A collection of tasks for Formative Assessment English Grade 8

ЖОБА

A collection of tasks

for Formative Assessment

English

Grade 8

1

ЖОБА

A collection of tasks for Formative Assessment is designed to assist teachers in planning, organizing and carrying out Formative Assessment in “English” for the Grade 8 learners. It is aligned with the Subject Programme and Course plan.

Tasks with assessment criteria and descriptors are samples for assisting teachers in providing constructive feedback to learners in terms of achievement of learning objectives; to select and design similar tasks. This document serves as guidance and will allow teachers to adapt, add and make changes in tasks according to learners’ capacities and requirements.

This collection of tasks is designed for primary school teachers, school administrations, educational departments’ seniors, regional and school coordinators in criteria-based assessment and others.

Free access to the Internet resources such as pictures, cartoons, photos, texts, video and audio materials, etc. have been used in designing this tasks collection.

2

ЖОБА

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

3

ЖОБА

Term 1

Unit: Our World Learning objectives 8.1.9.1 (8.C9) Use imagination to express thoughts, ideas, experiences

and feelings 8.3.4.1(8.S4) Respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics

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

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

Level of thinking skills Application

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

• gives answers to questions, providing unprepared speech.

4

ЖОБА

Unit: Our World Learning objective 8.4.8.1(8.R8) Use familiar and some unfamiliar paper and digital

reference resources to check meaning and extend understanding Assessment criteria • Demonstrate the ability to use a dictionary or digital methods to

trace meaning of the words and extend vocabulary


Task. Read the texts and fill in missing words. Use a dictionary or digital methods to trace meaning of words which you do not know. a) teacher b) well-dressed c) pilot d) put on e) volley-ball f) subject g) collect h) concert i) flowerbed j) rap k) sociable l) skiing m) equipment n) football o) smile p) beauty q) useful r) e-mails

My World

Parents Hi! I’m Ella. I’m twelve and I live with my parents in Paris. My father is a 1) ___ and my

mother is a Math’s 2) ___. We are very friendly. We like to spend our time together. My father’s hobby is 3) ___ and we often go to resorts to ski there. It is great especially in summer in the mountains where we enjoy the nature.

Nature Do you like nature? Yes? So do I. My mother and I are nature lovers. I like to 4) ___

different unusual leaves and I have several copy- books of them. There are a lot of wonderful trees around us. All you need is to look attentively around you and see their 5) ___.

Fashion If you look around, you’ll see a lot of 6) ___ people. Their clothes

are modern. I like fashionable clothes too. I often ask my mother’s advice what to 7) ___. My eyes are hazel and my favourite colour is green. Look at me! I have green jeans and blue blouse on.

Music I think people do love music because they go to the 8) ___. My

father loves classical music and my mom prefers jazz. As for me, my friends and I adore 9) ___. I think it is the music for young people. I can listen it for hours. But my mom and dad don’t like it.

Friends I’m very 10) ___ and I have a lot of friends. We like to go somewhere where we can talk

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

Flowers I love all the flowers, they are so beautiful. There is a 13) ___ in front of our house. There are

a lot of flowers there. My mother and I planted them. I want the people to 14) ___ looking at these flowers. My favourite flowers are daisies, lilies, asters. My mother likes zinnias, dahlias, and petunias.

5

ЖОБА

School My school is very big. It is a four-storied building with modern 15) ___. Our classes are large

and light. Our teachers are talented people. They know many interesting things. My favourite 16) ___ is English. We do a lot of things at this lesson. My favou-rite teacher is Mrs. Larson.

Computer I do have a computer. It is a very 17) ___ thing. You can find a lot of important information

there. I like surfing the Internet, finding beautiful places in the world. I dream of visiting these places later. My favourite site is “My World”. I often send 18) ___ to my friends.

Descriptor A learner • reads the text;

• checks the meaning of the words in a dictionary; • completes the sentences with appropriate words.

6

ЖОБА

Unit: Our World Learning objective 8.2.1.1 (8.L1) Understand with little or no support the main points in

extended talk on a wide range of general and curricular topics

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

Level of thinking skills Knowledge and comprehension

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

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

2. You hear somebody talking on the radio about modern families. How do most children

feel about their parents remarrying? A) They like having many people in the family. B) They have a lot of different problems. C) They worry that their family is different.

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

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

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

Transcript 1. When my granddad was a boy, most people had big families. He told me that his best friend

had five brothers and a sister. And of course Gran, you know, his wife, has got three sisters. So it was very unusual that he was an only child. Granddad says people were a lot poorer then too. What that meant was he usually had better clothes and toys than the other kids in his street. That doesn’t mean that he was pleased about it, though. No, Granddad wanted some brothers and sisters so he could play games at home.

2. Yeah, it’s true, you know? Nowadays families are very different, aren’t they? I mean, there are so many divorced people, aren’t there? In the school I visited, more than half of the kids I spoke to told me their parents were divorced. Often the parents had remarried and so children had new families too. This could be quite good. They told me about their half brothers and sisters or about stepbrothers and stepsisters. You might think that there were a lot of problems, but actually most kids loved having larger families.

3. I think it’s great if you’ve got a lot of cousins. My friend Kevin hasn’t got any-that’s strange. 7

ЖОБА

You know, at Christmas and in the summer holidays, I get together with my cousins James and Rosie and we have a wonderful time. I suppose that, because I haven’t got any brothers or sisters, my cousins are really important to me. Maybe if you’re not an only child, you see things differently. Anyway, I know that my cousins are my family and they care about me, which is why they mean so much to me.

4. I realize at the moment you think nothing can take the place of your friends and that we are just your boring family. But you’re wrong. You may think that we’re always criticizing you, but we only want what’s good for you. Your friends don’t care whether or not you pass your exams. And later, if they forget about you because something else is more interesting, you know you’ll come running back to us. You see, that’s why family is so important- we’re always here for you, and we’ll love you forever.

5. Everyone loves my granny but that doesn’t mean she is perfect. Not at all! In fact, sometimes she drives me crazy! She’s really warm, you know? A very kind woman and she’ll do anything for you but she’s hot-tempered too. You know, the littlest thing can make her so angry. When she’s like that, it’s best to run and hide! But at least she’s not like my friend’s gran, who’s really cold-hearted sometimes. My gran may not like somebody, but she will always help them out if they need it.

Descriptor A learner • chooses an appropriate answer;

• completes the task.

