5 сынып " Қазақ халқының тұрмыс- салт әндері"

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Term 3

Unit: Reading for pleasure

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

Assessment criteria • Comment on others’ opinions using polite lexical units
• Identify detail information in extended talks
• Ask complex questions to get information
• Apply the rule for using reported speech forms for
statements, questions and commands using reporting verbs
such as say, ask, tell

Level of thinking skills Knowledge and comprehension
Application

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

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


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





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Name Answers
likes reading
thinks that books are more interesting than films
prefers reading books to watching TV
enjoys reading fiction books
remembers the name of the last book s/he read
can read on the bus
reads books in English



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

Criteria Yes No
Learner presents information clearly.
Learner forms general and special questions correctly.
Learner uses reported speech to present the ideas of the classmates.
Learner gives full answer with the details.


Descriptor A learner
Task 1 • forms general questions and specific questions correctly;
• uses the right form of the tenses;
• writes the questions to the answers;
Task 2 • asks a variety of questions in order to get information about
classmates;
• writes classmates’ answers in the column “Answers”;
Task 3 • provides information according to the received answers;
• reports using the verbs ‘say’, ‘tell’ of the reported speech
forms of statements;
• assesses classmates’ answer using assessment sheet.


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

Assessment criteria • Identify particular parts in reading passage
• Demonstrate the ability to use the correct form of a word,
sentence structure and identify the correct text layout

Level of thinking skills Knowledge and comprehension
Task 1. Read the text and match the highlighted words with definitions.

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

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

1. attache
2. naturalist
3. spacious
4. veranda
5. rafters
6. impulse
7. arresting
8. sober
9. forfeit
10. rupees
11. emerge


a) beams forming part of the internal framework of a roof
b) great or vast
c) government representatives
d) lose or give up
e) immediate thought or reaction
f) person who studies plants, animals, insects and other living
things.
g) Indian money
h) make or become more serious and solemn
i) a roofed platform along the outside of a house
j) attracting attention
k) come into view

Task 2. Read the tex t again and answer the questions.

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

Descriptor A learner
Task 1 • infers meaning of words in the text;
• selects an appropriate answer;
• completes the task correctly;
Task 2 • expresses his/her opinion on topic;
• gives proper answer to the question.


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Unit: Reading for pleasure
Learning objectives 8.1.8.1 (8.C8) Develop intercultural awareness through reading
and discussion
8.4.1.1 (8.R1) Understand the main points in texts on a growing
range of unfamiliar general and curricular topics, including some
extended texts
8.4.4.1 (8.R4) Read a growing range of extended fiction and non-
fiction texts on familiar and some unfamiliar general and curricular
topics
8.5.3.1 (8.W3) Write with moderate grammatical accuracy on a
growing range of familiar general and curricular topics
Assessment criteria • Make judgement based on the background knowledge
about cultural diversity
• Analyze the text for finding main ideas in it
• Skim the text to identify the general information
• Demonstrate the ability to write grammatically correct
sentences on familiar topics
Level of thinking skills Knowledge and comprehension
Application
Task. Work in pairs or in groups. Read the story and complete the Plot Diagram.

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

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


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

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

Rubric for Evaluation-Plot Diagram
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Satisfactory Good Excellent
Organization and
Neatness:
•Clarity of Ideas
•Legible Writing
The plot diagram is
disorganized and
lacks clarity. The
handwriting may be
illegible. The plot diagram has
some organization, but the ideas may not be fully clear.
The
handwriting is
legible.
The plot diagram is
organized and neat so that the ideas are easy to read and clear.
Plot Elements: (Six)
•Exposition
•Conflict
•Rising Action
•Climax
•Falling Action
•Resolution
The plot diagram
contains few of the plot elements and there are inaccuracies.
The plot diagram
contains most of the plot elements. Each element is portrayed, but there may be inaccuracies.
The plot diagram
contains all of the plot elements. Each element is accurately portrayed through a brief description from
the story.
Sentence
Structure/Quotation
• Complete sentences
• Quotation
• Correct
Capitalization and
Punctuation
The descriptions from
the story for each plot element may be written in incomplete sentences, contain many errors in conventions, and may only contain a few
quotations.
The descriptions from
the story for each plot element are written in complete sentences, but may have minor errors in conventions and may only contain some quotations.
The descriptions from
the story for each plot element are written in complete sentences with proper conventions, including a quotation
from the story.


