
1. Are you a healthy person? How often do you get sick?
2. What are the best ways to avoid getting sick?
3. Do you take vitamins? Do they really help people, or do they just have a placebo effect?
4. How often do you get a medical check-up? How often should people get a check-up?
5. Do you ever wear a face mask in public? Do you wear it to protect yourself or others?
6. What foods are good for your health? How important is a person’s diet to keeping them
healthy?

Learner B
1. What healthy habits do you have (such as washing your hands before eating)?
2. Have you ever broken a bone? What happened?
3. Kids get injured often and seem to recover quickly. How well do you recover from bumps
and bruises these days?
4. Do you trust doctors? Completely? Why or why not?
5. Who is the healthiest person you know? What do they do to stay healthy?
6. What is more important to take care of: mental health or physical health?

Descriptor A learner


asks and answers the questions;

• illustrates the ability to express ideas clearly on topic;

• demonstrates an ability to make an appropriate utterances.

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Unit: Sport, Health and Exercise
Learning objectives 8.5.5.1(8.W5) Develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of
written genres in familiar general and curricular topics
8.5.6.1(8.W6) Link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general topics
and some curricular topics
8.6.17.1(8.UE17) Use if / unless/ if only in second conditional clauses
and wish [that] clauses [present reference]; use a growing variety of
relative clauses including why clauses on a range of familiar general
and curricular topics

Assessment criteria •
Evolve arguments, reasons, and evidence for a limited range of
written genres

• Connect sentences into paragraphs with basic connectors and
linking words

• Differentiate between if/unless in second conditional clauses;
between defining relative clauses with which, who, that, where

• Use wish [that] clauses for present reference

• Use why clauses in a context

Level of thinking skills Application
Higher order thinking skills

Task. Write the article for the school magazine, explaining why your town needs a new sport
club.

Criteria for writing:
— make up an appropriate heading;
— develop coherent arguments;
— connects sentences into coherent paragraphs;
— spell the topic vocabulary correctly;
— use second conditional clause.

Descriptor A learner


writes the article;

• follows the article structure;

• demonstrates the ability to provide arguments which support
the ideas;

• gives examples/reasons in the article;

• uses interesting heading;

• uses linking words to connect sentences into coherent
paragraphs;

• spells the topic vocabulary correctly;

• uses second conditional clause.

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Unit: Sport, Health and Exercise
Learning objective 8.6.8.1(8.UE8) Use a growing variety of future forms including present
continuous and present simple with future meaning on a range of
familiar general and curricular topics

Assessment criteria •
Demonstrate the ability to use future forms including present
continuous present simple with future meaning in the context

Level of thinking skills Application

Task. Use suitable Future Forms of the verbs in brackets to complete the gaps.
1. I ____________ (not tell) anyone your secret.
2. _______ we _________ (meet) at the restaurants this Saturday?
3. We _____________ (not save) enough money to buy a new car by March.
4. Real Madrid has scored a new goal. They ____________ (win) the football match.
5. My father and I _______________ (watch) the new TV series tonight.
6. This time next week, I ________________ (sunbath) on the beach.
7. I ___________ (see) the doctor Thursday morning.
8. Hurry up! By the time we arrive to the cinema, the film ____________(start).
9. This time next month, we _______ (ski) in the Pyrenees.
10. It is cold here. I ____________________ (close) the window.

Descriptor A learner


uses verbs from the brackets in future forms;

• illustrates knowledge of the future tenses.

• completes the task correctly.

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Unit: Sport, Health and Exercise
Learning objectives 8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular topics
8.4.6.1(8.R6) Recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics, including
some extended texts
8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with
little support on a range of general and curricular topics
8.5.2.1(8.W2) Write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar general
topics and some curricular topics
8.5.3.1(8.W3) Write with moderate grammatical accuracy 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.

• Interpret the information to identify the author’s attitude and
opinion

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

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

• Demonstrate the ability to write grammatically correct
sentences on familiar topics

Level of thinking skills Application
Higher order thinking skills

Task 1. Match each idiom to its definition (A-G).
Teacher explains that the text contains seven idioms in the context of sport and asks learners to
match each idiom to its correct definition.
Teacher monitors learners, giving help as requested, and provides learners’ with feedback.
For more kinesthetic feel, teacher may like to make the table of idioms and definitions into
cards for learners to match up. Alternatively teacher could hand out the individual cards at
random in order for learners to mingle to find their ‘pair’.

Idiom Definition
1. against all odds A.to try hard to defeat someone and make it difficult
2. to give it your best shot for them to win
3. to give someone a run for their B. to give up
money C. despite difficulties or a low probability
4. to win hands down D.it is your responsibility or decision to do something
5. to throw in the towel about a situation
6. to be a one trick pony E.to try your hardest; put in a lot of effort
7. the ball is in your court F.to win easily and by a large extent
G. to be good at (and successful in) only one thing

Task 2. Read the text and use the idioms you have just learned from Task 1 to fill in the gaps.

Ade Adepitan was born in Nigeria in 1973. As a child, he contracted Polio, which left him
unable to use his left leg and eventually prevented him from walking. 1)________ ________
____, Adepitan has become an extremely successful sportsman. As one of Britain’s best

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wheelchair basketball players, he has received many awards, including an MBE in 2005 for his
services to disability sport.
At just three years old, Adepitan moved to England with his mother to join his father. From
an early age, he dreamt of becoming an international sportsman and, despite the difficulties he
faced, decided to 2)_____________.
In 2004, Adepitan competed as a member of the Great Britain team at the Summer
Paralympics in Athens. The team gave the opposition a 3)_____________ and won the bronze
medal. Later, at the 2005 Paralympic World Cup they 4)_______________ and took the gold
medal home.
Still a keen sportsman, Adepitan has not yet decided to 5)________________, although he
has also proven he’s not a 6)_____________by working as a TV presenter, campaigner and
charity worker.
He sends a message of positivity to people and encourages them to believe that
7)_____________ and that they have the power to make their lives a success.

Task 3. Think of your own life and of the lives of people you know. Write a narrative about your
experiences and achievements in sport. Try to use the idioms you have learned today.

Teacher explains to learners that their narrative does not necessarily have to be about sport,
because the idioms can be used in relation to any kind of achievements/ experiences.
Teacher encourages learners to pair check their work and read their work aloud to their partner
Learners could record themselves reading their work aloud at http://vocaroo.com/. This gives
them the opportunity to self-correct.

Criteria for writing:
— write a plan for your narrative (what each paragraph will be about)
— express some creative reasoning
— use the idioms
— spell the topic vocabulary correctly
— proof-read you narrative (grammar and spelling)

Descriptor A learner

Task 1 •
matches idioms with their definitions;

• completes the task correctly;

Task 2 •
reads the text and fills in the gaps with an appropriate idiom
from Task 1;
Task 3 •
writes a plan for his/her narrative;

• follows the narrative structure;

• provides and develops ideas clearly;

• expresses some creative reasoning;

• uses the idioms;

• spells the topic vocabulary correctly;

• checks the narrative for grammar and spelling errors.

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Unit: Sport, Health and Exercise
Learning objectives 8.2.4.1 (8.L4) Understand with little or no support most of the
implied meaning in extended talk on a range of general and
curricular topics
8.3.6.1(8.S6) Link comments with some flexibility to what others
say at sentence and discourse level in pair, group and whole class
exchanges

Assessment criteria •
Identify the content of an extended conversation using some
supporting information

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

Level of thinking skills Knowledge and comprehension
Application

Task 1. Work in pairs. Listen to a woman who tells a story and put the pictures in the correct
order. Be ready to check your answers while listening to the recording again.
Put learners into pairs and give each pair a set of picture cards. Explain that they should put the
pictures in the correct order. Give them some time to study the pictures and predict the order.
Then play the recording. Tell pairs to check each other’s picture story to see if they have their
pictures in the same order. Then play the recording again and have learners check their answers.
CD1. Tapescript 7.

Task 2. Tell learners to repeat the story with their partner using the pictures as a guide.
Repeat the story to your partner using the pictures.

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Transcript
Woman: Now, I’m going to tell you a story and I swear every word of it is true. Three years ago I
started to feel very sick. I had terrible headaches, I felt tired all the time, and all my body ached. In
the end I went to hospital and had some tests. Well, when they told me the news… I couldn’t
believe it. They said I had a rare bone disease, and there was nothing they could do. They said that
within just a few month I would be in a wheelchair- for the rest of my life.
Well, I decided I wouldn’t give up without a fight. I’ve always been interested in alternative
medicine, so when a friend told me about stories he’d heard of a kind of witchdoctor in Indonesia
who could work miracles-I decided to take a chance. I sold my house, said goodbye to my friends
and flew to Indonesia.
When I got to Jakarta I took a train and then two buses up into the mountains to this tiny village in
the middle of nowhere. When I arrived I asked people, ‘Yayang? Yayang?’ That’s the name of the
witchdoctor my friend told me about. Then a small boy-he must have been seven or eight-took my
hand and led me out of the village and further up into the mountains. For two days we walked. I
was in terrible pain the whole time… but I was determined to go on. Eventually we reached a
small hut and I could see strange man standing outside. He was short, and covered in mud or
something like that. He smiled and took me into his hut. I didn’t say anything-he just seemed to
know why I was there.
Well …in the hut it was really dark but I could see lots of bowls all around, each full of some kind
of herb or plant or something. He told me to lie down and he put his hands on my head and started
to sing. All of a sudden I felt a great energy come into me. He did this for maybe half an hour and
then he gave me something to drink. I don’t know what it was. It was a thick brown liquid and it
smelled awful, but I still drank it.

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Well, to cut a long story short, I stayed there for a week. Every day the witchdoctor did the same
thing, and I drank the same liquid. After a week the boy came back. I felt so good I almost ran
back to Jakarta. When I got home I went back to the same hospital and had the same tests, and
guess what? The disease had completely gone. There was no sign of anything. They couldn’t
believe it. Like I say, that was three years ago and here I am, still strong and healthy. Amazing.

Descriptor A learner

Task1 •
works with the partner;

• predicts the story using the pictures;

• arranges the picture in the right order;

Task 2 •
retells logically connected story in pair work using the
picture.

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Term 3

Unit: Reading for pleasure

Learning objectives 8.1.3.1.(8.C3) Respect differing points of view
8.2.2.1 (8.L2) Understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics
8.3.2.1 (8.S2) A
about a growing range of general topics and some curricular topics
8.6.11.1 (8.UE11) Use some reported speech forms for statements,
questions and commands: say, ask, tell including reported requests
on a range of familiar general and curricular topics

Assessment criteria •
Comment on others’ opinions using polite lexical units

• Identify detail information in extended talks

• Ask complex questions to get information

• Apply the rule for using reported speech forms for

such as say, ask, tell

Level of thinking skills Knowledge and comprehension
Application

Task 1. Look at the answers and make up questions.

Example: — What is your favourite genre of books?
— My favorite genre is science-fiction.
1. _____________________________________________________________________?
I like reading.
2. _____________________________________________________________________?
Books are more interesting than films.
3. _____________________________________________________________________?
I prefer reading books to watching TV.
4. _____________________________________________________________________?
I enjoy reading fiction books.
5. _____________________________________________________________________?
Yes, I remember the name of the last book I read.
6. _____________________________________________________________________?
I can’t read on the bus.
7. _____________________________________________________________________?
Sometimes I read books in English.

Task 2. Go around the class and find a person who…
When you find a person, ask more questions and write the answers in the “Answers” column.
Example: Do you like reading? What do you like to read?

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Name Answers

likes reading

thinks that books are more interesting than films

prefers reading books to watching TV

enjoys reading fiction books

remembers the name of the last book s/he read

can read on the bus

reads books in English

Task 3. Present ideas about your classmate to the class using information from Task 2. Use say,
tell.
Example: Sarah likes reading. She told me that she likes reading science-fiction books. She
reads books every day.

Assessment Sheet

Criteria Yes No

Learner presents information clearly.

Learner forms general and special questions correctly.

Learner uses reported speech to present the ideas of the classmates.

Learner gives full answer with the details.