8

ЖОБА

Unit: Our World Learning objectives 8.2.7.1(8.L7) Recognize typical features at word, sentence and text

level of a growing range of spoken genres 8.5.8.1(8.W8) Spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics

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

• Write frequently used topic related words correctly

Level of thinking skills Knowledge and comprehension Application

Task. Listen to the conversation and fill in the gaps. CD1. Tapescript 2. Diana’s best friend is Naomi. She is also the happiest person Dom knows. She's also the happiest person Dom knows. Her 1) _______, Eric, is the most boring man Dom's ever 2) ______ and Charlie thinks he's got the worst 3)________ ever. Dom's richest relative is his 4)__________, Harriet. She's also got the biggest 5)_________. The owner of the most popular 6) _________ in town is Rupert. Patrick is Dom's least favorite 7) _______. He's 8)________ next birthday and his 9)______ is only 76.

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

9

ЖОБА

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

• fills in the gaps with proper words;

• spells the words accurately.

10

ЖОБА

Unit: Our World Learning objective 8.4.2.1(8.R2) Understand specific information and details in texts on a

growing range of familiar general and curricular topics, including some extended texts

Assessment criteria • Indicate particular facts and parts in reading passage


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

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

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


• identifies proper details in the text to answer the questions; • gives full answers.

11

ЖОБА

Unit: Our World Learning objectives 8.2.1.1 (8.L1) Understand with little or no support the main points in

extended talk on a wide range of general and curricular topics 8.5.3.1(8.W3) Write with moderate grammatical accuracy on a growing range of familiar general and curricular topics 8.6.5.1(8.UE5) Use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics

Assessment criteria • Identify the main ideas in extended talk with or without support • Demonstrate the ability to write grammatically correct

sentences on familiar topics • Demonstrate the ability to ask a variety of questions in different

tenses and modal forms Level of thinking skills Knowledge and comprehension

Application

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

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

Internet? How much time do you spend on it?

What do you use the internet for?

If no internet, how would you feel?

1 2 3

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

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

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

• provides grammatically correct sentences; • uses appropriate tense and modal forms in writing summary; • uses proper topic related vocabulary and spells them accurately.

12

ЖОБА

Unit: Our World Learning objectives 8.4.1.1(8.R1) Understand the main points in texts on a growing range of

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

Assessment criteria • Find main ideas in texts, including extended texts • Write sentences about real and imaginary past events, activities

and experiences connecting sentences into paragraphs • Apply correctly active and passive simple present and past forms

and past perfect simple forms in the context

Level of thinking skills

Application Higher order thinking skills

Task 1. Read the composition and answer the questions. Which paragraph: 1. describes her personality and mentions something to illustrate it? 2. says who the person was and how the writer knew them? 3. says how the writer has changed through what they learned from that person? 4. describes the person’s appearance? A. The person who has taught me the most about life is my grandmother. My parents did a lot of travelling when I was younger so I spent most of my school holidays with her. She was more than just a grandmother to me and when she died a few years ago I felt I’d lost a really good friend. B. She always looked really good for her age. She had wavy grey hair and a big round face. She was always smiling. She wasn’t very tall and she was a little plump. C. She was such considerable person. She knew how much I missed my parents so she did everything she could to make me feel at home. She was also really imaginative and spent hours telling me stories that she had made up. I’m sure it was because of her that I became writer. D. But as well as keeping a young boy entertained, she taught me so many important things. I was very impatient when I was a child and she taught me that good things happened if you could wait for them. She was such a positive person and she also taught me how to look for the good in everything. Task 2. Think of somebody, who has taught you something important or influence becoming the way you are. Write a composition about him/her. Use the composition you read to help you. But do not plagiarize.

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

13

ЖОБА

Descriptor A learner Task 1 • reads the composition;

• summarizes the main points in the text to identify paragraphs for each question;

Task 2 • writes a composition; • presents ideas clearly in written form; • expresses some creative reasoning; • follows the structure of composition; • demonstrates the correct usage of the Past Simple Tense while

writing; • uses appropriate adjectives for the description; • uses proper topical vocabulary; • uses linking devices to provide a coherent composition.

14

ЖОБА

Unit: Our World Learning objective 8.4.4.1(8.R4) Read a growing range of extended fiction and non-fiction

texts on familiar and some unfamiliar general and curricular topics Assessment criteria • Read the extended fiction or non-fiction texts to identify the

general information


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

1. __________________________

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

Living with the enemy

People often say that living with teenagers is worse than living with any other age group.

But is this true? We talked to two parents with teenage children to find out. Marilyn Scott Yes, sometimes it is really difficult living with teenagers. But it isn’t only their age, it’s also

the type of people they are. My two sons are completely different. Tom’s easier to live with than Harry. Harry’s a typical moody fifteen-year-old. He’s a lot noisier and more aggressive than Tom, and he isn’t as considerate. So he’s much harder to live with. But Harry’s got his good side too. He is very bright and his exam results are always better than Tom’s.

Tom’s two years older than Harry, so he’s more mature and less stubborn than his brother. He is also a bit more patient and can be very helpful when he wants to be. But he’s got bigger problems at school. He is as intelligent as Harry, but he is much lazier and his exam results are always worse than his brother’s. Harry wants to be a pilot when he leaves school, but Tom doesn’t know what he wants to do.

In some ways I’m a bit more worried about Harry because he is not as happy as Tom. But I also worry about Tom because he has not got any plans for his future. Yes, life is hard living with teenagers, but I’ll miss them when they leave home.

Task 2. Read the article again. Tick the true sentences. Correct the false sentences and explain answers.

1. Marilyn’s two sons are quite similar. 2. Harry is doing badly at school. 3. Harry knows which job he wants to do. 4. Tom doesn’t study very hard. 5. Tom isn’t very ambitious. 6. Marilyn is only worried about Harry.

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

• gives explanation to false sentences and corrects them.

15

ЖОБА

Unit: Our World Learning objectives 8.4.1.1(8.R1) Understand the main points in texts on a limited range of

unfamiliar general and curricular topics, including some extended texts 8.4.8.1(8.R8) Use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding 8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 8.5.8.1(8.W8) Spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics

Assessment criteria • Find the main ideas in texts • Demonstrate the ability to use a dictionary or digital methods to

trace meaning and extend vocabulary • Make a clear plan of writing; Write a text; Check the written draft • Write frequently used topical words correctly

Level of thinking skills

Knowledge and comprehension Application

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

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

Personality Appearance

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

• first paragraph? _________________________________________________ • second paragraph? ______________________________________________ • third paragraph? ________________________________________________ • fourth paragraph? _______________________________________________ • fifth paragraph? _________________________________________________

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

16

ЖОБА

person and he made me feel good about myself. He said loads of nice things about me, which is always going to help you like someone, isn’t it? But he’s not just one of these guys who says things without meaning them. He came across as really being interested in me. I told him all about my problems with Lucy and he really listened. He was so sympathetic and he gave me some good advice too. Now, you don’t meet a guy who listens like that every day. 5. Well, the bad news is that he’s going back to Canada next week and I don’t think I’ll see him again. We said we’d email but you know how these things go. Never mind. It was just nice to have met someone so kind. Give me a call later. Love, Olivia Task 3. Write a description and tells about person’s behaviour.

