A collection of tasks for Formative Assessment
on the subject «The English language»
Grade 9
Nur-Sultan, 2019
ПОЛНЫЙ ВАРИАНТ СКАЧАТЬ
Dear teacher!
The group of teachers designed this collection of tasks as a teaching aid to assist teachers
within the framework of updating the content of education. Tasks with assessment criteria and
descriptors are samples for assisting teachers in providing constructive feedback to learners in terms
of achievement of learning objectives; in selecting and designing similar tasks, in planning lessons
and carrying out Formative Assessment.
The advisory nature of the tasks collection allows teachers to adapt, add and make changes
in tasks according to learners’ capacities and requirements.
Additional materials (manuals, presentations, plans, etc.), the discussion possibility on
forums and video instructions can be found on the official website of «Nazarbayev Intellectual
Schools» Autonomous Educational Organisation smk.edu.kz.
We wish you creative work and success!
This collection of tasks is designed for secondary school teachers, school administrations,
educational departments’ seniors, regional and school coordinators in criteria-based assessment and
others.
Freely available Internet resources such as pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing this tasks collection. The collection of tasks was
designed for the noncommercial purposes.
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CONTENTS
TERM 1……………………………………………………………………………………………………………………………… 4
Unit: Hobbies and Qualities ………………………………………………………………………………………………. 4
Unit: Exercise and Sport………………………………………………………………………………………………….. 18
TERM 2……………………………………………………………………………………………………………………………. 37
Unit: Earth and our place in it ………………………………………………………………………………………….. 37
Unit: Charities and conflict ……………………………………………………………………………………………… 52
TERM 3……………………………………………………………………………………………………………………………. 66
Unit: Reading for pleasure ………………………………………………………………………………………………. 66
Unit: Traditions and Language …………………………………………………………………………………………. 67
Unit: Music and Film ……………………………………………………………………………………………………… 73
TERM 4……………………………………………………………………………………………………………………………. 81
Unit: Travel and Tourism ………………………………………………………………………………………………… 81
Unit: Science and Technology …………………………………………………………………………………………. 84
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TERM 1
Unit: Hobbies and Qualities
Learning objectives 9.5.1.1 Plan, write, edit and proofread work at text level with
little or no support on a range of general and
curricular topics
9.5.2.1 Write independently about factual and imaginary past
events, activities and experiences on a range of
familiar general and curricular topics
9.6.12.1 Use an increased variety of comparative degree
adverb structures with regular and irregular adverbs;
use a variety of pre-verbal, post-verbal and end-
position adverbs on a range of familiar general and
curricular topics
Assessment criteria Make a plan, write paragraph, edit and proofread the
written work with little or no support on general topics
Express factual and imaginary past events, activities
and experiences independently in written form
Use comparative degree adverb structures with regular
and irregular adverbs
Use a variety of pre-verbal, post-verbal and end-
position adverbs
Level of thinking skills Application
Task 1. Read the statement and write an opinion essay on topic:
“People should make money from their hobbies”
You should:
Complete the table and use it as a plan for your essay.
Give your opinion supported by reasons and / or examples.
Use pre-verbal, post-verbal and end-position adverbs, use comparative degree adverb
structures with regular and irregular adverbs.
Write 3 paragraphs (introduction, main body and conclusion).
Check your essay using essay editing checklist.
People should make money from their hobbies
Reason 1 examples/details
Reason 2 examples/details
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Essay editing checklist
Do you have an introduction, main body and conclusion in your essay?
Do you have reasons/examples in your essay?
Do your sentences and paragraphs connect coherently?
Do your sentences complete (have a noun and a verb)?
Do you use adverbs (recently, however, nearly, there, well, more effectively, better, worse,
etc.)?
Is your essay written in a formal tone?
Is spelling and grammar correct?
Task 2. Exchange your essay with a person next to you. Read your partner’s essay and check for
grammar accuracy, number of paragraphs with relevant content and plan. Give positive comments
on written essay and what needs to be improved. Use the following checklist.
Checklist
Criteria Yes No Comments
Every sentence is clear and easy to understand in the
essay.
The essay has a beginning, middle and end.
The essay has complete sentences.
Sentences and paragraphs connect coherently.
Every sentence has a noun and verb.
There are some adverbs (recently, however, nearly,
there, well, more effectively, better, worse, etc.).
The essay has a correct spelling of the words.
Edit your essay based on your partner’s comment.
Re-write your essay following your partner’s comments
Descriptor A learner
Task 1 completes the table with necessary information;
provides content that relevant to the topic;
writes in appropriate style of opinion essay;
uses appropriate grammatical structures;
uses pre-verbal, post-verbal and end-position adverbs;
uses comparative degree adverb structures with regular and
irregular adverbs;
Task 2 checks partner’s essay using the checklist;
gives positive comments on work and a reasonable comment for
improvement of a partner’s essay;
Task 3 edits an essay based on a partner’s comment;
rewrites the essay following partner’s comments.
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Unit: Hobbies and Qualities
Learning objectives 9.5.2.1 Write independently about factual and imaginary past
events, activities and experiences on a range of familiar
general and curricular topics
9.5.3.1 Write with moderate grammatical accuracy on a wide
range of familiar general and curricular topics
9.6.7.1 Use a variety of simple perfect forms including some
passive forms, including time adverbials on a range of
familiar general and curricular topics
9.6.9.1 Use appropriately an increased 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 Express factual and imaginary past events, activities and
experiences independently in written form
Demonstrate the ability to write grammatically correct
sentences on familiar topics
Use a variety of simple perfect forms and some passive
forms with time adverbials
Use active and passive past perfect simple in stories,
events and reported speech
Level of thinking skills Application
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Task. Read some facts about Jane Goodall. Write two paragraphs about Jane Goodall and your
impression on her using reported speech forms.
Write 2 paragraphs:
paragraph 1 is a short summary of Jane Goodall’s biography
paragraph 2 is your attitude towards her and her actions
Give your opinion supported by reasons and / or examples.
Use active and passive simple present and past forms and past perfect simple forms, use
simple perfect and some passive forms, use time adverbials in your writing.
Check your written work using revising checklist.
Facts about Jane Goodall
Valerie Jane Morris-Goodall was born in 1934 in London, England.
Goodall is best known for her over 55-year study of social and family interactions of wild
chimpanzees since she first went to Gombe Stream National Park, Tanzania in 1960.
In 1977, Goodall established the Jane Goodall Institute (USA), which supports the Gombe
research, and she is a global leader in the effort to protect chimpanzees and their habitats.
Global youth program Roots & Shoots began in 1991 when a group of 16 local teenagers
met with Goodall on her back porch in Dar es Salaam, Tanzania.
In April 2002, Secretary-General Kofi Annan named Goodall a United Nations Messenger
of Peace.
Revising checklist
There are 2 paragraphs.
Important facts are included in the summary.
Sentences are clear and correct.
Simple and compound sentences are used.
Active and passive simple present and past forms and past perfect
simple forms in reported speech, time adverbials are used.
Linking words are used to write coherent paragraphs.
Descriptor A learner
writes 2 paragraphs providing content that relevant to the topic;
includes reasons or examples;
uses appropriate grammatical structures;
uses simple perfect and some passive forms;
uses time adverbials;
uses variety of cohesive devices to link sentences into coherent
paragraphs.
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Unit: Hobbies and Qualities
Learning objectives 9.3.7.1 Use appropriate subject-specific vocabulary and syntax to
talk about an increased range of general topics, and some
curricular topics
9.3.3.1 Explain and justify their own point of view on a range of
general and curricular topics
9.6.15.1 Use infinitive forms after a growing number of adjectives
and verbs; use gerund forms after a growing variety of verbs
and prepositions; use an increased variety of prepositional
verbs and phrasal verbs on a range of familiar general and
curricular topics
Assessment criteria Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences on
different topics
Give information about the topic and prove it
Use infinitive after adjective and gerund after prepositions
Use infinitive and gerund after different verbs
Use prepositional verbs and phrasal verbs on familiar topic
Level of thinking skills Application
Higher order thinking skills
Task. Learner is given a topic about hobbies and quality to talk about for 1-2 minutes.
You have 1 minute to prepare. Answer the questions. Speak on a given topic for 1-2 minutes.
Topic 1: Me and my hobby. Mention the following information:
What is your hobby?
Do you think having a hobby is beneficial to social life? Why?/Why not?
How does your hobby affect your social life?
Topic 2: Hobby and personality. Mention the following information:
Why do people need hobbies?
Does people’s personality influence on choosing a hobby?
What kind of hobby can you recommend to take up to a quick-tempered person? Why?
What kind of team games can you recommend to take up to an unsociable person? Why?
Topic 3: Famous people’s life and their work (hobbies). Mention the following information:
In your opinion, what kind of free-time activities are typical for famous people?
How do famous people tend to spend their free time? Explain the topic using one example of
a celebrity.
Do you agree that a celebrity’s hobby and work match? Why/Why not?
You can use the following phrases:
I really love …
I’m really/very/quite interested in …
I enjoy …
I’m really/very/quite keen on …
I think … is/are great/brilliant/wonderful
I think … is all right
I don’t mind …
I really hate …
I don’t like … at all
I can’t stand …
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… really get(s) on my nerves
I can’t bear …
I’m not very keen on …
… drive(s) me crazy
I think … is/are really boring/annoying
In my opinion
Frankly speaking
To be honest
As far as I’m concerned
Teacher can use the checklist below to give feedback to learners.
Teacher’s checklist
Student1 Student2 Student3 Student4
Answers the questions fully
Expresses ideas clearly
Justifies ideas properly
Uses infinitive and gerund forms
Uses of prepositional verbs and
phrasal verbs
Uses appropriate topical
vocabulary
Uses grammatically correct
sentences
Descriptor A learner
uses topic related vocabulary;
explains his/her point of view and supports with arguments;
talks on a given topic using appropriate grammatical verb forms;
expresses opinion using appropriate linking words or phrases;
uses infinitive and gerund, prepositional verbs and phrasal verbs while
speaks on a given topic;
uses appropriate topic related vocabulary.
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Unit: Hobbies and Qualities
Learning objectives 9.2.1.1 Understand the main points in unsupported extended talk
on a wide range of general and curricular topics
9.2.2.1 Understand most specific information in unsupported
extended talk on a wide range of general and curricular
topics
Assessment criteria Identify the main idea in unsupported extended talk
Identify facts and details in extended talks with no support
Level of thinking skills Knowledge and comprehension
Task 1. Watch the video. What is the main idea of the conversation?
Go to this link to listen: https://www.youtube.com/watch?time_continue=1&v=dBNIrt0-wK8
Teacher can read the transcript below.
Task 2. Listen to the conversation again and answer the questions:
1. Which country is the final destination for the Street Soccer tour?
A) Kenya
B) Senegal
C) South Africa
2. You need to be mentally and physically fit to play street soccer.
A) Doesn’t say
B) True
C) False
3. The Amsterdam players aren’t very good at street soccer.
A) True
B) Doesn’t say
C) False
4. How many games did the street legends win in Amsterdam?
A) all of them
B) half of the games
C) the video doesn’t say
5. Edgar David used to play football for the Netherlands.
A) True
B) Doesn’t say
C) False
6. Which city are the Street Legends heading to the next?
A) Paris
B) London
C) the video doesn’t say
Answer keys:
Task 1: Edgar Davids takes his team of Street Legends on a tour of Europe and Africa to battle
against the best local teams. In Amsterdam East, the Street Legends face the Netherlands’ finest
talent. Edgar’s friend Ryan Babel comes along to support.
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Task 2: 1. C, 2. B, 3. C, 4. A, 5. B, 6. B
Transcript
Edgar Davids: Street Soccer is expressing yourself with a ball. And also physical skills and mental
skills. It’s not for the weak; it’s just for the fittest and strongest.
Little Pinto: Street Soccer is, it’s a lifestyle. It’s what I wake up for and it’s the last thing on my
mind when I go to bed.
Rocky: Street Soccer is my life. It means a lot to me, and it’s a part of my identity.
Dju Dju: The most real pro players, they always begin on the streets.
Edgar Davids: This is the return of the Street Legends. I’m going on a tour of firstly Amsterdam,
then we’re going to London, then we go to Paris, Senegal, Kenya, Ghana, and then at last we drop
by South Africa. We want to show people you know that we are the best in Street Soccer.
Orry: Today is the first day of our tour. And we now at Edgar Davids Square.
Vaante Je: Yeah, it’s gonna be difficult because a lot of players in Amsterdam are really good.
Terror: We’re gonna play six games. I think out of the six we must make six. I can’t lose, I can’t
lose. I can’t afford to.
Wasinho: It’s gonna be tough, but I’m ready.
Man on microphone: Street rules, the first to score 3 goals remains on the pitch.
Edgar Davids: Now we’re in the Netherlands, in Amsterdam, the street that I grew up with. I grew
up in the North, but everybody came here, the best players came here. This is the court that I
opened back in ’96. So, here’s where I got the keys because I’m the mayor. So I represent, I have
to hold myself down.
Male: The first street battle is about to begin.
Ryan Babel: I used to play soccer on the streets. And just having fun with my friends, with the
other neighbourhoods, and yeah, playing football.
Local Coach: Players like Edgar Davids, they were players that hang on the children’s walls. It
looked like they were in movies, so it was very good for the children. They became then that they
can play against players like the Street Legends.
Terror: It was awesome game. I told you, 6 out of 6. It was not easy man, but we did it man, we
did it. We defeated them. There’s no Street Legends bane. We defeat everybody, 6 out of 6, come
on man.
Edgar Davids: We won everything, we won everything. So now it’s off to London, so we’ll see
what they can bring.
Ryan Babel: It’s a wrap here in Amsterdam. London here we come. So watch out for the Street
Legends.
Descriptor A learner
Task 1 says the main idea of the conversation;
Task 2 answers the questions by choosing the correct letter.
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Unit: Hobbies and Qualities
Learning objective 9.4.1.1 Understand the main points in extended texts on a range
of unfamiliar general and curricular topics
Assessment criteria Identify the main information in extended texts on
different topics
Level of thinking skills Knowledge and comprehension
Task. Read the text and choose the right topic sentences (1-4) for paragraphs (A-D). Use each
topic sentence only once and write the corresponding letter in the space given.
1. Nelson Mandela became a leader in the African National Congress (ANC).
2. Nelson Mandela was a civil rights leader in South Africa.
3. Mandela would spend the next 27 years in prison.
4. Nelson Mandela was born on July 18, 1918 in Mvezo, South Africa
A. ________________________. He fought against apartheid, a system where non-white citizens
were segregated from whites and did not have equal rights. He served a good portion of his life in
prison for his protests, but became a symbol for his people. Later he would become president of
South Africa.
B. ________________________. His birth name is Rolihlahla. He got the nickname Nelson from
a teacher in school. Nelson was a member of Thimbu royalty and his father was chief of the city of
Mvezo. He attended school and later college at the College of Fort Hare and the University of
Witwatersrand. At Witwatersrand, Mandela got his law degree and would meet some of his fellow
activists against apartheid.
C. ________________________. At first, he pushed hard for the congress and the protesters to
follow Mohandas Gandhi’s non-violence approach. At one point, he started to doubt that this
approach would work and started up an armed branch of the ANC. He planned to bomb certain
buildings, but only the buildings. He wanted to make sure that no one would be hurt. He was
classified as a terrorist by the South African government and sent to prison.
D. ________________________. His prison sentence brought international visibility to the anti-
apartheid movement. He was finally released through international pressure in 1990. Once released
from prison, Nelson continued his campaign to end apartheid. His hard work and life long effort
paid off when all races were allowed to vote in the 1994 election. Nelson Mandela won the
election and became president of South Africa. There were several times during the process where
violence threatened to break out. Nelson was a strong force in keeping the calm and preventing a
major civil war.