Descriptor A learner

Task 1 •
forms general questions and specific questions correctly;

• uses the right form of the tenses;

• writes the questions to the answers;
Task 2 •
asks a variety of questions in order to get information about
classmates;

• writes classmates’ answers in the column “Answers”;

Task 3 •
provides information according to the received answers;

• reports using the verbs ‘say’, ‘tell’ of the reported speech
forms of statements;

• assesses classmates’ answer using assessment sheet.

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Unit: Reading for pleasure
Learning objectives 8.4.2.1 (8.R2) Understand specific information and detail in texts
on a growing range of familiar general and curricular topics,
including some extended texts
8.4.7.1 (8.R7) Recognise typical features at word, sentence and
text level in a range of written genres

Assessment criteria •
Identify particular parts in reading passage

• Demonstrate the ability to use the correct form of a word,
sentence structure and identify the correct text layout

Level of thinking skills Knowledge and comprehension

Task 1. Read the text and match the highlighted words with definitions.

“The Dinner Party” by Mona Gardner
The country is India. A colonial official and his wife are giving a large dinner party. The
guests are army officers, and government attache´s with their wives, and a visiting American
naturalist. The dining room is spacious. It has a bare marble floor, open rafters, and wide glass
doors opening onto a veranda.*
A spirited discussion springs up between a young girl and a colonel. She insists that
women have outgrown the jumping-on-a-chair-at-the-sight-of-a-mouse era, but the colonel says
that they haven’t.
“A woman’s unfailing reaction in any crisis,” the colonel says, “is to scream.
The American does not join in the argument but watches the other guests. As he looks, he
sees a strange expression come over the face of the hostess. She is staring straight ahead, her
muscles contracting slightly. With a slight gesture, she summons the native boy standing behind
her chair and whispers to him. The boy’s eyes widen, and he quickly leaves the room.
Of the guests, none except the American notices this or sees the boy place a bowl of milk
on the veranda just outside the open doors.
The American comes to with a start. In India, milk in a bowl means only one thing—bait
for a snake. He realizes there must be a cobra in the room. He looks up at the rafters —the
likeliest place —but they are bare. Three corners of the room are empty, and in the fourth the
servants are waiting to serve the next course. There is only one place left —under the table.
His first impulse is to jump back and warn the others, but he knows the commotion
would frighten the cobra into striking. He speaks quickly, the tone of his voice so arresting that
it sobers everyone.
“I want to know just what control everyone at this table has. I will count to three hundred
— that’s five minutes —and not one of you is to move a muscle. Those who move will forfeit
fifty rupees. Ready!”
The twenty people sit like stone images while he counts. He is saying “two hundred and
eighty” when he sees the cobra. It emerges and crawls to the bowl of milk. Screams ring out as
he jumps to slam the veranda doors safely shut.
“You were right, Colonel!” the host exclaims. “A man has just shown us an example of
perfect control.”
“Just a minute,” the American says, turning to his hostess. “Mrs. Wynnes, how did you
know the cobra was in the room?”
A faint smile lights up the woman’s face as she replies. “Because it was crawling across
my foot.”

*During the time this story takes place, India was a British colony. The colonial official
works for the British government in India. The government attachés work for another

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country’s embassy in India.
Finally, a naturalist is someone who studies animals and plants.

1. attache a) beams forming part of the internal framework of a roof
2. naturalist b) great or vast
3. spacious c) government representatives
4. veranda d) lose or give up
5. rafters e) immediate thought or reaction
6. impulse f) person who studies plants, animals, insects and other living
7. arresting things.
8. sober g) Indian money
9. forfeit h) make or become more serious and solemn
10. rupees i) a roofed platform along the outside of a house
11. emerge j) attracting attention

k) come into view

Task 2. Read the text again and answer the questions.

1. Who are the characters of the story?
2. Where and when did the events take place?
3. What was the room like?
4. Why did the American have everyone play at sitting still without telling them why?
5. During the dinner party what did make cobra come out?
6. How did Mrs. Wynnes know that a cobra was in the room?

Descriptor A learner

Task 1 •
infers meaning of words in the text;

• selects an appropriate answer;

• completes the task correctly;
Task 2 •
expresses his/her opinion on topic;

• gives proper answer to the question.

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Unit: Reading for pleasure
Learning objectives 8.1.8.1 (8.C8) Develop intercultural awareness through reading
and discussion
8.4.1.1 (8.R1) Understand the main points in texts on a growing
range of unfamiliar general and curricular topics, including some
extended texts
8.4.4.1 (8.R4) Read a growing range of extended fiction and non-
fiction texts on familiar and some unfamiliar general and curricular
topics
8.5.3.1 (8.W3) Write with moderate grammatical accuracy on a
growing range of familiar general and curricular topics

Assessment criteria •
Make judgement based on the background knowledge
about cultural diversity

• Analyze the text for finding main ideas in it

• Skim the text to identify the general information

• Demonstrate the ability to write grammatically correct
sentences on familiar topics

Level of thinking skills Knowledge and comprehension
Application
Task. Work in pairs or in groups. Read the story and complete the Plot Diagram.

Teacher forms pairs or groups and asks learners to complete the Plot Diagram. Before doing
this task, make sure that learners are familiar with the next terms:

Setting is both the time and geographic location (place) within a story.
Conflict is a struggle between opposing forces. The problem in the story.
Theme is an author’s message.
Exposition is the insertion of important background information within a story; for example,
information about the setting, characters’ backstories, prior plot events, historical context, etc.
Rising action is a series of relevant incidents that create suspense, interest and tension in a
story.
Climax is the turning point of the story.
Falling action occurs right after the climax, when the main problem of the story resolves.
Logical result of climax.
Resolution is the outcome of the conflict.

“The Dinner Party” by Mona Gardner
The country is India. A colonial official and his wife are giving a large dinner party. The
guests are army officers, and government attache´s with their wives, and a visiting American
naturalist. The dining room is spacious. It has a bare marble floor, open rafters, and wide glass
doors opening onto a veranda.*
A spirited discussion springs up between a young girl and a colonel. She insists that
women have outgrown the jumping-on-a-chair-at-the-sight-of-a-mouse era, but the colonel says
that they haven’t.
“A woman’s unfailing reaction in any crisis,” the colonel says, “is to scream.
The American does not join in the argument but watches the other guests. As he looks, he
sees a strange expression come over the face of the hostess. She is staring straight ahead, her
muscles contracting slightly. With a slight gesture, she summons the native boy standing behind
her chair and whispers to him. The boy’s eyes widen, and he quickly leaves the room.
Of the guests, none except the American notices this or sees the boy place a bowl of milk
on the veranda just outside the open doors.
The American comes to with a start. In India, milk in a bowl means only one thing—bait

67 ЖОБА

for a snake. He realizes there must be a cobra in the room. He looks up at the rafters —the
likeliest place —but they are bare. Three corners of the room are empty, and in the fourth the
servants are waiting to serve the next course. There is only one place left —under the table.
His first impulse is to jump back and warn the others, but he knows the commotion
would frighten the cobra into striking. He speaks quickly, the tone of his voice so arresting that
it sobers everyone.
“I want to know just what control everyone at this table has. I will count to three hundred
— that’s five minutes —and not one of you is to move a muscle. Those who move will forfeit
fifty rupees. Ready!”
The twenty people sit like stone images while he counts. He is saying “two hundred and
eighty” when he sees the cobra. It emerges and crawls to the bowl of milk. Screams ring out as
he jumps to slam the veranda doors safely shut.
“You were right, Colonel!” the host exclaims. “A man has just shown us an example of
perfect control.”
“Just a minute,” the American says, turning to his hostess. “Mrs. Wynnes, how did you
know the cobra was in the room?”
A faint smile lights up the woman’s face as she replies. “Because it was crawling across
my foot.”

*During the time this story takes place, India was a British colony. The colonial official
works for the British government in India. The government attachés work for another
country’s embassy in India.
Finally, a naturalist is someone who studies animals and plants.

Rubric for Evaluation-Plot Diagram

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Satisfactory Good Excellent

Organization and The plot diagram is The plot diagram has The plot diagram is
Neatness: disorganized and some organization, organized and neat so
•Clarity of Ideas lacks clarity. The but the ideas may not that the ideas are easy
•Legible Writing handwriting may be be fully clear. The to read and clear.
illegible. handwriting is
legible.

Plot Elements: (Six) The plot diagram The plot diagram The plot diagram
•Exposition contains few of the contains most of the contains all of the
•Conflict plot elements and plot elements. Each plot elements. Each
•Rising Action there are element is portrayed, element is accurately
•Climax inaccuracies. but there may be portrayed through a
•Falling Action inaccuracies. brief description from
•Resolution the story.

Sentence The descriptions from The descriptions from The descriptions from
Structure/Quotation the story for each plot the story for each plot the story for each plot

• Complete sentences element may be element are written in element are written in

• Quotation written in incomplete complete sentences, complete sentences

• Correct sentences, contain but may have minor with proper
Capitalization and many errors in errors in conventions conventions,
Punctuation conventions, and may and may only contain including a quotation
only contain a few some quotations. from the story.
quotations.

Descriptor A leaner


works in pairs/group;

• reads and discusses vocabulary;

• reads the text;

• identifies the plot elements correctly;

• summarizes the information;

• completes the Plot Diagram;

• writes complete and grammatically correct sentences;

• assesses the Plot Diagram using rubric.

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Unit: Reading for pleasure
Learning objectives 8.4.1.1 (8.R1) Understand the main points in texts on a growing
range of unfamiliar general and curricular topics, including some
extended texts
8.4.4.1 (8.R4) Read a growing range of extended fiction and non-
fiction texts on familiar and some unfamiliar general and
curricular topics
8.5.3.1 (8.W3) Write with moderate grammatical accuracy on a
growing range of familiar general and curricular topics
8.6.13.1 (8.UE16) Use a growing variety of conjunctions
including since, as to explain reasons and the structures so …
that, such a… that in giving explanations on a range of familiar
general and curricular topics

Assessment criteria •
Read the text for finding main ideas in it

• Identify the general information in extended fiction and
non-fiction texts

• Demonstrate the ability to write grammatically correct
sentences on familiar topics

• Connect words, phrases, clauses to explain reasons using
appropriate conjunctions since, as

• Use the structures so … that, such a… that in providing
explanation

Level of thinking skills Knowledge and comprehension
Application

Task. Write a summary of Mona Gardner’s story “Dinner party”.

When writing the summary there are three main requirements:
1. The summary should cover the original as a whole.
2. The material should be presented in a neutral fashion.
3. The summary should be a condensed version of the material, presented in your own
words.

“The Dinner Party” by Mona Gardner
The country is India. A colonial official and his wife are giving a large dinner party. The
guests are army officers, and government attache´s with their wives, and a visiting American
naturalist. The dining room is spacious. It has a bare marble floor, open rafters, and wide
glass doors opening onto a veranda.*
A spirited discussion springs up between a young girl and a colonel. She insists that
women have outgrown the jumping-on-a-chair-at-the-sight-of-a-mouse era, but the colonel
says that they haven’t.
“A woman’s unfailing reaction in any crisis,” the colonel says, “is to scream.
The American does not join in the argument but watches the other guests. As he looks,
he sees a strange expression come over the face of the hostess. She is staring straight ahead,
her muscles contracting slightly. With a slight gesture, she summons the native boy standing
behind her chair and whispers to him. The boy’s eyes widen, and he quickly leaves the room.
Of the guests, none except the American notices this or sees the boy place a bowl of
milk on the veranda just outside the open doors.
The American comes to with a start. In India, milk in a bowl means only one thing—bait
for a snake. He realizes there must be a cobra in the room. He looks up at the rafters —the

70 ЖОБА

likeliest place —but they are bare. Three corners of the room are empty, and in the fourth the
servants are waiting to serve the next course. There is only one place left —under the table.
His first impulse is to jump back and warn the others, but he knows the commotion
would frighten the cobra into striking. He speaks quickly, the tone of his voice so arresting
that it sobers everyone.
“I want to know just what control everyone at this table has. I will count to three
hundred — that’s five minutes —and not one of you is to move a muscle. Those who move
will forfeit fifty rupees. Ready!”
The twenty people sit like stone images while he counts. He is saying “two hundred and
eighty” when he sees the cobra. It emerges and crawls to the bowl of milk. Screams ring out
as he jumps to slam the veranda doors safely shut.
“You were right, Colonel!” the host exclaims. “A man has just shown us an example of
perfect control.”
“Just a minute,” the American says, turning to his hostess. “Mrs. Wynnes, how did you
know the cobra was in the room?”
A faint smile lights up the woman’s face as she replies. “Because it was crawling across
my foot.”