1. How does Olivia describe Harry’s eyes and smile? Write similar descriptions of someone’s:

• hair • build

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

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

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

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Descriptor A learner Task 1 • puts words into two columns according to the meaning of words;

• checks the meaning of the words in dictionary; • adds a fe adjectives for each column;

Task 2 • reads the email; • summarizes information of each paragraph; • writes the meaning of each paragraph;

Task 3 • writes description of someone’s hair; • writes description of someone’s build;

Task 4 • writes a plan for his/her email (what each paragraph will be about); • conveys ideas clearly; • uses appropriate linking words; • spells the topic vocabulary correctly; • uses adjectives for the email; • follows the email structure; • proof-reads his/her email for grammar and spelling errors.

17

ЖОБА

Unit: Our World Learning objective 8.6.15.1(8.UE15) Use infinitive forms after a limited number of verbs

and adjectives use gerund forms after a limited variety of verbs and prepositions use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics

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

• Use some prepositional verbs and common phrasal verbs in context


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

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

Descriptor A learner • uses infinitive and gerund in practice;

• completes the sentences.

18

ЖОБА

Unit: Our World Learning objectives 8.5.7.1(8.W7) Use with minimal support appropriate layout at text

level for a range of written genres on familiar general and curricular topics 8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 8.1.3.1(8.C3) Respect differing points of view

Assessment criteria • Write paragraphs keeping the layout and format • Support a talk with peers while agree, disagree and discuss the

order of actions and plans to fulfil the tasks • Apply topic related vocabulary in speech appropriately

arranging words and phrases into well-formed sentences • Comment on others' opinions using polite lexical vocabulary


Higher order thinking skills

19

ЖОБА

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

Task 2. Make up 5 questions using the table. Interview your classmate. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Task 3. Analyze peer’s answers for some time, and then answer to reflective questions in a form Think-Pair-Share.

1) Who or what makes you be the way you are? 2) Why do you have that hobby? Who says to do so? 3) Why do you have that style of clothing? Who says to do so? 4) Why do you have those belongings not others? Who says to do so?

Descriptor A learner Task 1 • fills in the tables with appropriate information;

• writes the right heading; Task 2 • makes up 5 questions for the interview;

• interviews classmates using prepared questions; • uses proper topical vocabulary;

Task 3 • makes judgment about different opinions; • answers the questions; • presents his/ her opinion about peer’s answers.

20

ЖОБА

Unit: Our World Learning objectives 8.1.5.1(8.C5) Use feedback to set personal learning objectives

8.5.7.1(8.W7) Use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics 8.6.16.1 (8.UE16) Use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a... that in giving explanations on a range of familiar general and curricular topics

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

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

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

Level of thinking skills Application Higher order thinking skills

Task. Ask you classmate what he or she thinks about your progress in studies. Then use the questions as plan for your answers. Use conjunctions in your speech and written task. Write a reflection for your studies and set new personal learning objectives. ♦ Where am I going? (What are the goals?) ♦ How am I going? (What progress is being made towards the goal?) ♦ What should be next steps? (What activities need to be undertaken to make better progress?) _____________________________________________________________________________ _____________________________________________________________________________ ____________________________________________________________________________ _____________________________________________________________________________ ____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ____________________________________________________________________________ _____________________________________________________________________________ ____________________________________________________________________________ Descriptor A learner • asks questions to classmates;

• illustrates the ability to express ideas clearly; • uses appropriate layout in writing reflection;

• expresses opinion using a variety of conjunctions.

21

ЖОБА

Unit: Our World Learning objective 8.2.3.1(8.L3) Understand with little or no support most of the details

of an argument in extended talk on a wide range of general and curricular topics

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


Task 1. You will hear five different people talking about their hobby. For Speakers 1-5, choose from the list (A-F) the reason why do they do their hobby. Use the letters only once. There is one extra letter which you do not need to use. CD1. Tapescript 3. Speaker 1 … A. It will help me get a well-paid job. Speaker 2… B. It stops me forgetting special times. Speaker 3… C. It teaches me to think carefully before doing something. Speaker 4… D. It is a good way to meet people. Speaker 5… E. It makes me a better student. F. It is a creative thing to do. Transcript Speaker 1 I love swimming. I’ve been going to a swimming club since I was five and it’s really special to me. The reason I think that this is such a special sport is that it’s trained my body and my mind. Swimming has kept me fit, but I believe it’s also helped me to think more clearly. You know the saying, ‘a healthy body means a healthy mind?’ Well, it’s completely true. I’m sure my schoolwork is better because I am a healthy person. Speaker 2 I’m in the school gymnastics team and we’re doing really well this year-we won the cup in June. It is great to win and you feel good, but the main reason I do gymnastics is to keep fit-I’m always trying to improve my body. I’ve also got to know a lot of people in the team too. When we’re not training, we usually hang out together, so I guess you could say gymnastics is also my social life. The only problem I have is that sometimes we have to do extra training and I find it hard to do that and my homework too. Speaker 3 I belong to an after-school club and we play chess twice a week. It’s great because it’s a game where you really have to use your brain. Some of the members of the club are older than me and they’re very nice to me. They’ve taught me some new moves and my game has really improved. You have to think locally to play the game. Which is good because I think it’s training me to think in the right way and plan things properly. For example, I find that I get on much better with my brother now. We don’t fight like we used to as I think twice before losing my temper. Speaker 4 Oh, I love collections. I’ve been a collector ever since I can remember. When I was little it was teddies and Barbie dolls, and then as I got a bit older, I started collecting stamps and postcards. I’ve got a huge collection of stamps-all my family and friends save them for me. And I always buy cards when I go on holiday. It’s a lovely way to remember a holiday. Whenever I take them out of their box and look at them, all these memories just come rushing back. When I finish school, I’m going to travel around the world and add to my collections. That’s what collecting is to me-a way to remember. Speaker 5

22

ЖОБА

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

• completes the task correctly.

