A collection of tasks

for Formative Assessment

English

Grade 8

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 Dear teacher!

The group of teachers designed this collection of tasks as a teaching aid to assist
teachers within the framework of updating the content of education. Tasks with assessment
criteria and descriptors are samples for assisting teachers in providing constructive
feedback to learners in terms of achievement of learning objectives; in selecting and
designing similar tasks, in planning lessons and carrying out Formative Assessment.
The advisory nature of the tasks collection allows teachers to adapt, add and make
changes in tasks according to learners’ capacities and requirements.
Additional materials (manuals, presentations, plans, etc.), the discussion possibility
on forums and video instructions can be found on the official website of «Nazarbayev
Intellectual Schools» Autonomous Educational Organisation smk.edu.kz.

We wish you creative work and success!

This collection of tasks is designed for secondary school teachers, school

administrations, educational departments’ seniors, regional and school coordinators in
criteria-based assessment and others.
Freely available Internet resources such as pictures, cartoons, photos, texts, video
and audio materials, etc. have been used in designing this tasks collection. The collection
of tasks was designed for the uncommercial purposes.

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 CONTENTS
Term 1 .................................................................................................................................... 4
Unit: Our World ..................................................................................................................... 4
Unit: Daily Life and Shopping............................................................................................. 26
Term 2 .................................................................................................................................. 39
Unit: Entertainment and Media ............................................................................................ 39
Unit: Sport, Health and Exercise ......................................................................................... 48

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 Term 1

Unit: Our World

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

Assessment criteria • Convey fantasy ideas and experiences including emotions and
senses
• Provide unprepared speech to answer a variety of questions at
sentence level and in conversations with some flexibility

Level of thinking skills Knowledge and comprehension

Application

Task. Answer the questions about yourself.

1. Are there many people in your world?

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

Descriptor A learner
• presents opinions and ideas;
• gives answers to questions, providing unprepared speech.

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 Unit Our World
Learning objective 8.4.8.1(8.R8) Use familiar and some unfamiliar paper and digital
reference resources to check meaning and extend understanding
Assessment criteria • Demonstrate the ability to use a dictionary or digital methods to
trace meaning and extend vocabulary

Level of thinking skills Application

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

a) teacher b) well-dressed c) pilot d) put on e) volley-ball f) subject g) collect h) concert

i) flowerbed j) rap k) sociable l) skiing m) equipment n) football o) smile p) beauty q)
useful r) e-mails

My World
Parents
Hi! I’m Ella. I’m twelve and I live with my parents in Paris. My father is a 1) __ and my mother
is a Math’s 2) __ .We are very friendly. We like to spend our time together. My father’s hobby is
3) __ and we often go to resorts to ski there. It is great especially in summer in the mountains
where we enjoy the nature.
Nature
Do you like nature? Yes? So do I. My mother and I are nature lovers. I like to 7) ___ 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 8) __.
Fashion
If you look around, you’ll see a lot of 11) __ people. Their clothes are
modern. I like fashionable clothes too. I often ask my mother’s advice
what to 12) __. 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 15) __. My father
loves classical
music and my mom prefers jazz. As for me, my friends and I adore 16)
___. 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 4) __ and I have a lot of friends. We like to go somewhere where we can talk
and play. All my friend adore 5) __ 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 6) __ . 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 9) __ in front of our house. There are a lot
of flowers there. My mother and I planted them. I want the people to 10) ___ looking at these
flowers. My favourite flowers are daisies, lilies, asters. My mother likes zinnias, dahlias, and
petunias.
School
My school is very big. It is a four-storied building with modern 13) __.Our classes are large and
light. Our teachers are talented people. They know many interesting things. My favourite 14) __

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is English. We do a lot of things at this lesson. My favou-rite teacher is Mrs. Larson.
Computer
I do have a computer. It is a very 17) __ thing. You can find a lot of important information there.
I like surfing the Internet, finding beautiful places in the world. I dream of visiting these places
later. My favourite site is “My World”. I often send 18) __ to my friends.

Descriptor A learner
• reads the text;
• checks the meaning of the words in a dictionary;
• completes the sentences with appropriate words.

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

Assessment criteria • Identify 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).

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.
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

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

Descriptor A learner
• chooses an appropriate answer;
• completes the task.

