3 English Plus 7 FA 2022-2023

ENGLISH PLUS
(Ben Wetz, James Styring, Nicholas Tims)

OXFORD UNIVERSITY PRESS
Formative Assessment
A collection of tasks
(Methodical recommendation)
English
Grade 7
TERM 1
Unit 6: Hobbies and leisure
Lesson 1: Time and numbers
Learning objective 7.3.7.1- use appropriate subject-specific vocabulary and syntax to

talk about a growing range of general topics, and some curricular
topics
Assessment criteria Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Level of thinking skills Knowledge and comprehension
Application
Task 1. Write T for time words or N for number words.

a dozen N.
1 a second 8 a year
2 naught 9 a day
3 a century 10 a billion
4 a half 11 a week
5 a millennium 12 a quarter
6 a couple 13 a hundred
7 a thousand 14 an hour
Task 2. Match the numbers 1–5 with the number words a–e.
1___ 2___ 3___ 4___ 5___
1 1/4 a nought
2 /2
1
b a couple
3 0 c a quarter
4 2 d a dozen
5 12 e a half
Task 3. Complete the sentences. Write the time words.

1 There are ten years in a __ __ __ __ __ __.
2 There are 24 hours in a __ __ __.
3 There are sixty __ __ __ __ __ __ __ in a minute.
4 There are a thousand years in a __ __ __ __ __ __ __ __ __ __.
5 There are a hundred years in a __ __ __ __ __ __ __.
Descriptor:
A learner:
puts words into two categories according to the meaning of words;
matches the columns;
writes appropriate words to complete sentences.
TERM 1
Unit 6: Hobbies and leisure. Lesson 2: Superstitions
Learning objective 7.4.2.1--understand specific information and detail in texts on a

range of familiar general and curricular topics
Assessment criteria Identify particular information and details in reading passage
Application
Task 1. Read the text and answer the questions.

Superstitious Beliefs: Why do people believe in superstitions?
By their very definition, according to Merriam-Webster, superstitions are nonsensical: “A
belief or practice resulting from ignorance, fear of the unknown, trust in magic or chance, or a
false conception of causation.” In other words, a superstition is “an action that is inconsistent
with science,” Stuart Vyse, a psychologist and professor at Connecticut College, told CBS.
Still, for a set of supposedly irrational beliefs, superstitions have a surprisingly large
following. An estimated 17 to 21 million people in America. are afraid of Friday the 13th, 74
percent of those in the U.K. say they knock on wood to avoid bad luck, and 13 percent of
Americans cringe at the sight of a black cat.
So why does more than 50 percent of the country, as per a recent Gallop poll, consider
themselves superstitious? And why, even when people don’t truly believe superstitions can
impact our fate, do they continue to participate in them?
For one, superstitions have been ingrained in our lives since the very beginning. “People
teach them to us when we’re young,” Vyse, the author of Believing in Magic: The Psychology of
Superstition, told Life Hacker. Secondly, they can be a soothing control mechanism. “We live in
a world where you can’t always control the outcome,” says Vyse. “Superstitions tend to emerge
in those contexts. You do everything you possibly can to ensure that things will work out.”
Together, those two factors have made a very real impact.
1 Superstitions are also a result of people’s “false conception of causation.” What does the
phrase “false conception of causation” mean?
a) a misconception of certain words
b) wrong idea about what causes things to happen
c) wrong understanding of some superstitious beliefs
d) an error in some concepts
2 Superstitious beliefs can be explained by logic and scientific explanations.
a) True
b) False
c) Maybe
3 The word “Cringe” in paragraph 2 is also synonymous to which of the following words?
a) Shy
b) Angry
c) Creep
d) Tremble
4 Why are people afraid of Friday the 13th?
a) Something bad always happens during Friday the 13th
b) The weather is always rough during Friday the 13th
c) People get depressed during Friday the 13th
d) People don’t get enough salary during that day
5 People still believe in superstitions because .
a) it’s a part of who they are
b) it's part of their culture
c) it’s their way to control strange situations
d) All of the above
Descriptor:
A learner:
reads the text;
chooses the appropriate answers.
TERM 1
Lesson 3: Will, won’t
Learning objective 7.6.8.1- use a growing variety of future forms including present
continuous with future meaning on a range of familiar general and
curricular topics
Assessment criteria Demonstrate the ability to use future forms including present
continuous with future meaning in the context
Application
Task 1. Complete the sentences with will or won’t and the verbs in brackets. Then match
with the correct picture. There is one odd one out picture.
Descriptor:
A learner:
illustrates knowledge of the future tense with will for predictions.
TERM 1
Lesson 4: Adjectives: characteristics

topics
Application
Task 1. Find opposite pairs of adjectives given. Write them.

big-headed * confident * dishonest * foolish * generous * hard-working * honest * lazy * mean
* modest * quiet * sensible * shy * talkative
Task 2. Find the adjectives in the previous exercise that have the same meaning as 1-4.
1 arrogant
2 silly
3 practical
4 peaceful
Task 3. Complete the sentences with some of the personality adjectives in exercises 1 and 2.
1 My sister always buys me a nice birthday present. She’s very … .
2 My brother loves going to parties and meeting people. He isn’t … .
3 Some people think they are the best at everything. They’re … .
4 When Jim has a problem, he always chooses the best solution because he's … .
5 She studies a lot and tries to pass her exams. She's … .
6 He always tells the truth. He’s … .
7 Cycling at night without any lights is a … thing to do.
8 He never does any work. He’s very … .
9 My sister loves chatting to people. She’s … .
10 My mum is really clever but she never talks about it. She’s … .
Task 4. Choose the correct answers.