23

ЖОБА

Unit: Our World Learning objectives 8.1.8.1(8.C8) Develop intercultural awareness through reading and

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

Assessment criteria • Read and discuss about cultural diversity • Provide a point of view in conversations and discussions • Apply the difference between formal and informal speech in a

talk • Apply the rule for compound adjectives and adjectives as

participles and some comparative structures • Use as … as, much … than to indicate degree



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

- Where did Kazak people live in the past? - Who might live there or might have lived

there? - Why do you prefer that type of house to

another? - Would you like to live in such a house?

Task 2. Find out more interesting facts about houses of different cultures using degrees of comparisons.

Useful phrases: I think to live in a … is very… I would never like to live in …. I would rather prefer to live in a … than in a…. I would never like to live in a… I can’t stand living in a… There might be some problems such as…. In such types of houses it is very difficult to …

24

ЖОБА

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

• uses useful phrases in speech; • compares different type of houses; • expresses his/her opinion on topic;

Task 2 • uses appropriate form of comparative adjectives; • presents opinion clearly.

25

ЖОБА

Unit: Daily Life and Shopping Learning objectives 8.2.7.1(8.L7) Begin to recognize typical features at word, sentence and

text level of a limited range of spoken genres 8.2.1.1 (8.L1) Understand with little or no support the main points in extended talk on a wide range of general and curricular topics

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

• Identify the main ideas in extended talk


Task 1. Listen about Graham Grant. Fill in the gaps with no more than three words. CD1. Tapescript 4. In Britain people want to try more 1______________________________in their lives. In Japan most jobs are for life. The children start to work hard 2_______________when they leave primary school. The atmosphere in Junior high school is less relaxed and 3________________.There are about forty students in each class and discipline is 4___________________. Japanese students don’t ask questions because it’s considered rude to 5_____________________. They go to extra classes in the evening and they have 6_______________________hours homework every night. Task 2. Define whether the sentences TRUE or FALSE. Put a tick in right column. TRUE FALSE 1 In Japan people usually have one job for the whole life. 2 Japanese students leave primary school and move to

Junior high school when they are 10 years old.

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

4 English schoolchildren don’t go to school on Saturday. 5 Japanese students have club activities during their

holidays.

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

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

26

ЖОБА

a good job when they leave, because after that it’s too late. - Doesn’t this mean they have to work hard? - Yes it does. The hard work starts at twelve when they leave primary school and move to Junior high school. - What happens then? - Well, the atmosphere is different from Primary School, it’s less relaxed and more competitive. There are about forty pupils in each class and discipline is quite strict. The pupils sit in rows and before each lesson they stand up and bow to the teacher, just as all Japanese people bow to each other when they meet. Politeness and respect are very important in Japan. The teacher talks, the children listen and take notes. They don’t ask questions, it’s considered rude to question a teacher. - It sounds different to many English schools. - Yes it is. And another difference is that they go to school on Saturdays too, so they have six days of school a week. They also go to special extra schools in the evening, so they are busy most of the time and they have three or four hours homework every night. - They must love the holidays. - Yes they do, but they don’t have much holiday. They go back to school because that’s when they have club activities: sport clubs, art clubs, and English clubs. - This is all really interesting Graham but it’s time for a final and important question: Do they like school? - Well, yes that’s a question I often asked them and they all said the same: yes we like school because we have no time to be bored and we love all the club activities. - Very interesting I think English schools could learn something from Japan. Thank you for talking to us Graham. I must ring home now and check my daughter is doing her homework and isn’t watching television. Descriptor A learner Task 1 • writes missing words;

• spells the words correctly; • completes the task;

Task 2 • defines sentences for True and False statements; • puts a tick in appropriate column.

27

ЖОБА

Unit: Daily Life and Shopping Learning objective 8.4.2.1(8.R2) Understand specific information and detail in texts on a


Assessment criteria • Find particular facts and parts in reading passage Level of thinking skills Knowledge and comprehension Task. Read the text. Shopping plays an important role in people’s life. Everyone needs food and clothes. Children can hardly live without toys, books, puzzles, pencils and balls. Teenagers are obsessed with gadgets, jeans and sunglasses. Males adore cars, watches, TV and music devices, sport and fishing facilities. Females love dresses, accessories, cosmetics, jewelries, and perfume. All that can be purchased in supermarkets, boutiques, or shopping centers. Shopping is a money matter. Every item of goods has an individual price, which depends on the goods quality. However, the place where it is exposed for selling can also influence the price. Supermarkets usually offer mass consumption products. The cheapest meat, cheese, drinks, culinary products, fruits and vegetables can be bought there. Expensive brand garments, accessories, jewelries and souvenirs are usually exposed in boutiques and modern shopping centers. Such places are very popular in the periods of season discounts. Many people believe that shopping is one of the household duties. It is necessary to plan finances and control them while shopping. But shopping can be an enjoyable activity held in a trading and entertainment center. This is a possibility to buy the necessary things and have good time with friends or family members. Moreover, purchases for special occasions are very pleasant and involving. They help to recover from everyday stress and have a healing effect. Modern shopping centers offer a relaxing atmosphere with such entertainment as cinemas, cafes, spa, and children playing grounds. Communication with friends and family members can make the shopping amazing! Colorful shopping bags and good memories bring happiness and satisfaction. Define the sentences as True (T) or False (F) and write.

1. Men and women enjoy buying different things. ___ 2. The price of the goods can depend on the place where they are sold. ___ 3. Boutiques and modern shopping centers do not have any discounts. ___ 4. Shopping can have a healing effect. ___ 5. Modern shopping centers offer a great choice of goods but no additional entertainment

such as cinemas, cafes, spa and children playing grounds. ___


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

28

ЖОБА

Unit: Daily Life and Shopping Learning objective 8.2.3.1(8.L3) Understand with little or no support most of the detail of

an argument in extended talk on a wide range of general and curricular topics

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


Task. Listen to the dialogue and completes the sentences. Choose the correct answer. It can be more than one answer for the question. CD1. Tapescript 5. 1) Diego says he buys ______.

A) more than he should B) just what he needs C) things on sale

2) He tries to _____ traveling. A) save his money for B) shop only when C) do lots of

3) She says her boyfriend ______. A) bought her lots of stuff B) was good at shopping C) knew what he wanted

4) What else does she say about him? A) They were a bad combination. B) He used his credit card too much. C) They were in Austria together.

5) They talk about buying ______ . A) computer goods B) clothes C) furniture

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

29

ЖОБА

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

• chooses more than 1 answer for the questions.

30

ЖОБА

Unit: Daily Life and Shopping Learning objective 8.4.6.1(8.R6) Recognise the attitude or opinion of the writer on a

growing range of unfamiliar general and curricular topics, including some extended texts

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

Level of thinking skills Knowledge and comprehension Task. Read the text.