Descriptor A leaner
• works in pairs/group;
• reads and discusses vocabulary;
• reads the text;
• identifies the plot elements correctly;
• summarizes the information;
• completes the Plot Diagram;
• writes complete and grammatically correct sentences;
• assesses the Plot Diagram using rubric.


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

Assessment criteria • Read the text for finding main ideas in it
• Identify the general information in extended fiction and
non-fiction texts
• Demonstrate the ability to write grammatically correct
sentences on familiar topics
• Connect words, phrases, clauses to explain reasons using
appropriate conjunctions since, as
• Use the structures so ... that, such a... that in providing
explanation

Level of thinking skills Knowledge and comprehension
Application

Task. Write a summary of Mona Gardner’s story “Dinner party”.
When writing the summary there are three main requirements:
1. The summary should cover the original as a whole. 2. The material should be presented in a neutral fashion. 3. The summary should be a condensed version of the material, presented in your own words.

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

*During the time this story takes place, India was a British colony. The colonial official
works for the British government in India. The government attachés work for another
country’s embassy in India.
Finally, a naturalist is someone who studies animals and plants.
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Descriptor A leaner
• uses his/her own words in writing summary;
• summarizes the information into coherent paragraphs;
• demonstrates a variety of vocabulary on the topic;
• uses different grammar structures correctly;
• reasons the answer using the conjunctions such as ‘so that..’, ‘such a…’

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Unit: The Natural World
Learning objectives 8.4.2.1 (8.R2) Understand specific information and detail in texts on
a growing range of familiar, general and curricular topics, including
some extended texts
8.4.5.1 (8.R5) Deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and curricular topics
8.6.4.1 (8.UE4) Use an increased variety of determiners including
all, half, both [of] in pre-determiner function on a range of familiar
general and curricular topics
Assessment criteria • Identify particular facts and parts in reading passage
• Identify the meaning and content of the reading texts on
familiar topics
• Demonstrate the ability to use correct determines including
all, half, both [of] in pre-determiner function

Level of thinking skills Application
Higher order thinking skills

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

Kazakhstan flora and fauna: nature, animals, birds
Kazakhstan flora and fauna overview
Over six thousand kinds of plants are growing in Kazakhstan. There are about 500 kinds
of birds, 178 kinds of animals, 49 kinds of reptiles, 12 kinds of amphibians, 107 kinds of fish.
There are more than ten thousand kinds of insects.
Kazakhstan flora and fauna facts
Northern Kazakhstan is forest-steppe; to the south - steppe, there are semi-deserts and
sandy deserts with saxaul thickets. The coniferous woods are located on slopes of mountains.
The plateau Usturt of Kazakhstan, located between Caspian and Aral seas, is a slightly
hilly deserted plain, faintly covered by wormwood; only in widely widespread hollows are
black saxauls. Western chink is especially picturesque, which height achieves 340 meters. Only
in Kazakhstan live such rare animals as Trans Caspian urial, long-needle hedgehog and some
wild cats: caracal and desert cat. Here are a lot of slim goitred gazelles, deserted birds.
The slopes of Northern Tien Shan are covered with fur-tree woods, and Western Tien
Shan - with the low bushes and meadows. There are nut -trees with woods, the tops are covered
with eternal snows and glaciers.
It is possible to meet fury ounce, Tien Shan brown bear, Siberian ibex, famous
lammergeyer, the scope of which wings reaches more than three meters, Snow cock (it calls
also mountain turkey), snow vulture, griffon vulture, golden eagle.
In the Altai Mountains of Kazakhstan, covered with taiga woods you will meet a giant
moose, beautiful maral, the smallest deer - musk deer, famous sable, chipmunk.
The steppes of Kazakhstan are magnificent. The special charm to them is given by fresh
and salty lakes, on which are thousands of waterfowls and coastal birds submitted tens kinds of
ducks, geese, gull, sea swallow, herons.
There is a protected unique pine wood. A lot of predatory birds are living in Kazakhstan
steppes, such as imperial eagle, falcons.
The deserts of Kazakhstan are rather original. Basically, it is extensive clay plains,
covered by bushes. For Kazakhstan deserts are most typical reptiles - Central Asian turtle, the
largest lizard - grey monitor lizard (lives only in Kyzyl-Kum desert), many kinds of gecko and
17 kinds of the snakes.
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Task 2. Look at the text and table again. S ummarize the information. Write 5 sentences using
determiners such as all, both, half .