1 If you work hard and you’re … , one day you'll be president.
a mean b arrogant c ambitious
2 If you’re … with your money, you'll be rich but you won’t be happy.
a shy b outgoing c mean
3 If you are … , you'll enjoy spending your money on your friends and family.
a negative b generous c modest
4 If you are … , you won’t enjoy meeting new people.
a friendly b outgoing c shy
5 If you work with small children, you’ll need to be … .
a arrogant b patient c modest
6 If you are … when you drive, you’ll probably have an accident.
a serious b moody c impatient
7 You won’t be popular if you aren't … .
a friendly b serious c negative
8 You'll make everyone unhappy if you're … at the party.
a positive b generous c moody
9 People will think you are very … if you never smile.
a serious b peaceful c ambitious
10 If you are … with people, they will help you when you need it.
a easy-going b helpful c practical
11 You can think of many interesting things if you’re … .
a creative b mean c generous
12 If you are … about life, you'll always be happy.
a outgoing b shy c positive
Descriptor:
A learner:
uses appropriate subject-specific vocabulary;
writes appropriate words to complete sentences;
chooses the appropriate answers.
TERM 1
Lesson 6: First conditional
Learning objective 7.6.17.1- use if / unless in first conditional clauses; use defining
relative clauses with which who that where on a wide range of
familiar general and curricular topics
Assessment criteria Differentiate between if/unless in first conditional clauses; between
defining relative clauses with which who that and where
Application
Task 1. Match 1-6 with a-f to make a sequence. Then complete the sentences with the
correct form of the verbs.
1 If it … (rain), a she … (need) to practise every day.

2 If she … (not go) out, b she … (want) to be a pop star.
3 If she … (watch) Star Pops, c she … (not go) out.
4 If she … (want) to be a pop star, d I … (get) a headache.
5 If she … (not practise) every day, e she … (watch) Star Pops.
6 If she … (not improve), f she … (not improve).
Task 2. Write the conditional questions. Then write true answers for you.
1 what / you do / if / it be sunny / on Sunday
2 if/you not see / your friends on Saturday / what / you do
3 what / your teacher do / if / you arrive late / for class tomorrow
4 what / you study / if / you go to university
Task 3. Jill and Sue are waiting at the bus-stop. They are on their way to the cinema.
Complete their story. Use the end of the previous sentence to make the beginning of the
next sentence.
Oh dear, the bus is late.
1 If the bus doesn’t arrive soon, we’ll be late.
2 If ………. late, we’ll miss the beginning of the film.
3 If ………………… the film, we won’t understand the story.
4 If ………………… the story, we’ll be bored.
5 If …………………, we’ll probably fall asleep.
6 If …………………, we’ll miss the end of the film.
Let’s not go to the cinema.
Descriptor:
A learner:
makes up sentences with the first conditional.
TERM 1
Lesson 7: A future survey
Learning objective 7.3.1.1- use formal and informal registers in their talk on a limited
range of general and curricular topics
7.3.5.1- keep interaction with peers to negotiate, agree and
organise priorities and plans for completing classroom tasks
Assessment criteria Apply the difference between formal and informal speech in a talk
Demonstrate the ability to participate in a conversation
Application
Higher order thinking skills
Task 1. Complete the dialogue with the words given. Then practise the dialogue.
definitely not disagree me think
think probably
A Can I ask you a question? I’m doing a survey.

B Yes, OK.
A Do you (1) ________________ that people will be happier in the future?
B Let (2) ________________. No, (3) ________________. I don’t think people will be happier,
because I think they will have more problems. What about you?
A Well, I (4) ________________ with you. I think that people will (5) ________________ be
happier, because they’ll be richer and they’ll have bigger houses and better food.
Task 2. You are doing a survey and want to ask your partner the question: Will people live
longer in the future?
A ask your partner if you can ask them a survey question
B agree
A ask the question
B respond and give a reason for your opinion
A explain your answer to the survey question and give a reason for your opinion
Descriptor:
A learner:
completes the dialogue with suitable words;
shows the ability to work in a pair;
uses informal and formal registers in speech;
discusses questions with a partner;
demonstrates an ability to make an appropriate utterances.
TERM 1
Lesson 8: A report on a survey
Learning objective 7.5.1.1-plan, write, edit and proofread work at text level with some
support on a range of general and curricular topics
Assessment criteria Make a clear plan of writing; Write a text; Check the written draft
Application
Task 1. Write a report on a survey called ‘Schools in the future’. Use the information and
the paragraph plan to help you.
1 Will schools be better? Yes 42% No 58%
2 Will students still learn in a classroom? Yes 62% No 38%
3 Will there be more exams? Yes 30% No 70%
4 Will exams be harder? Yes 25% No 75%
5 Will students do all their homework on computers? Yes 100% No 0%
Paragraph 1: Introduction - What was the topic of the survey? What was the general opinion?
(question 1)
Paragraph 2: Schools in the future - What did people think about exams and studying at home?
(questions 2–4)
Paragraph 3: Exams and homework in the future - What thing did everybody say about schools
in the future? (question 5)
Descriptor:
A learner:
writes a survey;
presents ideas clearly in written form;
follows the structure of a survey;
uses topic related words correctly;
uses linking words.
TERM 1
Lesson 9: Hobbies and leisure
Learning objective 7.2.6.1-deduce meaning from context with little support