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

Assessment criteria • Identify the correct form of a word, appropriate sentence

structure and text layout
• Write frequently used topic related words correctly

Level of thinking skills Knowledge and comprehension

Application

Task. Listen to the conversation and fill in the gaps.

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
married because she thought men only wanted her for her money. No one knows how much she

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

Descriptor A learner
• infers the meaning of words;
• fills in the gaps with proper words;
• spells the words accurately.

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 Unit Our World
Learning objective 8.4.2.1(8.R2) Understand specific information and details in texts on a
growing range of familiar general and curricular topics, including some
extended texts
Assessment criteria • Realize particular facts and parts in reading passage
Level of thinking skills Knowledge and comprehension

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

Megan McCarthy is 14. She lives in Leeds.

I’m 14, but I’m 1.83 metres tall. All my friends are shorter than me
and I’m the tallest person in my family. Everyone thinks I’m older than
14. On the bus, they think I’m an adult.
When I started secondary school, everyone stared at me. People were
friendlier and more helpful at primary school. But it’s easier now and
I’ve got lots of mates.
Clothes are always a problem. I usually buy my clothes at a shop called ‘Long Tall Sally’, but
they’re more expensive than ordinary clothes. Shoes are even worse!
There are some advantages. I play basketball and people say I’m the best player in the school. And
tall people often get better jobs and earn more money!
The most difficult thing is that I’m always different from other people. I just want to be the same
as everyone else. But I’m tall and I’ll always be tall, so I try to accept it and be positive about it.
1. Why is she different from her friends?
________________________________________________________________________
2. Do you think she likes being different?
_______________________________________________________________________
3. What is the great problem which she always faces?
_______________________________________________________________________
4. Are there any advantages being a tall person?
_______________________________________________________________________
5. Does she want to be the same height as the other children?
_______________________________________________________________________

Descriptor A learner
• reads the text;
• identifies proper details to get information and answer the
questions;
• gives full answers.

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 Unit Our World
Learning objectives 8.2.1.1 (8.L1) Understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
8.5.3.1(8.W3) Write with moderate grammatical accuracy on a
growing range of familiar general and curricular topics
8.6.5.1(8.UE5) Use questions which include a variety of different tense
and modal forms on a range of familiar general and curricular topics
Assessment criteria • Identify main ideas in extended talks 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 What do you use the If no internet, how
the Internet? How internet for? would you feel?
much time do you
spend on it?
1
2
3

Task 2. Summarize the information.

I have asked questions to___________________________________________________

_______________________________________________________________________
I have learned that________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Descriptor A learner
Task 1. • asks different questions to get the information;
• writes classmates’ answers in the table;
Task 2. • writes a summary of the results;
• provides grammatically correct sentences;
• uses appropriate tense and modal forms;
• uses proper topic related vocabulary and spells them accurately.

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 Unit Our World
Learning objectives 8.4.1.1(8.R1) Understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended texts
8.5.2.1(8.W2) Write with minimal support about real and imaginary past
events, activities and experiences on a growing range of familiar
general topics and some curricular topics
8.6.9.1(8.UE9) Use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms in narrative and
reported speech on a range of familiar general and curricular topics
Assessment criteria • Analyse the text for finding main ideas in it
• Write sentences about real and imaginary past events, activities
and experiences connecting sentences into paragraphs
• Apply correctly active and passive simple present and past forms
and past perfect simple forms in the context

Level of thinking Application

skills Higher order thinking skills
Task 1. Read the composition and answer the questions.

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

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

Task 2. Think of somebody, who has taught you something important or influence becoming the
way you are. Write a composition about him/her. Use the composition you read to help you. But
do not plagiarize.
Criteria for writing:
- give a title to your composition;
- use adjectives for description;
- keep the structure of composition;
- use Past Simple tense;
- express some creative reasoning
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Descriptor A learner
Task 1 • reads composition;
• summarizes main points in the text and identifies 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 rules of the Past Simple Tense while writing;
• uses appropriate adjectives;
• uses proper topical vocabulary.

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 Unit Our World
Learning objective 8.4.4.1(8.R4) Read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular topics
Assessment criteria • Skim the extended fiction or non-fiction texts to identify the
general information

Level of thinking skills Knowledge and comprehension

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

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

Living with the enemy

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

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

Task 2. Read the article again. Tick the true sentences. Correct the false ones.
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 of the true sentences;
• gives explanation to False sentences.