Answer keys:
A-2, B-4, C-1, D-3.
Retrieved from http://www.ducksters.com/biography/nelson_mandela.php
Descriptor A learner
reads the texts;
writes the letters (topic sentences) for each text.
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Unit: Hobbies and Qualities
Learning objectives 9.1.4.1 Evaluate and respond constructively to feedback from
others
9.1.5.1 Use feedback to set personal learning objectives
9.6.5.1 Use questions including prepositions at what time, in
which direction, from whose on a range of familiar general
and curricular topics
Assessment criteria Evaluate and respond constructively to feedback from
peers
Use feedback to set a personal learning objective
Use questions including prepositions at what time, in
which direction, from whose
Level of thinking skills Application
Higher order thinking skills
Task. Teacher should divide learners into three groups and give each group one topic.
Work in a group. Prepare a presentation on topic. Follow 7 steps described below.
Topic 1: Person’s hobby influences his choice of friends. (Learners should prepare 2 arguments
for and 2 arguments against)
Topic 2: People’s personality influence on choosing a hobby
Topic 3: People should make money from their hobbies
1) Think and share ideas about the criteria that you will use to assess presentations of other
groups. Discuss them in your groups.
Learners should prepare assessment criteria to peer-assess their presentations. Teacher
facilitates the learners through ongoing monitoring. First, learners prepare criteria in their
groups. Then they share their ideas as a whole class.
Possible assessment sheet
Criteria Stars
Make up 2-3 questions (1 Question = 1 Star)
Use topical vocabulary (1 Word = 1 Star)
Give full answers with reasons (1 Full Answer = 1 Star)
Don’t read, SPEAK!!! (Max 2 Stars)
2-3 min to talk (Max 2 Stars)
Total
Comments how to improve speech:
2) Make a speech on your topic. Prepare 2 arguments for and 2 arguments against with
reasons and examples.
Learners work in groups and make up a speech based on their topics. They should give 2-3
arguments proved with reasons and examples on their topics. While the learners are
preparing, teacher facilitates the learners through ongoing monitoring.
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You can use the following vocabulary:
Phrases Prepositions with adjectives Adjectives
I really love …
I’m really/very/quite interested in
…
I enjoy …
I’m really/very/quite keen on …
I think … is/are
great/brilliant/wonderful
I think … is all right
I don’t mind …
I really hate …
I don’t like … at all
I can’t stand …
… really get(s) on my nerves
I can’t bear …
I’m not very keen on …
… drive(s) me crazy
I think … is/are really
boring/annoying
Good at
Happy with (about)
Interested in
Nervous about
Keen on
Worried about
Surprised by (at)
Upset about (by)
Fed up with
Pleased with (by)
Scared of (by)
Bored with (by)
Frightened of (by)
Annoyed with (at, by)
Bad at
Satisfied with (by)
Embarrassed by (about)
Concerned about (by)
Angry about (at) something
Angry with (at) someone
Relaxed
Nervous
Pleased
Embarrassed
Annoyed
Fed up
Disappointed
Stressed
Calm
Upset
Scared
Satisfied
Confused
Shocked
Glad
Frustrated
Concerned
3) Make up 2-3 questions to ask other groups to check if they understood your speech or not.
Use at what time, in which direction, from whose.
Learners make up 2-3 questions to ask the representatives of other groups to check their
understanding of the given speech. Teacher facilitates the learners through ongoing
monitoring.
4) Present your speech to others. While you are presenting your speech, other two groups are
peer assessing you based on prepared assessment criteria and give feedback to presenters.
Learners deliver their speeches. While one group is presenting……, other two groups are
peer assessing them based on assessment criteria. Then, two groups evaluate and give
constructive feedback on a presentation.
5) Ask questions to check whether your classmates understood your speech or not. Use
questions that you prepared earlier.
The group, that made presented their presentation, asks questions to check the
comprehension of the presentation. Teacher facilitates the learners through ongoing
monitoring.
6) Read feedback that your classmates gave to you. Based on this feedback put a personal
learning objective on your improvement.
Learners read the feedback and put a personal learning objective on improvement. Teacher
facilitates the learners through ongoing monitoring.
7) Make a two-three step action plan to show what you will do to achieve your learning
objective.
Learners make a plan how to achieve this learning objective. Teacher facilitates the learners
through ongoing monitoring.
Descriptor A learner
creates and discusses assessment criteria in a group;
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presents assessment criteria for other groups for the discussion;
speaks on a given topic using arguments to prove his/her points of
view;
asks and answers questions including prepositions at what time, in
which direction, from whose on a given topics;
gives feedback on the presentation using assessment sheet;
reads feedback and sets a personal learning objective on improvement
of a given speech;
makes a plan how to achieve this learning objective.
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Unit: Hobbies and Qualities
Learning objectives 9.4.1.1 Understand the main points in extended texts on a range of
unfamiliar general and curricular topics
9.4.6.1 Recognise the attitude or opinion of the writer in extended
texts on a range of familiar general and curricular topics
Assessment criteria Identify the main information in extended texts on familiar
and unfamiliar topics
Identify writer’s viewpoint and attitude in extended texts on
a range of familiar general and curricular topics
Level of thinking skills Knowledge and comprehension
Task 1. Read the text. One of the statements below expresses the main idea of the passage. One
statement is too general, or too broad. The other explains only part of the passage; it is too narrow.
Label the statements M for main idea, B for too broad, and N for too narrow.
1. _____. Aretha Franklin became one of the stars of rock and roll.
2. _____. Gospel music influenced emerging rhythm and blues talents.
3. _____. Franklin grew up singing gospel music in church.
Queen of Soul
Aretha Franklin, the “queen of soul,” grew up singing in the choir at church. Her father was a
preacher and her mother a gospel singer. In her youth, Franklin worked with some of gospel
music’s greatest stars, such as Mahalia Jackson and Clara Ward. By the age of 12, Franklin was
singing solos. These highlighted the beauty and power of her voice. By the age of 14, Franklin has
recorded her first gospel album.
At the age of 18, Franklin moved to New York to pursue her career as a singer. Talent scouts
offered her several contracts, and she signed with one of the companies. Franklin made many
albums over the next few years, but her talents were not fully expressed. Instead of rhythm and
blues, Franklin was performing only pop and jazz.
In 1966, when her contract expired, Franklin signed with another company. Now she was able to
focus on her rhythm and blues roots while weaving in gospel and rock. The styles mixed well with
her natural talents, and provided a showcase for her soulful voice. Over the next few years, Franklin
sold millions of albums. She recorded many hits such as “Respect” and “Chain of Fools”. In 1987
Franklin was inducted into the rock and Roll Hall of Fame. She was the first woman to receive this
tribute.
Task 2. Read the text again. Two of the statements below present facts, which can be proved. The
other statement is an opinion, which expresses someone’s thoughts or beliefs. Label the statements
F for fact and O for opinion.
1. _____ Franklin is the best singer of all time.
2. _____ Franklin was inducted into the rock and Roll Hall of Fame.
3. _____ Franklin focused on rhythm and blues blended with gospel and rock music.
Answer keys:
Task 1. 1. M, 2. B, 3. N
Task 2. 1. O, 2. F, 3. F
Descriptor A learner
Task 1 reads the text;
identifies main, broad and narrow ideas and marks them;
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Task 2 reads the text for the 2 time;
identifies facts and opinion and marks them accordingly.
18
Unit: Exercise and Sport
Learning objectives 9.5.4.1 Use with limited support style and register appropriate to a
growing variety of written genres on general and curricular
topics
9.5.5.1 Develop with support coherent arguments supported when
necessary by examples and reasons for a range of written
genres in familiar general and curricular topics
9.6.16.1 Use a variety of conjunctions including so that, (in order
to) to indicate purpose although, while, whereas to contrast
on a range of familiar general and curricular topics
Assessment criteria Demonstrate the ability to use appropriate style and register
with limited support
Write with support coherent arguments supported when
necessary by examples and reasons
Use a variety of conjunctions including so that, (in order
to) to indicate purpose although, while, whereas to contrast
Level of thinking skills Application
Task. Write a newspaper article about a sport event.
Think about these questions before you write:
When did the event take place?
Where did it take place?
What made it so memorable for you?
You should
Write 3 paragraphs including the information mentioned above.
Give your opinion supported by reasons and / or examples.
Follow the structure of the newspaper article;
Use a variety of conjunctions including so that, (in order to) to indicate purpose, causes,
results.
Check your paragraphs using assessment criteria below.
Possible Assessment criteria:
Content (relevance and development of ideas; coherent arguments supported by reasons and
examples)
Organization (introduction, main body conclusion, linking words, follow the structure of
paragraphing).
Vocabulary and spelling (at least 5 words on the topic).
Use a variety of conjunctions to indicate purpose, causes, results (example: because, since,
as, so that, in order).
Descriptor A learner
answers the questions fully;
writes a newspaper article about a sport event with introduction, main
body and conclusion;
provides content that relevant to the topic;
writes arguments to support his/her ideas with examples and reasons;
follows appropriate layout for articles with the correct structure of
paragraphing;
uses appropriate grammatical structures;
uses variety of cohesive devices to link sentences into coherent
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paragraphs;
uses a wide range of vocabulary;
uses a variety of conjunctions;
checks the article using assessment criteria.
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Unit: Exercise and Sport
Learning objectives 9.2.1.1 Understand the main points in unsupported extended talk
on a wide range of general and curricular topics
9.2.5.1 Recognise the opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular
topics
Assessment criteria Identify the main idea in unsupported extended talk
Recognize the speaker’s opinion in unsupported extended
talk
Level of thinking skills Knowledge and comprehension
Task 1. Listen to the Sports news on the radio and identify the main idea.
Go to this link to listen: http://www.esl-lounge.com/student/listening/3L2-sports.mp3
Teacher can read the transcript below.
Task 2. Listen to the Sports news on the radio again and answer either Yes or No for each question.
1. Did Diego Garcia play well last year? Yes No
2. Does Diego Garcia know who he is playing in the final? Yes No
3. Was the weather in France nice today? Yes No
4. Was the weather in Tennessee nice today? Yes No
5. Are foreign players playing in the golf tournament? Yes No
6. Will the Jaguar driver start in first position in the race tomorrow? Yes No
7. You bet $10 on a victory for Pittsburgh. Are you happy today? Yes No
8. Did Chicago win today? Yes No
Answer keys:
Task 1. Larry Watson introduces evening sport news around the world on the radio.
Task 2. 1. No, 2. No, 3. Yes, 4. No, 5. Yes, 6. No, 7. No, 8. Yes
Transcript
Hi, this is Larry Watson here with the evening sports news.
In tennis, the Brazilian Diego Garcia reached the semifinals of the French Open. The 26-year-old
from São Paulo, knocked out in the first round last year in Paris, managed to overcome the Swiss
player Heinz Gruller in four sets. Garcia said he was delighted with his victory and put it down to
having changed his coach last winter. The two Americans Rod Langer and Brad Wilson will play in
the second semi-final tomorrow to decide who will play Garcia.
We stay in France where today the fifth stage of the Tour De France took place. The 74 cyclists have
already entered the mountains and the Italian Gianfranco Baresi took first place after a long, steep
climb up to finishing line after 184 miles in the hot sun. Baresi now leads the Tour by over six
minutes and it will take something special to take the yellow jersey off him.
Golf — and today was the first day’s play in the IBM Open in Tennessee. Stormy weather played its
part and the players didn’t tee off until around 2 o’clock in the afternoon. Once play did get
underway, the Australian Mark Chappel played some superb shots and finished the day on five
under par 67, two shots clear of Mark McGonnagal from Scotland and the local boy Chav Connor.
Shot of the day, however, went to the unknown Canadian Ross Whirter who made an unbelievable
hole-in-one on the short 12th hole. Whirter held his head in his hands as his wayward shot seemed to
be heading for the lake but it miraculously hit a wooden post, bounced back onto the green and into
the hole to the delight of the capacity crowd.
In Tokyo today, the final qualification for tomorrow’s Japanese Grand Prix took place in rainy
21
conditions. Gert Kruger, driving for Ferrari, finished the day in pole position and looks in a great
position to consolidate his lead in the world championship standings. The Jaguar driver, Eddie
Cochrane, was the early leader in the qualifying sessions held in heavy rain and gusting winds but
Kruger showed his best form as the racetrack dried out a little later on.
Finally, tonight’s baseball scores:
Pittsburgh were beaten 10-2 by a strong Milwaukee side. Boston overcame the Yankees by 7-3. The
Chicago White Sox shaded a close game 4-3 against Cleveland. Tampa Bay came out on top 8-5 in
Toronto and Houston saw off St Louis by 4-1.
That concludes this evening’s sports round up. My name is Larry Watson and I’ll be back at
midnight.
Descriptor A learner
Task 1 says the main idea of the monologue;
Task 2 identifies the correct and incorrect information in the talk and answers
the questions.
22
Unit: Exercise and Sport
Learning objectives 9.4.2.1 Understand specific information and detail in texts on a
range of familiar general and curricular topics, including
some extended texts
9.4.6.1 Recognise the attitude or opinion of the writer in extended
texts on a range of familiar general and curricular topics
9.4.9.1 Recognise inconsistencies in argument in extended texts on
a range of general and curricular topics
Assessment criteria Identify specific information and detail in texts on a range of
familiar general and curricular topics, including some
extended texts
Identify facts and opinions in extended texts on a range of
familiar general and curricular topics
Identify inconsistencies in argument in extended texts on a
range of general and curricular topics
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task 1. Read the text. Distinguish Fact from Opinion. Two of the statements below present facts,
which can be proved. The other statement is an opinion, which expresses someone’s thoughts or
beliefs. Label the statements F for fact and O for opinion.
1. ______. Ice carves are often sculptors of chefs.
2. ______. An ice carving is more elegant than a snow sculpture.
3. ______ At some ice carving contests, teams make massive sculptures from 25 blocks of ice.
THE ART AND SPORT OF ICE AND SNOW SCULPTURE
Ice carving and snow sculpturing are sports as well as arts. The Great Lakes region of the
United States and Canada hosts contests in these sports each winter. The region is a perfect site for
these events. It has long cold winters and ample snowfall. The sculptures are works of art.
Ice carving is an art. Ice sculptures range from massive monuments to small decorations. The
artists who make them may be sculptors or chefs. But ice carving is also a sport. Contests may last
for days. Teams of two or more people sculpt blocks of ice the size of large suitcases. At some
contests, a team works on one block of ice. At other contests, a team may create a sculpture from 25
blocks of ice.
The art of snow sculpturing attracts sculptors who normally work with other materials. They
enjoy working with snow because they can make massive forms in a short time. In contests, teams of
three or four people sculpt one large snow block. The blocks may be the size of a small room. They
may weigh 35 tons. These contests last for two to five days. Artists work day and night to finish on
time. Once completed, the snow sculptures are displayed. The sculptures remain on view as long as
the cold weather lasts.
Task 2. Read the text again. Keep events in order. Number the statements below 1, 2 and 3 to show
the order in which the events took place.
______. a. The snow sculptures remain on view as long as the cold weather lasts.
______. b. Well-packed blocks of snow the size of a small room are ready for each team.
______. c. Teams of three or four people work day and night to complete their sculptures in time.
Task 3. Read the text again. Make correct inferences. Two of the statements below are correct
inferences, or reasonable guesses. They are based on information in the passage. The other
23
statements are incorrect, or faulty, inference. Label the statements C for correct inference and F for
faulty inference.