in extended talk on a limited range of general and
curricular topics
Assessment criteria Figure out the content of a conversation with some support in
extended talk
Application
Task 1. CD. Read the Hobby ideas web page. Use the words below to complete the posts
about hobbies. Then listen and check.
blog * cakes * coins * deep sea fishing * golf * online * to the gym * videos
I’d like to take up a new hobby in my tree time, but I don’t know what to do. Do you or does
anyone you know have an interesting hobby? Please share your ideas!
LEAVE A MESSAGE
Tom - 1 minute ago
My uncle has got a boat and we sometimes go 1
deep-sea fishing in the summer Last time we
caught a realty big fish! It’s fun, but it’s hard
work! I also go 2 … twice a week. I like keeping
fit.
Suzy – 7 minutes ago
I'm interested in birds and I write a daily 3 ….
About the birds that I see. My brother has got a
good video camera and he sometimes makes 4 …
of the birds and I post them online.
Helen - 20 minutes ago
My dad collects old 5 … . He’s got about 150! My
grandmother bakes 6 … . They’re delicious!
Phil - 1day ago
My cousins play 7 … . They’re realty good at it!
They travel all around the country to enter
competitions. They go 8 … to find out about the
different competitions.
Descriptor:
A learner:
identifies and selects an appropriate answer;
completes the task.
TERM 1
Unit 2: Communication and technology
Lesson 14: Everyday objects

topics
Application
Task 1. Complete the crossword with everyday objects.
Task 2. Complete the sentences with everyday objects from the list. There are some extra
words.
bag * bus pass * clothes * ID card * jewellery * key ring * keys * laptop * make-up *
mobile phone * money * mp3 player * purse * sunglasses * ticket * wallet * watch
1 I've got 2,000 songs on my … .

2 I'm wearing my favourite … this morning: a white shirt and a dark blue skirt.
3 It’s very sunny today. I'm wearing my … .
4 I've got my photo, my name and my address on my … .
5 I sometimes watch DVDs on my … .
6 I’m catching the train at one o'clock. I’ve got a … .
7 I don't want to buy a bus ticket every day. I've got a … .
8 I can’t open the front door! I haven't got my … .
9 I want to call a friend but I haven’t got my … .
10 I want to buy some new jewellery but I haven't got much … on me.
Descriptor:
A learner:
writes appropriate words to complete sentences.
TERM 1
Unit 2: Communication and technology. Lesson 15: People's possessions
Learning objective 7.6.13.1-use a variety of modal forms for different functions on a

Assessment criteria Apply modal verbs for different purposes
Application
Descriptor:
A learner:
completes sentences using modal verbs.
TERM 1
Lesson 16: Present simple: affirmative and negative
Learning objective 7.6.9.1-use appropriately a variety of active and passive simple

present and past forms and past perfect simple forms on a range of
Assessment criteria Use simple present and past forms including past perfect tenses in
active and passive voice
Application
Task 1. Complete the sentences with the correct form of the verbs below.
not know * not live * not read * not watch * play * study * work
My parents work in a bank.
1 Tom’s favourite interest is sport. He … football and volleyball.
2 My dad and I … American films. We prefer French films.
3 Cathy’s house is near a bus station, but she … near a train station.
4 Jameela … English and French at school.
5 He likes books, but he … comics.
6 I … the answer to any of these questions.
Task 2. Write three positive sentences and three negative sentences about you and your
best friend. Choose six of the verbs below.
finish * go * hang out * have * know * like * live * study * wake up * watch
We hang out at the mall every Saturday. 

1 My best friend __________ . 
2 I __________. 
3 We __________. X
4 My best friend __________. X
5 My best friend __________. 
6 I __________. X
Descriptor:
A learner:
uses the present simple forms accurately.
TERM 1
Lesson 17: Free-time activities

topics
Application
Task 1. Complete the dialogue with the words given.

comics * computer games * DVDs * English * friends * books * mp3 player * the cinema
A What do you do in your free time?

В Oh, I listen to my 1 … and watch 2 … .
A What else do you do?
В Oh, I read history 3 … . I love history.
A Do you play 4 … ?
В No, I hate them.
A Have you got a hobby?
В Yes, I collect Spider-Man 5 … .
A What do you do after school?
В I study 6 … at a private school.
A When do you meet your 7 … ?
В In the evening.
A What do you usually do with them?
В We often go to 8 … .
Task 2. Complete the sentences with the correct form of the verbs in the box.
collect * go(x2) * meet * surf * take
1 Let's … shopping. We can buy some make-up.
2 When I’m on holiday, I always … a lot of photos.
3 My cousins live in our street. I sometimes … them when I go out.
4 Do you often … the internet?
5 My brother … children’s comics.
6 Do you want to … cycling on Saturday?
Descriptor:
A learner:
chooses the right words from the box and completes sentences.
TERM 1
Lesson 18: Present simple: questions
Learning objective 7.6.5.1-use questions which include a variety of different tense on

a range of familiar general and curricular topics
7.6.9.1-use appropriately a variety of active and passive simple
Assessment criteria Demonstrate the ability to ask a variety of questions in different
tenses
Use simple present and past forms including past perfect tenses in
Application
Task 1. Read the text about three friends. Then complete the interview with Andy. Write
three questions and short answers in the present simple.
Andy, Mike and Emma are friends. Andy likes sport, especially football, but Mike and Emma
never play sport. Mike and Emma love shopping, but Andy hates it! Mike and Emma are very
good at languages, and they speak English, Spanish and Italian. Andy only knows English. Andy
and Mike like TV, but Emma doesn’t watch it.
Interviewer Do you play football?