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

Parts of Kazakhstan

Habitat Plants Animals












Descriptor A learner
Task 1 • reads the text and finds appropriate information from the text;
• selects the correct information and fills the table with the
appropriate data;
Task 2 • uses determines in each sentence;
• writes 5 grammatically correct sentences;
• summarizes the information from the text.


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

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

Level of thinking skills Application
Task. Use your dictionary to check the meaning of the words. Mark each of them trees (T) or
flowers (F). Explain the meaning of the word to the classmates.
1. oak
2. rose
3. tulip
4. birch
5. olive
6. fir
7. willow
8. lily
9. daffodil
10. chestnut
11. carnation
12. chrysanthemum
Descriptor A leaner
• illustrates the ability to work with a dictionary;
• divides the given words into two groups;
• gives explanation of the words.


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

Assessment criteria • Identify the main ideas in extended talk with some support
• Recognize the meaning of the story
• Provide unprepared speech to answer a variety of
comments with some flexibility in conversation
• Talk with peers, discuss and plan the order of actions,
agree or disagree, share the ideas and comment on them

Level of thinking skills Higher order thinking skills
Task. Read the text and retell it to your partner. You have 10 minutes to prepare and 5 minutes
to tell your partner what the text is about.

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

Learner A

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

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

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

Learner B

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

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


Assessment Sheet Criteria Yes / No
The partner uses topic-related vocabulary
accurately

The partner speaks only English
The partner’s speech was understandable
Good points:


Areas for development:



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Descriptor A leaner
• works with a partner;
• discusses the vocabulary of the text;
• tells the main idea of the story and the necessary details to understand
the story;
• summarizes the information to prepare the speech;
• retells the story;
• evaluates peer’s speech and writes comments highlighting the positive
aspects of the speech and areas for development.


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

Assessment criteria • Develop an argument and evolve reasoning while writing or
speaking
• Evolve arguments, reasons, and evidence for a limited range
of written genres
• Connect sentences into paragraphs with basic connectors
and linking words
• Form simple perfect forms for recent, indefinite and
unfinished past actions

Level of thinking skills Application
Higher order thinking skills

Task. Imagine you have started a campaign, for example, to protect your local environment.
Write a campaign letter. You should:
• Have a clear aim of your campaign
• Have a name for your campaign
• Tell to the reader when you started your campaign, what you have already done and
what would you like to do in the future


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

1. Has the author conveyed main point(s) clearly? Yes/No
2. Does the paper stick to the topic or has the author included any irrelevant information or
arguments? Yes/No .
3. Has the author answered all questions of the assignment? Yes/No
If no, write what is missed (description of the issue, explanation of the problem,
actions/activities to do).
_______________________________________________________________________
_______________________________________________________________________
T
a
s
k
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_______________________________________________________________________
_______________________________________________________________________
4. Is the writing smooth, logically sequenced, coherent? Yes/No
If no, write why (linking words, paragraphs).
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. Is the writing convincing? Are YOU convinced? Yes/No
If no, write why.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
6. Has the author used fitting vocabulary (persuasive words, descriptive adjectives, vivid
verbs) or is the writing wordy? Please mark passages that need to be reworded. Yes/No.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
7. Has the author used correct language (grammar and spelling)? Please mark any passages
that need to be corrected.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Suggestions

1. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Descriptor A leaner
• uses Past Perfect Tense while writing;
• writes full sentences;
• writes 3-4 clear paragraphs with 3 or 4 basic connectors;
• uses appropriate structure;
• gives a name to the letter;
• evaluates peer’s letter using checklist.


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

Assessment criteria • Use punctuation marks in a piece of writing

Level of thinking skills Application
Task. Fix the punctuation and capitalization mistakes on this envelop.