1. Snow sculpturing is mainly an outdoor event. _____
2. Fewer artists sculpt with ice than snow. _____
3. Ice carving and snow sculpturing contests often are held in the northern part of the United States.
_____
Answer keys:
Task 1. 1. F, 2. O, 3. F
Task 2. 1.b, 2.c, 3.a
Task 3. 1. C, 2. F, 3. C
Descriptor A learner
Task 1 reads the text;
identifies facts and opinion and writes appropriate letters;
Task 2 reads the text;
puts the events in the correct order;
Task 3 reads the text;
identifies correct and faulty inferences and marks sentences.
24
Unit: Exercise and Sport
Learning objectives 9.1.6.1 Organise and present information clearly to others
9.1.7.1 Develop and sustain a consistent argument when speaking
or writing
9.5.5.1 Develop with support coherent arguments supported when
necessary by examples and reasons for a range of written
genres in familiar general and curricular topics
9.6.14.1 Use an increased variety of prepositions before nouns
and adjectives; use a growing number of dependent
prepositions following nouns, adjectives and verbs on a
range of familiar general and curricular topics
Assessment criteria Organize the information logically and present clearly to
others
Write or tell a consistent argument including examples,
reason and evidence
Demonstrate the ability to write coherent arguments with
support
Provide examples and reasons to support arguments
Use prepositions before nouns and adjectives on a familiar
topic
Use dependent prepositions following nouns, adjectives and
verbs
Level of thinking skills Application
Higher order thinking skills
Task. Write a school magazine article about a favourite sport star.
Think about these points before you write:
1. Name / why famous.
2. Appearance / personality.
3. Free-time activities.
4. Writer’s feelings about sport star.
You should:
1. Write 4 paragraphs including the information mentioned above.
2. Give your opinion supported by reasons and / or examples.
3. Use keen on; well-known for; to be successful in; popular with, etc.
4. Check your article using criteria below.
Teacher Assessment Criteria:
1. Content (include relevant and development of ideas; coherent arguments supported by
reasons and examples)
2. Organization (write introduction, main body, conclusion, use linking words, follow the
structure of paragraphing)
3. Vocabulary and spelling (use at least 5 words on the topic)
4. Use keen on; well-known for; to be successful in; popular with, etc.
Descriptor A learner
writes a magazine article about sport star in 4 paragraphs;
gives opinion on topic with reasons or examples;
uses a variety of prepositions keen on; well-known for; to be successful
in; popular with, etc.;
25
provides content that relevant to the topic;
organizes ideas clearly to the reader;
writes argument with details/examples;
follows appropriate layout for articles with the correct structure of
paragraphing;
uses appropriate topic related vocabulary;
uses appropriate grammatical structures;
uses variety of cohesive devices to link sentences into coherent
paragraphs;
checks the article using provided criteria.
26
Unit: Exercise and Sport
Learning objectives 9.2.1.1 Understand the main points in unsupported extended talk
on a wide range of general and curricular topics
9.2.2.1 Understand most specific information in unsupported
extended talk on a wide range of general and curricular
topics
Assessment criteria Recognise the main points in unsupported extended talk
Identify facts and details in extended talks on different
topics
Level of thinking skills Knowledge and comprehension
Task 1. Watch the video or listen to the teacher and identify the main idea.
Go to this link to listen: https://www.youtube.com/watch?time_continue=55&v=mE7rpfL7o6s
Teacher can read the transcript below.
Task 2. Watch the video again or listen to the teacher and answer the questions:
1. Which of these statements about the Tour de France is NOT true?
A. You can watch live coverage of the race on the Internet.
B. The Tour de France is the world’s most prestigious road race.
C. Over 200 channels will be broadcasting the race live as it happens.
2. Messages posted on the social media website Twitter are called …?
A. twerps
B. tweets
C. cheeps
3. The cyclist leading the Tour de France race wears …?
A. a green jumper
B. a yellow jersey
C. a blue T-shirt
4. Which of these expressions is the odd one out …?
A. keep an eye on
B. keep your eyes peeled
C. keep an eye out
5. A Segway is …?
A. a motorized vehicle with two wheels
B. a racing bicycle
C. a mountain road
6. A vantage point is …?
A. a point awarded to the winner of each stage of the race
B. a place where contestants can stop to have a break and take refreshments
C. somewhere that offers a good view of the race
27
Answer keys:
Task 1: The Tour de France is the world’s biggest annual sporting event. Here are GCN’s
recommendations for watching the Tour.
Task 2: 1. C, 2. B, 3. B, 4. A, 5. A, 6. C.
Transcript
The Tour De France
The Tour de France is nearly upon us, and there are a number of ways to keep informed after each
stage. Here’s GCN’s favourite methods of watching cycling’s biggest Grand Tour.
1. France
It may seem obvious, but nothing beats the atmosphere of watching the world’s most prestigious
road race in France itself. With entire villages that line the route turning out onto the streets to see
the peloton fly by, a great atmosphere is guaranteed. If you are looking to head out at some point in
July, we’d advise you to plan ahead. The iconic mountain stages tend to be really busy, so to find a
good spot, camp up the mountain the day before and walk to a good vantage point. If you don’t
fancy moving around too much, the time trial stages on days 4, 11 and 17 spread the action out over
a longer stretch of time, with a rider coming past roughly every couple of minutes.
2. At home
Television companies are always finding revolutionary ways to cover cycling, from helicopters to
motorbikes … to er, Segways! The result makes for compulsive watching, offering arguably the best
view of the race without even having to leave the sofa. Over 200 channels will be broadcasting
some, if not all of the Tour de France this year, so you’ll be hard-pressed not to find it showing on a
TV near you.
3. Café
We can’t think of anything better than enjoying a hot or cold beverage with some friend on a hot
July afternoon. Bars, cafes, possibly even your local bike shop will be screening the Tour, so keep
your eyes peeled. Public places around the world will be turning into the Tour as well, so be sure to
have a look around your local area.
4. At work
It’s a bit cheeky, but let’s face it, most of the Tour de France will be going on while many of us are
stuck at work or school. Thankfully, the Internet can provide you with a wealth of methods to keep
tabs on the day’s racing without rousing suspicion. Pop on some earphones and listen it on the radio,
or look at the live coverage on one of huge number cycling-specific websites, and increasingly, on
mainstream websites. Many official broadcasters of the Tour around the world offer live streaming
online too, and some of you may recognize the commentator’s voice on one particular channel! Just
remember to look busy when the boss walks past.
5. On the move
Your mobile phone will be your best friend if you want to keep your eye on the race for the yellow
jersey. Twitter is a fantastic way to get an alternative view on the Tour, with many riders tweeting
their thoughts after each stage. In terms of live action, there are a variety of apps that offer race
results, standings and regular updates while the stage is underway.
Wherever you are right now, you’ve already come to the right place for the best Tour de France
coverage.
Descriptor A learner
Task 1 says the main idea of the conversation;
Task 2 answers the questions correctly by choosing the correct letter.
28
Unit: Exercise and Sport
Learning objectives 9.1.2.1 Use speaking and listening skills to provide sensitive
feedback to peers
9.1.3.1 Respect differing points of view
9.3.3.1 Explain and justify their own point of view on a range of
general and curricular topics
9.4.1.1 Understand the main points in extended texts on a range of
unfamiliar general and curricular topics
9.6.13.1 Use a variety of modal forms for different functions and a
limited number of past modal forms including should/
shouldn’t have to express regret and criticism on range of
familiar general and curricular topics
Assessment criteria Give feedback to the peers using speaking and listening
skills
Demonstrate respect classmates’ viewpoints using lexical
units
Explain their viewpoint and proof it by giving strong
arguments supported with evidence
Identify the main points in extended texts
Use a variety of modal verbs forms for different functions
Express regret and criticism on a chosen topic using some
past modal forms including should/ shouldn’t, have to
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Task 1. Work in pairs. Find the underlined words in bold in the texts and discuss their meanings.
Write down these words in your dictionaries.
Learners in pairs work with the texts and dictionaries. They should discuss the meaning of the given
words and write these words into their vocabulary notebooks. Each pair works with his/her own text
based on their level of English. Teacher facilitates the learners through ongoing monitoring.
1) “Sports” – probably, jogging, drive a ball, occasionally, intercept, midair, tied score.
2) “Sport in our life” – unite, facilities, educational establishments, compulsory, certainly.
3) “Olympic games” – reminders of the debt, owe, abolish, revive, embrace, amateur.
VOCABULARY
Word Definition/Synonym
Text 1: Sports
Probably May be
Jogging the activity of running at a slow, regular speed
drive a ball Put a ball
Occasionally Sometimes
Intercept stop
Midair air
tied score 0:0 or 1:1 etc
Text 2: Sport in Our Life
Unite to join together as a group
Facilities a place, especially including buildings, where a
particular activity happens
educational establishments places where people learn smth.
29
compulsory If something is compulsory, you must do it because of
a rule or law
Certainly of course
Text 3: Olympic Games
reminders of the debt something, especially money, that is owed to someone
else
Owe to need to pay or give something to someone because
they have done something for you:
Abolish ban
Revive to come or bring something back to life
Embrace bring together
Amateur not professional
Texts:
Sports (Level 1)
_____________________________________________________________________________
Sport is probably as old as the humanity itself. All over the world, people of different ages are fond
of sports and games. First, sport helps people to become strong and to develop physically. Second, it
makes them more organized and better disciplined in their daily activities. Also sport keeps your
mind healthy. Regular exercises gives you more energy, make you feel and look better. The best
exercises are: walking, jogging or swimming. Among the sports popular in our country are football,
basketball, swimming, volleyball, ice hockey, tennis, gymnastics, and figure skating. A person can
choose sports and games for any season, for any taste.
_____________________________________________________________________________
As for me, I like sport. I like tennis, football, and volleyball. But my favorite sport is football. Of
course, I buy the sports magazines, for example, «Sport Express», or «World soccer». I like football
in our country, because I live in Russia, but Spanish Premier League I like more. By the way
football is a team kind of sport. The object of the game is to score by driving the ball into the
opposing goal. In general play, the goalkeepers are the only players allowed to touch the ball with
their hands or arms, while the field players typically use their feet to kick the ball into position,
occasionally using their torso or head to intercept a ball in midair. The team that scores the most
goals by the end of the match wins. If the score is tied at the end of the game goes into extra time or
a penalty shootout, depending on the format of the competition. I like this game because it is
beautiful, interesting and really fast. Perhaps that’s why football is so popular nowadays.
____________________________________________________________________________
Talking about whether I would watch some sport competitions on TV or participate in it I would say
that watching them on TV is fine but personally I would try to participate in some sport activities
since it’s much funnier than just watching it. Also it will help me to keep my body in a good shape
and to keep me fit and energized.
Sport in Our Life (Level 2)
_____________________________________________________________________________
People all over the world are fond of sports and games. Sport makes people healthy, keeps them fit,
more organized and better disciplined. It unites people of different classes and nationalities.
_____________________________________________________________________________
Many people do sports on their personal initiative. They go in for skiing, skating, table tennis,
swimming, volleyball, football, bodybuilding, etc. All necessary facilities are provided for them:
stadiums, sport grounds, swimming pools, skating rinks, skiing stations, football fields. Sport is paid
30
much attention to in our educational establishments. Gymnastics is a part of children’s daily
activity in the kindergartens. Physical Education is a compulsory subject at schools and colleges.
_____________________________________________________________________________
Professional sport is also paid much attention to in our republic. There are different sporting
societies clubs and complexes. The most famous of them are the Olympic complexes «Luzhniki»,
«Dynamo» stadium, etc. They are used for international and world competitions.
_____________________________________________________________________________
Practically all kinds of sports are popular in our republic but football; gymnastics and tennis enjoy
the greatest popularity. As for me, I go in for swimming. It needs mobility, liveliness and much
energy. It keeps a person in a good form. I have been swimming for a 5 years. I get a real joy taking
part in competitions or a simply swimming with my friends. Certainly, it`s a great distance between
my manner of swimming and such favorites as Popov, but I do my training with great pleasure and
hope to swim well as our best swimmers do.
Olympic Games (Level 3)
_____________________________________________________________________________
The Olympic Games are one of the most spectacular reminders of the debt we owe to the Greeks.
_____________________________________________________________________________
The original Olympic Games were held every four years in honour of Zeus, the supreme god of
Greek religion. The first record of the games dates from 776 B.C., but it is certain that they existed
prior to that. They were held continuously for over 1.000 years until they were abolished in the
reign of King Theodosius about 392 A.D. The Olympic festival was a great unifying bond between
the Independent city-states of Greece. The important sports in the original Olympic Games were
running, jumping, wrestling, throwing the discus and throwing the javelin. Only men competed and
they wore minimal clothes in order to have greater freedom of movement.
_____________________________________________________________________________
The modern Olympic era began in 1894 when Frenchman Baron Pierre de Coubertin decided to
revive the ancient Greek tradition of celebrating health, youth and peace with a sports festival.
Baron de Coubertin created the International Olympic Committee (IOC) and the first modem
Olympiad took place in Athens in 1896. Since then the Olympic Games have been held every four
years with only two exceptions because of the two world wars.
_____________________________________________________________________________
One important rule of the Olympic Games is that the competitors must be amateurs. This rule has
been under a lot of pressure in recent years because modem sport is so professional and competitive.
Athletes train for years to take part in the Olympics and some countries spend much more than
others on equipment and facilities. But despite these pressures, the amateur rule remains.
_____________________________________________________________________________
31
In modern times the Olympic movement has become an enormous and expensive organization, It’s
controlled by the International Olympic Committee, which consists of members from all the
participating countries. The IOC is based in Lausanne, Switzerland. It chooses the locations of both
summer and winter games (both take place once every four years, with winter games half a year
before summer Olympiads). It also controls the rules of the competitions and selects new Olympic
sports. The famous flag of the IOC shows five rings of different colours linked together. The rings
represent the five continents.
Task 2. Work in a group. Read your text and give titles to each paragraph. Underline supporting
information in the text to prove your answers.
Learners are divided into 3 groups based on their levels. Each group reads its own text and give titles
to each paragraph. They should also underline supporting information in the text to prove their
answers. Teacher facilitates the learners through ongoing monitoring.
Task 3. Choose a topic (from reading task) and make a plan. Then, complete a graphic organizer to
prepare your speech.
Learners work individually. They should choose a topic (from reading task) and make a plan. They
also should complete a graphic organizer to prepare your speech. Teacher facilitates the learners
through ongoing monitoring.
Sample graphic organizer:
Task 4. “Face to face”. Sit in front of a partner. Talk on your topic for 2 minutes. While you are
talking, your partner will assess your speech using peer-assessment sheet. Then, turn your roles.
Give each other feedback by telling the strong points of the speech and what your partner needs to
improve in his/her speech.
You can use the following phrases:
Your speech was good because ______. Next time you should ______ in order to improve your
speech.
I see your point, but _____; I partially agree/disagree with you.
Learners are divided into 2 groups; they sit in front of each other. They talk about the chosen topic
for 2 minutes. While one learner is talking the second learner is peer-assessing first learner’s speech.
Then they change their roles. The second learner speaks and the first one assesses. Learners should
provide feedback by telling the strong points of the speech and what a partner needs to improve in
his/her speech. Teacher facilitates the learners through ongoing monitoring.
32
Peer-assessment sheet:
Criteria Yes No
Stay on topic and make your ideas logical
Use linking words (at least 5)
Use and pronounce topical vocabulary correctly (at least 5)
Use appropriate grammar structure and complex sentences
Advantages of the speech:
Recommendations on improvement:
Descriptor A learner
Task 1 works in pairs and discusses the meaning of the underlined words in
bold in the texts;
Task 2 works in group and reads the text;
identifies the main idea by giving titles to the paragraphs;
underlines information in the texts to support his/her answer;
Task 3 chooses a topic to make a plan;
completes a graphic organizer with main points and supporting
information;
Task 4 works in pairs and expresses opinion using appropriate linking words
or phrases;
explains his/her point of view and supports with arguments;
uses modal verbs including should/ shouldn’t have to express regret
and criticism;
assesses partner’s speech using peer-assessment sheet;
gives constructive feedback to peers;
respects different points of view.