(you / football)
Andy Yes. I do.
1 Interviewer _______________?
(Emma / tennis)
Andy _______________
2 Interviewer _______________?
(Mike / shopping)
Andy _______________
3 Interviewer _______________?
(Mike and Emma / three languages)
Andy _______________
4 Interviewer _______________?
(you / Spanish)
Andy _______________
5 Interviewer _______________?
(Emma / TV)
Andy _______________
6 Interviewer ?
(you and Mike / TV)
Andy _______________
Task 2. Write questions for the underlined information. Use question words.
What do you do at weekends?
At weekends, I get up late, and I relax at home.
1_______________?
I get up at 6 o’clock.
2_______________?
She visits her grandparents every month.
3_______________?
They play tennis twice a week.
4_______________?
I enjoy pop music. I don’t enjoy piano music.
5_______________?
She lives near the park.
6_______________?
He gets to school by bus.
Descriptor:
A learner:
forms a variety of questions correctly;
writes with grammar accuracy.
TERM 1
Lesson 19: Asking for and giving opinions
Learning objective 7.3.3.1- give an opinion at discourse level on a growing range of

general and curricular topics
Application
Task 1. Complete the dialogue with the expressions. Then practise the dialogue.
Don’t you like it I can’t stand Not much it’s OK do you reckon
A Hey, look at this T-shirt. What (1) ______________________________?

B Not much, really. It’s not very fashionable.
A Oh. (2) ________________________________ ? I think it’s really nice.
B Well, (3) _______________________________, I suppose, but I don’t really like the colour.
What about this jumper? Do you like it?
A (4) _______________________________. I don’t think it’s fashionable. And it’s red, and
(5) ________________________________ red!
B Oh, well. It’s good that we don’t all like the same clothes!
Task 2. Imagine you are in a clothes shop.

A ask your partner to look at some clothes
B give your opinion of the clothes
A respond
B show some different clothes
A give your opinion
B respond
Descriptor:
A learner:
TERM 1
Lesson 20: An internet profile
Learning objective 7.5.1.1-plan, write, edit and proofread work at text level with
some support on a range of general and curricular topics
Application
Task 1. Read the information about Gemma Wilson. Then write a profile about her. Use
the questions to help you.
home: York, UK
description: tall, slim, confident
likes: music, reading
dislikes: computer games, football
wants to meet: somebody from the USA or the UK, 13–16 years old
1 Who is she and where is she from?

2 What is she like?
3 What does she like?
4 What doesn’t she like?
5 Who does she want to meet?
Descriptor:
A learner:
writes an internet profile;
follows the structure of a profile;
uses linking words.
TERM 1
Lesson 21: Communication and technology
Learning objective 7.1.9.1-use imagination to express thoughts, ideas, experiences

and feelings
7.10.1.1-use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Assessment criteria Convey opinions, notion, experiences and feelings creatively
Consider different perspectives on the world orally or in a written
form
Application
Nowadays there are millions of apps for your mobile phone. Most of them are very and
they can be very useful. We have applications for many different uses such as checking the
weather, manage your shopping list, meet people or organize your day. You can even use them
to learn English by downloading dictionaries or games like the ones from the British Council,
Duolingo or Babbel and compete with your friends. The advantages of these programs are many:
you can use them everywhere, they are attractive for teenagers, and they are very easy to use.
Task 1. Now you are going to become an app creator. Design your own app, its icon and
explain its use.
Name:
Icon:
Price:
Function:
Rating:
Descriptor:
A learner:
uses imagination to express thoughts, ideas, experiences and feelings;
presents information in full sentences.
TERM 2
Unit 2: Holidays and travel
Lesson 28: At home
Learning objective 7.1.1.1-use speaking and listening skills to solve problems

creatively and cooperatively in groups
7.2.1.1-understand with little support the main points in extended
talk on a limited range of general and curricular topics
7.3.7.1- use appropriate subject-specific vocabulary and syntax to
topics
Assessment criteria Discuss a problem in groups and suggest a solution to a problem
Identify the main idea in extended talks with little support
Apply topic related vocabulary in speech appropriately arranging
Application
Task 1. Match the rooms 1-5 and the furniture a-j. You can match each room more than
once.
1 bathroom a armchair
2 bedroom b bath
3 dining room c bed
4 kitchen d microwave
5 living room e mirror
f shower
g sofa
h washing machine
i wardrobe
j table
Task 2 CD. Listen to Rob and Cathy describing different rooms. Which rooms do they
describe?
bathroom * bedroom * dining room * kitchen * living room
Task 3. Draw the plan below in your notebook. Add eight pieces of furniture to the plan.
Then describe your plan to your partner. Listen and draw your partner's room.
Descriptor:
A learner:
matches the columns;
selects an appropriate answer;
presents 2-minute speech using the poster;
summarizes the information drawing the room.
TERM 2
Lesson 29: Seeing stars