*During the time this story takes place, India was a British colony. The colonial official
works for the British government in India. The government attachés work for another
country’s embassy in India.
Finally, a naturalist is someone who studies animals and plants.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Descriptor A leaner


uses his/her own words in writing summary;

• summarizes the information into coherent paragraphs;

• demonstrates a variety of vocabulary on the topic;

• uses different grammar structures correctly;

• reasons the answer using the conjunctions such as ‘so that..’, ‘such a…’

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Unit: The Natural World
Learning objectives 8.4.2.1 (8.R2) Understand specific information and detail in texts on
a growing range of familiar, general and curricular topics, including
some extended texts
8.4.5.1 (8.R5) Deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and curricular
topics
8.6.4.1 (8.UE4) Use an increased variety of determiners including
all, half, both [of] in pre-determiner function on a range of familiar
general and curricular topics

Assessment criteria •
Identify particular facts and parts in reading passage

• Identify the meaning and content of the reading texts on
familiar topics

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

Level of thinking skills Application
Higher order thinking skills

Task 1. Read the text and complete the table with information from the text.

Kazakhstan flora and fauna: nature, animals, birds

Kazakhstan flora and fauna overview

Over six thousand kinds of plants are growing in Kazakhstan. There are about 500 kinds
of birds, 178 kinds of animals, 49 kinds of reptiles, 12 kinds of amphibians, 107 kinds of fish.
There are more than ten thousand kinds of insects.

Kazakhstan flora and fauna facts

Northern Kazakhstan is forest-steppe; to the south — steppe, there are semi-deserts and
sandy deserts with saxaul thickets. The coniferous woods are located on slopes of mountains.
The plateau Usturt of Kazakhstan, located between Caspian and Aral seas, is a slightly
hilly deserted plain, faintly covered by wormwood; only in widely widespread hollows are
black saxauls. Western chink is especially picturesque, which height achieves 340 meters. Only
in Kazakhstan live such rare animals as Trans Caspian urial, long-needle hedgehog and some
wild cats: caracal and desert cat. Here are a lot of slim goitred gazelles, deserted birds.
The slopes of Northern Tien Shan are covered with fur-tree woods, and Western Tien
Shan — with the low bushes and meadows. There are nut-trees with woods, the tops are covered
with eternal snows and glaciers.
It is possible to meet fury ounce, Tien Shan brown bear, Siberian ibex, famous
lammergeyer, the scope of which wings reaches more than three meters, Snow cock (it calls
also mountain turkey), snow vulture, griffon vulture, golden eagle.
In the Altai Mountains of Kazakhstan, covered with taiga woods you will meet a giant
moose, beautiful maral, the smallest deer — musk deer, famous sable, chipmunk.
The steppes of Kazakhstan are magnificent. The special charm to them is given by fresh
and salty lakes, on which are thousands of waterfowls and coastal birds submitted tens kinds of
ducks, geese, gull, sea swallow, herons.
There is a protected unique pine wood. A lot of predatory birds are living in Kazakhstan
steppes, such as imperial eagle, falcons.
The deserts of Kazakhstan are rather original. Basically, it is extensive clay plains,
covered by bushes. For Kazakhstan deserts are most typical reptiles — Central Asian turtle, the
largest lizard — grey monitor lizard (lives only in Kyzyl-Kum desert), many kinds of gecko and
17 kinds of the snakes.

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Parts of Kazakhstan Habitat Plants Animals

Task 2. Look at the text and table again. Summarize the information. Write 5 sentences using
determiners such as all, both, half.

Example: There are different rare species of insects and animals in all parts of Kazakhstan.

Descriptor A learner

Task 1 •
reads the text and finds appropriate information from the text;

• selects the correct information and fills the table with the
appropriate data;

Task 2 •
uses determines in each sentence;

• writes 5 grammatically correct sentences;

• summarizes the information from the text.

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Unit: The Natural World
Learning objective 8.4.8.1 (8.R8) Use familiar and some unfamiliar paper and digital
reference resources with little support to check meaning and
extend understanding

Assessment criteria •
Provide the meaning of the words using different reference
resources with some support and extend vocabulary

Level of thinking skills Application

Task. Use your dictionary to check the meaning of the words. Mark each of them trees (T) or
flowers (F). Explain the meaning of the word to the classmates.
1. oak
2. rose
3. tulip
4. birch
5. olive
6. fir
7. willow
8. lily
9. daffodil
10. chestnut
11. carnation
12. chrysanthemum

Descriptor A leaner


illustrates the ability to work with a dictionary;

• divides the given words into two groups;

• gives explanation of the words.

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Unit: The Natural World
Learning objectives 8.2.1.1 (8.L1) Understand with little or no support the main points
in extended talk on a wide range of general and curricular topics
8.2.8.1 (8.L8) Understand extended narratives on a wide range of
general and curricular topics
8.3.4.1 (8.S4) Respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general and
curricular topics
8.3.5.1 (8.S5) Interact with peers to negotiate, agree and organize
priorities and plans for completing classroom tasks

Assessment criteria •
Identify the main ideas in extended talk with some support

• Recognize the meaning of the story

• Provide unprepared speech to answer a variety of
comments with some flexibility in conversation

• Talk with peers, discuss and plan the order of actions,
agree or disagree, share the ideas and comment on them

Level of thinking skills Higher order thinking skills

Task. Read the text and retell it to your partner. You have 10 minutes to prepare and 5 minutes
to tell your partner what the text is about.

Learners work in pairs. They are given different texts. Teacher gives learners time to read the
texts and prepare to retell it to the partner. While one learner is telling the story, the other one
is listening and assessing a learner on given criteria.

Learner A

python-a very large snake that kills animals for food
hunter – a person or an animal that hunts animals for food or for sport
enemy-a person who hates or opposes another person
fight- to use physical force to try to defeat another person or group of people
nuts – the dry fruits of particular trees that grow in a hard shell and can often be eaten
Naayire – name of the tribe
fall (fell) – to suddenly go down onto the ground

Sacred pythons
One day a very long time ago some of Naayire people went hunting. They walked and
walked in the bush but found nothing. They were very far from home. “We must sleep in the
bush,”- the chief said, — “We must find a good place to sleep”. The hunters were not afraid to
sleep in the bush but they knew: animals sometimes killed sleeping hunters. And there were
some bad people too, in the bush.
The hunters came to a place with big trees round it. They decided to rest and sleep on the
grass. They didn’t make a fire and ate only some nuts which they carried in their bags. Then
they went to sleep. All of them were tired. They slept soundly. They didn’t hear that their
enemies were coming nearer and nearer to them.
But in one of the trees above the sleeping men something moved and fell down on the
head of a young hunter. He jumped up and cried: a big python was on his head! The Naayire
people got up quickly and saw the enemies round them. A fight began. Soon the enemies ran
away and that was the end of the fight.
The Naayire hunters came up to their chief to talk about the fight.
“What made you jump up?”- the chief asked.

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“It was a python,” – he said, — “It fell on my head but it did not kill me!”
Then the chief said: “That python saved our lives. Pythons will be sacred animals in our
country”.
Even today the Naayire people love pythons. If you go into their houses in the rainy
season, you will find a python there. The pythons never harm anyone; they don’t eat even the
chickens!

Learner B

cave — a large hole in the side of a hill, cliff, or mountain, or one that is underground
bottom –the lowest part of something
hunter – a person or an animal that hunts animals for food or for sport
bow — a weapon for shooting arrows, made of a long, thin piece of wood bent into a curve by a
tightly stretched string
arrow – a weapon that is like a long, thin stick with a sharp point at one end
lie – to be in or move into a horizontal position on a surface
blind – unable to see
gun – a weapon that bullets or shells (= explosive containers) are fired from

The magic crocodile
There was a big cave in Southern Africa. The top part of the cave was dry and there was
water in the bottom part of it. Many animals lived in the dry part and a crocodile lived in the
bottom part of it. He liked to lie in the water. Sometimes he came out of the cave for a short
time. One day a hunter with his bow and arrow came near the cave. He saw the crocodile and
decided to kill him. He aimed at the crocodile but he became blind at once! The hunter dropped
his arrow and he began to see again. He saw the smiling crocodile. The hunter aimed at the
crocodile a second time and again he became blind.
The hunter ran back to the village and told the people about the crocodile and what
happened to him. The people of the village didn’t believe him. Many of them took their bows
and arrows and went off to the cave. They saw the crocodile. They aimed at him and – became
blind!
“Take your arrows from your bows,” – the hunter cried. They did so and – could see
again! It was clear that the crocodile was magic. “No man can kill me,” – thought the happy
crocodile. The other animals in the cave were happy, too. The magic crocodile did not let the
hunters kill them.
Many men came to the cave and tried to kill the crocodile but nobody could do it with
bows and arrows. In those days hunters knew nothing about the guns. The first hunter with a
gun in his hands killed the crocodile. The crocodile’s magic worked only against bows and
arrows. It did not work against guns.

Assessment Sheet Criteria Yes / No

The partner uses topic-related vocabulary
accurately

The partner speaks only English

The partner’s speech was understandable

Good points:

Areas for development:

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Descriptor A leaner


works with a partner;

• discusses the vocabulary of the text;

• tells the main idea of the story and the necessary details to understand
the story;

• summarizes the information to prepare the speech;

• retells the story;

• evaluates peer’s speech and writes comments highlighting the positive
aspects of the speech and areas for development.

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Unit: The Natural World
Learning objectives 8.1.7.1 (8.C7) Develop and sustain a consistent argument when
speaking or writing
8.5.5.1 (8.W5) Develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of
written genres in familiar general and curricular topics
8.5.6.1 (8.W6) Link, independently, sentences into coherent
paragraphs using a variety of basic connectors on a range of familiar
general topics and some curricular topics
8.6.7.1 (8.UE7) Use a variety of simple perfect forms to express
recent, indefinite and unfinished past on a range of familiar general
and curricular topics

Assessment criteria •
Develop an argument and evolve reasoning while writing or
speaking

• Evolve arguments, reasons, and evidence for a limited range
of written genres

• Connect sentences into paragraphs with basic connectors
and linking words

• Form simple perfect forms for recent, indefinite and
unfinished past actions

Level of thinking skills Application
Higher order thinking skills

TTask. Imagine you have started a campaign, for example, to protect your local environment.
aWrite a campaign letter. You should:

s• Have a clear aim of your campaign

k • Have a name for your campaign

• Tell to the reader when you started your campaign, what you have already done and
what would you like to do in the future

Peer Editing Checklist
Use the following checklist to help you evaluate your partner’s writing. Remember to write
compliments and to offer 2 constructive suggestions.

Compliments
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

1. Has the author conveyed main point(s) clearly? Yes/No
2. Does the paper stick to the topic or has the author included any irrelevant information or
arguments? Yes/No.
3. Has the author answered all questions of the assignment? Yes/No
If no, write what is missed (description of the issue, explanation of the problem,
actions/activities to do).
_______________________________________________________________________
_______________________________________________________________________

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_______________________________________________________________________
_______________________________________________________________________
4. Is the writing smooth, logically sequenced, coherent? Yes/No
If no, write why (linking words, paragraphs).
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. Is the writing convincing? Are YOU convinced? Yes/No
If no, write why.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
6. Has the author used fitting vocabulary (persuasive words, descriptive adjectives, vivid
verbs) or is the writing wordy? Please mark passages that need to be reworded. Yes/No.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
7. Has the author used correct language (grammar and spelling)? Please mark any passages
that need to be corrected.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Suggestions

1. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Descriptor A leaner


uses Past Perfect Tense while writing;

• writes full sentences;

• writes 3-4 clear paragraphs with 3 or 4 basic connectors;

• uses appropriate structure;

• gives a name to the letter;

• evaluates peer’s letter using checklist.