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











Answer keys
Mr. Fred Smith
1200 T obias St.
Cleveland, OH 10001
M r. and M rs. Davis
34 Pine Hill Rd.
Descriptor A learner
• explains basic rules for punctuation;
• demonstrates knowledge of terminology connected with
punctuation;
• uses punctuation and capitalization correctly.


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

Assessment criteria • Shows positive attitude to the others’ opinions
• Formulate complex questions to get information about the
topic
• Discuss the topic with peers, agree or disagree on it and
make conclusions to fulfill the task

Level of thinking skills Application
Higher order thinking skills

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

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

Descriptor A learner
• participates in the group discussion actively;
• uses an appropriate topical vocabulary;
• asks questions to get information about the topic;
• answers the questions.


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

Assessment criteria • Develop an argument and evolve reasoning while speaking
• Express thoughts about the given topic in the conversations

Level of thinking skills Higher order thinking skills

Task.Work in pairs and interview each other.

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

LEARNER B’s QUESTIONS
• What is nature?
• What would life be like without nature?
• How important is nature in your culture?
• Are there any bad things about nature?
• What three things can you do today to help nature?
Descriptor A learner
• works with a partner;
• asks questions to the classmate;
• responds to the questions and gives relevant answers;
• uses an appropriate topical vocabulary;
• makes an argument and gives reasons.


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

Assessment criteria • Provide unprepared speech to answer a variety of questions
at sentence level and in conversations with some flexibility
• Read the text to identify author’s attitude and viewpoint
• Provide the meaning of a word and expand vocabulary
using different reference resources

Level of thinking skills Application
Higher order thinking skills

Task 1. Discuss the questions in a class.

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

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

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

Answer the questions.
1) Why do organisms sometimes have to compete for resources?
____________________________________________________________________________
____________________________________________________________________________
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2) What kinds of things are beneficial for organisms?
____________________________________________________________________________
____________________________________________________________________________
3) What happens when populations grow too large for an area?
____________________________________________________________________________
____________________________________________________________________________


Descriptor A learner
Task 1 • participates in a group discussion;
• answers the questions;
• gives comments;
• explains the answer;
Task 2 • writes answers with explanation;
• completes the task.


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Unit: The Natural World
Learning objectives 8.5.5.1 (8.W5) Develop with support coherent arguments
supported when necessary by examples and reasons for a growing
range of written genres in familiar general and curricular topics
8.5.6.1 (8.W6) Link, independently, sentences into coherent
paragraphs using a variety of basic connectors on a range of
familiar general topics and some curricular topics
8.6.7.1 (8.UE7) Use a variety of simple perfect forms to express
recent, indefinite and unfinished past on a range of familiar general
and curricular topics
Assessment criteria • Designate a clear position on an issue and outline coherent
arguments by stating claims, choosing evidence to support
the answer
• Organize sentences, paragraphs and ideas logically using a
variety of basic linking devices
• Practice usage of simple perfect forms to express recent,
indefinite and unfinished past

Level of thinking skills Application
Higher order thinking skills

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

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










Writing guide
• Address and date
Put your address in the top right-hand corner, and add the date below.
• Begin your letter
Dear + the name of the person/group you’re writing to.
• Explain why you are writing.
I’m writing to tell you about …
My friend and I have started a campaign to…
• Think of a good way to finish.
Would you like to write about our campaign in your newsletter?
• Endings
You can use:
With best wishes from…
Topic
Purpos Audienc
Supporting

Persuasive words
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Best wishes, …
Yours sincerely…

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

Sample of persuasive letter

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

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

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

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

Sincerely,
Concerned Citizen of Wonderopolis

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

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

Descriptor A learner
Task 1 • completes the map pointing the main idea;
• discusses the elements of persuasive letter;
Task 2 • participates actively in the discussion;
• works out the structure of the letter;
Task 3 • conveys main points clearly;
• answers all questions of the assignment;
• writes full grammatically correct sentences using simple perfect
forms to describe the issue;
• writes 3-4 clear paragraphs with 3 or 4 basic connectors;
• uses appropriate structure of the letter.