Application
Task 1. Read what these celebrities are looking for in a home and match them with the
multi-million dollar Hollywood mansions. Then match them with the homes described
below. Write the letter.
Tom Brady- This American football player is Britney Spears is looking for a modern Spanish style
looking for a big house for his new family. home in LA. She likes the indoor/outdoor California
They want lots of rooms and fitness type home. ___
facilities. ___
Leo DiCaprio is looking for a modern house Taylor Swift is looking for a traditional, but not
with a multiple car garage and basketball Spanish, look and good security. She also wants
court. ___ accommodations for when her family visits her. ___
Katy Perry is looking for a large, tall house Jennifer Anniston wants lots of privacy, security and
with an Old Mediterranean style and land to surround her. She is looking for something
facilities for guests. ___ modern. ___
Justin Bieber is looking for something in the Ashton Kutchner is looking for something new and
traditional hacienda style in the Los Angeles spectacular. He likes lots of light and magnificent
area. ___ views. ___
A. $8.5 million 8,456 sq. foot B. Residential compound in C. This is a 22,000-square D. 9,400-square foot
home with 8,456 in Los Hollywood Hills, comprised foot custom-built manse in Hollywood Hills home. The
Angeles built in 2010. It has of two adjoining land the Brentwood house, with its floor-to-
an infinity pool, wine cellar, parcels (one purchased neighborhood of LA. The ceiling windows and
home theater and fireplace. from Madonna ) and touting new spread boasts eight cantilevered rooms and
It is the quintessentially a massive basketball court. bedrooms, a six-car garage, balconies overlooking Lake
California style home. It has a lagoon-shaped swimming Hollywood,
grand hallways, lots of light, pool, an elevator, a weight
room and a wine cellar.
E. A 2,800-square foot East F. 8,500-square foot mid- G. 8,835-square foot H. Six bedroom, seven
Coast traditional home with century modern house with Hollywood Hills home The bathroom hacienda-style
its gated entry, a guest house high gates on 3 acres with estate touts a three-story home tucked away in a
and a tennis court. vineyards. This 10,000 sq main house, a guest house celebrity-centric
foot home has 5 bedrooms, and an outdoor patio area development of Los
7 1/2 baths, a family room, with swimming pool and rock Angeles.
two living rooms (one with a features.
wet bar), a gym, a 3 car
garage and a motor court.
Descriptor:
A learner:
read the information;
demonstrates a good skill in matching the information.
TERM 2
Unit 2: Holidays and travel. Lesson 30: Present continuous: affirmative and negative
Learning objective 7.6.10.1-use present continuous forms for present and future
meaning and past continuous on a range of familiar general and
curricular topics
Assessment criteria Employ the rule for using present continuous forms for present
and future meaning and past continuous in the context
Application
Task 1. Complete the text about Jane and Mary who are in their office. Use the present
continuous of the verbs given. Sometimes the verb is negative.
write * drink * read * work * ring * listen * have * think * make * sing * ask * talk * stand * sit
10.30 a.m. Jane is in her office. She (1) is reading some letters and (2) … her replies. Her
secretary, Mary, 3 … some coffee. She (4) … a song.
10.40 a.m. Jane and Mary 5 … their coffee. Jane (6) … about her holiday plans, but Mary 7 …
to her. She 8 … about her new car. They 9 … at the moment; they 10 … their coffee break.
10.50 a.m. The telephone 11 … and that is the end of their break. Now it’s back to work.
10.55 a.m. Jane (12) … at her desk. She (13) … next to the window and 14 … some questions to
an important customer.
Task 2. Look at the picture and the description. Re-write the description to make it correct.
Steve is reading a newspaper. The children, Sam and Eric, are playing with a ball. They are both
wearing sunglasses. Pam is cooking chicken. She’s laughing because the smoke is getting in her
eyes. Jo is standing with her mother and is listening to music on her personal stereo. She is
eating an orange. Fred, the dog, is lying on the grass asleep.
1 Steve isn’t reading the newspaper. He’s reading a book.

2 Sam and Eric.................................................
Descriptor:
A learner:
uses the present continuous forms accurately.
TERM 2
Lesson 31: Housework

topics
7.6.10.1-use present continuous forms for present and future
curricular topics
Employ the rule for using present continuous forms for present and
future meaning and past continuous in the context
Application
Task 1. Read the definitions and write the activities. Use phrases from the list. There are
some extra phrases.
clean the car / the floor / your room clear the table
do the ironing / the shopping / the vacuuming / the washing-up
make breakfast / lunch / dinner / your bed / tidy your room / take out the rubbish /
the dog for a walk
1 You do this when the rubbish bin is full. …

2 You do this before you put the clean washing back in the wardrobe. …
3 You do this in the dining room after you finish a meal. …
4 You do this when you clean the plates after dinner. …
5 Two things you can do when you tidy your room. … and …
6 You do this when there is no food in the fridge. …
7 Your dog needs you to do this every day. …
8 You do this when you cook food at home in the evening. …
Task 2. Complete the text with the -ing form of verbs.

It's 7.00 Monday morning and the Jones family are starting the day. Mrs Jones is having a
shower in the bathroom. Mr Jones is in the kitchen. He's making breakfast. Jenny Jones is 1 …
her bedroom. She's 2 … her bed. It’s 7.30. After finishing the breakfast. Jenny is 3 … the table.
It’s eight o'clock in the evening. Mrs Jones is 4 … dinner. Mr Jones is 5 … the car and Jenny is 6
… the dog for a walk.
Descriptor:
A learner:
chooses the right phrases from the box and completes sentences.
uses the present continuous forms accurately.
TERM 2
Lesson 32: Present continuous: questions. Present simple and present continuous
curricular topics
tenses
Employ the rule for using present continuous forms for present
Application
Task 1. Look at the pictures and write the questions.
Task 2. Look at the pictures and complete the questions. Use:

cry * eat * go * laugh * look at * read
Descriptor:
A learner:
distinguishes difference between different present forms;
TERM 2
Lesson 33: Making requests and compromises
Application
Task 1. Complete the dialogue with the words in the box. Then practise the dialogue.
I suppose so I’m busy can you

I’ll do it are you doing
A (1) _______________________ tidy your room, please?