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

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

• 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 topic related words correctly

Level of thinking Knowledge and comprehension

skills Application
Higher order thinking skills

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 person and he made me feel good about myself. He said loads of nice things about me,
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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;
Task 2 • writes the meaning of each paragraph;
Task 3 • writes a plan for his/her email (what each paragraph will be
about);
• spells the topic vocabulary correctly;
• uses adjectives for your email;
• proof-reads his/her email for grammar and spelling errors.

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 Unit Our World
Learning objective 8.6.15.1(8.UE15) Use infinitive forms after a limited number of verbs
and adjectives use gerund forms after a limited variety of verbs and
prepositions use some prepositional verbs and begin to use common
phrasal verbs on a growing range of familiar general and curricular
topics
Assessment criteria • Differentiate between usage of infinitive and gerund forms after
a limited variety of verbs, adjectives and prepositions
• Use some prepositional verbs and common phrasal verbs in
context
Level of thinking skills Application

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

1. I would like you…

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

Descriptor A learner
• uses infinitive and gerund in practice;
• completes the sentences.

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

Assessment criteria • Write paragraphs keeping the layout and format

• Support a talk with peers while agree, disagree and discuss the
order of actions and plans to fulfil the tasks
• Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
• Comment on others' opinions and consider them

Level of thinking skills Application

Higher order thinking skills

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

Task 2. Make up 5 questions using the table. It is time to interview your classmate.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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Task 3. Analyze peer’s answers for some time, 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?
Answer keys:
Task 1

Descriptor A learner
Task 1 • fills in the tables with appropriate information;
• chooses the right heading;
Task 2 • makes up questions;
• Interviews classmates;
• uses proper topical vocabulary;
Task 3 • makes judgment about different opinions;
• presents his/ her opinion.

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 Unit Our World 1
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 • Eavluate 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
• Links sentences into a paragraph using suitable conjunctions
of reasons including so ... that, such a ... that in

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?)
_____________________________________________________________________________
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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
 Unit Our World
Learning objective 8.2.3.1(8.L3) Understand with little or no support most of the details of
an argument in extended talk on a wide range of general and curricular
topics
Assessment criteria • Recognise detailed of an argument in extended conversation
with or without support
Level of thinking skills Knowledge and comprehension

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

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
Photography is my hobby. I can’t even remember the first time I picked up a camera. I think

22
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
 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 • Raise awareness about cultural diversity trough reading and
discussion
• 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

Level of thinking skills Application

Higher order thinking skills

Task 1. Answer these questions. Compare different houses of different cultures and express your
opinion. Do not forget to use the correct form of the adjective comparison.
Teacher can organize learners’ work in pairs.
Useful phrases:
I think to live in a … is very…
- Where did Kazak people live in the past?
I would never like to live in ….
- Who might live there or might have lived I would rather prefer to live in a … than in
there? a….
- Why do you prefer that type of house to I would never like to live in a…
another? I can’t stand living in a…
- Would you like to live in such a house? There might be some problems such as….
In such types of houses it is very difficult
to …
Task 2. Find out more interesting facts about
houses of different cultures using degrees of comparisons.

24
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 learrner
Task 1 • answers the questions;
• uses useful phrases in speech;
Task 2 • applies the rule;
• uses appropriate form of adjectives;
• presents opinion clearly.

25
 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 main ideas in extended talks

Level of thinking skills Knowledge and comprehension

Task 1. Fill in the gaps with no more than three words.

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:

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

Answer keys:
Task 1. 1. than one job; 2. at twelve; 3. more competitive; 4. quite strict; 5. question a teacher; 6.
three or four.
Task 2. 1. True; 2. False; 3. False; 4.True; 5.True; 6.False.

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

26
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
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, 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.

27
 Unit Daily Life and Shopping
Learning objective 8.4.2.1(8.R2) Understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including some
extended texts
Assessment criteria • Realize 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 or False.

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

Descriptor A learner
• reads the text;
• defines the information as True and False.

28
 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 • Recognise detailed information in a short conversation with
some or no support support
Level of thinking skills Knowledge and comprehension

Task. Completes the sentences. Choose the correct answer. It can be more than one answer for
the question.
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.
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

29
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
• demonstrates understanding of details of an argument;
• chooses the right information;
• completes the task correctly.

30
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 1. 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.

31
Task 2. Summarize the text by completing the mind map.

Descriptor A learner
Task 1 • reads the text;
Task 2
• completes the mind map with the information from the text.