33
Unit: Exercise and Sport
Learning objective 9.6.11.1 Use an increased variety of reported speech forms for
statements, questions and commands, including indirect and
embedded questions with know, wonder on a range of
familiar general and curricular topics
Assessment criteria Apply a range of reported speech forms for statements,
questions and commands on a familiar topic
Use indirect and embedded questions with know, wonder
Level of thinking skills Application
Task 1. Read the advice from a sport expert.
‘Hello, my name’s Vernon Marchewski and I’m going to tell you about the best ways to
improve your fitness. If you’re interested in being an athlete, or just doing sport for fun, this advice
is for you.
I think the most important thing is to choose a workout that you enjoy. Don’t cycle if you
don’t like cycling. You need to do something that will motivate you, so avoid activities that are too
hard for you, or boring.
To make your workout more fun and challenging, do it a bit differently each time. Try a
new activity, or vary how long you spend doing something, and how difficult you make it.
Another great way to motivate yourself is to make sure you have goals. For example, if you
run 5 km a day, try to increase it to 6. But be careful, don’t overtrain. This can lead to injury, and
your body needs to rest as well as work hard.
Look after yourself, remember to eat good food and drink lots of water. A healthy diet is the
best way to a healthy body.
Finally, only use proper equipment. If you cycle, have your bicycle checked and repaired
regularly. Only wear good running shoes, and invest in comfortable clothing’.
Complete each sentence using one word from the box and any other necessary information
from the text.
1. Vernon __________________________________ for people interested in being athletes.
2. He _______________________ the audience ______________________ they enjoyed.
3. He _________________________________________________ too hard, or boring.
4. To make your workout fun, Vernon __________________________________________.
5. He ___________________________________ goals is a good way to motivate yourself.
6. He ___________________________________________________ lead to injury.
7. He ____________________________________________________ good food.
8. He ____________________________________________________ bad equipment.
Task 2. Re-write the given sentences using reported speech and the verbs in brackets.
1. Vernon Marchewski says, “Don’t cycle if you don’t like cycling”. (to advise)
2. Vernon Marchewski says, “If you run 5 km a day, try to increase it to 6. But be careful,
don’t over train”. (to suggest)
3. He says, “Only wear good running shoes, and invest in comfortable clothing”. (to advise)
4. He says, “Look after yourself, remember to eat good food and drink lots of water”. (to
explained warned reminded told said
advised shouldn’t suggested
34
recommend)
5. He says, “Try a new activity, or vary how long you spend doing something, and how
difficult you make it”. (to recommend)
Answer Keys:
Task 1.
1. said his advice was;
2. told, to choose a workout;
3. told/advised them/the audience to avoid activities that were;
4. suggested doing it a bit differently each time;
5. explained that making sure you have;
6. warned that overtraining can;
7. reminded them/audience to eat;
8. said they/the audience shouldn’t use
Task 2.
1. Vernon Marchewski advises not to cycle if you don’t like cycling.
2. He suggests to be careful and not to over train. If you run 5 km a day, try to increase it to 6.
3. He advises to wear only good running shoes, and invest in comfortable clothing.
4. He recommends to look after ourselves and remember to eat good food and drink lots of water.
5. He recommends to try a new activity, or vary how long we spend doing something, and how
difficult we make it.
Descriptor A learner
Task 1 reads the advice;
fills in the sentences with words from the box correctly;
adds necessary information to complete sentences properly;
Task 2 re-writes the sentences using reported speech.
35
Unit: Exercise and Sport
Learning objectives 9.3.3.1 Explain and justify their own point of view on a range
of general and curricular topics
9.3.6.1 Link comments with growing flexibility to what others
say at sentence and discourse level in pair, group and
whole class exchanges
9.3.7.1 Use appropriate subject-specific vocabulary and syntax
to talk about an increased range of general topics, and
some curricular topics
Assessment criteria Give information about the topic, explaining their
viewpoint and prove it
Give comment to others’ viewpoint on topic in a pair,
group and whole class conversation
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. Learners are given a topic about exercise and sport to talk about for 2-3 minutes. They
should make up a dialogue and discuss the questions.
Card 1
You have 1 minute to prepare and 2-3 minutes to speak.
Look at the pictures. In pairs, ask and answer the following questions:
What are the main differences between the sports shown in the photos?
Which is more important to you when playing games: winning or enjoying yourself?
Do you prefer to be part of a team or compete individually?
Have you tried any of the sports in the pictures?
Card 2
You have 1 minute to prepare and 2-3 minutes to speak.
Look at the pictures. In pairs, ask and answer the following questions:
What facilities for sports does your town/city/village have?
Are you a member of a gym? Would you like to be?
What facilities do you think a sports centre should have?
36
You should:
Use topic related words accurately.
Use linking words or phrases, arguments as in my opinion, thus, frankly speaking, to be
honest, as far as I’m concerned.
Explain the point of view by giving a strong argument (Claim + Reason + Evidence or
Example).
Sample vocabulary to use:
Phrases Adjectives Prepositions with
adjectives
Verbs
I really love …
I’m really/very/quite
interested in …
I enjoy …
I’m really/very/quite keen on
…
I think … is/are
great/brilliant/wonderful
I think … is all right
I don’t mind …
I really hate …
I don’t like … at all
I can’t stand …
… really get(s) on my nerves
I can’t bear …
I’m not very keen on …
… drive(s) me crazy
I think … is/are really
boring/annoying
Relaxed
Nervous
Pleased
Embarrassed
Annoyed
Fed up
Disappointed
Stressed
Calm
Upset
Scared
Satisfied
Confused
Shocked
Glad
Frustrated
Concerned
Good at
Happy with (about)
Interested in
Nervous about
Keen on
Worried about
Surprised by (at)
Upset about (by)
Fed up with
Pleased with (by)
Scared of (by)
Bored with (by)
Frightened of (by)
Annoyed with (at, by)
Bad at
Satisfied with (by)
Embarrassed by (about)
Concerned about (by)
Angry about (at)
something
Angry with (at) someone
To found
Share
Corporate leader
To backpack
To persuade
Perfection
Trademark
To guide
Digital
Cutting-edge
Brand
Loyal
Following
Considerable
Descriptor A learner
uses topic related vocabulary;
expresses opinion using appropriate linking words or phrases;
explains his/her point of view and supports with arguments;
speaks fluently (does not make long pauses).
TERM 2
Unit: Earth and our place in it
Learning objectives 9.1.6.1 Organise and present information clearly to others
9.5.3.1 Write with moderate grammatical accuracy on a wide
range of familiar general and curricular topics
9.5.6.1 Write coherently at text level using a variety of
connectors on a growing range of familiar general and
curricular topics
Assessment criteria Organize information in the logical order and present it to
others
Develop the ability to write grammatically correct on a
familiar topic
Connect sentences into paragraphs with a variety of
cohesive devices
Level of thinking skills Application
Higher order thinking skills
Task. Write an article about a natural disaster.
Think about these questions before you write:
What natural disaster happened recently?
When and where did it happen?
What were the consequences of a natural disaster?
What should people do to avoid or prevent it in the future?
You should:
Write 3 paragraphs including the information mentioned above.
Connect the sentences into paragraphs with a variety of connectors and linking words
(example: because, thus, moreover, however, furthermore, so).
Check your article using checklist below.
Checklist:
Content is relevant to the task.
Structure (uses paragraphs to separate ideas).
Cohesion (uses at least 4 linking words).
Uses subject-specific vocabulary (uses at least 4 words).
Grammar (uses a variety of grammatical structures).
Learners check their writings matching it to the checklist. They should put a tick (v) if it matches
or put a cross (x) if it doesn’t match.
Descriptor A learner
organizes information in the correct logical order and presents
information clearly to the reader;
composes and follows the structure of an article;
writes paragraphs using basic connectors;
uses a variety of grammatical structures with moderate accuracy;
uses topic related vocabulary accurately.
38
Unit: Earth and our place in it
Learning objectives 9.5.2.1 Write independently about factual and imaginary past
events, activities and experiences on a range of familiar
general and curricular topics
9.5.6.1 Write coherently at text level using a variety of connectors
on a growing range of familiar general and curricular topics
Assessment criteria Write about factual and imaginary past events, activities and
experiences without support on a given topic
Connect sentences into paragraphs using cohesive devices
Level of thinking skills Application
Task. Look at the pictures. Imagine you wanted to go to mountains to have a rest but the weather
was terrible. It was snowing heavily and your car was stuck in snow. Write a story about your
experience.
You should use:
Connectors: and, so, because, for, or, yet, fortunately, however, moreover, thankfully.
Phrases: take a trip out of the city; tires got stuck in the snow; snow covered a car; to be in
trouble; to feel relieved, to survive.
Give your written story to classmate to receive feedback. Learners swap the stories and check
them using peer assessment sheet and give feedback.
Peer assessment sheet:
Composes a story about an imaginary past event.
Uses pictures and phrases to compose a story.
Uses a range of linking words.
Uses subject-specific vocabulary (at least 4 words).
Uses a variety of grammatical structures with moderate accuracy.
Descriptor A learner
composes a story about an imaginary past event;
writes sentences using the phrases;
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connects sentences into coherent paragraph using connectors;
gives written story to his/her classmate;
checks the written story using peer assessment sheet.
40
Unit: Earth and our place in it
Learning objectives 9.1.1.1 Use speaking and listening skills to solve problems
creatively and cooperatively in groups
9.6.17.1 Use conjunctions if, when, where, so, and, or, but,
because, before, after to link parts of sentences in short texts
on a growing range of familiar general and curricular topics
Assessment criteria Express their opinions in groups to find out the solution to the
given problem
Apply the rules of the conjunctions if, when, where, so, and,
or, but, because, before, after to connect sentences in short
texts
Level of thinking skills Application
Higher order thinking skills
Task. Look at the pictures of different ecological problems. Use the key words and conjunctions
given below and make up a story in groups. Then present your story to the rest of the class.
While one group is presenting their story, another group is assessing their speech based on the
given assessment criteria below. The teacher monitors the process of presentation and assessment
and facilitates if necessary.
Group assessment criteria:
Criteria Seldom Sometimes Often
Contribute good ideas on topic
Use conjunctions to connect ideas
logically.
Use appropriate topical vocabulary
Listened to and respected the ideas
of others
The greatest strengths in presenting the story:
What need to improve:
Conjunctions:
if / when / where / so / and
/ or / but/ because / before
/ after
Key words:
catch fire / strong winds
deforestation / carbon
dioxide/ garbage/
epidemics/ flood/ famine/
erupt/ casualties/ victims
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Descriptor A learner
participates actively in a group discussion about ecological problems;
presents his/her opinion on topic;
uses the given key words and conjunctions;
makes up compound and complex sentences;
connects the ideas logically;
assesses other group’s presentation using group assessment criteria.
42
Unit: Earth and our place in it
Learning objectives 9.3.8.1 Recount extended stories and events on a growing
range of general and curricular topics
9.6.10.1 Use present continuous forms and past continuous,
including a growing variety of passive forms, on a range
of familiar general and curricular topics
Assessment criteria Retell extended stories and events
Use present and past continuous forms
Use a growing variety of passive forms
Level of thinking skills Application
Task. Look at the pictures. Put them in order. Put the missing verbs in the captions in the simple
passive forms. Choose the verbs from the box. Retell the story using the given hints.
hit bury melt burn drown
under a mountain of ash
when Mt Vesuvius erupted in
AD 79
the Roman town of Pompeii
tt
he city of London
to the ground
a fire started in Pudding
Lane in London in 1666 and
When the Titanic hit an iceberg
in 1912
over 1,500 people
in the icy waters of the
Atlantic Ocean
3
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the iron skyscrapers
to the ground by the heat.
in the Great fire of 1871 in
Chicago
by 15-metre-high waves.
After a terrible earthquake in
Portugal in 1775,
the city of Lisbon
Learner’s self-check table:
Task description: Yes No
1 I put the pictures in order
2 I put the missing verbs in the captions in the simple passive forms
3 I chose 5 verbs from the box
4 I retold the story using the given hints
Descriptor A learner
presents information clearly to the listener;
uses verbs in passive forms correctly;
retells the story with moderate accuracy.
44
Unit : Earth and our place in it
Learning objectives 9.3.2.1 Ask complex questions to get information about a
range of general and curricular topics
9.3.4.1 Respond with growing flexibility at both sentence and
discourse level to unexpected comments on a range of
general and curricular topics
Assessment criteria Make up and ask complex questions to get information
on a given topic
Answer the questions with flexibility to unexpected
comments at sentence and discourse level
Level of thinking skills Application
Higher order thinking skills
Task. Present your ideas on the topic: ‘Earth and our place in it’. Talk to your partner about the
topic for 2-3 minutes. Ask your partner and answer your partners’ comments on your speech
with explanations or clarifications. Use 1-2 arguments with examples based on your experience
to support your speech.
The following questions will help you organize your conversation.
1. What do you do in your life to care for the Earth?
2. What natural hazards are there on Earth? Do they affect you?
3. What will happen to the Earth if all humans disappear from it?
4. What images spring to mind when you hear the word ‘Earth’?
5. What are your feelings towards the Earth?
6. What do you know about the history of the Earth?
7. What are the main factors that influence Climate change?
Learners prepare their speeches individually. First, they should brainstorm the ideas on a given
topic. They are allowed to use the given questions below to organize their conversations. They
should also think about possible questions and comments that their partners may ask them and be
ready to respond these questions/comments. Then they are divided into groups of four and within
the group they are also divided into pairs. Each pair of learners presents their speeches to each
other. While one pair of learners is delivering the speech, the second pair of learners is assessing
the delivering speech using observation checklist below. Teacher facilitates the learners through
ongoing monitoring.
Observation checklist
Did the participant …
present idea on topic?
organise speech logically?
give arguments with examples to support his/her idea?
ask follow-up questions?
answer partner’s questions?
speak clearly?
involved actively in discussion?
What is the most interesting thing your partner said? ________________________________
___________________________________________________________________________
___________________________________________________________________________
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Descriptor A learner
organizes ideas on topic using given questions;
expresses opinion using appropriate linking words or phrases;
explains his/her point of view and supports with arguments and
examples;
asks partner question/gives comments on partner’s speech;
answers partner’s questions and comments on topic;
interacts with his/her partner actively;
speaks clearly.
46
Unit: Earth and our place in it
Learning objectives 9.2.3.1 Understand most of the detail of an argument in
unsupported extended talk on a wide range of general and
curricular topics
9.2.8.1 Begin to recognize inconsistencies in argument in extended
talk on a growing range of general and curricular subjects
Assessment criteria Identify the detail of an argument in unsupported extended
talk
Identify inconsistencies in argument in extended talk
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task 1. Discuss the following questions about the global warming and its causes and
consequences.
a) What is Global Warming?
b) Why is this problem important?
c) What are the possible solutions?
Listen to the short talk about global warming and fill in the gaps. Write THREE WORDS for each
gap.
Go to this link to listen: https://www.listenaminute.com/g/global_warming.html
Teacher can read the transcript below.
Global warming (1) _______________________ problem in the world today. Everyone knows
about it but not everyone is trying to stop it. Many world leaders are more interested (2)
_______________________ countries for the crisis. Countries like China, India and Russia say
they will (3) _______________________ America takes more action. America says it will not act
(4) _______________________ take more action. It seems a little childish that leaders are acting
(5) _______________________ . The future of our world is at risk and governments (6)
_______________________ with each other. Many presidents and prime ministers tell us that
technology (7) _______________________ . They say future scientists will find solutions to (8)
_______________________ . This is (9) _______________________ . I hope they are right. I
don’t believe them, so I’ll continue switching off (10) _______________________.