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Unit: The Natural World
Learning objective 8.5.9.1 (8.W9) Punctuate written work at text level on a growing
range of familiar general and curricular topics with some accuracy

Assessment criteria •
Use punctuation marks in a piece of writing

Level of thinking skills Application

Task. Fix the punctuation and capitalization mistakes on this envelop.

Teacher revises basic rules connected with punctuation: full stop, capital letters, commas,
question marks, quotation marks, exclamation marks.

Answer keys
Mr. Fred Smith
1200 Tobias St.
Cleveland, OH 10001
Mr. and Mrs. Davis
34 Pine Hill Rd.

Descriptor A learner


explains basic rules for punctuation;

• demonstrates knowledge of terminology connected with
punctuation;

• uses punctuation and capitalization correctly.

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Unit: The Natural World
Learning objectives 8.1.3.1 (8.C3) Respect differing points of view
8.3.2.1 (8.S2) Ask more complex questions to get information
about a growing range of general topics and some curricular topics
8.3.5.1 (8.S5) Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks

Assessment criteria •
Shows positive attitude to the others’ opinions

• Formulate complex questions to get information about the
topic

• Discuss the topic with peers, agree or disagree on it and
make conclusions to fulfill the task

Level of thinking skills Application
Higher order thinking skills

Task. Answer the questions. Discuss these questions as a group.

What are some animals you might find in the forest?
What types of plants would you expect to find in the forest?
What types of plants and animals live in a rain forest?
What are the names of the four seasons?
What types of weather do you usually find in the spring, summer, fall, and winter where you
live?
How does a temperate forest differ from a tropical forest?
Why is it important to know about the weather?

Descriptor A learner


participates in the group discussion actively;

• uses an appropriate topical vocabulary;

• asks questions to get information about the topic;

• answers the questions.

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Unit: The Natural World
Learning objectives 8.1.7.1 (8.C7) Develop and sustain a consistent argument when
speaking or writing
8.3.3.1 (8.S3) Give an opinion at discourse level on a wide range of
general and curricular topics

Assessment criteria •
Develop an argument and evolve reasoning while speaking

• Express thoughts about the given topic in the conversations

Level of thinking skills Higher order thinking skills

Task.Work in pairs and interview each other.

LEARNER A’s QUESTIONS
• What things do you think about when you hear the word ‘nature’?
• How important is nature to you? Why?
• What is the most beautiful thing in nature? Why?
• How does being in nature make you feel? Why?
• What bad things are people doing to nature?

LEARNER B’s QUESTIONS
• What is nature?
• What would life be like without nature?
• How important is nature in your culture?
• Are there any bad things about nature?
• What three things can you do today to help nature?

Descriptor A learner


works with a partner;

• asks questions to the classmate;

• responds to the questions and gives relevant answers;

• uses an appropriate topical vocabulary;

• makes an argument and gives reasons.

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Unit: The Natural World
Learning objectives 8.3.4.1 (8.S4) Respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general and
curricular topics
8.4.6.1 (8.R6) Recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts
8.4.8.1 (8.R8) Use familiar and some unfamiliar paper and digital
reference resources with little support to check meaning and
extend understanding

Assessment criteria •
Provide unprepared speech to answer a variety of questions
at sentence level and in conversations with some flexibility

• Read the text to identify author’s attitude and viewpoint

• Provide the meaning of a word and expand vocabulary
using different reference resources

Level of thinking skills Application
Higher order thinking skills

Task 1. Discuss the questions in a class.

1. Our planet is running out of time. Why? What does it mean?
2. What are the problems that we may face in the future because of the using up of all the
resources?

Task 2. Read the article and answer the questions based on the reading passage. Don’t forget
to go back to the passage whenever necessary to find or confirm your answers.

Competing for Resources
The resources of any one environment are limited. Depending on which plants and
animals share the environment, there may not be enough of everything to go around. All
organisms need water, food and shelter to stay alive. These resources are beneficial, which
means they are good for the organisms. When an environment is low on any of these things,
organisms must compete for them. Those who get to the resources first have the best chance of
survival. Being without water, food or shelter for very long is detrimental, which means it is
harmful to organisms.
The resources in an area determine how big the plant and animal populations can be.
Sometimes there are too many living things in an area. The weakest of the populations will not
be able to get the resources they need. As the weak die out, the populations get smaller.
Finally, the area’s resources recover and can support them again.
Sometimes people will capture members of large animal populations and move them.
They take them to another location with less competition. This helps the animals survive.
Sometimes the government will allow hunting of large animal populations. Deer and
rabbits can be a good food source for people. When there are too many of these animals in an
area, They sometimes come into the cities looking for food. They often cause trouble. Hunting
keeps the number of animals under control.

Answer the questions.
1) Why do organisms sometimes have to compete for resources?
____________________________________________________________________________
____________________________________________________________________________

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2) What kinds of things are beneficial for organisms?
____________________________________________________________________________
____________________________________________________________________________
3) What happens when populations grow too large for an area?
____________________________________________________________________________
____________________________________________________________________________

Descriptor A learner

Task 1 •
participates in a group discussion;

• answers the questions;

• gives comments;

• explains the answer;

Task 2 •
writes answers with explanation;

• completes the task.

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Unit: The Natural World
Learning objectives 8.5.5.1 (8.W5) Develop with support coherent arguments
supported when necessary by examples and reasons for a growing
range of written genres in familiar general and curricular topics
8.5.6.1 (8.W6) Link, independently, sentences into coherent
paragraphs using a variety of basic connectors on a range of
familiar general topics and some curricular topics
8.6.7.1 (8.UE7) Use a variety of simple perfect forms to express
recent, indefinite and unfinished past on a range of familiar general
and curricular topics

Assessment criteria •
Designate a clear position on an issue and outline coherent
arguments by stating claims, choosing evidence to support
the answer

• Organize sentences, paragraphs and ideas logically using a
variety of basic linking devices

• Practice usage of simple perfect forms to express recent,
indefinite and unfinished past

Level of thinking skills Application
Higher order thinking skills

Task 1. You are going to start a campaign to protect your local environment. Complete the
mind map.
Learners have to imagine that they have started a campaign, for example, to protect their local
environment. They write a letter to the organization.

Pre-writing activity. Planning.
Learners work individually and work on their mind maps that will help them to plan their
writing more efficiently. Discuss in a class how to write a persuasive letter.

Topic

PurposAudienc

Supporting Persuasive words

Writing guide

• Address and date
Put your address in the top right-hand corner, and add the date below.

• Begin your letter
Dear + the name of the person/group you’re writing to.

• Explain why you are writing.
I’m writing to tell you about …
My friend and I have started a campaign to…

• Think of a good way to finish.
Would you like to write about our campaign in your newsletter?

• Endings
You can use:
With best wishes from…

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Best wishes, …
Yours sincerely…

Task 2.Work together in a class to find typical features of persuasive writing and work out the
structure.

Sample of persuasive letter

Dear Mayor Opolis,
A lot of recyclable items are thrown away with the garbage and go to the Wonderopolis
landfill. My neighbors say they do not like taking time to sort their recyclables into three
separate bins because it takes too much time and effort, and it is easier to simply throw
everything in one bin.

I would like to share some information with you about single-stream recycling. This type of
recycling program allows residents to put all of their recyclables in the same container. The
items are then sorted at the facility.

I have discovered that many other communities are using single-stream recycling and have
found that resident recycling increases when there is no need to sort recyclables.

Please consider implementing a single-stream recycling program in Wonderopolis. This will
help make the environment a little greener and even more wonderful!
Thank you.

Sincerely,
Concerned Citizen of Wonderopolis

Task 3. Imagine you have started a campaign, for example, to protect your local environment.
Write a letter to the organization. Remember to write in a forceful manner. You want people to
agree with you.

Useful persuasive words and phrases
I am writing to…
We can solve this by…
Do you really think…
Is it really worth…
Just think about…

Descriptor A learner

Task 1 •
completes the map pointing the main idea;

• discusses the elements of persuasive letter;
Task 2 •
participates actively in the discussion;

• works out the structure of the letter;
Task 3 •
conveys main points clearly;

• answers all questions of the assignment;

• writes full grammatically correct sentences using simple perfect
forms to describe the issue;

• writes 3-4 clear paragraphs with 3 or 4 basic connectors;

• uses appropriate structure of the letter.

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Unit: The Natural World
Learning objectives 8.4.2.1 (8.R2) Understand specific information and detail in texts on
a growing range of familiar, general and curricular topics, including
some extended texts
8.4.6.1 (8.R6) Recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics, including
some extended texts

Assessment criteria •
Read the text to find specific information

• Read the texts to identify author’s attitude and viewpoint

Level of thinking skills Knowledge and comprehension

Task 1. Read the text. What campaign did Janine Licare start? Why?

Take action!
If you care about the environment, you will really enjoy this month’s newsletter. Let’s go to
Costa Rica and see how one determined teenager has tried to change the world.
Janine Licare was only nine years old when she decided to take action. She was worried
because the rainforest around her home in Manuel Antonio, Costa Rica, was disappearing. The
animals and birds were disappearing too. So, together with a friend, Janine started a campaign to
protect her local environment. They called it Kids Saving the Rainforest.
The aims of Kids Saving the Rainforest are to teach children about the rainforest and to help
the animals that live there, especially the endangered Monoo Titi monkey.
Janine has achieved a lot. She has

• raised more than $50,000

• planted over 4,800 trees

• found over 250 volunteers to work with her

• helped many injured birds and animals

• started a variety of different projects, such as ‘Adopt-a-tree’

• worked with other schoolchildren around the world

• developed an environmental library and research centre.
Janine has appeared in several magazines, and she has been on the National Geographic TV
channel as well. She has also developed a special website: www.kidssavingtherainforest.org. ‘It

is very important that we save the rainforest. If the rainforest disappears, then so will our
planet.’ Janine Licare

Task 2. Read the text again. For each sentence write TRUE, FALSE or NOT GIVEN (not given
in the text).
1. Manuel Antonio is a place in Costa Rica. _____
2. The rain forest near Janine’s home has disappeared. _____
3. Janine’s campaign was very successful. _____
4. She has paid over 250 people to help her. _____
5. The KSTR website is very popular. _____

Task 3. What do you think is the main idea of the text? Read the beginning and the end of the
text again, and then choose the best answer. Explain your answer.

It is about…
a) a young girl’s campaign to protect the rainforest.
b) the importance of protecting trees.
c) young people helping animals.

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Descriptor A learner

Task 1 •
reads the text and answers the questions,

• gives opinions and reasons for his/her opinion;
Task 2 •
marks sentences correctly;

Task 3 •
finds correct answer;

• explains the choice using arguments.

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Unit: The Natural World
Learning objectives 8.3.2.1 (8.S2) Ask more complex questions to get information
about a growing range of general topics and some curricular topics
8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and
syntax to talk about a range of general topics, and some curricular
topics

Assessment criteria •
Formulate questions that are more complex to get
information about the topic

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

Level of thinking skills Application
Higher order thinking skills

Task. You have words and definition. Match words with their definition. Ask questions your
classmates to find out the meaning of the words.

Half of the class is given questions and half are given answers. Learners should find out who
their partner is. Could also be done with them talking and the questions and answers being
stuck on their backs to make it a bit more challenging.

Words: shrub, limestone, glacier, meadow, pasture, swamp, plateau, arid, steppe, taiga.

Definitions:

1. A large plant that is smaller than a tree and that has several stems of wood coming from
the ground.
2. A type of white stone that contains Calcium, used in building and making Cement.
3. A large mass of ice, formed by snow on mountains, that moves very slowly down a
valley.
4. A field covered in grass, used especially for *hay (*dried grass used as food for
animals).
5. Land, covered with grass that is suitable for feeding animals on.
6. An area of ground, that is very wet or covered with water and in which plants, trees,
etc. are growing.
7. An area of flat land that is higher that the land around it.
8. Having little or no rain, very dry.
9. A large area of land with grass but few trees, especially in Siberia.
10. Forest that grows in wet ground in far northern regions of the earth.