32
 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 and consider them

Level of thinking skills Application

Higher order thinking skills

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

Descriptor A learner
• discusses questions with a partner;
• uses subject-specific vocabulary;
• uses grammatically correct sentences;
• presents different ideas on topic.

33
 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
Level of thinking skills Knowledge and comprehension
Assessment criteria • Recognise details in a given argument related to the topic.
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 and mark the sentences as True or False.
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. _____________

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.

Answer keys:
Task1. 1 e 2 f 3 b 4 c 5 g 6 d 7 a
Task2. 1. True; 2. False; 3. True; 4. True; 5. False.

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

34
 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
• Apply the rule for compound adjectives and adjectives as
participles and some comparative structures including not
as…as, much …than in practice.
• Demonstrate the ability to write grammatically correct
sentences on familiar topics
Level of thinking skills Application

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

Task 2. Write “A Day in the Life” of your partner. You should use the information you got from
your partner as a springboard, but you should use their 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 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
 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 • Realize particular facts and parts in reading passage

• Apply regular and irregular adverbs and comparative degree
structures accurately
Level of thinking skills Knowledge and comprehension
Application

Task 1. Read the excerpt from a discussion between the professor of a business class and a guest
speaker. Notice the words in bold. Read each statement. Teacher should pay attention to the
usage of comparative degree adjective/adverb structures
Online Reviews: ★ or ★★★★?
Professor: So, Dennis, what changes have you seen in marketing recently?
Dennis: Well, as you know, customers love to post online reviews of products these days.
These reviews are now just as important as traditional advertising. Maybe even
more important. TV advertising is as useful as it was before, of course. On the
other hand, newspaper ads are much less effective than they used to be.
Professor: Hmm. That’s interesting. . . . I’ve spoken to some marketing people who aren’t as
positive as you are about online reviews.
Dennis: Really? I’m surprised. There are certainly some concerns with online reviews. For
example, satisfied customers are less likely to write reviews than people who
have had a problem. This means there might be more negative reviews than
positive ones. But online shoppers are wiser now. A few negative opinions are
not as harmful as they used to be. Also, the positive reviews can be as valuable
as ads. If a customer loves a product, he or she will endorse it just as
enthusiastically as a TV ad does!

Circle TRUE or FALSE.

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

Task 2. Complete each sentence with as…as and the adverbs in brackets. You should change
adjective 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.
4. Microwave ovens work_____________ (good) regular ovens.
5. Motorcycles go __________ (fast) cars.
6. A smartphone send messages _________ (quick) a laptop.

36
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)

Answer keys:
Task 1.
1. False; 2. True; 3. True; 4. True; 5.False; 6. False

Task 2.
1. I drive as carefully as you do.
2. Mark plays the guitar as well as Nancy does.
3. He shops online as frequently as I do.
4. Microwave ovens work as well as regular ovens.
5. Motorcycles go as fast as cars.
6. A smartphone send messages as quickly as a laptop.
7. My mother speaks English as well as my father.
8. Gabi goes shopping as often as Linda.

Task 3.
1. My son doesn’t visit us as frequently as my daughter.
2. Tom runs less fast than Steven.
3. This old fan works less efficiently than the new fan.
4. Adam doesn’t exercise as frequently as he used to.
5. The new tablet starts up less quickly than the old one.

Descriptor A learner
Task 1 • reads the text;
• circles True and False for the sentences;

Task 2 • demonstrates the usage comparative degree adverb structures

accurately;
• completes sentences correctly;
Task 3 • changes sentences with comparative degree adverb structures
correctly;
• rewrites sentences.

37
 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 with some support
• Insert punctuation marks into a written text
• Analyze given feedback
• Form opinion and give constructive answers to feedback

Level of thinking skills Application

Higher order thinking skills

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

Task 2. Write down five things you think your partner would do if he/she had an extra day in the
week. When you have finished writing your sentences you should read them to your partner, for
example: “If you had an extra day, I think you’d spend more time with your children.” 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 students 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.

Descriptor A learner
Task 1 • gives information about activity;
• gives examples;
Task 2 • makes up 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;
• inserts punctuation marks and capitalization into the text;
• proof-reads the text;
• gives feedback to partner’s work.