B (2) _______________________ at the moment.
A What (3) _______________________ ?
B I’m doing my homework. (4) _______________________ in fifteen minutes, OK?
A (5) _______________________, but please don’t forget to do it.
B OK.
Task 2. Work in pairs. Imagine one of you is a parent and the other is a teenager.
A ask the teenager to clean the kitchen floor
B say that you are busy at the moment
A tell the teenager that you want them to clean the kitchen floor now
B say what you are doing and say that you will clean the floor in half an hour
A agree, but tell them not to forget to do it
Descriptor:
A learner:
TERM 2
Lesson 34: A perfect place to live
Application
Look at the information about Rose Cottage. Then write about it. Use the questions to help
you.
Rose Cottage, near York

rooms bedrooms (1) – bed, chest of drawers, no wardrobe
bathrooms (1) – shower, no bath

kitchen (1) – table and chairs
living rooms (1) – sofa, lamps, TV
no dining room
people Tom – in living room – reading
Beth – in bathroom – having a shower
good things very pretty, not expensive
1 What rooms has it got?

2 What is there in the rooms?
3 Where are the people at the moment?
4 What are they doing?
5 Why is Rose Cottage a great holiday home?
Descriptor:
A learner:
writes a description;
uses the structure of descriptive writing;
uses linking words.
TERM 2
Lesson 35: Holidays and travel
Learning objective 7.4.1.1- understand the main points in texts on a limited range of
unfamiliar general and curricular topics
Assessment criteria Identify the main idea of text on unfamiliar and curricular topics
Application
Read the brochure.
Write the activities under the correct holiday.

Descriptor:
A learner:
reads the article;
chooses the right answer.
TERM 2
Unit 4: Space and earth
Lesson 39: Prepositions: movement
Learning objective 7.6.14.1-use prepositions before nouns and adjectives in common

prepositional phrases on a wide range of familiar general and
curricular topics
Assessment criteria Employ the rule for nouns and adjectives in common prepositional
phrases in practice
Application
Task 1. Complete the text with prepositions.

My best friend likes extreme sports. Last Saturday morning she jumped out of an aeroplane. In
the afternoon she cycled (1) … a high mountain, and then ran (2) … the other side to the bottom.
On Sunday she ran ten kilometres in a circle (3) … a lake, and then she dived (4) … the water
and swam (5) … it. In the afternoon she jumped (6) … her motorbike and rode home.
Task 2. Complete the sentences. Use the correct form of the verbs below and a preposition.
climb * cycle * fall * jump * sail * ski * swim
My cat was at the top of the tree so my dad climbed up a ladder to get it.
1 It was very hot so we all … the swimming pool.
2 We were … the island in my uncle’s yacht when we saw a beautiful beach.
3 My brother … his bike and broke his arm.
4 Let’s … the lake, and get out on the other side.
5 My uncle is planning to … the South of France on his bike next summer.
6 Last winter we … a mountain in Italy. We went really fast.
Descriptor:
A learner:
completes the sentences with appropriate prepositions.
TERM 2
Lesson 40: Daredevils
Application
Task 1. Match the questions with the correct answers.

Descriptor:
A learner:
completes the appropriate answers.
TERM 2
Lesson 41: Past continuous: affirmative and negative
Learning objective 7.6.10.1-use present continuous forms for present and future
curricular topics
Assessment criteria Employ the rule for using present continuous forms for present
Application
Task 1. Look at the pictures. Where were these people at 3 o’clock yesterday afternoon?
And what were they doing? Write two sentences for each picture.
Task 2. Look at the picture. You saw Joe in the street yesterday afternoon. What was he
doing? Write positive or negative sentences.
Descriptor:
A learner:
uses the past continuous forms accurately.
TERM 2
Lesson 42: Geographical features

topics
Application
Task 1. Choose the right answer.
The Sahara, the Atacama and the Kalahari are all ...
a deserts b waterfalls c mountains d lakes
1 A canyon is a ... 4 The space between mountains or hills is a ..

a range of mountains a valley
b valley with steep, rocky sides b canyon
c wide river c lake
d a river that starts in the mountains d canal
2 The Atlantic, the Pacific and the 5 An area of water surrounded by land is a ...
a poles a waterfall
b mountain ranges b lake
Indian are all ... c rainforest
c deserts d desert
d oceans 6 A man-made river is called a ...
3 The North Pole is ... a stream
a very hot b canyon
b very wet c lake
c very cold d canal
d very easy to travel to
Task 2. Complete the missing words to describe geographical features.

Dan Drake is an explorer. Last year he went to Brazil. He went trekking through the rainforest to
study the trees there. He also canoed along the (1) R_____r Amazon. He saw some spectacular
(2) w_____s . It was too dangerous to go over them in his boat, but he enjoyed swimming in the
(3) l_____s underneath them. Dan also enjoys visiting cold places, such as the North (4) P_____
and hot, dry places like the Saraha (5) D_____t. His favourite place is the Grand C_____n in the
USA. When he isn’t climbing (7) m_____s or exploring the (8) v_____s between them, Dan
lives at home in a houseboat on a (9) c_____l. The calm water helps him to chill out, and make
plans for his next adventure.
Descriptor:
A learner:
chooses the appropriate answers;
completes sentences with appropriate words.
TERM 2
Lesson 42: Past continuous: questions. Past simple and past continuous
curricular topics
tenses
Employ the rule for using present continuous forms for present and
future meaning and past continuous in the context
Application
Task 1. Make past continuous ‘wh’ questions:
When I saw you and Lucy last night ...
1. (where / you / go?)
2. (what / you / do?)
3. (who / you / meet?)
4. (what / Lucy / wear?)
5. (what / you / eat?)
6. (what / you / drink?)
7. (why / Lucy / smoke?)
8. (who / you / talk to?)
9. (what / you / carry?)
10. (how / Lucy / feel?)
Task 2. Look at the pictures. Put the verbs in the correct form, past continuous or past simple.
Descriptor:
A learner:
distinguishes difference between different past forms;
TERM 2
Lesson 43: Expressing interest
Application
Task 1. Complete the dialogue with the words in the box. Then practise the dialogue.
amazing done happened kidding Really
A Is that your photo? That’s (1) ________________!

