ASSESSMENT CHARTS · 3. The student wrote a description of the project. 4. The student explained why this would be a good project for Good Deeds Day. Language: 5. The student used

TURNING POINTS Photocopiable Material E120

UNIT 1 DARE TO DREAM

SPEAKUP! Prepare and present a conversation. PAGE 12

CRITERIA FOR ASSESSMENT POSSIBLE POINTS STUDENT TEACHER

Process:

1. The student completed the message.

2. In pairs, the students prepared a conversation discussing which workshops they will attend and explaining why.

3. The students asked and answered questions in their conversation.

Presentation:

4. The student related to “The Inventor in You” fun day.

5. The overall message was clear and logical.

6. The student used relevant and appropriate vocabulary.

7. The student’s speech was clear and fluent.

SPEAKUP! Exchange advice with a partner PAGE 18


Process:

1. In pairs, the students discussed what they have in common and what makes them different.

2. The students exchanged advice.

Presentation:

3. The student related to the questionnaire.


5. The student used modals correctly.

6. The student used expressions for Giving Advice.

Relevant and appropriate vocabulary:


ASSESSMENT CHARTS

TURNING POINTS Photocopiable Material E 121

ASSESSMENT CHARTS

SPEAKUP! Describe a “smartplace”. PAGE 24


Process:

1. The student drew a diagram or picture of his/her dream “smartplace”.

2. (If relevant) The student used an appropriate online design planner.

Presentation:

3. The student described his/her dream “smartplace”.

4. The student used expressions for Making Suggestions.

5. The student used the correct adjective-noun order.

6. The student used the comparative and superlative forms of the adjectives correctly.


WRITEIT! Write a description of an event or an activity. PAGE 25


Content:

1. The student decided on an event for Super Sunday.

2. The student described the event using adjectives.

3. The student listed the benefits of this event for students, explaining why it should be chosen.

Language:

4. The student used expressions for Making Suggestions on page 24.

5. The student used connectors.

6. The student used basic tenses correctly.

7. The student used punctuation and capital letters correctly.

SPEAKUP! Discuss an important event at Madame Tussauds. PAGE 27


Process:

1. The student discussed the removal of the wax figure of Hitler from the museum.

2. The student asked and answered the questions to guide his/her discussion.

Presentation:

3. The student shared his/her ideas with the class.

4. The student used the expressions for Expressing an Opinion.

5. The student spoke clearly and fluently.


UNIT 2 MUSIC MATTERS

SPEAKUP! Prepare and conduct a survey about music habits. PAGE 37


Process:

1. The student prepared a survey, including 8-10 questions about music listening habits.

2. The student conducted the survey by handing it out to at least 10 people, using the expressions for Conducting a Survey.

3. The student analyzed the answers by putting them into columns or a chart.

4. The student wrote the results.

Presentation:

5. The student presented the results and conclusions to the class, using expressions for Presenting Results.

6. (If relevant) The student used an appropriate online graph or chart to organize the data.

7. The student explained which results were most interesting or surprising.


SPEAKUP! Role play a conversation about a problem and try to solve it. PAGE 41


Process:

1. The students read the situation and wrote down problems that Gal was having.

2. The students used the list of expressions for Stating Problems.

Presentation:

3. The students role played the conversation twice.

4. As Gal, the student talked about at least two problems and how they make her feel, using expressions for Stating Problems.