Peer-assessment. Learners can swap the work with each other. They check the answer using
answer keys and give feedback to each other.
Answer keys:
1. is the biggest; 2. in blaming other; 3. not act unless; 4. until other countries; 5. in this way; 6. can
only argue; 7. is the answer; 8. save the planet; 9. a big gamble; 10. lights and recycling
Transcript:
Global warming is the biggest problem in the world today. Everyone knows about it but not
everyone is trying to stop it. Many world leaders are more interested in blaming other countries for
the crisis. Countries like China, India and Russia say they will not act unless America takes more
action. America says it will not act until other countries take more action. It seems a little childish
that leaders are acting in this way. The future of our world is at risk and governments can only
argue with each other. Many presidents and prime ministers tell us that technology is the answer.
They say future scientists will find solutions to save the planet. This is a big gamble. I hope they
are right. I don’t believe them, so I’ll continue switching off lights and recycling.
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Descriptor A learner
predicts the topic of the listening task;
discusses with classmates about global warming;
completes the short talk with missing words;
uses three words for each gap.
Unit: Earth and our place in it
Learning objectives 9.1.3.1 Respect differing points of view
9.2.7.1 Recognise typical features at word, sentence and text
level of a growing range of spoken genres
Assessment criteria Respect a peer’s point of view during the talk by using
lexical units
Identify typical features at word and sentence level in a
talk
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task 1. As a whole class learners talk about the World War II pointing:
a) Causes
b) Results
c) Who took part?
Learners share their ideas and knowledge about the World War II that they have learnt on History
lessons. While the learners are speaking, the teacher facilitates the learners through ongoing
monitoring. This task is used as scaffolding and prepares the learners for the listening one.
Task 2. Work out new words using their definitions and synonyms. Match the words with their
definitions.
New word Definition/Synonym
1. assault a) an occasion when an army enters and takes control of another
country through a sea
2. airborne
troops
b) a violent attack
3. seaborne
invasion
c) the head of an Army
4. casualties d) to take control or possession of foreign land, or a group of people,
by force
5. allies e) to stop fighting and admit defeat
6. supreme
commander
f) air forces
7. surrender g) the countries that fought against Germany
8. to conquer h) injured and dead
Task 3. Learners watch the video “D-day. A critical moment in history” and fill in the gaps.
Go to the link to listen:
https://drive.google.com/drive/folders/1EI3gO0YcIfASjDdyHdzcosSK5k3HgPOl
1. D-day was the largest ______________________ in world history and was a pivotal
moment in World War II.
2. The United States led the _____________________ to try to retake the western coast of
Europe from the Germans who had conquered and been occupying it for four years.
3) In the months and weeks, leading up to the invasion the _____________________ used a
variety of means to deceive the Germans who knew an attack was coming but didn’t know
49
where would focus.
4) Shortly after midnight 24,000 British US and Canadian ______________________
parachuted into France around the same time minesweepers began clearing channels for the
invasion fleet, which was comprised of almost 7,000 boats of all types although around
4,100 of these were landing crafts carrying infantryman.
5. ______________________ were heaviest at Omaha with its high cliffs at gold Juno and
sword several towns were cleared in house-to-house fighting. The Allies did not achieve all
of their goals on D-day only Juneau and Gold Beach were linked in the first 24 hours and all
5 bridge heads were not connected until nearly a weekend past.
6. With Russia, bearing down from the East of the European side of World War II ended
with the ______________________ of Germany less than a year after the Normandy
operation. Once Japan surrendered in September 1945, the deadliest conflict in human
history was over. It had taken the lives of anywhere from 50 to 85 million people.
Task 4. Discuss the following questions in a group:
a) When did it happen?
b) What was the result?
c) Why was this operation important?
You should:
Answer the given questions providing 2 arguments supporting with reasons and examples.
Use the following phrases to show your respect to your peers’ point of view:
Phrases for expressing agreement:
I couldn’t agree more …
I see exactly what you mean …
You have my full agreement …
Actually, I think you’re right …
Phrases for expressing disagreement:
I see your point, but
I still have my doubts …
I couldn’t go along with that …
I’m afraid, I disagree …
Phrases for expressing interruption:
Sorry to interrupt, but …
If I may interrupt …
Excuse me, but in my opinion…
If I might add something …
Answer keys:
Task 2.
1 – b
2 – f
3 – a
4 – h
5 – g
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6 – c
7 – e
8 – d
Task 3
1 – seaborne invasion
2 – assault
3 – Allies
4 – airborne troops
5 – Casualties
6 – surrender
Transcript:
D-day was the largest seaborne invasion in world history and was a pivotal moment in World War
II.
On the morning of June 6th 1944 nearly 160,000 Allied soldiers crossed the English Channel and
stormed five beaches along a 50-mile stretch of Normandy France. The United States led the
assault to try to retake the western coast of Europe from the Germans who had conquered and been
occupying it for four years.
In the months and weeks, leading up to the invasion the Allies used a variety of means to deceive
the Germans who knew an attack was coming but didn’t know where would focus. After
postponing the invasion by a day because of bad weather, the supreme commander of the Allied
forces American General Dwight D. Eisenhower gave “the Go-ahead” for the operation
codenamed “Neptune”.
Shortly after midnight 24,000 British US and Canadian airborne troops parachuted into France
around the same time minesweepers began clearing channels for the invasion fleet, which was
comprised of almost 7,000 boats of all types although around 4,100 of these were landing crafts
carrying infantryman. The Germans by contrast had just over 100 total ships in the area at the time
and were heavily outnumbered. The same was true for the German air force, which could muster
only 815 aircraft over Normandy in comparison to the Allies 9,500. Naval bombardment of the
beaches commenced at 5:45 a.m. while it was still dark. Allied infantry and armored divisions
began landing on the coast of France starting at 06:30.
The men landed under heavy fire from gun encampments overlooking the beaches. The shore was
mined and covered with wooden stakes, metal tripods and barbed wire obstacles making the work
of the beach clearing teams difficult and dangerous. Casualties were heaviest at Omaha with its
high cliffs at gold Juno and sword several towns were cleared in house-to-house fighting. The
Allies did not achieve all of their goals on D-day only Juneau and Gold Beach were linked in the
first 24 hours and all 5 bridgeheads were not connected until nearly a weekend past.
However, the operation was successful as the Allies gained a precious foothold that gradually
expanded as they drove into Germany from the west over the coming months. German casualties
on D-day were around 1,000 men; Allied casualties were at least 12,000 with 4414 confirmed
dead. With Russia, bearing down from the East of the European side of World War II ended with
the surrender of Germany less than a year after the Normandy operation. Once Japan surrendered
in September 1945, the deadliest conflict in human history was over. It had taken the lives of
anywhere from 50 to 85 million people.
The outcome of the war has been critical in shaping the geopolitical landscape of the last 70 years.
The victorious Great Powers the United States, China, the United Kingdom, France and what is
now the Russian Federation became the permanent members of the United Nations Security
Council.
Descriptor A learner
Task 1 discusses the questions to recall their knowledge about the World
51
War II;
Task 2 matches the words with their synonyms;
Task 3 watches the video and identifies the missed words correctly;
Task 4 discusses the questions using the given phrases to show their respect
to each other.
Unit: Charities and conflict
Learning objectives 9.5.3.1 Write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics
9.6.14.1 Use an increased variety of prepositions before nouns
and adjectives; use a growing number of dependent
prepositions following nouns and adjectives and an
increased variety of dependent prepositions following
verbs on a range of familiar general and curricular topics
Assessment criteria Demonstrate the ability to write grammatically correct
sentences on familiar topics
Use prepositions before nouns and adjectives
Use dependent prepositions following nouns and
adjectives, verbs
Level of thinking skills Application
Task. Write about a Nobel Prize winner (who has made something prominent in his/her life).
Decide on the person you want to write about. Make notes about what you already
know about him/her.
Think about the structure of your text. Organize your information into paragraphs.
Consider why you have chosen this person. Ask yourself what the person has achieved,
what is special about the person and what you admire about him/her.
You should:
Brainstorm the ideas about the person you want to write.
Write 3 paragraphs: 1- short information about him/her; 2- person’s achievements; 3- thing
you admire about him/her.
Use prepositions before nouns and adjectives and dependent prepositions following verbs
(e.g. aim smth, protect smb from smth, rescue sm from smth, aim of/in, hope for, reason
for, etc.).
Use linking words and phrases to connect your ideas (e.g. however, therefore, meanwhile,
indeed, besides, likewise, etc.).
Write grammatically correct sentences.
Check your essay using writing criteria.
Writing criteria:
1. Provide main information about the person.
2. Organize ideas into coherent paragraphs.
3. Use appropriate prepositions before nouns and adjectives.
4. Use dependent prepositions after nouns, adjectives and verbs.
5. Write with grammar accuracy (no more than 3 grammar and 2 punctuation mistakes are
allowed).
6. Use linking words (at least 3 words).
When learner finishes his/her writing, he/she should assess the work according to writing criteria.
Teacher facilitates through ongoing monitoring.
Descriptor A learner
53
brainstorms the ideas and makes notes about the person;
writes 3 paragraphs on topic;
organizes ideas clearly with suitable linking devices;
writes with grammar accuracy;
uses appropriate preposition before and after nouns, adjectives and
verbs;
checks the written work using writing criteria.
54
Unit: Charities and conflict
Learning objectives 9.1.10.1 Use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
9.3.7.1 Use appropriate subject-specific vocabulary and syntax
to talk about an increased range of general and curricular
topics
9.6.1.1 Use a growing variety of abstract compound nouns and
complex noun phrases on a range of familiar general and
curricular topics
Assessment criteria Use writing to reflect on the learnt material
Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Apply a range of abstract compound nouns and complex
noun phrases on different topics
Level of thinking skills Application
Higher order thinking skills
Task 1. Match the underlined words to their definitions. Think about the context of the words.
1. In 1939, Nazi Germany decided to invade Poland.
2. Britain and France were allies in World War II.
3. Approximately 300,000 Iraqi soldiers were wounded during the first Gulf War in 1991.
4. US president Kennedy sent troops to Vietnam in 1962.
5. North and South Korea agreed to a truce in 1953.
6. The conflict between Greece and Persia lasted about 50 years.
7. In 1914, an international crisis resulted in the outbreak of World War I.
8. The total number of casualties in World War I was over 37 million.
9. In Roman times, the sword was considered to be an effective weapon.
a. an agreement to stop fighting for a certain period of time
b. a strong disagreement or war
c. countries who are friends
d. enter a country by force
e. groups or individual soldiers
f. injured while fighting
g. people who are injured or killed during a war
h. something that is designed to cause harm or damage
i. the start of a war
Task 2. Terrorism is violent action for political reasons. Match the verbs on the left to the nouns
and phrases on the right to form collocations.
1. hijack a) a plane
2. release b) a bomb
3. negotiate c) a prisoner exchange
4. agree to d) hostages
5. plant e) propaganda
6. spread f) the terrorists’ demands
Complete the sentences below with the phrases above:
The terrorists are planning to 1) ______ and fly it to another country.
55
After 12 hours of negotiations, the terrorists finally decided to 2)________, mainly women. But
they kept a few men in order to continue the negotiations.
The government and the terrorists managed to 3)________. The government released 5 terrorists,
and the terrorists released 10 hostages.
The government did not want to take any risks, so they decided to 4)_______ and removed their
troops from the area.
The man was planning to 5)______ under the politician’s car, but the police caught him just in
time.
Terrorist groups 6)______ on the Internet in order to recruit new members.
Answer keys:
Task 1.
1. d, 2. c, 3. f, 4. e, 5. a, 6. b, 7. i, 8. g, 9.h.
Task 2.
1. hijack — a plane
2. release — hostages
3. negotiate — a prisoner exchange
4. agree to — the terrorists’ demands
5. plant — a bomb
6. spread – propaganda
Descriptor A learner
Task 1
predicts the meaning of new words and matches them with their
definitions;
Task 2 matches verbs with nouns to form collocations;
completes the sentences using a variety of abstract compound nouns
and complex noun phrases.
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Unit: Charities and conflicts
Learning objectives 9.3.6.1 Link comments with growing flexibility to what others
say at sentence and discourse level in pair, group and
whole class exchanges
9.3.7.1 Use appropriate subject-specific vocabulary and syntax
to talk about an increased range of general and curricular
topics
Assessment criteria Use linking words and phrases to connect their
comments with flexibility to what others say at sentence
level in pairs
Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Level of thinking skills Application
Task. There are statements on the topic “Charity”. Choose ONE statement and prepare a talk.
Statements:
1. “I support a charity called Anti-bags, which encourages people to stop using plastic
bags.”
2. “I’m raising money for people whose homes were destroyed in last year’s flood.”
3. “The charity which I support raises money for children who are seriously ill.”
4. “I donate money to charities dedicated to helping poor people in drought – affected
areas, who are at risk from starvation and disease.”
Include:
Which of these would you support?
Which other charities do you know about?
Would you like to do a voluntary work in a developing country? Why? Why not?
You should:
Choose one statement and prepare a 1-minute speech on it
Give 2-3 arguments supported with examples/evidence
Use subject-specific vocabulary
Use linking words and phrases to connect your ideas logically
Link comments to what other peers say
Inner-outer circle.
Learners stand in two circles: inner and outer. The learners from outer circle talk on a chosen
statement for a minute. The learners from outer circle listen to them and add comments to the
peers’ speech. Then, the learners from inner circle listen to them and add comments to the peers’
speech. When both learners from the inner and outer circles deliver their speeches, the learners
from outer circle make a step to the left and change partners. The process of exchanging ideas
starts again. The teacher facilitates through ongoing monitoring.
Teacher assesses learners using assessment criteria below and gives feedback to learners.
Teacher Assessment Criteria:
1. Content (relevance and development of ideas). Stay on topic and make ideas logical.
2. Organization (cohesion, paragraphing, and format).
3. Use linking words (at least 5 words).
4. Vocabulary (style and accuracy). Use and pronounce topical vocabulary correctly (at
57
least 5).
5. Grammar (style and accuracy). Use appropriate grammar structure and complex
sentences.
Descriptor A learner
uses topic related vocabulary accurately;
uses linking words and phrases to connect their comments with
flexibility to what others say at sentence level;
interacts with his/her partner and expresses opinion using
appropriate linking words or phrases;
explains his/her point of view and supports with arguments.
58
Unit: Charities and conflict
Learning objectives 9.5.3.1 Write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics
9.6.6.1 Use relative, demonstrative, indefinite, quantitative
pronouns and a variety of reflexive pronoun structures on a
range of familiar general and curricular topics
9.6.9.1 Use appropriately an increased 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 Demonstrate the ability to write grammatically correct
sentences on familiar topics
Use relative, demonstrative, indefinite, quantitative and
reflexive pronouns
Use present and past simple forms in active and passive
forms
Use past perfect simple forms in narrative and reported
speech
Level of thinking skills Application
Task. Write a letter to a sponsor on behalf of All Hands Volunteers asking for help after a natural
disaster.
Think about:
Main information about your charity organization.
Activities your organization is involved in.
Problem your organization is faced.
What help you need and give your reasons.
You should:
Brainstorm the ideas and write a letter mentioning the information above.
Give your opinion supported by reasons and / or examples.
Follow the structure of a formal letter (opening remarks, main body, closing remarks).
Use present and past simple forms in active and passive.
Use past perfect simple forms in narrative.
Use relative, demonstrative, indefinite, quantitative and reflexive pronouns.