38
 Term 2

Unit: Entertainment and Media

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

Assessment criteria • Figure out the content of a conversation with some support in
extended talk
• Interact in a pair, group and whole class work presenting logically
connected information with ideas of others people
• Make a clear plan of writing; Write a text; Check the written draft
• Analyze given feedback
• Form opinion and give constructive answers to feedback

Level of thinking skills Application

Higher order thinking skills

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

Answer the questions:

• What forms of entertainment are available where you live?
• What forms of entertainment are popular with young people in your country?
• Young people generally enjoy different kinds of entertainment than older people. Why do
you think that is?
39
 • 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

Task 3. Write a short passage about entertainment in your hometown.

Teacher should encourage learners to use phrases from the board.
• 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.

Answer keys:
Task 2.
1) a 6) c
2) c 7) a
3) a 8) b
4) a 9) b
5) b 10) a

Descriptor A learner
Task 1 • names the activities on the pictures;
• asks and answers the questions;
• discusses the answers;
Task 2 • chooses an appropriate picture;
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 to partner;
• provides feedback to partner’s work.

40
 Unit Entertainment and Media
Learning objective 8.4.2.1(8.R2) Understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including some
extended texts
Assessment criteria • Realize particular facts and parts in reading passage
Level of thinking skills Knowledge and comprehension

Task. Predict the text. Then read the text.

Cave People coming our way

A new reality TV show called Cave People will be on our

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

Answer the questions.

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

Answer keys:
1. The contestants of the programme will be twelve celebrities.
2. They will live in a cave in the mountains of Wales.
3. Each contestant will be allowed to take one personal item.
4. There will be clips on TV six times a day.
5. Viewers will vote each week.
6. The prizes for the winner 1,000,000 pounds for charity and a recording contract for a CD.
Descriptor A learner
• reads the name of the text;
• gives a prediction about the text;
• reads the text;
• answers the questions.

41
 Unit Entertainment and Media
Learning objectives 8.5.6.1(8.W6) Link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general topics
and some curricular topics
8.5.7.1(8.W7) Use with minimal support appropriate layout at text
level for a range of written genres on familiar general and curricular
topics

Assessment criteria • Connect sentences into paragraphs with basic connectors and
linking words with some support
• Write a text keeping the layout and format of a given genre
with a little support

Level of thinking skills Application

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

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

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

Descriptor A learner
Task 1 • draws Venn diagram;
• fills in Venn diagram with information about media;
• revises the structure and features of comparison essay and

42
 topical vocabulary;
Task 2 • writes a comparison essay about media;
• gives and appropriate heading to the essay;
• demonstrates the ability to present arguments;
• connects sentences into coherent paragraphs;
• spells the topic vocabulary correctly;
• follows the structure of comparison essay.

43
 Unit Entertainment and Media
Learning objectives 8.1.9.1 (8.C9) Use imagination to express thoughts, ideas, experiences
and feelings
8.6.1.1(8.UE1) Use some abstract nouns and complex noun phrases on
a range of familiar general and curricular topics
8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular topics
8.5.4.1(8.W4) Use with some support style and register appropriate to
a variety of written genres on general and curricular topics

Assessment criteria • Convey fantasy ideas including emotions and senses

• Apply some abstract nouns and complex noun phrases in the
context
• Make a clear plan of writing; Write a text; Check the written
draft
• Write a text using appropriate style and plan of a given genre
with some support
Level of thinking skills Application
Higher order thinking skills

Task. Write a plan for an adventure story with the title: How did I manage to get into so much
trouble? Outline what each paragraph should contain and note down some relevant vocabulary for
each paragraph.
Criteria for writing:
- give a title to your story
- write a plan for your story
- use some abstract nouns/ complex noun phrases
- use Past tenses
- convey your fantasy ideas
- proof-read you story (grammar and spelling)

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

44
 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 and past tenses, including
some passive forms in the context
• Demonstrate the ability to ask a variety of questions in different
tenses and modal forms

Level of thinking skills Application

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

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

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

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

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

Anserws keys:
1.Castle fire
1. was discovered; 2.was injured; 3. be rescued; are believed to have been destroyed; 5 is known.
2.Shop Robbery
1. was forced; 2. being threatened; 3. had been stolen; 4. was later found; 5. had been

45
 abandoned; 6. has been arrested; 7. is still being questioned.
3.Road delays
1. is being resurfaced; 2. are asked/ are being asked/ have been asked; 3. is expected; will be
closed; 5. will be diverted.
4.Accident
1. was taken; 2. was allowed; 3. was blocked; 4. be diverted; 5. have been killed.
Descriptor A learner
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;
• answers partner’s questions. .