5. As the other student, the student tried to help Gal solve her problems, using expressions for Solving Problems.

6. The students conversed clearly and fluently.


ASSESSMENT CHARTS

WRITEIT! Writealetteraboutthebenefitsofamusicroomatschool. PAGE 43


Process:

1. The students worked in pairs or in a group to prepare a list of benefits of having a music room at school.

2. Each student contributed to the development of the list.

Content:

3. The student wrote a letter to the mayor convincing him/her why the city should help the school build a music room.

4. The student gave at least two reasons.

5. The student used the letter format.

Language:

6. The student used conditional and temporal sentences correctly.

7. The student used new vocabulary appropriately.


WRITEIT! Decribe a project for Good Deeds Day. PAGE 47


Process:

1. The student decided which project he/she would organize if he/she had the opportunity.

2. The student answered the questions in the form, using the list of Issues to help him/her.

Content:

3. The student wrote a description of the project.

4. The student explained why this would be a good project for Good Deeds Day.

Language:

5. The student used the second conditional correctly.




SPEAKUP! Nominate a candidate for a school music award. PAGE 52


Process:

1. The student decided which musician he/she wanted to nominate.

2. The student wrote information about the musician, following the form given.

3. The student added a few sentences explaining why this musician deserves the award, giving examples of the themes in his/her music and the values he/she lives by.

4. The student practiced his/her presentation.

5. The student recorded his/her presentation to improve it. (If relevant)

Presentation:

6. The student presented his/her candidate to the class.

7. The student explained why this candidate deserves to win the award.


WRITEIT! Write your opinion about “good radio”. PAGE 53


Content:

1. The student expressed his/her opinion in writing.

2. The student added reasons, examples or explanations.

3. The student used expressions for Stating Your Point of View.

Language:

4. The student used tenses correctly.

5. The student used appropriate vocabulary.



ASSESSMENT CHARTS

UNIT 3 THE WINNER IN YOU

SPEAKUP! Prepare and participate in a debate. PAGE 65


Process:

1. The students worked in groups of four and gave the pros and cons of the issue.

2. In pairs, the students listed the reasons that support their opinion.

3. In pairs, the students practiced speaking in a convincing way.

Presentation:

4. The student presented his/her part of the debate in class, stating either the pros or the cons and working as part of a team.

5. The student used expressions for Discussing Pros and Cons in the debate.


7. The student was convincing.

WRITEIT! Write a for and against essay. PAGE 71


Process:

1. The student chose a topic from the list.

2. The student wrote the essay and handed it in to the teacher for feedback.

3. The student used feedback to edit the essay.

Content:

4. The student followed the outline for a For and Against Essay.

5. The student included pros and cons.

6. The student used expressions for Presenting Arguments For and Against.

Language:

7. The student used correct word order and tenses.




WRITEIT! Create a commercial. PAGE 75


Process (in pairs or small groups):

1. The students discussed the question, relating to the article “Face It – Friends Count”.

2. The students decided on the product they wanted to advertise.

Content:

3. The students chose images online that will sell the product.

4. The students wrote the commercial, including a slogan.

5. The students used new vocabulary appropriately.

Presentation:

6. The pair or group presented the commercial, live or recorded.

7. The student spoke clearly and fluently in the commercial.

8. The commercial used convincing images.

9. The slogan was convincing.

10. The music was appropriate and added to the commercial. (If relevant)


SPEAKUP! Discuss the differences between books and movies. PAGE 79


Process:

1. In pairs, the students discussed the questions in English.

2. The students discussed whether they would like to see a movie about the book The Running Dream, based on what they read about the book, giving their opinions.

3. The students discussed whether they preferred the book or the movie version of it, giving their opinions.

Presentation:

4. The student used expressions for Discussing Preferences.

5. The student listened actively and respectfully to the other student/s.



ASSESSMENT CHARTS

WRITEIT! Write a review of a book or a movie. PAGE 81


Content:

1. The student wrote his/her opinion of the book or movie.

2. The student explained what criteria he/she used to judge the book or movie.

3. The student gave the name of the main character and described his/her role in the storyline.

4. The student explained who he/she would recommend the book or movie to and why.

Language:

5. The student used the passive.

6. The student used expressions for Making a Recommendation.


Process:

8. The student handed the review in to the teacher for feedback.

9. The student used feedback to edit the review.

UNIT 4 LOUD AND CLEAR

SPEAKUP! Prepare and present an interview. PAGE 92


Process:

1. The student prepared questions for the interview.

Content:

2. The student wrote questions about what Ruby went through.

3. The student included his/her own thoughts and feelings based on what he/she learned about Ruby Bridges’ life.

4. The student thanked Ruby for the social change she helped achieve, using expressions for Expressing Thanks.

Presentation:

5. The student interviewed “Ruby Bridges”, using the words for Inferring Feelings on page 90 of the Student’s Book.

6. The student exchanged roles, playing the role of Ruby in the interview.



WRITEIT! Write an opinion essay. PAGE 93


Content:

1. The student chose a relevant topic for his/her essay: something he/she thinks is unfair and would like to change or improve.

2. The student wrote an opinion essay based on the outline.

Language:

3. The student used expressions for Expressing Strong Opinions.

4. The student used correct tenses and word order.



Process:

7. The student handed in the essay for feedback.

8. The student used feedback to edit the essay.

SPEAKUP! Role play a dialogue. PAGE 99


Process:

1. The students asked and answered the questions presented in the task.

2. The students practiced and/or recorded the role play to improve their performance.

Presentation:

3. The student related to the issues presented.




7. The student used expressions for Reporting Feelings.

8. The student used reported speech.


ASSESSMENT CHARTS

SPEAKUP! Express your opinion about mixed sports competitions. PAGE 104


Process (in pairs or groups):

1. The student discussed the advantages and disadvantages of separate competitions for men and women.

2. The student listened attentively to other members of the group.

Presentation:

3. The student expressed his/her opinion.

4. The student gave reasons for his/her opinion.

5. The student used expressions for Giving Your Point of View.



SPEAKUP! Give a speech nominating an actor or actress for an international award. PAGE 111


Process:

1. The student chose an actor or actress to nominate.

2. The student prepared the speech, including relevant information about the actor/actress and his/her performance.

3. (If relevant) The student selected a short segment from the film to show.

4. The student practiced and/or recorded the speech to improve his/her performance.

Presentation:

5. The student delivered the speech in front of the class.

6. The student made eye contact with the audience.




UNIT 5 TURNING POINTS

WRITEIT! Write an application to participate in a TV program. PAGE 122


Content:

1. The student completed the application form, giving the necessary information and answering the questions.

2. The student explained each answer in at least two sentences.

Process:

3. The student handed in the form to the teacher and edited it using feedback.

Language:

4. The student used wish clauses where relevant.




WRITEIT! Write a description of an experience. PAGE 127


Content:

1. The student wrote an e-mail from the point of view of a “plane person”.

2. The student described his/her experience, based on what he/she learned about Operation Yellow Ribbon.

3. The student thanked the person who helped him/her.

4. The student used the form for an e-mail.

Language:

5. The student used the expressions for Expressing Thanks.

6. The student used tenses correctly.



Process:

9. The student handed in the e-mail and edited it using feedback.


ASSESSMENT CHARTS

SPEAKUP! Give a presentation. PAGE 132


Process (in pairs or groups):

1. The students decided on the environmental issue to present.

2. The students did research to find out solutions to that issue.

3. The students described one solution by answering the questions.

4. The students prepared visuals to clarify the description.

5. The students practiced the presentation to improve it.

Presentation:

6. The student gave the presentation to the class.

7. The student used visuals effectively.


9. The student used relevant expressions for Giving a Presentation, for his/her part of the presentation.

WRITEIT! Write a proposal for a project. PAGE 137


Process:

1. In pairs or groups, the students chose a project for their proposal.

2. The students researched the topic for information.

3. The students completed the plan for a proposal.

4. The student wrote a proposal.

5. The student used feedback to edit the proposal.

Content:

6. The student included the information in the plan.

7. The student organized the information according to the plan.

Language:

8. The student included new vocabulary appropriately.



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ASSESSMENT CHARTS · 3. The student wrote a description of the project. 4. The student explained why this would be a good project for Good Deeds Day. Language: 5. The student used