Check your letter for grammar mistakes.
Possible Assessment Criteria:
Provide main information about your charity organization.
Use a formal letter structure.
Use topical vocabulary (at least 5 words).
Write with grammar accuracy (no more than 3 grammar and 2 punctuation mistakes are
allowed).
Use linking words (at least 5 words).
Descriptor A learner
includes all content points with appropriate expansion;
follows the structure of a formal letter;
organizes ideas clearly with suitable linking devices;
uses present and past simple forms in active and passive in writing;
59
uses past perfect simple forms in writing;
uses relative, demonstrative, indefinite, quantitative and reflexive
pronouns in writing;
writes with grammar accuracy;
uses good range of vocabulary correctly.
60
Unit: Charities and conflict
Learning objectives 9.2.5.1 Recognise the opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular
topics
Assessment criteria Identify the speaker’s opinion in extended talk with little
support
Level of thinking skills Knowledge and comprehension
Task. Listen or watch the video and identify the speaker’s opinion by marking the sentences YES
or NO.
Go to the link: http://www.bbc.com/news/av/world-29575321/malala-yousafzai-nobel-peace-prize-
win-reaction-speech
Teacher can read the transcript below.
1. Malala Yousafzai was the only Nobel laureate to be declared winner
recently.
Yes No
2. Malala started to fight for the girls’ rights to get an education after the
tragedy that happened with her.
Yes No
3. She is not the first Pakistani to earn the award. Yes No
4. Malala’s nickname “pride of Pakistan” was given by Nawaz Sharif, the
Nobel Committee member.
Yes No
5. According to Mr Satyarthi, The Nobel Peace Prize is the award that unites
people of different religions and countries in an endeavor for education.
Yes No
Answer keys:
Task 1.
1. No 2. Yes 3. Yes 4. No 5. Yes
Transcript:
Malala Yousafzai
The 17-year-old girls’ rights activist Malala Yousafzai has been awarded the Nobel Peace
Prize for 2014. She was one of two Nobel laureates to be declared winners this year. Malala was
given the accolade exactly two years and a day after a Taliban gunman shot her in the head on her
school bus. Following her recovery in a British hospital, Malala has toured the world speaking up
for the rights for girls to receive an education. She once told reporters that going to school, «is like
walking through a magic door to your dreams». Malala becomes the youngest ever recipient of the
prize and the second Pakistani to scoop the award.
The Nobel Committee said Ms Yousafzai and Mr Satyarthi won the prize, «for their struggle
against the suppression of children and young people, and for the right of all children to
education.» Pakistan’s Prime Minister Nawaz Sharif congratulated Malala, calling her the «pride of
Pakistan». He said: «She has made her countrymen proud. Her achievement is unparalleled and
unequalled.» He urged all children to follow her lead. Mr Satyarthi told Al Jazeera that his award
was for the, «many voices of children who are victims of servitude…across the world». He added:
«The Nobel Committee regards it as an important point for a Hindu and a Muslim, an Indian and a
Pakistani, to join in a common struggle for education.»
Descriptor A learner
identifies the main idea of the talk;
identifies the speaker’s opinion by marking sentences Yes and No.
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Unit: Charity and conflict
Learning objectives 9.1.6.1 Organise and present information clearly to others
9.1.8.1 Develop intercultural awareness through reading and
discussion
9.3.5.1 Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
9.4.3.1 Understand the detail of an argument in extended texts on
a range of familiar general and curricular topics, including
some extended texts
Assessment criteria Organise and present ideas to others so that everyone
understands
Recognize intercultural differences through reading and
discussion
Interact with peers and express their opinions in groups to
find out the solution to the given problem
Identify the details of an argument in a given extract
Level of thinking skills Application
Higher order thinking skills
Task. Learners are divided into groups of four. Each group has their own worksheet with their own
text about charity organization. They read the information and highlight the main information in it.
Then they prepare a poster about their organization and present it to others.
Read the texts. Prepare a poster and present it.
You should:
Work in a group of four
Read the information about the charity organization
Highlight and discuss the main points of the given text
Create a poster about your organization organizing information on it clearly to others
Present your poster to others
Each group exchanges their posters. They read their classmate’s poster, read the information and
add a comment based on the learnt material. The teacher facilitates through ongoing monitoring.
Text A:
Friends of the Earth International was set up in 1971. Today the charity is made up of 75
environmental groups across the world who campaign on issues such as nuclear energy and
whaling. The charity is concerned with all issues that have a negative effect on the environment.
A few statistics:
• The average temperature across the world has risen by 0.74º C in the past 100 years.
• Floods in Europe affected 3.4 million people in the last decade.
• The sea level is rising 3.24 mm each year.
• 9 of the 10 warmest years on record have happened since 2000.
How the charity helps:
• Organising campaigns to raise awareness of environmental issues like Climate Change and
sustainable energy.
• Making sure indigenous people and local communities are involved in decision-making.
• Campaigning for social justice, human dignity and human rights.
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Text B:
Age International is a charity dedicated to looking after old-age people around the world. It wants
tochallenge the stereotype of an older person as a burden. It wants to show the world that old
people are an asset to their communities. It wants to reach out and help the most vulnerable people.
A few statistics:
• Around 70% of the world’s older people live in a developing country.
• 25% of older people do not get a pension and have to work until they die.
• 100 million older people are living on less than 60p a day.
• 80% of older people have to do badly paid and unsafe work to survive.
How the charity helps:
• Providing hospital treatment.
• Paying for food and basic needs.
• Influencing governments so that they focus more on older people.
Text C:
The Royal Society for the Prevention of Cruelty to Animals (RSPCA) is the oldest animal welfare
charity in the UK. It was set up in 1824. It works hard to ‘create a world where humans respect and
live in harmony with all other members of the animal kingdom’.
A few statistics:
• More than 4 million animals are used in scientific experiments each year.
• In 2014 the RSPCA received 1,299, 163 phone calls from people reporting cruelty to an animal.
• The RSPCA found new homes for 53,263 animals in 2014.
• The UK pet population is about 21 million.
How the charity helps:
• Rescuing, giving veterinary care and finding new homes for animals.
• Carrying out research to improve the standards of care for animals.
• Influencing governments so that laws are changed and animals are better protected.
Text D:
Cancer Research is an organisation dedicated to beating cancer and providing cancer information
to the public. The charity is made of a number of organisations working together to make sure they
spend the money they receive wisely. Much of the charity’s work is related to scientific research.
A few statistics:
• 42% of cancer cases are preventable.
• There are around 350,000 new cases of cancer each year in the UK.
• Approximately 2.5 million people in the UK have cancer today.
• The proportion of people surviving cancer is increasing as treatment improves.
How the charity helps:
• Raising money for cancer research projects.
• Providing information and support for cancer sufferers and their families.
• Influencing governments so that they spend more money on cancer research and cancer care.
Descriptor A learner
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reads the text and highlights the key points;
discusses the learnt information using highlighted words;
expresses his/her opinion supporting with examples/evidence from
the text;
creates a poster about the charity organization and puts the
information on it clearly to others;
presents the poster to others.
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Unit: Charities and conflict
Learning objectives 9.4.1.1 Understand the main points in texts on a growing range
of unfamiliar general and curricular topics
9.4.2.1 Understand specific information and detail in texts on a
range of familiar general and curricular topics, including
some extended texts
9.3.3.1 Explain and justify their own point of view on a range of
general and curricular topics
Assessment criteria Recognise the main idea of a reading passage
Identify specific information in extended texts on familiar
and unfamiliar topics
Explain and justify the point of view supporting with
evidence
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task 1. Learners are suggested to answer the questions.
1. What are the causes of conflict at home? (reject, parents’ misunderstand, not doing daily
chores)
2. What are the causes of conflict at school? (grades, uniform, leadership)
3. What are the causes of conflict in a village/town/city?
4. What are the causes of conflict across the world?
Task 2. Read the text “The cause of conflict”. Highlight the key points of the text. Discuss these
points in your group supporting your ideas with arguments.
Learners are divided into groups of 4. Each group has different parts of a reading passage. First,
they work individually, then discuss in the groups about the main idea of their passage and make
notes about the causes of conflict. If necessary, they can make a plan of their passage. Teacher
facilitates through ongoing monitoring.
THE CAUSE OF CONFLICT
There is no single case of conflict. Each conflict is unique, has a number of causes and has arisen
because of a range of factors:
Political and institutional factors might
include weak state institutions, political
exclusion, corruption, and identity politics. If
governments can’t manage the differences of
opinion between particular groups peacefully,
or make sure that people feel they can have
their say, by voting or being listened to, this
can cause conflict. If people perceive that
those in power are corrupt, spending money
on themselves or a select group of people
because of who they are or where they live,
rather than to make the whole of society
better, this can also cause unrest.
Resource factors include things like greed,
unfair access to resources like land, and
unjust resource exploitation. Have you ever
heard the phrase ‘Blood Diamonds’? There’s
a link between high value commodities and
illegal drugs, and conflict. A group that wants
to control access to natural resources, without
getting proper permission or paying taxes,
might have to use violence to keep control of
the land they need and exclude those who
want to live, farm or work there. The money
earned will probably go straight back into
funding the conflict.
Socioeconomic factors include things like
Environmental factors have to do with the
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inequality, exclusion, marginalisation and
poverty. If certain groups are treated
differently, excluded from a government’s
decisions or from the benefits and protection
the rest of society gets, then they will feel a
sense of injustice based on who they are or
what they believe. This can cause resentment
to grow over time and lead to conflict. Poverty
and conflict are often linked – the majority of
wars happen in poorer countries, however this
should not be assumed. Modern conflicts like
Syria demonstrate this. It’s hard to say
whether poverty causes conflict, or whether
conflict makes poverty even worse. Based on
conflicts you know about, what do you think?
unequal distribution of natural resources, such
as water. Experts say that environmental
factors are becoming more important in
conflicts, especially those in poor countries,
due to climate change. Soil degradation from
over farming or pollution, or desertification
can cause resentment, hardship, and
migration. A rising population in one area can
make this worse; with the increased pressure
on land or water, they can get even scarcer.
Environmental factors are rarely the only
cause of conflict, but can combine with other
factors to cause conflict.
Retrieved from: https://www.warchild.org.uk/sites/default/files/link-files/warchild_lesson_2.pdf
Task 3. Retell your part of the text using the highlighted points. Explain your answers using the
evidence from the text. The rest of the group should take notes.
Learners are reorganized in other groups so that they have 4 people with different passages.
Working in new groups, learners retell their part one by one and listening to others they have to
make notes. Teacher facilitates through ongoing monitoring.
Task 4. Compare the information you have with your group mates. Then as a whole class discuss
the following questions:
What are the most serious? Why?
Which impacts are the most long – lasting?
What can we do to prevent the conflicts?
Learners return to their original groups and compare the information they have. They discuss the
questions that help them to summarise the text. Teacher facilitates through ongoing monitoring.
Descriptor A learner
Task 1
gives full answers to the questions and predicts the topic of reading
passage;
Task 2 reads the text and highlights the main point in the text;
explains his/her point of view and supports with arguments;
Task 3 retells the text;
Task 4 takes notes while classmates retells the text;
answers the questions using information from his/her notes;
summarises the text.
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TERM 3
Unit: Reading for pleasure
Learning objective 9.4.4.1 Read a range of extended fiction and non-fiction texts
on familiar and unfamiliar general and curricular topics
9.5.4.1 Use with minimal or no support style and register
appropriate to a growing variety of written genres on
general and curricular topics
9.5.9.1 Punctuate written work at text level on a range of
familiar general and curricular topics with a good degree
of accuracy
Assessment criteria Read and summarise a range of extended fiction and non-
fiction texts
Determine and use the appropriate style and register in
writing
Identify and use punctuation in the sentences properly
Level of thinking skills Knowledge and comprehension
Application
Task. Choose a short story from the link. Read it and write the summary of the story. You should
say:
— what the genre of a story is;
— who the main characters are;
— what the plot of the story is;
— your opinion about the story.
Share with your ideas about a story in a class.
Link to the stories https://www.esolcourses.com/content/reading/intermediate-english-graded-
readers.html
Descriptor A learner
reads the story;
highlights the main information and specific details about the story;
writes a summary with the appropriate style and register;
punctuates the sentences properly.
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Unit: Traditions and Language
Learning objective 9.2.6.1 Deduce meaning from context in unsupported extended
talk on a wide range of general and curricular topics
Assessment criteria Reach an answer or a decision by thinking carefully about
the known facts from the listening
Level of thinking skills Higher order thinking skills
Task 1. You are going to listen four people speaking English in their national accents.
What country do you think they are from? Match a speaker with the country.
Teacher reads the transcript.
Speaker 1 A) India
Speaker 2 B) Australia
Speaker 3 C) Canada
Speaker 4 D) Jamaica
Task 2. Choose the answer:
1. English is used a lot in India because … .
a) the majority of films is in English
b) it is a means of communication
c) people need English to read newspapers
d) English is the official language
2. The Australian enjoys … most of all.
a) beaches
b) weather
c) barbeque
d) theatre
3. What is the second language in Vancouver, Canada?
a) English
b) French
c) Chinese
d)Vietnamese
4. Where are international cricket matches held in Jamaica?
a) on the beach
b) in the street
c) in the field
d) in the stadium
Answer keys
Task 1
1B 2A 3C 4D
Task 2
1b 2b 3c 4d
Transcript
Speaker 1:
Hi, I’m Meg. I do not know if you know much about my country, you’ve probably never been
there. It’s a long way from most other places. I tell you what I really like about living there. I lived
in Sydney, down the south and that’s the climate, I mean, we just have a really nice weather almost
68
all year around. And it means you can get outside a lot and go to the beach and just do lots of
things without being stuck inside. There are good things about Australia too, but that’s what I like
best. You can have barbecues all year around.
Speaker 2:
I hope that you can understand what I’m saying because English is not my first language. My first
language is Hindi. It’s the language of Deli, the city where I live. I speak English quite a lot too.
We used to speak English a lot when I was at school. That’s a language we use quite a lot in India
because it’s such a big country and there are so many languages here. There are so many
languages, it is impossible to understand anyone else, so some newspapers and things are in
English. But it is not the first language here, in India. If you look at the films, for example, they are
never in English. They are always in one of the Indian languages.
Speaker 3:
I live in Vancouver BC. There are people there from all parts of the world, so you’ll see different
kinds of faces and here are lots of kind languages too. Mostly that is because of the immigration of
course. There are lots of immigrants here from Vietnam and Hong Kong and places like that. A lot
of people think that the second language in Canada is French, but it isn’t. The second language
here is Chinese. That’s because there are so many people from Hong Kong. Everything here is
written in English and French because that is the law in Canada, but you only hear French spoken
over in the East coast.
Speaker 4:
Hi, I live in this land of great music, but that’s not here in Jamaica, we love cricket too. You can
see people playing the cricket all over the place. They do not need a special place. And of course,
in Kingston there is a stadium. It is called Sabina park. We played international matches there.
And I love going to watch and listen to other people playing drums and shouting. It is the best
atmosphere in the world.
Descriptor A learner
Task 1 matches the speakers with the given countries to complete the task;
Task 2 chooses the right answer to complete the task.
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Unit: Traditions and Language
Learning objectives 9.1.3.1 Respect differing points of view
9.1.8.1 Develop intercultural awareness through reading and
discussion
9.3.1.1 Use formal and informal registers in their talk on a range
of general and curricular topics
9.3.3.1 Explain and justify their own point of view on a range of
general and curricular topics
9.6.2.1 Use a variety of quantifiers for countable and
uncountable nouns and some noun phrases on a range of
familiar general and curricular topics including majority
of, minority of, a great deal of, a great number of;
Assessment criteria Listen to others’ opinions and consider them
Raise awareness about cultural diversity through reading
and discussion
Separate formal and informal speech and apply the
differences in a talk
Express thoughts about the given topic in the
conversations
Apply the correct quantifiers for noun and noun phrases
including majority of, minority of, a great deal of, a great
number of
Level of thinking skills Application
Higher order thinking skills
Task 1. Look at the following descriptions of different cultures. Decide for yourself whether you
think that they are true or they are false. Discuss with your partner and be ready to explain why.