B Do you like it?
A Yes. Where is it?
B In London. It (2) ________________ while I was on holiday there.
A (3) ________________?
B Yes. These people were doing tricks on BMX bikes.
A Wow! Did you try it?
B You’re (4) ________________! I can’t ride a BMX bike like that!
A Well, it’s a great photo. Well (5) ________________.
Task 2. Imagine you are showing someone some exciting photos.

A show a photo to your partner
B show you are interested and ask questions about the photo
A explain what you were doing when it happened
B show you are interested
Descriptor:
A learner:
TERM 2
Lesson 44: A narrative text
Application
Look at the information about a difficult journey. Then write a story about the journey.
Use the questions to help you. Remember to use when, while and as soon as.
People: three people

Journey: sailing around the Greek islands
First week: storm – one person fell into the water – rescued by another boat
Second week: visited an island – climbed a mountain – one person fell onto some rocks
Third week: very tired – sailed to a small island – friendly people – fantastic food and drink
– wonderful!
1 What were you doing? Who was with you?

2 What happened in the first week?
3 What happened in the second week?
4 How were you feeling in the third week?
5 What happened in the end and how did you feel?
Descriptor:
A learner:
writes a story;
uses the structure of narrative writing;
uses linking words.
TERM 2
Lesson 45: Space and earth

7.4.5.1- deduce meaning from context in short texts on a growing
Identify the meaning and details of the reading texts
Application
Task 1. Check the meaning of the words in the box and complete the text.
achievement * flight * mankind * mission * pilot * licence * space * craft
Task 2. Read the text again and answer the questions.

1 When did Apollo 11 take off from Kennedy Space Center?
2 When did Neil Armstrong become interested in flying?
3 What did Neil Armstrong get first: his driving licence or his pilot licence?
4 How hot during the day and how cold at night can it be on the moon?
5 How many hours in total did Armstrong and Aldrin spend on the moon?
6 How old was Neil Armstrong when he died?
Descriptor:
A learner:
reads the text;
fills in the missing words;
gives the answers to the questions according to the text.
TERM 3
Unit 5: Entertainment and media
Lesson 55: Skills and people

topics
Application
Task 1. Match the verbs (1-5) with the nouns (a-f) to make phrases.
d – compose
1 paint a) a dress
2 design b) a computer
3 program c) a picture
4 write d) a piece of music
5 invent e) a new product
f) a novel
Task 2. Write the jobs for the skills in ex.1.
Task 3. Read the definitions and write the skills.

1 make food ______________
2 write music _______________
3 write software _____________
4 do a team sport ____________
5 perform a song _____________
6 make pictures ______________
Task 4. Read the definitions and write the person.

1 This person works in a studio. Colour is usually important in their work.
2 This person works with food in a kitchen.
3 This person works with computers.
4 This person moves their body and feet to music.
5 The voice is very important for this person.
6 This person works with words.
7 This person writes music.
8 The person who comes first in a race or a competition.
9 This person participates in team games.
Descriptor:
A learner:
uses appropriate subject-specific vocabulary.
TERM 3
Lesson 56: Whizz-kids

7.4.9.1- recognise inconsistencies in argument in short, simple
texts on a limited range of general and curricular subjects
Identify incoherence in arguments in short, simple texts
Application
Task 1. Read the article and choose the correct answers.

1 At the age of eight. Wendy Mo could …
a brush her teeth by herself.
b speak Russian fluently.
c solve equation.
2 S. Chandrasekhar went to university at the age of ...
a seven.
b ten.
c twelve.
3 Mozart and Picasso ...
a weren't as talented as their parents.
b weren't encouraged by their parents.
c shared the same interests as their parents.
4 Ainan Cawley is good al ...
a chemistry.
b languages.
c computer science.
5 Elise Tan-Robens's parents ...
a are ambitious.
b aren't strict.
c are intelligent.
Task 2. Ask students to read the text again and decide if the sentences are true or false.
1 S. Chandra Sekhar set up his own computer company.
2 All scientists believe that prodigies are born with their special abilities.
3 Ainan's parents wanted him to spend time with adults.
4 Psychologists think that parents shouldn't put too much pressure on prodigies.
Descriptor:
A learner:
reads the text;
gives the answers to the questions according to the text;
identifies sentences as True and False.
TERM 3
Lesson 57: Ability: can and could. Questions with How…?

7.6.13.1-use a variety of modal forms for different functions on a
tenses
Apply modal verbs for different purposes
Application
Task 1. Write the conversation between Tim and Sue. Use the positive or negative of can or
could where necessary, and the words given.
Sue you / swim?
Can you swim?
Tim yes /I
Zes, I can.
1 Sue you / swim / when / you / be / seven?

2 Tim yes /I
3 Sue you / swim / when / you / be / five?
4 Tim no /I
5 Sue you / play the guitar / when / you / be / seven?
6 Tim no /I. I / still / not / play / it / now / but /I / play / the piano.
Task 2. Correct the mistake in each sentence.

I don’t can sing.
I can’t sing.
1 She can’t to program a computer.
2 We no can design websites.
3 Can you to speak English?
4 This mechanic cans repair our car.
5 I can read when I was four.
6 I didn’t could swim until I was ten.
7 Can you ride a bike when you were three?
8 I wasn't could speak English two years ago.
Task 3. Choose the correct word to complete each sentence.