You Are What You Wear

Would you ever wear shorts and a T-shirt to a wedding? Would you think about wearing a bikini to work? Of course you wouldn’t, unless you are a little crazy. If you don’t want to look strange, it is important to wear the right clothes for the right occasion. There are basically four different kinds of clothes that you can wear: formal, professional, casual, and stylish.

When it comes to wearing formal clothes, for example, to a wedding or to a performance like the opera or ballet, women should wear a nice dress and some jewelry. For men, it should be a dark suit with a tie. If the occasion is a funeral, people usually wear black. For a very formal occasion women should wear an evening gown and men a tuxedo. A very formal event would be something like a charity ball or a fancy party for a high government official.

A professional outfit for a woman might be a skirt and a nice blouse. For a man, it would be either a suit and tie or pants with a jacket and tie. Professional clothes shouldn’t be very colorful or have any details that could make you look like you are not being serious. You should wear clothes like these to work, to meetings and interviews, or to business lunches and dinners.

Casual clothes are more fun to wear. For casual occasions both men and women can wear jeans, sweaters, or anything they feel comfortable in. Casual clothes might also express something about your personality or your interests. For example, they might have on them the logo of your favorite sports team or the name of a city that you have traveled to. These clothes can be worn in any places where it is all right to just be comfortable. In addition, some businesses now have something called ‘casual Friday’ or ‘dress down Friday’: one day each week on which employees can wear causal clothes to work.

Stylish clothes are clothes that are fashionable and that make you look great. Styles change every year, so it can be hard for both men and women to know what to wear to look stylish. The best idea is to take a look at some fashion magazines or to see what celebrities are wearing on TV. Or, be brave and create your own style! The best places to wear stylish clothes include restaurants, nightclubs, and parties.

It isn’t easy to dress well. For some people, it can even be stressful. Why can it be so stressful? Well, rightly or wrongly, many people believe the saying that you are what you wear. Summarize the text by completing the mind map.

31

ЖОБА


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

32

ЖОБА

Unit: Daily Life and Shopping Learning objectives 8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise

priorities and plans for completing classroom tasks 8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.1.1.1(8.C1) Use speaking and listening skills to solve problems creatively and cooperatively in groups 8.1.3.1(8.C3) Respect differing points of view

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

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

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

• Express respect to others' opinions using polite lexical units


Task. Teacher should write ‘clothes styles’ on the board. Learners should brainstorm the ideas on the question: ‘What styles of clothing can they come up with?’ Teacher writes learners’ answers: formal, informal, smart, casual, business, black tie, white tie, street You get a situation according to which you should dress your person. Discuss these questions with your partner. Think about: • Who your character is (sex, age, social status). • What occasion it is (formal/informal). • What clothes that person should wear and why.

Descriptor A learner • presents different ideas on topic;

• uses appropriate subject-specific vocabulary in a talk; • uses grammatically correct sentences; • discusses questions with a partner.

33

ЖОБА

Unit: Daily Life and Shopping

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

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

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

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

Researchers claim that people who dress differently get more respect from others. Silvia Bellezza and two professors looked at how we view the social status and competence of people who do not dress ‘normally’. They discovered that the more strangely people dress, the more respect they get. People thought that those with ‘weirder’ fashion were more unique. Many people believe that dressing down is a sign of confidence. Ms. Bellezza said: ‘If you’re willing to deviate, there are upsides.’

Bellezza’s experiments tested how people reacted to non-standard dress. In one, people in different types of clothes shopped at expensive boutiques in Milan. One group wore casual sports clothes, while the other were dressed in expensive-looking outfits. The sales assistants thought the ones in the sportswear were the bigger spenders. In another test, students rated an unshaven professor in a T-shirt above a professor wearing a suit and tie. Bellezza says that well-known CEOs who dress down and wear jeans and sneakers may have changed how we think. In particular, Facebook CEO Mark Zuckerberg’s wearing of hoodies and the late Steve Jobs’ trademark jeans, sneakers and polo neck tops.

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

Descriptor A learner Task 1 • matches the words with their synonyms; Task 2 • reads the article; • marks sentences True and False.

34

ЖОБА

Unit: Daily Life and Shopping Learning objectives 8.3.6.1(8.S6) Link comments with some flexibility to what others say

at sentence and discourse level in pair, group and whole class exchanges 8.6.16.1 (8.UE16) Use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations on a range of familiar general and curricular topics 8.5.3.1(8.W3) Write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

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

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

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


Task 1. Ask only five questions about your partner’s daily life: • his/her age • job • studies • journey to school • routine and evening pastimes.

Gather the whole information about your partner into the short comments. Task 2. Write “A Day in the Life” of your partner. You should use the information you got from your partner as a springboard, but you should use imagination and powers of empathy to fill in details you don’t know. You should try to imagine what life is like for your partner and how he/she feels about his/her life. Task 3 When you have finished you should give your descriptions to your partner, read the description of his/her life and then ask/tell your partner if it is a good description of his/your everyday life. Descriptor A learner Task 1

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

• answers partner’s questions; • illustrates the ability to express ideas clearly;

Task 2 • writes a short paragraph about partner’s life, using grammatically correct sentences;

Task 3 • reads the description to his/her partner; • finds out the opinion of his/her partner about the description; • expresses own opinion on description about his/her activity.

35

ЖОБА

Unit: Daily Life and Shopping Learning objectives 8.4.2.1(8.R2) Understand specific information and detail in texts on a

growing range of familiar general and curricular topics, including some extended texts 8.6.12.1(8.UE12) Use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs; use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics

Assessment criteria • Find particular facts and parts in reading passage • Apply regular and irregular adverbs in a context • Use comparative degree adverbs not as quickly as/ far/less

quickly • Use pre-verbal, post-verbal, end- position adverbs


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

Online Reviews: ★ or ★★★★? Professor: So, Dennis, what changes have you seen in marketing recently? Dennis: Well, as you know, customers love to post online reviews of products these days.

These reviews are now just as important as traditional advertising. Maybe even more important. TV advertising is as useful as it was before, of course. On the other hand, newspaper ads are much less effective than they used to be.

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

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

Circle TRUE or FALSE. 1. Dennis thinks that online reviews are not very important in marketing. TRUE FALSE 2. Newspaper ads used to be more effective. TRUE FALSE 3. Some marketing people have a negative opinion of online reviews. TRUE FALSE 4. Customers with problems are more likely to write online reviews. TRUE FALSE 5. Online shoppers won’t buy a product if they see a negative review. TRUE FALSE 6. Positive online reviews aren’t very valuable. TRUE FALSE Task 2. Complete each sentence with as…as and the words in brackets. You should change words in parentheses into adverb. 1. I drive____________________ (careful) as you do. 2. Mark plays the guitar_________ (good) Nancy does. 3. He shops online__________________ (frequent) I do.