46
Unit Entertainment and Media
Learning objective 8.6.14.1(8.UE14) Use some prepositions before nouns and
adjectives; use prepositions as, like to indicate manner; use
dependent prepositions following adjectives on a range of familiar
general and curricular topics
Assessment criteria • Use prepositions before nouns and adjectives;
• Use as, like to indicate manner;
• Use dependent prepositions after adjectives
Level of thinking skills Application

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

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

1. I am so excited about/with the upcoming concert!

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

Answer keys:
1. about
2. of
3. about
4. with
5. about
6. at
Descriptor A learner
• applies the rule;
• chooses the right preposition.

47
 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
Level of thinking skills Knowledge and comprehension

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

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

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

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

3. Why did Mike start exercising?

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

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

Answer keys:
Task 1.D; 2.B; 3.D; 4.C.

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
• identifies and selects an appropriate answer;
• completes the task.

48
 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

• Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Level of thinking skills Application
Higher order thinking skills

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

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

the history of the sport

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

Descriptor A learner
• prepares short presentation about sport;
• uses topical vocabulary;
• includes information about the history of sport;
• includes information about where the sport is popular;
• includes information about the rules and equipment of the sport;
• includes information about famous people in this sport;
• conveys ideas clearly;
• demonstrates well-reasoned speech;

49
 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 • Recognise details in a given argument related to the topic
Level of thinking skills Knowledge and comprehension

Task 1. Read the text.

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

Eat Healthy, Get An Energy Boost!

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

Staying
hydrated is
important.

You can find calorie information

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.
It is important to eat well. To do this, you just have to follow a few simple rules. Scientists

50
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

Answer keys:
1. B; 2.C; 3.D; 4.A.
Descriptor A learner
• reads the text;
• selects an appropriate information;
• answers the questions.

51
Unit Sport, Health and Exercise
Learning objective 8.4.2.1(8.R2) Understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including some
extended texts

Assessment criteria • Realize particular facts and parts in reading passage

Level of thinking skills Knowledge and comprehension

Task 1. Read the text and write if the following sentences are True or False.
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. ______________

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.

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

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

52
 4. …. is the favourite summer sport.
A) Cricket
B) Rugby
C) Football

Answer keys:
Task 1:1. True; 2. False; 3. False; 4.True
Task 2: 1C; 2B; 3B; 4.A.

Descriptor A learner
Task 1 • reads the text;
• writes True and False next to the sentences;
Task 2 • chooses the appropriate information;
• completes the tasks correctly.

53
 Unit Sport, Health and Exercise
Learning objective 8.3.6.1(8.S6) Link comments with some flexibility to what others say
at sentence and discourse level in pair, group and whole class
exchanges
Assessment criteria • Interact in a pair, group and whole class work presenting
logically connected information with ideas of others people

Level of thinking skills Application

Task 1. Choose a partner and interview him/her. Answer your partner’s questions. You may
choose between two topics ‘Sport’ or ‘Health’.
Learner A
1. Why are some people not interested in sport?
2. Do you prefer playing or watching sports?
3. How often do you read sports news?
4. Would you like to play sport for a living?
5. Do you have good or bad experiences with sports at school?
6. How many hours of sport a week should children do at school?
7. What are some sports you like watching? Why?
8. Do you prefer watching sports at the stadium, at home on TV, or in a bar on a giant
screen?
Learner B
1. Why do so many people like sport?
2. What is your country’s national sport? Do you like it?
3. Do you play any sports these days? If not, how do you get exercise?
4. Which is the most dangerous sport? What kind of injuries occur when people play it?
5. Is sport an important part of education? What does it teach us?
6. Who is your all-time favorite sportsperson?
7. What do you think about crazy sports fans? Do you dress up to support your team?
8. What are blood sports and extreme sports? Do you like them?
Learner A
1. Are you a healthy person? How often do you get sick?
2. What are the best ways to avoid getting sick?
3. Do you take vitamins? Do they really help people, or do they just have a placebo effect?
4. How often do you get a medical check-up? How often should people get a check-up?
5. Do you ever wear a face mask in public? Do you wear it to protect yourself or others?
6. What foods are good for your health? How important is a person’s diet to keeping them
healthy?
Learner B
1. What healthy habits do you have (such as washing your hands before eating)?
2. Have you ever broken a bone? What happened?
3. Kids get injured often and seem to recover quickly. How well do you recover from bumps
and bruises these days?
4. Do you trust doctors? Completely? Why or why not?
5. Who is the healthiest person you know? What do they do to stay healthy?
6. What is more important to take care of: mental health or physical health?