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

Assessment criteria • Read the text to find specific information
• Read the texts to identify author’s attitude and viewpoint

Level of thinking skills Knowledge and comprehension

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

Take action!
If you care about the environment, you will really enjoy this month’s newsletter. Let’s go to
Costa Rica and see how one determined teenager has tried to change the world.
Janine Licare was only nine years old when she decided to take action . She was worried
because the rainforest around her home in Manuel Antonio, Costa Rica, was disappearing. The
animals and birds were disappearing too. So, together with a friend, Janine started a campaign to
protect her local environment. They called it Kids Saving the Rainforest.
The aims of Kids Saving the Rainforest are to teach children about the rainforest and to help
the animals that live there, especially the endangered Monoo Titi monkey.
Janine has achieved a lot. She has
• raised more than $50,000
• planted over 4,800 trees
• found over 250 volunteers to work with her
• helped many injured birds and animals
• started a variety of different projects, such as ‘Adopt-a-tree’
• worked with other schoolchildren around the world
• developed an environmental library and research centre.
Janine has appeared in several magazines, and she has been on the National Geographic TV
channel as well. She has also developed a special website: www.kidssavingtherainforest.org
. ‘It
is very important that we save the rainforest. If the rainforest disappears, then so will our
planet.’ Janine Licare

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

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

It is about…
a) a young girl’s campaign to protect the rainforest.
b) the importance of protecting trees.
c) young people helping animals.
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Descriptor A learner
Task 1 • reads the text and answers the questions,
• gives opinions and reasons for his/her opinion;
Task 2 • marks sentences correctly;
Task 3 • finds correct answer;
• explains the choice using arguments.


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

Assessment criteria • Formulate questions that are more complex to get
information about the topic
• Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences

Level of thinking skills Application
Higher order thinking skills
Task. Y ou have words and definition. Match words with their definition. Ask questions your
classmates to find out the meaning of the words.
Half of the class is given questions and half are given answers. Learners should find out who
their partner is. Could also be done with them talking and the questions and answers being
stuck on their backs to make it a bit more challenging.
Words: shrub, limestone , glacier, meadow, pasture, swamp, plateau, arid, steppe, taiga.
Definitions:
1. A large plant that is smaller than a tree and that has several stems of wood coming from
the ground.
2. A type of white stone that contains Calcium, used in building and making Cement.
3. A large mass of ice, formed by snow on mountains, that moves very slowly down a
valley.
4. A field covered in grass, used especially for *hay (*dried grass used as food for
animals).
5. Land, covered with grass that is suitable for feeding animals on.
6. An area of ground, that is very wet or covered with water and in which plants, trees,
etc. are growing.
7. An area of flat land that is higher that the land around it.
8. Having little or no rain, very dry.
9. A large area of land with grass but few trees, especially in Siberia.
10. Forest that grows in wet ground in far northern regions of the earth.

Descriptor A learner
• asks a variety of questions in order to guess what the word
is;
• responds to the questions;
• uses topic related vocabulary and grammatically correct
sentences in a talk;
• speaks with clear pronunciation;
• matches words with their definitions.

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

Assessment criteria • Use topic related words with correct spelling control
• Express thoughts about the given topic in the conversations
• Talk about given topics using appropriate syntax and topic
related vocabulary

Level of thinking skills Application
Higher order thinking skills

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

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

1. ________________


2. _________________


3. ____________________








4. __________________



5. _______________



6. _________________




7. _______________



8. _________________

9. ________________

Task 2. Use the words from the 1
st
task and decide what transport is …
1. the quickest: ______________________________________________
2. the slowest: ______________________________________________
3. the most comfortable: ______________________________________________
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Discuss with you partner which of this transport you have tried and what transport do you find
the most comfortable and why?

Descriptor A learner
Task 1 • writes words under the pictures;
• spells the words correctly;
Task 2

• identifies the means of transport for each adjective and writes
them;
• uses the topical vocabulary;
• answers the questions by explaining what it means and
justifies the answer by giving examples from his/her personal
experience.


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

Assessment criteria • Consider different perspectives on the world orally or in a
written form
• Express thoughts about the given topic in the
conversations
• Discuss the topic with peers, agree or disagree on it and
make conclusions to fulfill the task
• Use topic related words with correct spelling control
• Differentiate between active and passive forms and use
active and passive simple present and past forms and past
perfect simple forms in narrative and reported speech

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

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

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

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

________________________ _______________________ ________________________
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