36

ЖОБА

4. Microwave ovens work_____________ (good) regular ovens. 5. Motorcycles go __________ (fast) cars. 6. A smartphone send messages _________ (quick) a laptop. 7. My mother speaks English __________ (good) my father. 8. Gabi goes shopping ___________ (often) Linda. Task 3. Rewrite each sentence with the word(s) in parentheses. 1. My son visits us less frequently than my daughter. (not as . . . as) 2. Tom doesn’t run as fast as Steven. (less) 3. This old fan does not work as efficiently as the new fan.(less) 4. Adam exercises less frequently than he used to. (not as . . . as) 5. The new tablet doesn’t start up as quickly as the old one. (less)

Descriptor A learner Task 1 • reads the text;

• circles True and False for the sentences; • uses as … as in each sentence;

Task 2 • changes words in parentheses into adverb; • completes sentences with as … as and adverb correctly;

Task 3 • changes sentences using comparative degree adverb structures correctly;

• rewrites sentences.

37

ЖОБА

Unit: Daily Life and Shopping Learning objectives 8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with

little support on a growing range of general and curricular topics 8.5.6.1(8.W6) Link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.5.9.1(8.W9) Punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy 8.1.4.1(8.C4) Evaluate and respond constructively to feedback from others

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

• Connect sentences into paragraphs with basic connectors and linking words

• Insert punctuation marks into a written text accurately • Analyze given feedback • Form opinion and give constructive answers to feedback



Task 1. Explain: What do you do on a normal day? Task 2. Write down five things you think your partner would do if he/she had an extra day in the week. When you have finished writing your sentences you should read them to your partner, for example: “If you had an extra day, I think you’d spend more time with your family.” Your partner should say whether the sentence is right or not. Teacher writes the following question on the board: ‘If you had an extra day in the week, what could you do?’ Keep learners in the same pairs and ask them to write down five things they think their partner would do if they had an extra day in the week. After reading these sentences in pairs teacher should get feedback from the whole class and then ask learners if they would do any of the activities on their extra day. Task 3. Write a composition which starts with the words: “If I had an extra day in the week I could …”Pay attention to punctuation marks in your written text. Check partner’s composition and give feedback. Descriptor A learner Task 1 • answers the questions providing information about activity;

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

• makes up correct sentences about his/her partner’s activity; • reads these sentences to his/her partner; • gives constructive feedback to the sentences;

Task 3 • writes a composition; • starts sentences with the given words; • uses topic related words correctly; • uses linking words;

38

ЖОБА

• inserts punctuation marks and capitalization into the composition;

• proof-reads the text; • gives feedback to partner’s work.

39

ЖОБА

Term 2

Unit: Entertainment and Media Learning objectives 8.2.6.1(8.L6) Deduce meaning from context with little or no support in

extended talk on a growing range of general and curricular topics 8.3.6.1(8.S6) Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics 8.1.4.1(8.C4) Evaluate and respond constructively to feedback from others

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

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

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

• Analyze given feedback • Form opinion and give constructive answers to feedback



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

Answer the questions:

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

40

ЖОБА

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

Task 2. You will hear short conversations. After each conversation you will be asked 1 question according to the recording. You should choose the right answer among three pictures from Task1. CD1. Tapescript 6 Task 3. Write a short passage about entertainment in your hometown. Teacher writes the below phrases on the board and encourages learners to use them.

• There aren’t many ways to entertain yourself • There are many things you can do… • I would say that young people… • I wouldn’t say that… • I think that older people…. • …..and… are very popular because…

Criteria for writing:

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

Task 4. Share your ideas with partner. You need to comment on your partner paragraphs. Teacher asks a few learners to share with the class their opinion of their partners’ work. Descriptor A learner Task 1 • names the activities on the pictures;

• asks and answers the questions; • expresses his/her opinion about the activities; • discusses the answers with the partner;

Task 2 • chooses an appropriate picture form Task 1; Task 3 • writes a plan for passage about entertainment;

• uses given phrases in writing; • uses Present tenses; • conveys fantasy ideas; • checks the work for grammar and spelling errors;

Task 4 • expresses own ideas on topic to the partner; • provides feedback to partner’s work.

41

ЖОБА

Unit: Entertainment and Media Learning objective 8.4.2.1(8.R2) Understand specific information and detail in texts on a


Assessment criteria • Identify particular facts and parts in reading passage


Task. Predict the text. Then read the text.

Cave People coming our way

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

1. Who will be the contestants in the programme? _______________________________________________

2. Where are they going to live? _______________________________________________

3. What will each contestant be able to take with them? _______________________________________________

4. How often will TV show scenes from the show? _______________________________________________

5. How will the person who has to leave be chosen? _______________________________________________

6. What are the prizes for the winner? _______________________________________________

Descriptor A learner • reads the name of the text;

• gives a prediction about the text; • reads the text; • answers the questions using information from the text.

42

ЖОБА

Unit: Entertainment and Media Learning objectives 8.5.6.1(8.W6) Link, independently, sentences into coherent

paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.5.7.1(8.W7) Use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics

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

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


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

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

Criteria for writing: − make up an appropriate heading; − develop coherent arguments; − connects sentences into coherent paragraphs; − spell the topic vocabulary correctly; − use the layout of comparison essay.

Descriptor A learner Task 1 • draws Venn diagram;

43

ЖОБА

• fills in Venn diagram with information about media; • revises the structure and features of comparison essay and

topical vocabulary; Task 2 • writes a comparison essay about media; • gives an appropriate heading to the essay;

• demonstrates the ability to present arguments; • connects sentences into coherent paragraphs using linking

words; • spells the topic vocabulary correctly; • follows the structure of comparison essay.

44

ЖОБА

Unit: Entertainment and Media Learning objectives 8.1.9.1 (8.C9) Use imagination to express thoughts, ideas, experiences

and feelings 8.6.1.1(8.UE1) Use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics 8.5.4.1(8.W4) Use with some support style and register appropriate to a variety of written genres on general and curricular topics

Assessment criteria • Convey fantasy ideas including emotions and senses • Apply some abstract nouns and complex noun phrases in the

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

draft • Write a text using appropriate style and plan of a given genre

with some support


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

Criteria for writing:

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

Descriptor A learner • gives a title to the story;

• writes a plan for the adventure story; • uses abstract nouns/ complex noun phrases; • uses Past tenses; • conveys fantasy ideas; • checks the written work for grammar and spelling errors.