Descriptor A learner


asks a variety of questions in order to guess what the word
is;

• responds to the questions;

• uses topic related vocabulary and grammatically correct
sentences in a talk;

• speaks with clear pronunciation;

• matches words with their definitions.

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Unit: Travel and Transport
Learning objectives 8.5.8.1 (8.W8) Spell most high-frequency vocabulary accurately
for a growing range of familiar general and curricular topics
8.3.3.1 (8.S3) Give an opinion at discourse level on a wide range
of general and curricular topics
8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and
syntax to talk about a range of general topics, and some curricular
topics

Assessment criteria •
Use topic related words with correct spelling control

• Express thoughts about the given topic in the conversations

• Talk about given topics using appropriate syntax and topic
related vocabulary

Level of thinking skills Application
Higher order thinking skills

Task 1. Listen carefully and write the words in proper places.

Teacher spells the words of transport twice in a quick tempo. Teacher can use a shorter/longer
list on his/her own initiative (bicycle, submarine, helicopter, motor scooter, plane, van, hot-air
balloon, taxi, jet ski).

1. ________________ 2. _________________ 3. ____________________

4. __________________ 5. _______________ 6. _________________

7. _______________ 8. _________________ 9. ________________

Task 2. Use the words from the 1st task and decide what transport is …
1. the quickest: ______________________________________________
2. the slowest: ______________________________________________
3. the most comfortable: ______________________________________________

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Discuss with you partner which of this transport you have tried and what transport do you find
the most comfortable and why?

Descriptor A learner

Task 1 •
writes words under the pictures;

• spells the words correctly;
Task 2 •
identifies the means of transport for each adjective and writes
them;

• uses the topical vocabulary;

• answers the questions by explaining what it means and
justifies the answer by giving examples from his/her personal
experience.

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Unit: Travel and Transport
Learning objectives 8.1.10.1 (8.C10) Use talk or writing as a means of reflecting on
and exploring a range of perspectives on the world
8.3.3.1 (8.S3) Give an opinion at discourse level on a wide range
of general and curricular topics
8.3.5.1 (8.S5) Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
8.5.8.1 (8.W8) Spell most high-frequency vocabulary accurately
for a growing range of familiar general and curricular topics.
8.6.9.1 (8.UE9) Use appropriately a variety of active and passive
simple present and past forms and past perfect simple forms in
narrative and reported speech on a range of familiar general and
curricular topics

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

• Express thoughts about the given topic in the
conversations

• Discuss the topic with peers, agree or disagree on it and
make conclusions to fulfill the task

• Use topic related words with correct spelling control

• Differentiate between active and passive forms and use
active and passive simple present and past forms and past
perfect simple forms in narrative and reported speech

Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills

Task 1. Discuss the questions in the class. Use present and past simple active and passive
structures. Write the names of the transports.

• What were some of the modes of transport that we don’t have today?
• How is transport from the past the same or different from the present?
• Why do you think transport has changed over time?

Task 2. Work with your partner and sort different modes of transport into past and present.

In pairs learners sort different modes of transport into past and present.

________________________ _______________________ ________________________

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_____________________
_________________
_________________
_____________

Descriptor A learner

Task 1 •
participates actively and shares ideas in a class;

• uses active and passive simple present and past forms in speech;

• expresses his/her viewpoints on topic;

• answers the questions;
Task 2 •
sorts the modes of transport correctly;

spells the words accurately.

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Unit: Travel and Transport
Learning objectives 8.3.3.1 (8.S3) Give an opinion at discourse level on a wide range
of general and curricular topics
8.3.5.1 (8.S5) Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks

Assessment criteria •
Provide a point of view in discussions

• Talk with peers while agree or disagree on it and make
conclusions to fulfill the task

Level of thinking skills Higher order thinking skills

Task. Work in pairs or in small groups. Discuss these questions together.
1. Do you think space tourism will be successful? Why / Why not?
2. Would you go on holiday in space? Why / Why not?
3. Do you think that $20 million for the space trip is too much?

Descriptor A leaner


participates in a group/pair discussion;

• discusses questions and answers the questions within the group;

• suggests some ideas with justification;

• agrees and disagrees to other groups’ ideas.

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Unit: Food and Drink
Learning objectives 8.1.3.1 (8.C3) Respect differing points of view
8.3.4.1 (8.S4) Respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general and
curricular topics
8.6.15.1 (8.UE15) Use infinitive forms after a limited number of
verbs and adjectives; use gerund forms after a limited variety of
verbs and prepositions; use some prepositional verbs and begin to
use common phrasal verbs on a growing range of familiar general
and curricular topics

Assessment criteria •
Comment on others’ opinions using polite lexical units

• Deliver effective reply speeches to unexpected comments in
conversation

• Apply the rule for the usage of infinitive in a context

• Use gerund forms after verbs and adjectives

• Use prepositional verbs and phrasal verbs on familiar topics

Level of thinking skills Application
Higher order thinking skills

Task. Pass the paper, when the music is off/the teacher stops counting, if you have a paper,
answer the question.

Game “Pass the paper”.
While teacher counts/music is playing, the learners pass the paper, and when teacher/music
stops, the learner who has a paper should answer a question. Questions can be written on the
board. The learners may also ask questions to each other.

Questions:
1. What is your favourite snack?
2. What unhealthy food do you often eat?
3. What food did your mother always tell you to eat and not to eat?
4. What kinds of food did you eat when you were a child? Do you eat the same things now?
5. What is the best food to eat when you are sick?
6. What is your favourite food that your mother/father cooks?
7. Do you prefer to eat unhealthy or healthy food?
8. How often do you eat out?
9. If you could have any food right now, what would it be?
10. How would you describe your country’s food?

Descriptor A learner


passes the paper while music is playing or teacher counts;

• responds to the questions;

• supports the acitivity by asking questions;

• uses prepositional verbs and phrasal verbs in his/her speech.

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Unit: Food and Drink
Learning objectives 8.4.7.1 (8.R7) Recognise typical features at word, sentence and text
level in a range of written genres
8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and
syntax to talk about a range of general topics, and some curricular
topics

Assessment criteria •
Demonstrate the ability to use the correct form of a word,
sentence structure and identify the correct text layout

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

Level of thinking skills Knowledge and comprehension
Application

Task 1. Do you know any idioms that has (a) word/words of food in it? What is the meaning of
the idiom? Tell the class and give an example.

Example: Bad egg is a person who is often in trouble.

Task 2. Fill in the correct idiom.

Idioms:
A) full of beans

B) hot potato

C) (not my) cup of tea

D) a piece of cake

E) bring home the bacon

F) big cheese

Idiom Meaning Example sentence

1. something you enjoy (usually Opera isn’t exactly my ________________.
used negatively)

2. a controversial or difficult Choosing a location for our new store is
subject a ____________ right now.

3. be extremely simple This program is _____________ to use.

4. be full of energy You’re __________ today – it’s nice to see
you so lively!

5. very important person (VIP) I thought I was just going to interview the
secretary, but they let me talk to the
___________ himself.

6. earn the income My husband has had to _____________ever
since I broke my leg.

Descriptor A learner

Task 1 •
says and discusses the idioms;

• gives an example of an idiom with explanation;
Task 2 •
completes the table with the right idioms;

• uses an idiom in the sentence correctly.

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Unit: Food and Drink
Learning objectives 8.2.3.1 (8.L3) Understand with little or no support most of the
detail of an argument in extended talk on a wide range of general
and curricular topics
8.3.6.1 (8.S6) Link comments with some flexibility to what
others say at sentence and discourse level in pair, group and
whole class exchanges
8.6.2.1 (8.UE2) Use a growing variety of quantifiers for
countable and uncountable nouns including several, plenty, a
large/small number/amount on a range of familiar general and
curricular topics

Assessment criteria •
Recognise detailed information of an argument in
extended talk with some support

• Present the information by making connections,
summarizing and highlighting the main ideas of other
people

• Apply the correct quantifiers after nouns including
several, plenty, a large/small number/amount

Level of thinking skills Knowledge and comprehension
Application

Task 1. Listen and answer the questions. Use plenty of, small number/amount of something in
your answers. Talk to your partner and discuss the answers.

Pre-teach the words if it is needed: nutrients, balanced, combination, and grains. After
listening the talk give some time to the learners to answer the questions, then they compare
their answers in pairs.

1. Why is breakfast the most important meal of the day?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. What should you eat for breakfast?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. What are the food groups?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. What is balanced breakfast?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Task 2. Discuss questions in a class. Share ideas and express your opinion.

The learners discuss the questions in a class, share their opinions, give explanation and justify
their answers.

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Discussion questions
1. What is balanced breakfast and why is it important?
2. What would be an example of balanced breakfast in your country?

Transcript
Why 3 out of 5 for breakfast? Which one of these is important to you?
Breakfast is the most important meal of a day. It is important to eat breakfast everyday so
that you can get all the nutrients you need to keep your body healthy. What should you eat for
breakfast? Choose foods from the food groups to make sure you have a balanced breakfast.
That will last you to lunch. In food group foods are keys to having the energy you need to start
your day. You need a balanced breakfast every day and that means that you need foods from
three and five food groups. Not just any three but a certain combination of them. To have a
healthy breakfast you need at least one from the breads, grains, and cereals group. One food
from the fruits and vegetables group. One food from the milk and milk products or beans and
nuts group. This will give you the energy you need to start a day. There are many ways to
make a 3 out of 5 breakfast. You can make a smoothie with strawberry, yoghurt and milk, and
a piece of toast. Another 3 out of 5 breakfast to be cereal with milk and bananas on top.
Another option would be a bagel with peanut butter, a glass of milk and carrot sticks. When
you eat a sugary breakfast like donuts or you do not eat a balanced 3 out of 5 breakfast you
may feel tired, grouchy, get a stomachache and feel hungry. But if you eat a healthy breakfast,
for example, 3 out of 5 breakfasts, you will have the energy you need to last you until lunch.
You will be able to concentrate better, have energy to play with friends and feel happy. What
will you eat for breakfast tomorrow to make sure you are ready for the day? Do you
understand why eating breakfast is important? Do you think you can pick food from the 3 out
of 5 for breakfast?

Descriptor A learner

Task 1 •
writes the full answer to the questions with the explanations and
examples;

• uses quantifiers such as plenty, small number/amount of in the
sentences appropriately;

• compares answers with pair and discusses them;
Task 2 •
participates in the discussion actively;

• expresses the point of view on topic and gives examples;

• justifies answers with arguments;

• comments on the classmates’ speech.

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Unit: Food and Drink
Learning objectives 8.1.3.1 (8.C3) Respect differing points of view
8.5.3.1 (8.W3) Write with moderate grammatical accuracy on a
growing range of familiar general and curricular topics
8.3.5.1 (8.S5) Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
8.6.3.1 (8.UE3) Use a growing variety of compound adjectives and
adjectives as participles and some comparative structures
including not as…as, much …than to indicate degree on a range
of familiar general and curricular topics

Assessment criteria •
Comment on others’ opinions using polite lexical units

• Demonstrate the ability to write grammatically correct
sentences on familiar topics

• Discuss the topic with peers, agree or disagree on it and
make conclusions to fulfil the task

• Demonstrate the ability to use compound adjectives and
adjectives as participles and some comparative structures
including not as…as, much …than

Level of thinking skills Application
Higher order thinking skills

Task. Work in groups and build a healthy balanced breakfast. Think about the food that you
will choose, make a list of ingredients and write a recipe for the breakfast. Use comparative
adjectives in your writing such as as….as, much…than.

The learners work in groups and build a healthy breakfast by selecting foods which they can
put on their breakfast plate. When they build a healthy breakfast, they make a list of ingredients
and write a recipe for the breakfast.

Peer assessment sheet
Put a tick in the Yes/No box

Criteria Yes No

The breakfast consists of 3 elements (carbohydrates, protein, dairy
products, fruits, vegetables)

There is a list of ingredients

There is a recipe how to cook breakfast

Comparative adjectives are used

Descriptor A learner


participates in group discussion;

• shares responsibility within a group;

• suggests the food for a list of ingredients;

• explains why it could be included in a list;

• writes the recipe using comparative adjectives;

• writes grammatically correct sentences;

• assesses the recipe using peer assessment sheet.