Share your ideas in a class. Use quantifiers such as majority of, minority of, a great deal of, a great
number of in your speech.
Example: In my opinion, the first statement is false. The majority of people agrees that beauty is a
state of being healthy, but people, who are fat, are not healthy at all.
1. There were some Arab people who thought that to be really beautiful, a
woman should be so fat that her thighs would slap together loudly as she
walked.
2. Some North American Indians have huge parties with all their friends
where they give away almost everything that they own
3. The first Europeans to Tasmania thought that Tasmanians were not real
humans so they hunted them with horses and hounds because there were
no foxes on the Island.
4. There is an African tribe where it is against the law for you to marry
anyone with the same name as one of your parents.
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5. In some societies, men can only get a wife by stealing her from another
family.
Answer keys
All of the above are true. Possible reasons are suggested.
1. There were some Arab people who
thought that to be really beautiful, a
woman should be so fat that her thighs
would slap together loudly as she
walked.
Extreme slimness is a sign of TB. A fat
woman was therefore a healthy, rich
woman.
2. Some North American Indians have
huge parties with all their friends where
they give away almost everything that
they own
What better proof of wealth and power is
there than being able to throw things away?
3. The first Europeans to Tasmania
thought that Tasmanians were not real
humans so they hunted them with
horses and hounds because there were
no foxes on the Island.
This was simple ignorance. All the
aboriginals were killed and it was a very
shameful story in history.
4. There is an African tribe where it is
against the law for you to marry
anyone with the same name as one of
your parents.
This is because they are possible a relative
as names are given in a strict rule according
to family and position
5. In some societies, men can only get a
wife by stealing her from another
family.
It proves he has the necessary hunting skills
to provide for a family.
Descriptor A learner
presents an argument to the class, justifies the evidence and gives
examples;
cooperates with the peers and shares opinions;
uses quantifiers such as majority of, minority of, a great deal of, a
great number of in a talk.
71
Unit: Traditions and Language
Learning objectives 9.4.2.1 Understand specific information and detail in texts on a
range of familiar general and curricular topics, including
some extended texts
9.4.5.1 Deduce meaning from context in extended texts on a
range of familiar general and curricular topics
Assessment criteria Identify specific information and detail in texts
Deduce meaning from context in extended texts
Level of thinking skills Knowledge and comprehension
Task 1. Read the text Near-Extinct Language Returns. What do the highlighted words in the text
mean? Match the words with their definitions. You may use a dictionary or other digital resources
to check the meaning of words.
1.heritage A. the belief that you are better or more important than other people
2. value B. a typical quality, or important part of something
3.pride C. the buildings, paintings, customs, etc. that are important in
a culture or society because they have existed for a long time
4. feature D. how useful or important something is
Juan Cabello takes pride in not using a mobile phone or the internet to communicate.
Instead, he whistles. Cabello is a silbador. He knows ‘Silbo Gomero’, a language that is whistled,
not spoken, and can be heard more than two miles away. This unusual way of communicating is
said to have arrived with early African settlers 2,500 years ago. Now, educators are working hard
to save it from extinction by making schoolchildren study the language up to the age of fourteen.
Silbo features four ‘vowels’ and four ‘consonants’ that can be used to form more than 4,000
words. ‘I use it for everything.’ Cabello says. In fact, he makes a living from Silbo, performing
daily exhibitions at a restaurant on this island of 220 square kilometres and 19,000 people.
People throughout La Gomera are known to have used Silbo in the past as a way of
communicating over long distances.
A strong whistle saved farmers from trekking over the hills to give messages or news to
neighbours. Then came the phone. In 1999, it was introduced as a compulsory subject in La
Gomera’s primary schools, in an effort to prevent the language from becoming extinct. Now 3,000
students are studying it, but only a few people are believed to be able to communicate fully in the
whistling language. ‘Silbo is said to be the most important cultural heritage we have,’ said Moises
Plasencia, the director of the Canary Islands’ government’s historical heritage department.
It might seem appropriate for a language that sounds like birdsong to exist in the Canary
Islands, but there is thought to be no connection between the islands’ name and the birdsong-like
way of communicating.
In fact, little is known about Silbo’s origins. One study is looking for signs of Silbo in
Venezuela, Cuba and Texas, all places to which Gomerans have emigrated in the past during hard
economic times.
Now, Plasencia is heading an effort to get UNESCO to declare it a ‘cultural heritage’ and to
support efforts to save it. Cabello also explains, ‘It’s good for just about anything except for
romance: everyone on the island could hear what you’re saying!’
Task 2. Read the text again and mark the statements below as True or False.
1. Only a few people can communicate in Silbo. _____
2. Experts think that there is a close connection between Silbo and the name ‘Canary
Islands’. _____
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3. Silbo was introduced in La Gomera’s schools in order to save it for future generations.
_____
4. You cannot use Silbo for romance because it has not enough words. _____
Answer keys
Task 1
1. c 2. d 3. a 4. b
Task 2
1. True
2. False
3.True
4.False
Descriptor A learner
Task 1 matches the words with the definitions;
Task 2 marks the sentences true or false correctly;
73
Unit: Music and Film
Learning objectives 9.1.8.1 Develop intercultural awareness through reading and
discussion
9.4.4.1 Read a range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics
9.4.7.1 Recognise typical features at word, sentence and text
level in a wide range of written genres
Assessment criteria Raise awareness about cultural diversity through reading
and discussion
Summarize the ideas in the extended fiction and non-
fiction texts by finding the main information and specific
details
Recognise typical features at word, sentence and text level
Level of thinking skills Knowledge and comprehension
Task 1. Read the text and add the sentences. Write a-e in the spaces in the text.
a) It has more than 27 million visitors spending over $770 million a year.
b) I just turn on the radio and listen to whatever comes.
c) You don’t want to play rock music and get them even more worked up.
d) But later on, it’s quieter.
e) But if we’ve got a big cup match and we play We will Rock You, they will clap.
A WORLD OF MUSIC – BUT WHO CHOOSES IT?
Music is all around us. However, we rarely think about who chooses the music, and we’ve no idea
how they decide what to play.
‘It is a science,’ explains Liam Collins, 41, who is DJ at the Bluewater Shopping Centre in Kent.
1. _____________ ‘We play music in the dining areas, entrance halls and the country yards, you
can hear a whole range of different music, from Paul Oakenfold mixes to Frank Sinatra.’
‘In the morning, the music is generally on loud. 2. ____________. The busier the shopping centre
gets, the more relaxing the music needs to be. People listen more carefully to the music than you
might think.Once we accidentally played White Christmas At Easter. A huge crowd of people
came to reception to tell us.’
‘I don’t actually think the crowd care about the music, to be honest, ‘says Richie Tierney. PA
announcer at Prenton Park football ground, the home of Tranmere Rovers. ‘3. _______________.’
Otherwise, Richie and his assistant have clear rules. They play James Brown’s I Feel Good when
Tranmere score and they play a special re-mix of Going Home by Mark Knopfler when people are
leaving the stadium.
We also spoke to several taxi drivers. What is important for them is to have music playing, but
what they actually listen to is nothing like as important as how loudly they play it. ‘We play
everything. No one complains about what it is, but the minute it gets too loud, then people
complain.’ ‘I don’t really care what I listen to,’ says Jed Strange, a London cabby. ‘4.
________________But I do change the music if the customer doesn’t like it. That way, the tips I
get are much better.’ he admits. We also found a taxi driver who only plays classical music.
‘Classical music is just as enjoyable as rock,’ he says. ‘With classical music I feel far more
relaxed, and I really need that with today’s traffic, which is getting a lot worse every day.’
And in that he’s not alone – classical music is also the preferred choice of Dr. Janet Highsmith, a
dentist from Cambridge. ‘Most of my patients are pretty stressed,’ she says. 5. _____________.
It’s usually a piece of Baroque music that helps them to relax.’
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Task 2. Read the text again and answer the questions.
1. When do they play relaxing music in the Bluewater shopping centre?
2. Why is Liam Collins pretty sure that people actually listen to what they play in the
shopping centre?
3. How do they decide what music to play at Prenton Park football ground?
4. What do taxi drivers have to do to keep their customers from complaining?
5. Why do some people choose to play classical music?
6. What other ways can you think of how the music affects our lives? Write at least two
ideas.
Task 3. What do these words mean? Look up the meaning of the words in a dictionary and write
their meanings.
a) influence ________________________________________________________________
b) consult _________________________________________________________________
c) complain _______________________________________________________________
d) customer _______________________________________________________________
Answer keys
Task 1
1. a
2. d
3. e
4. b
5. c
Task 2
Learners’ answers may vary
1. When the shopping centre is getting busier.
2. Once they accidentally played White Christmas at Easter and people came to reception to
tell them about it.
3. They have special rules.
4. They do not listen to music loudly.
5. To relax.
6. Learners’ own answers.
Descriptor A learner
Task 1 identifies the correct sentence for the paragraph and puts them in the
text;
Task 2 answers the questions in details;
Task 3 uses dictionaries to check the meaning of the words;
writes the meaning of the words correctly.
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Unit: Music and Film
Learning objective 9.4.6.1 Recognise the attitude or opinion of the writer in
extended texts on a range of familiar general and
curricular topics
Assessment criteria Identify author’s attitude and viewpoint in extended texts
Level of thinking skills Knowledge and comprehension
Task 1. Read the following text and decide if the statements are true (T) or false (F).
1. Computer Generated Imagery is one of the techniques used to create films. T / F
2. Soundtracks are projected with the film. T / F
3. Persistence of vision makes it possible for the viewer to see the interruptions
between the images.
T / F
4. The origin of the term film originates from the art of photography. T / F
FILMS
A film, also called a movie or motion picture, is a series of still images on a strip of plastic
which, when run through a projector and shown on a screen, creates the illusion of moving images.
A film is created by photographing actual scenes with a motion picture camera; by photographing
drawings or miniature models using traditional animation techniques; by means of CGI
(Computer-generated imagery) and computer animation; or by a combination of some or all of
these techniques and other visual effects.
Films usually include an optical soundtrack, which is a graphic recording of the spoken
words, music and other sounds that are to accompany the images. It runs along a portion of the
film exclusively reserved for it and is not projected.
The individual images that make up a film are called frames. During projection, a rotating
shutter causes intervals of darkness as each frame in turn is moved into position to be projected,
but the viewer does not notice the interruptions because of an effect known as persistence of
vision, whereby the eye retains a visual image for a fraction of a second after the source has been
removed. The perception of motion is due to a psychological effect called beta movement.
The name «film» originates from the fact that photographic film (also called film stock) has
historically been the medium for recording and displaying motion pictures. Many other terms exist
for an individual motion picture, including picture, picture show, moving picture, photoplay and
flick. The most common term in the United States is movie, while in Europe film is preferred.
Answer keys
1. True
2. False (Soundtrack runs along a portion of the film exclusively reserved for it and is not
projected).
3. True
4. True
Descriptor A learner
reads the text and identifies the author’s opinion;
circles the correct answer.
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Unit: Music and Film
Learning objective 9.2.4.1 Understand most of the implied meaning in unsupported
extended talk on a wide range of general and curricular
topics
Assessment criteria Recognize most of the implied meaning in extended talk
while listening
Level of thinking skills Knowledge and comprehension
Task 1. Listen to the speakers talking about their favourite films. Match the speakers to the genre
of film.
Link https://learnenglishteens.britishcouncil.org/skills/listening/intermediate-b1-listening/my-
favourite-film
Speaker 1 a. A science fiction film
Speaker 2 b. A modern vampire film
Speaker 3 c. An action film
Speaker 4 d. A romance
Speaker 5 e. A romance based on a book
Answer keys
1. D
2. C
3. E
4. A
5. B
Transcript
Speaker 1 (girl):
I really like The Notebook; it’s a romantic classic. The story is about a poor boy, called Noah, who
meets a rich girl, called Allie, and they fall in love over one summer. But of course there are
problems. Allie’s parents don’t approve of Noah because he’s poor and they get separated, then a
lot of time passes before they can get together again. She goes away to college and he writes to her
every day, but she doesn’t get the letters. Then after quite a long time, Noah buys an old house
which he promised to restore for Allie. He does it up and she sees a newspaper article about it and
goes to find him again. You can probably guess the rest, but it’s a bit complicated because she is
engaged to another man. Noah is played by Ryan Gosling, who’s my favourite actor, and he stops
the film being too soppy – but you still cry a lot at the end. Rachel McAdams is really good too, as
Allie.
Speaker 2 (boy):
I think my favourite film is Skyfall, the last James Bond movie. It stars Daniel Craig again and
Javier Bardem is this really evil baddie. They’re both great, and so is Judi Dench as M, Bond’s
boss. It’s a bit different to other Bond films. The story is more important, although there is still a
lot of action. It’s really well filmed, especially in the scenes which are shot in Shanghai and
Scotland, and it’s really exciting, of course. Bond is also a bit different – although he does amazing
things, he seems older and that makes him more human and the story more realistic. Oh, the song
by Adele is great, too. You know it won an Oscar?
Speaker 3 (girl):
It’s not a very recent film, but I love Pride and Prejudice – the version with Keira Knightley as
Elizabeth Bennet and Matthew Macfadyen as Mr Darcy. The story is really clever and interesting,
besides being romantic. It’s all about how we tend to jump to conclusions about people and we’re
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often completely wrong. Elizabeth thinks Mr Darcy is stuck up and snobbish at the beginning of
the film, but at the end she realises she has been completely wrong and he isn’t like that at all. She
also realises he has an enormous house and that maybe helps her fall in love with him too! After I
saw the film I read the book by Jane Austen and I really recommend that too. Although it was
published 200 years ago, it’s still a great read and really funny in parts.
Speaker 4 (boy):
My favourite film has to be The Matrix. Even though it was made back in 1999, it still feels really
modern. It’s about this ordinary man, Neo, played by Keanu Reeves, who works with computers
during the day and is a hacker at night. One day he is contacted by a woman who introduces him to
a very strange man: Morpheus. Morpheus explains to Neo that what he thinks of as real is actually
fiction and the world is run by evil machines who have imprisoned and tricked the human race.
Laurence Fishburne is terrific as Morpheus, and Keanu Reeves is excellent, but the best thing
about the film is the special effects. I can watch it again and again.
Speaker 5 (girl):
Let the Right One In is my favourite film. There are two versions, the first is Swedish and the
second American – I prefer the original, Swedish version. It’s a modern vampire film and also a
kind of love story, but it’s really unsentimental and a bit scary in places. Oskar is a young boy with
a lot of problems. He is being bullied at school and wants revenge on the bullies. Then some new
neighbours move in next door and he becomes friends with Eli, a beautiful but strange girl. I won’t
tell you anymore, because it will spoil the story, but expect a serial killer, a lot of violence and
blood-drinking. If you like that kind of thing, you’ll love this.
Descriptor A learner
matches the speaker with the correct genre of film.