45

ЖОБА

Unit: Entertainment and Media Learning objectives 8.6.10.1(8.UE10) Use present continuous forms for present and future

meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics 8.6.5.1(8.UE5) Use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics

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

• Use past tenses, including some passive forms in the context • Demonstrate the ability to ask a variety of questions in different

tenses and modal forms


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

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

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

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

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

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

Descriptor A learner

46

ЖОБА

Task 1 • completes the gaps with words from the brackets; • uses words in appropriate tenses;

Task 2 • makes up two questions on the reports; • asks questions to his partner; • expresses his/her opinion about the topic.

Unit: Entertainment and Media

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

Assessment criteria • Use prepositions before nouns and adjectives; • Use as, like to indicate manner; • Use dependent prepositions after adjectives


Task. Complete the exercise by choosing the correct preposition. Circle the right preposition. Example: He is so ashamed of / in what he did and sends his apologies! 1. I am so excited about/with the upcoming concert! 2. Take no notice of what she says she is just envious with/of you! 3. I am doubtful with/about the likely success of this project. About 4. We were so dissatisfied with/at the service; we won’t eat at that restaurant again. 5. It is good that the whole team is so enthusiastic to/about the changes. 6. He is so good at/of public speaking.

Descriptor A learner • circles the right preposition;


47

ЖОБА

Unit: Sport, Health and Exercise Learning objective 8.2.1.1 (8.L1) Understand with little or no support the main points in

extended talk on a wide range of general and curricular topics

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


Task. Listen to the conversation of two friends and choose the best option A, B, C or D. Go to this link: http://www.talkenglish.com/listening/lessonlisten.aspx?ALID=114#play 1. There are several topics in this short discussion, what is the main topic?

A) Exercising B) Eating C) Sleeping D) Health

2. How many hours is one person recommending to sleep?

A) 7 hours B) 8 hours C) 10 hours D) 12 hours

3. Why did Mike start exercising?

A) To burn off fat B) A girl he likes joined the local gym C) Because he was bored D) To improve his health

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

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

Descriptor A learner • selects an appropriate answer;


48

http://www.talkenglish.com/listening/lessonlisten.aspx?ALID=114%23play

ЖОБА

Unit: Sport, Health and Exercise Learning objectives 8.1.7.1(8.C7) Develop and sustain a consistent argument when

speaking or writing 8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

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

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


Task. Prepare a short presentation about a sport of your choice using topical vocabulary. Use good arguments to persuade your classmate to go in for sport, which you have chosen for your presentation. Your presentation should be about 5 minutes long and could include information about: the history of the sport where the sport is popular what the rules and equipment are famous people connected to the sport

Descriptor A learner • prepares short presentation about sport;

• uses topical vocabulary; • includes information about the history of sport; • includes information about where the sport is popular; • includes information about the rules and equipment of the

sport; • includes information about famous people in this sport;

49

ЖОБА

• conveys ideas clearly; • demonstrates well-reasoned speech; • speaks with clear pronunciation of words and phrases.

50

ЖОБА

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

of familiar general and curricular topics

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


Task 1. Read the text.

Matter and Energy: The foods we need to keep our bodies in tip-top shape! There are many foods that people can eat. They can eat plants, like spinach or corn. Or,

they can eat other animals. Chicken and beef come from animals. Some food choices are good for you. Others are not very healthy.

Eat Healthy, Get An Energy Boost! Food gives your body energy. Say you are tired from running and playing. You can eat

something healthy. It will give you an energy boost. The energy in food is measured in calories. These are like invisible bits of energy. Your

body burns them to make energy. Then you will feel like going out to play again! Everybody needs a different number of calories. It is important to eat the right amount. If

you do not eat enough, you may feel tired and sick. But you do not want to eat too many, either.

You can find calorie information Staying hydrated is important. on packaged food items. Some people are very active. They move around all the time. Sports stars are one example.

These people need more calories. Other people sit down all day. They work at a table or desk. They may be office workers,

for example. These workers do not need as many calories. Nutrients Help The Body Do Its Job Foods gives us nutrients. Nutrients help the body do its job. You cannot see nutrients. Yet

you cannot live without them. Protein is one nutrient. It helps the body grow. You can get it by eating animals like meat or

fish. You can also get it from many plants. Beans and nuts have lots of protein. Carbohydrates are another nutrient. They give us a lot of energy. You can get them by

eating starches. Rice and bread are two examples. People also need minerals. Calcium is one example. It keeps your bones and teeth strong.

Calcium is found in milk and cheese. You can also get it from leafy greens like spinach. You have probably heard of vitamins. There are many different vitamins. They do many big

jobs in our bodies. Vitamin C is one. It keeps your gums healthy. Vitamin D is another. It gives you strong bones and teeth.

51

ЖОБА

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

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

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

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

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


• selects an appropriate information from the text;

• answers the questions.

52

ЖОБА

Unit: Sport, Health and Exercise Learning objective 8.4.2.1(8.R2) Understand specific information and detail in texts on a


Assessment criteria • Find particular facts and parts in reading passage


Task 1. Read the text Sport in Britain

The British have a reputation for being mad about sports. In fact they like watching sports more than playing them. The British are spectators and the most popular spectator sports are cricket and football.

Football is the most popular game. Football, or soccer, is an example of a professional game. The game of football was first played in Britain, and later people began to play football in other countries. There are many amateur soccer players in Britain who play the game on Saturday or Sunday afternoon. Amateur clubs often play against professionals. Almost every school has its football team and every boy in Britain knows a lot about the game. He can tell you the names of the players in the most important teams, he has pictures of them and knows the results of many matches.

Rugby is another popular British sport which is played in other countries. It is also called rugby football. The story is told that in 1823 boys at Rugby school in England were playing football in the normal way, when suddenly one boy picked the ball up and ran with it. That was how a new game was born. There are two forms of rugby football: the amateur game and the professional game. The two games have different rules. Football is the favourite winter game in Britain and cricket is the favourite summer sport. Amateur cricket has the same rules as the professional game. A typical amateur cricket match takes place on a village green, an open space in the centre of the village. It is played between two teams - the "home" team and the "visitors" who come from another village. Write True or False next to the sentences. 1. The British like watching sports more than playing them. ______________ 2. The most popular spectator sports are rugby and football. ______________ 3. The game of football was first played in the USA. ______________ 4. A typical amateur cricket match takes place on a village green. ______________ Task 2. According to the story complete these sentences.