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Unit: Food and Drink
Learning objectives 8.1.10.1 (8.C10) Use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
8.4.5.1 (8.R5) Deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and curricular
topics
8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and
syntax to talk about a range of general topics, and some curricular
topics
8.6.2.1 (8.UE2) Use a growing variety of quantifiers for countable
and uncountable nouns including several, plenty, a large/small
number/amount on a range of familiar general and curricular topics

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

• Identify the meaning and details of the reading texts on
familiar topics and draw conclusion by reasoning

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

• Apply the correct quantifiers including several, plenty, a
large/small number/amount for nouns

Level of thinking skills Application
Higher order thinking skills
Task 1. Answer the questions. Use much/many/little/few.

Teacher discusses the questions with the learners in a class.

1. How do you start your day?
2. What gives you energy for the first part of the day?

Task 2. What do you think people around the world have for breakfast? Now read the text and
compare your answers.

Breakfast around the world
We asked several people what they have for breakfast and what it’s typical to eat in their
countries. Here’s what they told us.
“A typical Greek breakfast would be some cheese and black olives marinated in olive oil,
garlic and lemon. It’s a good start to the day, with a cup of black coffee of course.” Zacharias,
Greece.
“A typical breakfast in Mexico is probably “huevos rancheros” (ranch-style eggs) with fried
eggs, tortillas, rice, beans and chilli sauce. I really like this kind of breakfast but not every
morning. Normally, I have scrambled eggs with tomatoes, tortillas and frijol beans.” Carolina,
Mexico “Breakfast for me usually consists of a banana and a Greek yogurt, and sometimes I’ll
add oatmeal, oh, and I can’t function properly without a cup of coffee. When I go to eat breakfast
in a restaurant, I usually have eggs, toast and bacon, which is more typical.” Roberto, US
“I think most people from Spain have coffee, cereal or toast, or some biscuits or a muffin for
breakfast, but I don’t really have a big appetite in the morning because I have to get up really
early. So, I usually have some orange juice and cereal with milk. It’s also typical here to have
“churros” (fried sticks of dough).” Carmen, Spain “I’m from the Netherlands and a typical
breakfast here is whole meal bread with butter and Gouda cheese with a glass of milk. However,
I usually have porridge with soy milk and some cinnamon. I also have some fruit. On special

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occasions we have croissants with jam, eggs, orange juice and some yoghurt with fresh fruit.”
Jochem, The Netherlands
“A typical breakfast here would be an English breakfast, with sausages, hash browns, bacon,
fried eggs and beans, but hardly anyone I know has that in the morning. I usually start the day
with some scrambled eggs and tomatoes and fresh orange juice. We have a full English breakfast
on special occasions, but we usually go out for it as it’s too much hassle to make at home.”
Cynthia, England
“Here in South Africa my breakfast mostly consists of a cappuccino with some oats,
scrambled eggs and rye toast with peanut butter. On special occasions, we have our own version
of the English breakfast with scrambled eggs, rye bread, beef sausages, mushrooms and
tomatoes. We love a big breakfast!” Tom, South Africa.

Descriptor A learner

Task 1 •
uses vocabulary to discuss the topic;

• uses grammatically correct sentences;

• uses quantifiers in speech (much, many, little, few);

• discusses answers to the questions;
Task 2 •
answers the questions;

• reads the text and identifies the name of the food;

• compares the answer with information in the text.

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Unit: Food and Drink
Learning objectives 8.2.6.1 (8.L6) Deduce meaning from context with little or no
support in extended talk on a growing range of general and
curricular topics
8.3.5.1 (8.S5) Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks

Assessment criteria •
Reach an answer or a decision by identifying the content of
the extended talk

• Discuss the topic with peers, agree or disagree on it and
make conclusions to fulfil the task

Level of thinking skills Higher order thinking skills

Task 1. Listen to the talk and try to remember as much information as you can.

After listening talk discuss with the learners what the talk is about and what they remember.

Task 2. Underline what ingredients are used to make English Breakfast?

Bacon
Sausages
Fried onions
Black Pudding
Tomatoes
Potatoes
Bake beans
Eggs
Baked beans
Mushrooms
Toast
Ketchup
Salt

Transcript
It’s breakfast time. Forget stacks of pancakes covered in maple syrup and push aside your
love of grits as there is no place for any of these items in the classic full English breakfast. So
grab you knife and your folk and come with me as we feast our eyes on Britain’s most treasured
national dish. The origins of the full English breakfast are a bit of a mystery but many believe it
harks back to time of landed gentry who were keen to display their wealth and in doing so would
put on lavish cooked breakfast for their guests. The full English breakfast was later adopted by
the working classes as a great way to start a day during the Industrial revolution and has since
become part of the British national identity. Nowadays most Brits indulge in a full English only
at the weekends but it is worth of wait Also called a fry up the the full English consists of the
following fundamental items:
Eggs: fried eggs are most common in a full English breakfast. However scrambled and
poached are totally acceptable options.
Bacon: We mainly use British back bacon which is a combination of both pork belly and
pork loin. The bacon is served fried or grilled until the fat is golden brown and now it is not
covered with maple syrup.
Sausages: The full English breakfast is perfect place for you to show off your sausage.
Sausages are fried or grilled.
Black pudding: I can only imagine this is called a pudding to make it sound more appealing.

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Black pudding is actually not a pudding. In fact it is more like a sausage but made with kidney fat
oatmeal and pig’s blood. It sliced and then yep, it fried and tastes a bit dry and salty.
Baked beans: British baked beans are stewed haricot beans typically in a tomato sauce. You
could make you own but most just buy.
Toast: Toast or fried bread is essential. You can use it as a platform to transport eggs and
beans to your mouth or you could save it and cover it in marmalade. In the north of England
grilled oat cakes are popular whilst soda bread is served in Ireland. Wales has lava bread which is
made up of seaweed boiled with oats.
Mushrooms: Mushrooms should never come from a tin. Only fresh mushrooms will do. Grill
or fry them gently and add some herbs.
Tomatoes: Grilled tomatoes are perhaps the most colourful item on a plate.
So, there you go: eggs, bacon, sausages, black pudding, baked beans, toast, mushrooms, and
tomatoes. It is the perfect way to start the day. Enjoy with a cup of tea or coffee and of course a
copy of the morning papers.

Descriptor A learner

Task 1 •
answers the question what the talk is about;

• expresses opinion on topic;

• provides information related to the talk;

• participates in discussion the answersactively;
Task 2 •
underlines the right ingredients.

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Unit: Food and Drink
Learning objectives 8.1.8.1 (8.C8) Develop intercultural awareness through reading and
discussion
8.3.2.1 (8.S2) Ask more complex questions to get information
about a growing range of general topics and some curricular topics
8.3.8.1 (8.S8) Recount some extended stories and events on a range
of general and curricular topics
8.4.2.1 (8.R2) Understand specific information and detail in texts
on a growing range of familiar general and curricular topics,
including some extended texts
8.4.4.1 (8.R4) Read a growing range of extended fiction and non-
fiction texts on familiar and some unfamiliar general and curricular
topics
8.4.7.1 (8.R7) Recognise typical features at word, sentence and text
level in a range of written genres

Assessment criteria •
Interpret information about cultural diversity through reading
and discussion

• Formulate complex questions to get information about the
topic

• Retell extended story or events

• Identify and analyse text structure to find specific information

• Summarize the ideas in the extended fiction and non-fiction
texts by finding the main information and specific details

• Demonstrate the ability to use the correct form of a word,
sentence structure

Level of thinking skills Application
Higher order thinking skills
Task 1. Read the paragraph. When you finish reading, discuss what you have read and explain
reasons why people eat. Look at the highlighted words/phrases and explain the meaning of the
words/phrases before telling the reasons. Use a dictionary if necessary.

Jigsaw reading.
Put the learners in groups of 3 people. Give each learner a paragraph to read. When they finish
reading they share their information with the other group mates. While listening to the speech,
other learners should fill in the table. Before starting reading the paragraphs, explain the
learners that they need to fill in the table while they are listening to their group mate.

Eat to Live, Don’t Live to Eat
The title sounds easy right? Eat to live, don’t live to eat. Simple enough. So why do I go to
the park and half of the people I see are overweight or severely obese? Why are their kids
fat? Why do my coworkers have fat rolls that hang off the back of their chairs? It’s a question I
have asked myself over and over again. There have been many theories as to why people are
fatter today than they were 100 years ago. Now you can choose to believe the BS about good
calories and bad calories or that we are fatter because we don’t eat like our ancestors.
Answer the questions: Why are people fatter today than they were 100 years ago? What are
the reasons?

We are Emotional Eaters
Many of us are emotional eaters. We sometimes eat to relieve stress and find comfort in
eating certain foods. While I have not looked at statistics, I am willing to bet those of us at high
stress jobs are more likely to be overweight than those in less stressful positions. I witnessed this
at a previous job where over half of the workers there were overweight and some were
dangerously obese. The day job was very stressful and the cafeteria served some really calorie

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dense food. People would go to lunch and take the edge off by eating a foot long chili cheese
dog or go down the road and polish off a few big macs. Then when it was time to head home, I
am sure many hit the pint of ice cream for their post dinner indulgence. I have also noticed
people working in lower stress environments to be slimmer and more fit. I supposed they had
more energy and vigor outside of work to be more active than their stressed out
counterparts. Now this could all be coincidence and anecdotal but I have a hunch there is more
to it than that.

Lots and Lots of Food
If you live in America, you know how easy food is to come by. We are constantly being told
to eat thanks to TV, radio and the internet (I am thinking about ordering a pizza right now
because of the Domino’s ad I see on the web page). This seems to screw with our natural
cravings. It’s like we only become hungry because food is always in front of our face. So we
only think we are hungry. We eat and then a few hours later are bombarded again with more
advertisements of food. Time to go to Wendy’s! No wonder we are a bunch of fatties.

Lack of Balance
This is probably the biggest factor in the obesity epidemic we are facing. The fact is most
people are very sedentary. We wake up, go to work, sit for 8 hours and return home to sit some
more until we hit the sack. Now this may sound a bit exaggerated but it’s not far from the truth
for many. Most of the people living like this are very chunky too. People like to argue and say
they have a metabolic disorder. They say “I eat the same amount that my grandparents used to eat
and they were always thin.” I wonder if working on a farm and doing manual labor had anything
to do with them staying so slim?
If you are sedentary and desire to maintain your weight it’s most definitely a great idea to
begin working out a few times per week, burn some calories and move around a bit more than
usual. Perhaps you can begin walking on your lunch break. If you don’t have time to do any extra
activity, then the only way to manage your weight is by watching what you eat and keep it at
your maintenance intake. Now ideally, you will be doing both of these(exercise and watching
your diet) for optimal results.

Fill in the table.

Reasons Explanation

1.

2.

3.

Descriptor A learner


reads the texts;

• uses context clues/dictionary to find out the meaning of the highlighted
words and phrases;

• organizes ideas logically to present the information;

• summarizes the information according to the paragraph;

• concludes the information of different speakers;

• highlights the main reasons;

• completes the table with reasons and explanation.

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Unit: Food and Drink
Learning objectives 8.4.3.1 (8.R3) Understand the detail of an argument on a range of
familiar general and curricular topics, including some extended texts
8.4.4.1 (8.R4) Read a growing range of extended fiction and non-
fiction texts on familiar and some unfamiliar general and curricular
topics
8.4.6.1 (8.R6) Recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics, including
some extended texts
8.5.3.1 (8.W3) Write with moderate grammatical accuracy on a
growing range of familiar general and curricular topics

Assessment criteria •
Identify the claim of an argument and its details

• Read the extended fiction and non-fiction texts to find the
main information and specific details

• Identify author’s attitude and viewpoint in the texts

• Demonstrate the ability to write grammatically correct
sentences on familiar topics

Level of thinking skills Knowledge and comprehension
Application

Task 1. Read the story and decide if the sentences are TRUE or FALSE? Explain your choice.