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Unit: Music and Film
Learning objectives 9.1.6.1 Organise and present information clearly to others
9.1.8.1 Develop intercultural awareness through reading and
discussion
9.3.3.1 Explain and justify their own point of view on a range of
general and curricular topics
9.3.7.1 Use appropriate subject-specific vocabulary and syntax
to talk about an increased range of general and curricular
topics
9.6.3.1 Use a variety of compound adjectives and adjectives as
participles and a variety of comparative structures to
indicate degree on a range of familiar general and
curricular topics
Assessment criteria Form and present ideas/information effectively and
demonstrate the ability to express it
Raise awareness about cultural diversity through reading
and discussion
Express thoughts about the given topic in the
conversations
Talk about given topics using appropriate syntax and topic
related vocabulary
Demonstrate the ability to use compound adjectives and
adjectives as participles and some comparative structures
to indicate degree
Level of thinking skills Application
Higher order thinking skills
Task 1. Think about the adjectives that describe your emotions. Write down these adjectives in
your notebooks.
Elicit the adjectives and write them on the board.
Examples of adjectives: uplifted, depressed, cheerful, angry, excited, scared, anxious, delighted,
thrilled, surprised, contented, graceful, vibrant, and vigorous.
Task 2. Watch the video in which you will see some emotions expressed. As you watch, you
should note down the adjectives that describe the emotions you think they are being expressed.
Teacher can choose any video that expresses emotions or use this web link
https://www.youtube.com/watch?v=4eWSqzeatKg Watch the video without sound.
Task 3. Work with your partner and compare your answers. Share your ideas in a class.
Task 4. Watch the video with sound and answer the question: Why are they feeling these
emotions?
Leaners will almost certainly answer that people are listening to classical music.
Task 5. Brainstorm different types of music and answer the following questions in pairs.
1) What kind of music do you like listening to?
2) Where do you listen to music?
3) What emotions do you feel when you listen to your favourite music?
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4) Is there any type of music you listen to when you feel happy/anxious?
Task 6. Work in groups and discuss the quotations from musicians about music. Choose your
favourite quotation. Explain your choice.
a) “One good thing about music, when it hits you, you feel no pain.” Bob Marley
b) “Music is my religion.” Jimi Hendrix
c) “Music can change the world because it can change people.” Bono
Descriptor A learner
Task 1 describes his/her emotion;
uses adjectives that describe the emotions;
writes them in notebook;
Task 2 writes the adjectives;
spells the adjectives correctly;
Task 3 states the opinion;
interacts with the peers to share the ideas;
Task 4 answers to the question;
Task 5 gives full answer to the question;
interacts with the partner;
exchanges the opinions;
Task 6 works in groups cooperatively;
expresses his/her opinion;
supports an opinion by giving examples from personal experience.
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Unit: Music and Film
Learning objective 9.6.6.1 Use relative, demonstrative, indefinite, quantitative
pronouns and a variety of reflexive pronoun structures on a range
of familiar general and curricular topics
Assessment criteria Distinguish the difference between indefinite,
demonstrative, quantitative and reflexive pronouns
Level of thinking skills Application
Task 1. In each of the following sentences a pronoun has been highlighted. What type of pronoun
is it? Write a letter next to each statement.
A. Personal
B. Reflexive
C. Possessive
D. Relative
E. Indefinite
F. Reciprocal
G. Interrogative
1. Let’s contact one another once we’ve made some progress. ___
1. She wants to do it herself. ___
2. I can’t find them. ___
3. I can’t believe it’s finally ours. ___
4. The girl who usually cuts my hair has won the lottery. ___
5. He wants to go to Scarborough. ___
6. Jim gave me the last copy. ___
7. Nobody said a word all night. ___
Answer keys
1. F
2. B
3. A
4. C
5. D
6. A
7. G
8. A
9. E
Descriptor A learner
matches the pronoun with the correct type.
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TERM 4
Unit: Travel and Tourism
Learning objective 9.2.6.1 Deduce meaning from context in unsupported extended
talk on a wide range of general and curricular topics
Assessment criteria Deduce meaning from context in talk
Level of thinking skills Higher order thinking skills
Task. You are going to listen to two people talking about themselves. Listen and answer the
questions.
Teacher reads the transcript.
1. What is the nationality of Amelia’s parents?
2. Where did Amelia’s parents meet?
3. Where did Amelia live when she was a child?
4. What might Amelia do next summer?
5. What is the nationality of Lionel’s parents? Where did Lionel’s parents meet?
6. Where did Lionel live when he was a child?
7. Who has visited or lived in the countries of both their parents?
Answer keys
1. Her father is half Malaysian, half Portuguese. Her mother is Polish.
2. They met when they were both students in London.
3. She grew up in both London and Malaysia.
4. She might go to Poland this summer to visit relatives.
5. His mother’s French and his father’s from Dominica in the West Indies.
6. They met in London.
7. In France.
8. Lionel.
Transcript
P = Presenter
A = Amelia de Melo
L = Lionel Varley
This week in The London Programme People of mixed nationality.
P: In the streets of London there are people from all parts of the world. They live side by side.
Sometimes they marry and have children. Many Londoners have parents of different nationality. Is
this good or bad, easy or difficult for these children?
Today two people of mixed nationality tell us their stories.
First. Amlia de Melo, a textile designer.
A: My father is half Malaysian, half Portuguese. My mother is Polish… erm… her family came
to England when she was five, just before the war. She met my father when they were both student
in London. When I was a young child… er… I grew up in both London and Malaysia, and we
always spoke English at home. It’s my first language…er…but my mother taught me Polish, so
sometimes I spoke Polish with her. And we often had Polish food, and I learnt Polish dancing my
aunts in Poland sent me wonderful, colourful costumes to dance in. I loved them. But I love
Malaysian things too. Have you ever tried Malaysian food? It’s delicious. I often cook it for
myself.
I often think… I think that if I had just one nationality, life would be quite boring. I like the mix of
cultures. I only ever had one problem that I can remember. It was when I was sent to boarding
school. I was twelve and… er… some girls joked about the shape of my eyes. I cried and cried. I
hated my eyes! But now… now I like my eyes very much. I like to look a bit different! Last year I
82
got married to an Englishman. We live to London but we often visit my parents in Malaysian. I’ve
never been to Poland, but we might go this summer. I’d love to meet my Polish relatives.
P: And now we meet Lionel Varley, who’s an architect.
L: My mother’s French and my father’s from Dominica in the West Indies. They met and
married in London, but then they moved to Bristol… er… my father was a dentist there. They… er…
that is my parents always spoke both English and French at home together, so my brother and I are
bilingual. It’s really useful to have two languages. We (that’s me and my brother) used to spend
every school holiday with our French grandmother in France. I love French food. We used to eat
mainly French food at home in Bristol too…. er… I think we didn’t eat West Indian food because
where we live there were no other West Indians and you couldn’t buy that type of food.
I can remember one problem a sad time for me. It was when I first started school. I was five and
everyone in the school was white, except for one Chinese boy and me, and the others called us
names. I was too young to understand why, but then I made some friends, and they forgot about
my colour.
My father used to talk a lot about Dominica and the West Indies. His stories were full of flowers
and sunshine. So when I was sixteen. I went there. It was interesting, very interesting… er… but I
didn’t feel at home, so I came back to England and studied architecture. If I lived there (in
Dominica) I don’t think I would have the same opportunities. Next year I’m going to move to New
York. It’s even more cosmopolitan than London. I know that I’ll feel very comfortable there, and
my wife will too. She’s Italian-Russian.
P: Thank you, Lionel and thank you, Amelia.
Thank you for telling us your stories.
Descriptor A learner
answers the questions correctly;
writes full answer to the question.
83
Unit: Travel and Tourism
Learning objective 9.5.7.1 Use independently appropriate layout at text level on a
growing range of general and curricular topics
9.6.4.1 Use a wide variety of determiners and pre-determiner
structures on a range of familiar general and curricular
topics
Assessment criteria Use an appropriate layout in writing
Demonstrate the ability to use correct determines and pre-
determiner structures
Level of thinking skills Application
Task. Make up a story using the words in the box. Use determiners such as both, all, other, really,
half. The topic is “Your first travel experience”.
Day off, dream, suffer, iron, ride, delighted, tears, rush
Descriptor A learner
writes the story using the appropriate layout (narrative);
uses determiners such as all, both, other, really, half;
uses all the words from the box.
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Unit: Science and Technology
Learning objectives 9.3.3.1 Explain and justify their own point of view on a range of
general and curricular topics
9.5.6.1 Write coherently at text level using a variety of
connectors on a growing range of familiar general and
curricular topics
9.5.8.1 Spell most high-frequency vocabulary accurately for a
wide range of familiar general and curricular topics
9.6.8.1 Use a variety of future forms, including some passives,
on a range of familiar general and curricular topics;
Assessment criteria Express thoughts about the given topic in the
conversations
Organize sentences, paragraphs and ideas logically using a
variety of linking devices
Use topic related words with correct spelling control
Practice usage of simple perfect forms to express recent,
indefinite and unfinished past
Level of thinking skills Application
Higher order thinking skills
Task 1. Read each statement below. Decide if it is a fact or opinion and write your decision in the
blank. Share your ideas with a partner.
Remember!
A fact is something that is true and can be proven. It does not change, no matter who says it.
Opinion is something that someone thinks or feels. It may change from person to person.
1. Abraham Lincoln was a president during the U.S. Civil War. __________
2. Going to the doctor is scary. __________
3. Beethoven was the greatest composer. __________
4. Water is made of hydrogen and oxygen. __________
5. Pizza with black olives is delicious. __________
Task 2. Now switch it up! If the statement is an opinion, write a fact about the topic. If it is a fact,
write an opinion about the topic.
Example:
1. Abraham Lincoln was a president during the U.S. Civil War. – FACT
2. Abraham Lincoln was the greatest president of the USA. – OPINION
Task 3. Complete the graphic organizer on the following topic:
Technology improves the quality of human’s life.
Do you agree or disagree? Give reasons for your answer and include any relevant examples from
your knowledge or experience.
Opinion Writing
Topic
________________________________________________________________________
_________________________________________________________________________
_____
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Task 4. Write an opinion essay. Your essay should have 5 paragraphs.
Technology improves the quality of human’s life.
Do you agree or disagree? Give reasons for your answer and include any relevant examples from
your knowledge or experience. Use future simple or future in the past to predict what will happen
or would happen in the nearest future with/without technologies.
Paragraph 1 – Introduction
Paragraphs 2,3,4 – Main Body
Paragraph 5 – Conclusion
Answer keys
Task 1
1. Fact
2. Opinion
3. Opinion
4. Fact
5. Opinion
Descriptor A learner
Task 1 identifies if the sentence is a fact or an opinion;
shares the ideas with a peer;
Task 2 rewrites sentences with the accurate grammar structures;
State your opinion clearly ___________________________________________________
________________________________________________________________________
________________________________________________________________________
Use linking words and phrases: because, therefore, since, for example, and for instance to
connect your opinion and reasons.
Reason One
_________________
_________________
_________________
_________________
_________________
_________________
______
Reason Two
________________
________________
________________
________________
________________
________________
_______
Reason Three
________________
________________
________________
________________
________________
________________
______
Concluding statement ______________________________________________________
________________________________________________________________________
________________________________________________________________________
______________
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Task 3 plans the essay;
completes the graphic organizer;
Task 4 keeps the structure of an opinion essay;
supports thesis with the series of paragraphs expressing opinion and
reasons;
uses transitional words and phrases like because, therefore, since, for
example, and for instance to connect opinion and reasons;
spells the topic related words correctly;
uses future simple and future in the past correctly.
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Unit: Science and technology
Learning objective 9.2.5.1 Recognize the opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular
topics
Assessment criteria Identify the position of speakers in an extended talk with
some support
Level of thinking skills Knowledge and comprehension
Task. Listen to the conversation and circle true (T) or false (F) for these statements.
Link https://learnenglishteens.britishcouncil.org/skills/listening/beginner-a1-listening/online-
safety-conversation
1. Charlie’s mother is doing something with his computer. T / F
2. Charlie isn’t logged in at the moment. T / F
3. If you don’t change your privacy settings, everyone can see your information. T / F
4. It is easy to delete everything you put online. T / F
5. Charlie’s mother knows his password. T / F
6. Charlie’s notebook is in a secret place. T / F
Answer keys
1. True
2. False
3. True
4. False
5. True
6. False
Transcript
Charlie: Mum! That’s my computer!
Mum: I know, I know. Don’t worry, I’m changing your privacy settings.
Charlie: Privacy settings?
Mum: Yes. There are privacy settings on your social networking sites. Your account is totally
public at the moment, and you’re logged in!
Charlie: Oh. What are the privacy settings for?
Mum: To make you safe online. You want to be safe, don’t you? And for the right people to see
your information, not EVERYONE.
Charlie: Everyone?
Mum: Yes. If you don’t change your privacy settings, when you upload a photo, anyone can see it.
It’s important to change them so only your friends can see them. You don’t want everyone to see
everything, do you?
Charlie: No! But I can delete things, can’t I?
Mum: Well, you can, but it’s very difficult. Some things stay there forever.
Charlie: That’s really scary, Mum.
Mum: Don’t worry, but you must learn how to stay safe. You mustn’t tell anyone your password!
Charlie: I won’t!
Mum: Crazy Charlie one two one, isn’t it?
Charlie: Mum! Yes, it is. How …
Mum: It’s on your notebook. Right there. On your desk. It isn’t a very secret place, is it?
Charlie: No, it isn’t.
Descriptor A learner
chooses the correct answer to the task (true/false).
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Unit: Science and Technology
Learning objective 9.4.7.1 Recognise typical features at word, sentence and text
level in a wide range of written genres
9.6.1.1 Use a growing variety of abstract compound nouns and
complex noun phrases on a range of familiar general and
curricular topics
Assessment criteria Demonstrate the ability to use the correct form of a word,
sentence structure and identify the correct text layout
Use the abstract compound nouns and complex noun
phrases in the context properly
Level of thinking skills Application
Task 1. Choose the word that makes each of these nouns into a compound noun. Make up 5
sentences using the words below.
1. Fund __________ (A – driver, B – seat, C – raiser)
2. News __________ (A– paper, B – story, C – travels)
3. Sun ____________ (A– day, B – glasses, C – heat)
4. Child ___________ (A – hood, B – ren, C – play)
5. Door ___________ (A– frame, B – handle, C – way)
Sentences:
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
Answer keys
1 – C
2 – A
3 – B
4 – A
5 – C
Descriptor A learner
forms the correct compound noun;
makes up grammatically correct sentences with the correct usage of
the form of a word and sentence structure.
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Unit: Science and Technology
Learning objective 9.1.9.1 Use imagination to express thoughts, ideas, experiences
and feelings
9.5.1.1 Plan, write, edit and proofread work at text level with
little or no support on a range of general and curricular
topics
9.6.8.1 Use a variety of future forms, including some passives,
on a range of familiar general and curricular topics
Assessment criteria Convey fantasy ideas including emotions, opinion,
experiences and senses
Plan, write, make corrections and write a final draft
Use active and passive forms of future forms
Level of thinking skills Application
Higher order thinking skills
Task 1. Interview with a famous scientist.
Imagine that one of you is a journalist, the other one is a famous scientist. Make up an interview.
Use future forms in your dialogue. Act it out.
Scientist
An important magazine wants to interview you about your life and career. Decide which area of
science you work. Then, imagine your life and make notes. Use the topics below to help you.
How you got started in science
Your early career
Your greatest successes
Your biggest failures
Your personal life
Your best times
Your worst times
Money
The joys of fame
The drawbacks of fame
Journalist
Prepare to interview a famous scientist (your partner). Think of some questions to ask.
Use the topics below to help you.
How he/she got started in science
His/her early career
Success and failure
Good and bad times
His/her personal life
Money
The good and bad things about fame
Descriptor A learner
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makes up questions for the interview;
acts out the interview;
speaks clearly with the appropriate volume and inflection;
uses future forms in his/her speech correctly.
Thank you very much!