Descriptor A learner
• asks and ansers the questions;
• illustrates the ability to express ideas clearly;
• demonstrates an ability to make an appropriate utterances.

54
 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 with some support
• Differentiate between if/unless in first conditional clauses;
between defining relative clauses with which who that where

Level of thinking skills Application

Higher order thinking skills
Task. Write the article for the school magazine, explaining why your town needs a new sport
club.
Criteria for writing:
- make up an appropriate heading
- develop coherent arguments
- connects sentences into coherent paragraphs
- spell the topic vocabulary correctly
- use second conditional clause

Descriptor A learner
• writes the article;
• demonstrates the ability to present arguments;
• uses interesting heading;
• uses linking words to connect sentences into coherent
paragraphs;
• spells the topic vocabulary correctly;
• uses second conditional clause.

55
 Unit Sport, Health and Exercise
Learning objective 8.6.8.1(8.UE8) Use a growing variety of future forms including present
continuous and present simple with future meaning on a range of
familiar general and curricular topics
Assessment criteria • Demonstrate the ability to use future forms including present
continuous present simple with future meaning in the context
Level of thinking skills Application

Task. Use suitable Future Forms of the verbs in brackets.

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.

Answer keys:
1. I will not tell anyone your secret.
2. Are we meeting at the restaurants this Saturday?
3. We will not have saved enough money to buy a new car by March.
4. Real Madrid has scored a new goal. They are going to win the football match.
5. My father and I are watching the new TV series tonight.
6. This time next week, I will be sunbathing on the beach.
7. I am seeing the doctor Thursday morning.
8. Hurry up! By the time we arrive to the cinema, the film will have started.
9. This time next month, we will be skiing in the Pyrenees.
10. It is cold here. I will close the window.

Descriptor A learner
• uses verbs from the brackets in future forms;
• illustrates knowledge of the future tenses.
• completes the task correctly.

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

Assessment criteria • Apply topic related vocabulary in speech appropriately

arranging words and phrases into well-formed sentences.
• Interpret the information to identify the author’s attitude and
opinion
• Make a clear plan of writing; Write a text; Check the written
draft
• Write sentences about real and imaginary past events
connecting sentences into paragraphs
• Demonstrate the ability to write grammatically correct
sentences on familiar topics

Level of thinking skills Knowledge and comprehension

Application
Higher order thinking skills

Task 1. Match each idiom to its definition (A-G).

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

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

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

Ade Adepitan was born in Nigeria in 1973. As a child, he contracted Polio, which left him

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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 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 email (grammar and spelling)
Answer keys:
Task 1
1. C; 2. E; 3. A;4. F; 5. B; 6. G; 7. D
Task 2
1) Against all odds
2) give it his best shot
3) run for their money
4) won hands down
5) throw in the towel
6) one trick pony
7) the ball is in their court
Descriptor A learner
Task 1 • matches idioms with their definitions;
• completes the task correctly;
Task 2 • fills in the gaps with an appropriate idiom from Task 1;
Task 3 • writes a plan for his/her narrative;
• expresses some creative reasoning;
• uses the idioms;
• spells the topic vocabulary correctly;
• checks written work for grammar and spelling errors.

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 Unit Sport, Health and Exercise
Learning objectives 8.2.4.1 (8.L4) Understand with little or no support most of the
implied meaning in extended talk on a range of general and
curricular topics
8.3.6.1(8.S6) Link comments with some flexibility to what others
say at sentence and discourse level in pair, group and whole class
exchanges
Assessment criteria • Recognize the content of an extended conversation using
some supporting information
• Interact in a pair, group and whole class work presenting
logically connected information with ideas of others people

Level of thinking skills Knowledge and comprehension

Application

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

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

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Answer keys:
The order should be j,f,e,a,h,i,g,d,c,b.

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

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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.
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 • predicts the story using the pictures;
• arranges the picture in the right order;
Task 2 • retells logically connected story in pair work.

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