Food companies targeting kids online
Greedy marketing executives have found a new way of selling their products to children —
Internet games. The world’s junk food makers are trying to sell their burgers, chocolate and soft
drinks to children who play games online. A new report says more than eighty percent of the
world’s food companies are using this sly new method. The report was created by America’s
Kaiser Family Foundation. It is called “It’s Child’s Play: Advergaming and the Online Marketing
of Food to Children*”. It is the first major analysis of how food companies advertise to children
on the Web. It highlights the tactics of companies such as Mars, Hersheys and McDonalds in
targeting kids. The report says online ads are more effective than TV ads at hooking children.
Sadly, the report brings a new word into the English vocabulary – the “advergame”. This is a
technique to get kids hooked while they are having fun online. In addition, many other marketing
tactics are used to get kids to spend long periods of time online. The food companies fill the
games with logos and advertisements. They encourage children to e-mail their friends about
products and brands. They also recommend children join special clubs related to the games.
Children can increase their chances of winning games by buying the products and typing in
special codes found inside the packaging. Many people are worried about the role food
advertising plays in childhood obesity.

True/False Explanation

1 Advertisers have found a way of
protecting kids from adverts.

2 Junk food companies are targeting kids
who play in playgrounds.

3 Over 80% of food companies use the
Internet to target kids.

4 Online ads are better than TV ads at
getting kids hooked on products.

5

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“Advergame” may become a new
English word.

6 Advergames encourage kids to mail their
friends about new products.

7 Kids can get extra online power if they
buy specially-packaged goods.

8 Many people believe the ads can help
combat childhood obesity.

Task 2. Write a summary of the article ‘Food companies targeting kids online’.

When writing the summary there are three main requirements:
1. The summary should cover the original as a whole.
2. The material should be presented in a neutral fashion.
3. The summary should be a condensed version of the material, presented in your own words.

Summary

The learners can explain their choice by paraphrasing or using their own words.

Descriptor A learner

Task 1 •
reads the text;

• answers the questions correctly

• explains his/her choice by giving examples from the article;
Task 2 •
write a summary of the text;

organizes paragraphs logically using cohesive devices;

• write using his/her own words;

• uses appropriate grammar structures;

• demonstrates a variety of vocabulary on the topic.

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Unit: Food and Drink
Learning objective 8.2.6.1 (8.L6) Deduce meaning from context with little or no support
in extended talk on a growing range of general and curricular topics

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

Level of thinking skills Higher order thinking skills

Task. Listen to the definition of a word and say what the word is.
Divide the class into two teams. Explain the rules. The learners have an option to stand or to sit.
If they know the word, they have to stand. If they do not know the word, they can either sit or
stand pretending that they know the word. The teacher will randomly call on a learner who is
standing to answer the question. If the learner answers correctly, the team will be awarded
points for every team member standing. The learners may “bluff” by standing even if they do not
know the answer to score points for their team. If the learner answers incorrectly the team will
lose points.

1. extremely hungry
2. cut into pieces with repeated sharp blows of an axe or knife
3. cook in the oven without oil or fat
4. a set of instructions for cooking something
5. cook in water
6. remove the skin from fruit/vegetable
7. cook in oil
8. the food items you need to have to make something to eat

Answer keys
1. starving
2. chop
3. roast
4. recipe
5. boil
6. peel
7. fry
8. ingredients

Descriptor A learner


says what the word is according to the given definition.

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Unit: Food and Drink
Learning objectives 8.2.3.1 (8.L3) Understand with little or no support most of the
detail of an argument in extended talk on a wide range of
general and curricular topics
8.3.4.1 (8.S4) Respond with some flexibility at both sentence
and discourse level to unexpected comments on a range of
general and curricular topics

Assessment criteria •
Find detailed information in a short text with some
support

• Deliver effective reply speeches or comment on the
partner’s speech without preparation

Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task 1. Listen and answer the questions.
1. What is the event?
2. When was the “Cooking Club” created?
3. How many people were on the presentation of Kazakh cuisine?
Task 2. Discuss the questions in a class
1. What dishes from your country are often confused by tourists or foreigners?
2. Do you think that food defines a culture? If so, how?
3. Do you notice any differences in the way food is served at the table when you travel?

Transcript
The Library of Congress’ cooking club presented Kazakh dishes. Kazakh cuisine is familiar
for both the teacher of history at the University of Maryland Sarah Cameron and IRS Senior
Program Officer Stanley Courier who have lived in Kazakhstan for several years. They spoke
about the peculiarities of the Kazakh cuisine noting the influence of the multinational culture.
Sarah and Stanley stressed that one can taste Kazakh meat, Russian Borshch, Korean salads and
Uzbek plov at the hospitable and generous dastarkhan table in every Kazakh family. Presentation
table had Uzbek plov, bauyrsak, Kazakh coffee bread, and salads that are popular in Kazakhstan.
They also treated the overseas audience with Kazakh sweet dried apricots and world famous
Kazakhstani chocolate.
Sherley Lou: “Library of cooking Club was established in 1949 and we are interested in
different cultures not just what has cooked in the USA. So when it became possible to two
speakers to talk about Kazakhstan, I thought it would be wonderful for most people who do not
know where Kazakhstan is if they are not geography majors or political science or something.
So we are very glad to hear this because two speakers gave us a very good view of the country
and the hospitality of the people.
“Hello. My name is Stanley Courier. I have worked and lived in Kazakhstan for more than
10 years and today we were invited in the US Congress Library to speak about the Kazakh
cuisine. It was very pleasant to see that the presentation was attended by more that 50 people. Me
and my colleague Sarah Cameron from the University of Maryland answered many questions
about Kazakhstan. We told not only about food but also about the hospitality of the Kazakh
people. We are also happy to see that everyone liked the presentation.”

Descriptor A learner

Task 1 •
answers the questions;

• provides viewpoints on topic;

• completes the task correctly;

Task 2 •
participates in a class discussion;

• asks a variety of questions in order to get information about the topic;

• gives proper answer to the question with explanation.

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Unit: Food and Drink
Learning objectives 8.1.2.1 (8.C2) Use speaking and listening skills to provide
sensitive feedback to peers
8.1.10.1 (8.C10) Use talk or writing as a means of reflecting on
and exploring a range of perspectives on the world
8.3.5.1 (8.S5) Interact with peers to negotiate, agree and
organise priorities and plans for completing classroom tasks
8.3.6.1 (8.S6) Link comments with some flexibility to what
others say at sentence and discourse level in pair, group and
whole class exchanges
8.5.2.1 (8.W2) Write with minimal support about real and
imaginary past events, activities and experiences on a range of
familiar general topics and some curricular topics

Assessment criteria •
Provide helpful feedback orally

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

• Discuss the topic with peers, agree or disagree on it and
make conclusions to fulfil the task

• Present the information by making connections,
summarizing and highlighting ideas of other people

• Write about real and imaginary past events, activities
and experinces using a variety of simple past and
present perfect forms

Level of thinking skills Application
Higher order thinking skills

Task 1. Work in pairs and decide what would you put in the lunch box of a grade 5 student if
you prepared it? Write your answer.

Ask learners to pretend they have to pack a lunch for a student. Have them write down what they
would put inside the lunch box. Learners work in pairs.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Task 2. Divide each ingredient of your lunch box in the food groups. What do you need to add in
order to make it balanced?

Ask learners to identify the food groups that are in their boxes. Ask what they need to add to
make it balanced?

Protein Carbohydrates
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

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Fats and Sugars Dairy products
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

Fruits and vegetables
_________________________
_________________________
_________________________
_________________________
_________________________

Task 3. How creative your lunches are? Would you like to eat them?
Look at the pictures of a plain lunch and a creative bento box style. Which one would you rather
eat if you were a child?

Ask learners how creative they believe their lunches are. Would they want to eat it? Show a
picture of a plain lunch vs. a creative bento box style lunch and ask learners which they would
eat and why?

Task 4. Prepare and create your own Bento lunch Box.

Learners work in pairs. They prepare their own Bento lunch Boxes. Show them the examples of
Bento Boxes to make sure that they understand what it is. Tell the learners that it is the
traditional lunch boxes of Japan. Spend some time on the explanations of the 5 basic rules of an
everyday bento lunch. When the learners finish the tasks they present their own Bento lunch box.

The 5 basic rules of an everyday bento lunch
1. Tasty.
2. Reasonably healthy and nutritionally balanced.
3. Look neat and appetizing.
4. Be quick and easy to prepare.
5. Inexpensive.

Peer assessment of oral presentation
Name _______________________________

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Presentation skills The learner’s manner of speech is The learner’s manner of speech is
vivid, lively and emotional; the not enough vivid and emotional; the
pronunciation and intonation are fluency of speech is rather lower
clear, the fluency of speech is than natural.
similar to a natural manner.

Grammar A learner demonstrates an ability A learner demonstrates an ability to
accuracy to operate appropriate and operate appropriate structures with
complicated grammar structures. some mistakes that do not interfere
to the meaning.

Vocabulary The range of topical vocabulary is The range of topical vocabulary is
wide enough to show shades of wide enough to cover the topic; a
meaning; the vocabulary is relevant learner tries to use specialized
to the topic. terms and vocabulary to express his
awareness of the presented topic.

Assesses by: _______________________

Task 5. Bento Box Follow-Up. Answer the questions.
1. Identify your theme and why you chose it explaining the characters or creations within
the box.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Explain what food(s) you used and the amounts and identify the food groups your foods
belong to.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Include the cost of the foods/amounts used to create your lunch giving us a total cost for
your bento box creation.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. How much time did you have in creating your bento box?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Explain any problems you and your partner encountered during this project and how you
resolved them.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Reflect: Japanese mothers create bento boxes daily for their children. In your opinion,
how realistic would it be for most parents in Kazakhstan to create bento boxes for their
children on a daily basis?
________________________________________________________________________
________________________________________________________________________

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________________________________________________________________________
________________________________________________________________________

Descriptor A learner

Task 1 •
makes a list of ingredients;

• spells the words correctly;

• interacts with a partner;

• works cooperatively to fulfill the task;

• prepares lunch box;
Task 2 •
puts the ingredients in the appropriate food group;

• answers the questions about balanced lunch box;
Task 3 •
responds to the questions relevantly;

• uses an appropriate topical vocabulary;

Task 4 •
presents the information to the others;

• demonstrates an ability to use complex sentences;

• tries to use topical vocabulary and terms to express
his/her awareness of the presented topic;
Task 5 •
reflects on his/her presentation by pointing out the key
elements of the presentation;

• describes the process of preparation and identifies the
problem she/he faced with;

• writes detailed answers to the questions.

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Unit: The World of Work
Learning objectives 8.1.6.1 (8.C6) Organise and present information clearly to others
8.3.3.1 (8.S3) Give an opinion at discourse level on a wide range of
general and curricular topics

Assessment criteria •
Form ideas effectively and demonstrate the ability to express
them clearly

• Express thoughts about the given topic in the conversations

Level of thinking skills Higher order thinking skills

Task. Read the headings and match them with the pictures. Discuss your choice.

A. Looking for work? Put yourself in the driving seat! B. A cut above the rest

C. An opportunity to sink your teeth into! D. Earn your wings!

E. Have you got the right ingredients?

1 2 3

4 5

Descriptor A learner


reads the headings and matches the headings with the pictures
correctly;

• justifies his/her answers in discussion.

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Unit: The World of Work
Learning objectives 8.1.6.1 (8.C6) Organise and present information clearly to others
8.2.2.1 (8.L2) Understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics
8.2.8.1 (8.L8) Understand extended narratives on a wide range of
general and curricular topics
8.6.13.1 (8.UE13) Use a growing variety of modal forms for
different functions: obligation, necessity, possibility, permission,
requests, suggestions, prohibition on a range of familiar general
and curricular topics

Assessment criteria •
Form ideas effectively and demonstrate the ability to
express them clearly

• Identify specific information in extended talks with some
support

• Identify general information and details of a story

• Distinguish the difference in the usage of modal verbs for
different functions (obligation, necessity, possibility,
permission, requests, suggestions, prohibition)

Level of thinking skills Application
Higher order thinking skills
Task 1. Look at the photo. What do you think are…?
1) the most important personal qualities people need.
2) the special qualifications/abilities people need (a degree, to be able to drive)
3) the good and bad sides of the job.

air-traffic controller au pair

househusband travel courier

Task 2. Listen to two of the people talking about their jobs. Who are they? Write the words
that helped you to identify what the job is. Transcript can be found below.
Job 1
_________________________________________________________________________
Job 2

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_________________________________________________________________________

Task 3. Listen again and complete the chart.