1. Football, or soccer, is an example of a …. A) amateur game B) professional sport C) professional game

53

ЖОБА

2. There are many amateur soccer players in Britain who play the game on….. A) Thursday or Sunday afternoon B) Saturday or Sunday afternoon C) Saturday or Sunday evening 3. …..is another popular British sport which is played in other countries.

A) Cricket B) Rugby C) Football

4. …. is the favourite summer sport.

A) Cricket B) Rugby C) Football

Descriptor A learner Task 1 • reads the text;

• writes True and False next to the sentences according to the text;

Task 2 • chooses the appropriate information from the text; • completes the tasks correctly.

54

ЖОБА

Unit: Sport, Health and Exercise Learning objective 8.3.6.1(8.S6) Link comments with some flexibility to what others say

at sentence and discourse level in pair, group and whole class exchanges

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


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

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

screen? Learner B

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

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

healthy? Learner B

1. What healthy habits do you have (such as washing your hands before eating)? 2. Have you ever broken a bone? What happened? 3. Kids get injured often and seem to recover quickly. How well do you recover from bumps

and bruises these days? 4. Do you trust doctors? Completely? Why or why not? 5. Who is the healthiest person you know? What do they do to stay healthy? 6. What is more important to take care of: mental health or physical health?

Descriptor A learner • asks and answers the questions;

• illustrates the ability to express ideas clearly on topic; • demonstrates an ability to make an appropriate utterances.

55

ЖОБА

Unit: Sport, Health and Exercise Learning objectives 8.5.5.1(8.W5) Develop with support coherent arguments supported

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

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

• Connect sentences into paragraphs with basic connectors and linking words

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

• Use wish [that] clauses for present reference • Use why clauses in a context



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

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

Descriptor A learner • writes the article;

• follows the article structure; • demonstrates the ability to provide arguments which support

the ideas; • gives examples/reasons in the article; • uses interesting heading; • uses linking words to connect sentences into coherent

paragraphs; • spells the topic vocabulary correctly; • uses second conditional clause.

56

ЖОБА

Unit: Sport, Health and Exercise Learning objective 8.6.8.1(8.UE8) Use a growing variety of future forms including present

continuous and present simple with future meaning on a range of familiar general and curricular topics

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


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

Descriptor A learner • uses verbs from the brackets in future forms;

• illustrates knowledge of the future tenses. • completes the task correctly.

57

ЖОБА

Unit: Sport, Health and Exercise Learning objectives 8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax

to talk about a range of general topics, and some curricular topics 8.4.6.1(8.R6) Recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with little support on a range of general and curricular topics 8.5.2.1(8.W2) Write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics 8.5.3.1(8.W3) Write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

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

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

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

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

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


Task 1. Match each idiom to its definition (A-G). Teacher explains that the text contains seven idioms in the context of sport and asks learners to match each idiom to its correct definition. Teacher monitors learners, giving help as requested, and provides learners’ with feedback. For more kinesthetic feel, teacher may like to make the table of idioms and definitions into cards for learners to match up. Alternatively teacher could hand out the individual cards at random in order for learners to mingle to find their ‘pair’. Idiom 1. against all odds 2. to give it your best shot 3. to give someone a run for their money 4. to win hands down 5. to throw in the towel 6. to be a one trick pony 7. the ball is in your court

Definition A.to try hard to defeat someone and make it difficult for them to win B. to give up C. despite difficulties or a low probability D.it is your responsibility or decision to do something about a situation E.to try your hardest; put in a lot of effort F.to win easily and by a large extent G. to be good at (and successful in) only one thing

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

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

58

ЖОБА

wheelchair basketball players, he has received many awards, including an MBE in 2005 for his services to disability sport.

At just three years old, Adepitan moved to England with his mother to join his father. From an early age, he dreamt of becoming an international sportsman and, despite the difficulties he faced, decided to 2)_____________.

In 2004, Adepitan competed as a member of the Great Britain team at the Summer Paralympics in Athens. The team gave the opposition a 3)_____________ and won the bronze medal. Later, at the 2005 Paralympic World Cup they 4)_______________ and took the gold medal home.

Still a keen sportsman, Adepitan has not yet decided to 5)________________, although he has also proven he’s not a 6)_____________by working as a TV presenter, campaigner and charity worker.

He sends a message of positivity to people and encourages them to believe that 7)_____________ and that they have the power to make their lives a success. Task 3. Think of your own life and of the lives of people you know. Write a narrative about your experiences and achievements in sport. Try to use the idioms you have learned today. Teacher explains to learners that their narrative does not necessarily have to be about sport, because the idioms can be used in relation to any kind of achievements/ experiences. Teacher encourages learners to pair check their work and read their work aloud to their partner Learners could record themselves reading their work aloud at http://vocaroo.com/. This gives them the opportunity to self-correct. Criteria for writing:

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

Descriptor A learner Task 1 • matches idioms with their definitions;

• completes the task correctly; Task 2 • reads the text and fills in the gaps with an appropriate idiom

from Task 1; Task 3 • writes a plan for his/her narrative;

• follows the narrative structure; • provides and develops ideas clearly; • expresses some creative reasoning; • uses the idioms; • spells the topic vocabulary correctly; • checks the narrative for grammar and spelling errors.

59

ЖОБА

Unit: Sport, Health and Exercise Learning objectives 8.2.4.1 (8.L4) Understand with little or no support most of the

implied meaning in extended talk on a range of general and curricular topics 8.3.6.1(8.S6) Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

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

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


Task 1. Work in pairs. Listen to a woman who tells a story and put the pictures in the correct order. Be ready to check your answers while listening to the recording again. Put learners into pairs and give each pair a set of picture cards. Explain that they should put the pictures in the correct order. Give them some time to study the pictures and predict the order. Then play the recording. Tell pairs to check each other’s picture story to see if they have their pictures in the same order. Then play the recording again and have learners check their answers. CD1. Tapescript 7. Task 2. Tell learners to repeat the story with their partner using the pictures as a guide. Repeat the story to your partner using the pictures.

60

ЖОБА

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

61

ЖОБА

Well, to cut a long story short, I stayed there for a week. Every day the witchdoctor did the same thing, and I drank the same liquid. After a week the boy came back. I felt so good I almost ran back to Jakarta. When I got home I went back to the same hospital and had the same tests, and guess what? The disease had completely gone. There was no sign of anything. They couldn’t believe it. Like I say, that was three years ago and here I am, still strong and healthy. Amazing. Descriptor A learner Task1 • works with the partner;

• predicts the story using the pictures; • arranges the picture in the right order;

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

62

Documents

A collection of tasks for Formative Assessment English Grade 8