Job 1 Job 2

Personal qualities

Abilities/Qualifications

Good side

Bad side

Transcript
Job 1
Well, you need to be good with people. I’d say that’s the most important thing. And you
need to be really patient. You don’t need any qualifications except languages, of course. The
more languages you speak, the better. The good side of the job is definitely the travelling.
I’ve been able to get to know places I never dreamed of seeing, like Bali and Honolulu. And
you meet a lot of nice people too.
The bad side is that it’s not very well-paid. The salary is quite low compared to other jobs.
And the job itself can sometimes be very stressful. There are nearly always problems –
overbooking in hotels, flight delays, luggage that doesn’t arrive, people wanting to change
the rooms and things like that.
The worst experience I have ever had was this awful customer who spent at least two hours a
day complaining to me, and always about the same things. He complained about the size of
the swimming pool, then about the music in the restaurant, then about the food. Finally, he
even locked me in his room one day to make me listen to his complaints. After that we paid
for a plane ticket for him to go home a week early. He was the worst customer I’ve had.

Job 2
I think the most important thing is that you have to love children, and be good at getting on
with them. You do not need any qualifications; you just have to be able to speak a bit of
English.
The good side of the job is definitely the children. Although sometimes they are naughty or
difficult, most of the time I really enjoy looking after them. And I have learned a lot of
English talking to them and playing with them. I also have a lot of free time, so I can go to
classes, or go out with my friends at night. The bad side is the parents of children. They are
not friendly to me and they do not get on with each other. They are always arguing. I don’t
like them. And I have to do a lot of housework. Too much.
My worst experience was one night when the phone rang, and I picked it up and said
“Hello?” It was a woman and she thought I was the children’s mother. She said, ‘I’m going
to tell you everything. I’m in love with your husband!’ Then when I explained that I was
only the au pair, she became completely hysterical! That evening, when the wife wasn’t
there, I told her husband about the phone call. First he laughed and said it was a joke, but
then he offered me more money. I didn’t accept it.

Descriptor A learner

Task 1 •
explains the answers using the personal experience;

• infers meaning of the words from the given pictures;

• uses modal verbs (to be able to) in his/her speech correctly;
Task 2 •
writes the key words/phrases;
Task 3 •
chooses the appropriate information to fill the chart;

• summarizes information to complete the chart;

• spells words correctly.

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Unit: The World of Work
Learning objectives 8.2.7.1 (8.L7) Recognise typical features at word, sentence and text
level of a growing range of spoken genres
8.3.2.1 (8.S2) Ask more complex questions to get information
about a growing range of general topics and some curricular topics
8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and
syntax to talk about a range of general topics, and some curricular
topics
8.6.5.1 (8.UE5) Use questions which include a variety of different
tense and modal forms on a range of familiar general and curricular
topics

Assessment criteria •
Show the ability to use the appropriate sentence structure
and the words correctly

• Formulate complex questions to get information about the
topic

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

• Demonstrate an ability to make up questions in different
tenses and modal forms

Level of thinking skills Knowledge and comprehension
Application

Task. Choose one card and explain what your job is. You are not allowed to use the words from
the card.
Guess my job
Play a game with your learners. You can play it in groups or pairs. Place the cards in a pile face
down. One learner at a time picks a card, and describes the job given. She/he can’t use any of the
words from the card. Learners are allowed to ask questions.

PHOTOGRAPHER SOLDIER PIANIST FISHERMAN
Camera Gun Piano Fish
Pictures Uniform Play Boat
Magazine Army Music Catch

DOCTOR WRITER LAWYER SCIENTIST
Hospital Book Law Lab
Nurse Story Legal Experiment
Sick Write Court Uniform

BUS DRIVER ARTIST BUTCHER ARCHITECT
Bus Fame Meat Design
Drive Paint Sell Building
Ticket Brush Kill Office

Descriptor A learner


guesses what the job is by summarizing the known facts;

• makes up question in different tenses correctly.

• asks complex questions to clarify;

• answers the partner’s questions;

• paraphrases information in the cards;

• describes the job using the topical vocabulary.

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Unit: The World of Work
Learning objectives 8.1.1.1 (8.C1) Use speaking and listening skills to solve problems
creatively and cooperatively in groups
8.1.9.1 (8.C9) Use imagination to express thoughts, ideas, experiences
and feelings
8.3.3.1 (8.S3) Give an opinion at discourse level on a wide range of
general and curricular topics
8.3.5.1 (8.S5) Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
8.4.2.1 (8.R2) Understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including some
extended texts
8.5.2.1 (8.W2) Write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar general
topics and some curricular topics
8.5.3.1 (8.W3) Write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics

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

• Convey fantasy ideas and experiences including emotions and
senses

• Express thoughts about the given topic in the conversations

• Discuss the topic with peers, agree or disagree on it and make
conclusions to fulfil the task

• Find specific information in extended texts

• Write about real and imaginary past events, acitivies and
experiences

• Demonstrate the ability to write grammatically correct sentences
on familiar topics

Level of thinking Application
skills Higher order thinking skills

Task 1. Discuss the questions in a class.
1) What is your dream job? Why?
2) What are you future career ambitions? Why?

Task 2. Describe the picture.
1) Why do you think the woman is happy?
2) How would you react if you failed a job interview?
3) How would you prepare for a job interview? Why?

Task 3. Read the email and choose the correct topic.
A) Making a suggestion
B) Asking for advice
C) Sending an invitation

From: Sabina02@gmail.com
To: MaxGh@yahoo.co.at
Subject: My job interview

Hi Max,
Sorry I have not emailed you recently but I noticed on Facebook that you’ll be going to
university next year – that’s awesome!

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I wanted to ask you about something. As you know I’m going to take a year out, I want to
earn some money.
Well, the good news is I have an interview next week – on Monday. The bad news is that I’m
terrified. I know you have had a couple of interviews and you always seem to get the job,
how do you do it? Can you give me some advice?
All the best,
Sabina

Task 4. Read the email again and answer the questions.
1. What is Max doing next year?
2. Is Sabina going to university next year?
3. Why is she taking a year out?
4. What’s happening next week?
5. How does she feel about it?
6. Why does she want Max to give her advice?

Task 5. In groups, make a list of pieces of advice for Sabina that help her to get a job.

Task 6. Answer the email. In your reply you should:
— describe your experience;
— give some advice ;
— suggest what Sabina should do.

Descriptor A learner

Task 1 •
participates in group discussion;

• answers the questions;

• expresses thoughts and shares ideas;

• talks about personal experience;

Task 2 •
describes the picture;

• makes logical inferences;

• responds to the questions and gives relevant answers;

Task 3 •
reads the email;

• analyses information in the email and chooses the right answer;
Task 4 •
finds appropriate evidence from the email;

• answers the questions;

Task 5 •
participates in the group discussion actively;

• interacts with the peers to suggest some advice;

• makes a list of advice for Sabina to get a job;

Task 6 •
conveys main points clearly;

• writes full grammatically correct sentences using simple past
or present perfect forms;

• uses appropriate structure of the email;

• replies to the email.

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Unit: The World of Work
Learning objectives 8.4.9.1 (8.R9) Recognise inconsistencies in argument in short texts
on a limited range of general and curricular subjects
8.5.2.1 (8.W2) Write with minimal support about real and
imaginary past events, activities and experiences on a range of
familiar general topics and some curricular topics
8.5.3.1 (8.W3) Write with moderate grammatical accuracy on a
growing range of familiar general and curricular topics
8.6.13.1 (8.UE13) Use a growing variety of modal forms for
different functions: obligation, necessity, possibility, permission,
requests, suggestions, prohibition on a range of familiar general
and curricular topics

Assessment criteria •
Find claim, reasons and evidence in the text to recognise
inconsistencies in argument

• Write about real and imaginary past events, activities and
experinces

• Demonstrate the ability to write grammatically correct
sentences on familiar topics

• Distinguish the difference in the usage of modal verbs for
different functions: obligation, necessity, possibility,
permission, requests, suggestions, prohibition

Level of thinking skills Application
Higher order thinking skills

Task 1. Read the advertisements. Match questions with the advertisements. Explain your
choice.

Questions
1. Which advert is not actually for a job? ____
2. In which two jobs does it indicate that previous experience is not necessary? ____
3. Which advertisement mentions working at the weekend? ____
4. Which advert gives exact details of the pay? ____
5. For which job is it likely that applicants already need to be trained before applying?
____

Advertisements
A. Wanted: trainees to work in a new salon opening soon. Good working conditions and
excellent pay. If you are interested in a career in this industry, come and join our team.
Must be willing to work Saturdays and at least two early evenings per week. Call
Mandy on 021465732
B. We are inviting expressions of interest from potential recruits to join our training
programme. You will need to be in good health, aged between 25 and 40 and be able to
work under stress. Successful candidates will enter our extensive 18-month training
programme and can expect to earn six-figure salaries in their first job. Send your CV
and contact details to PO Box 223, London, W1 2PP.
C. Wanted – people with ambition and drive to join our excellent team working across the
country. Get the benefits of working for a nationwide chain of garages rather than small
locally owned businesses. Experience required. For more information contact our
recruitment team on 0161 754908.
D. Assistant required for immediate start. Competitive salary plus extra benefits including
free dental care. Would suit graduate, although previous experience desirable. For

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further details, contact Sue Riggs on 080495374
E. Exciting opportunity to join an amazing team at our five-star city-centre restaurant. 27-
40 hours per week. Experience with Italian food is preferred but not essential. A passion
for it, however, is salary: 18000-22000 GBP per annum. To be considered, send you CV
to Tony at tony,dimarco@milanomilano.co.uk

Task 2. Write an advertisement for your perfect job. Use the five advertisements above to help
you.

You should:
— have a catchy title;
— include at least 3 requirements to your prospective employees;
— use modal verbs;
— include your contact details.

Descriptor A learner

Task 1 •
reads the questions and advertisements;

• matches the specific information in the advertisements with
the questions given;

• explains the answer using arguments;

Task 2 •
writes full grammatically correct sentences using modal
verbs;

• includes 3 requirements to employees

• uses appropriate structure for the advertisement;

• writes an advertisement.

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Unit: The World of Work
Learning objective 8.6.6.1 (8.UE6) Use a variety of pronouns including indefinite
pronouns anybody, anyone, anything and quantitative pronouns
everyone, everything, none, more, less, a few
on a range of familiar general and curricular topics

Assessment criteria •
Distinguish the difference between indefinite pronouns anybody,
anyone, anything and quantitative pronouns everyone,
everything, none, more, less, a few

Level of thinking skills Application

Task. Put the right indefinite pronouns into the correct gap. You don’t need to use all of them.

anywhere any something everyone

somewhere someone anything everything

nothing everybody nobody anybody

1. The boss is writing an important report. Therefore, he has to work ___________ quiet.
2. Do not blame yourself for the mistake. _______________ is perfect.
3. The police found the murder weapon _______________near the hut. In the woods.
4. Isabelle is a really popular manager. ________________ likes and respects her.
5. Do you know ______________________ who works for Apple company?
6. I didn’t see Max at work. In fact, I didn’t see ____________________ . The place was empty.
7. Please tell the salesman at the door that we don’t want to buy ___________.
8. Are there _______________ good actors in this school?
Answer keys
1. Somewhere, 2. Nobody, 3. Somewhere, 4. Everybody, 5. Anybody, 6. Anybody, 7. Anything,
8. Any.

Descriptor A learner


chooses the right indefinite pronoun;

• applies the rule to complete the task;

• fills in the gaps with right pronouns.

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