How high /(tall)is your sister?
1 How sometimes / often do you have chemistry lessons?

2 How many / much times did you go there?
3 How far / away is it from London to Manchester?
4 How length / long is the River Thames?
5 How fast / fastly can you run?
6 How much / many chairs do we need?
Task 4. Write questions with How....

A How far could you jump when you were eight?
В I could jump 1m, 50cm when I was eight.
1 A…?
В I can run 100m in 13.5 seconds.
2 A…?
В A boa constrictor? They're up to four metres long.
3 A…?
В I can throw a ball about 20 metres.
4 A…?
В We go to the cinema once a week.
5 A…?
В I'm 1m, 74cm.
6 A…?
В I’ve got two sisters.
7 A…?
В In my pocket? I've got about £6.
Descriptor:
A learner:
completes the tasks.
TERM 3
Lesson 58: Adjectives: qualities

topics
Application
Task 1. Match 1-6 with their opposite adjectives a-f.
1 wild a artistic
2 peaceful b rare
3 practical c strange
4 noisy d domesticated
5 common e quiet
6 normal f aggressive
Task 2. Complete the text with the adjectives in exercise 1.

Sunday mornings are peaceful for me because my little brother goes to football practice. My
brother is very 1 … , always shouting and playing loud music. This is a 2 … Sunday morning for
me: I get up late and have a lazy breakfast. The house is 3 … ; । can’t hear a sound. That’s when
I love to paint. I want to go to art school when I’m older because I'm very 4 … .
But last Sunday was very different. I woke up really early, at about six o’clock. I looked out of
my window and saw a lot of animals. They weren’t 5 … animals like cats and dogs. They were 6
… animals – three elephants, a lion and two giraffes. It’s very 7 … to see these animals in a zoo
or a safari park, but I think it's 8 … to see them in the garden of a house!
It was quite scary because lions can be 9 … animals, but they were just standing there, looking
up at me. It was all very 10 … I shouted for my mum. She’s a very 11 … person and always
knows what to do in an emergency. Then my mum woke me up. She said I was shouting about
wild animals in my sleep!
Descriptor:
A learner:
matches the words from the columns;
completes sentences with appropriate words.
TERM 3
Lesson 59: Comparative and superlative adjectives
Learning objective 7.6.3.1- use a growing variety of compound adjectives and

adjectives as participles
Assessment criteria Apply the rule for different type of adjectives
Application
Task 1. Write the comparative form of the adjectives in the correct place in the table.
aggressive * bad * big * expensive * fast * fat * good * heavy *
lovely * slow * noisy * intelligent * long * hot
-er double consonant + -er y+ -eir
more irregular
Task 2. Put the adjectives in brackets into the comparative or superlative form.
Descriptor:
A learner:
divides adjectives into categories;
chooses the right form of adjectives.
TERM 3
Lesson 60: Choosing a present
7.3.3.1- give an opinion at discourse level on a growing range of
general and curricular topics
Provide a point of view in conversations and discussions
Application
Task 1. Complete the dialogue with the words given. Then practise the dialogue.
a bit better by into who’s
A What are you doing?

B I’m looking for a birthday present for my mum. She’s (1) _____________ music, so I want to
buy her a CD.
A What do you think of this one?
B (2) _____________ it by?
A It’s (3) _____________ Coldplay.
B Well, it’s OK, but I think this one’s (4) _________.
A Do you think so?
B Yes, this one’s by Kaiser Chiefs. The other one’s (5) _____________ boring.
A Yes, I think you’re right.
Task 2. Imagine you are buying a DVD as a present.

A ask what your partner is doing
B explain that you are looking for a DVD for a birthday present for someone, say who it is for
A ask for your partner’s opinion of a DVD
B compare your partner’s DVD with another one and explain why your DVD is better
A agree that your partner has the best DVD
Descriptor:
A learner:
shows own opinion.
TERM 3
Lesson 61: Biographies
7.5.7.1-use with minimal support appropriate layout at text level
for a growing range of written genres on familiar general topics
and some curricular topics
Write a text keeping the layout and format of a given genre with a
little support
Application
Task. Look at the information about J. K. Rowling. Then write a biography of her.
Remember to use different time expressions. Use the paragraph plan to help you. Write
about 80–100 words.
Born: 1965, west of England

Education and work: Went to Exeter University 1983 (studied French), moved to London
(worked in an office), moved to Portugal 1990 (taught English)
Famous for: Harry Potter books (wrote first in 1995). Now also films.
Characteristics of books: very imaginative, popular
Paragraph 1: Summary of life

Paragraph 2: Education and work
Paragraph 3: Most famous for
Descriptor:
A learner:
writes a biography;
uses appropriate structure that makes reader understand a piece of writing;
uses linking words.
TERM 3
Lesson 62: Entertainment and media
7.5.7.1-use with minimal support appropriate layout at text level
for a growing range of written genres on familiar general topics
and some curricular topics
Write a text keeping the layout and format of a given genre with a
little support
Application
Task 1. Write a review of a film you liked or didn’t like (120-150 words). Include this
information:
• Basic information about the film: name of film, type of film, actors
• What the story is about - is it entertaining / funny / moving / predictable / scary / etc.?
• One or two other aspects of the film, e.g. the acting, the music and songs, the special effects
and stunts
• Your overall opinion: why you liked / didn’t like it
Descriptor:
A learner:
writes a film review;
uses appropriate structure that makes reader understand a piece of writing;
uses linking words.
TERM 3
Unit 8: Natural disasters
Lesson 68: Feelings

topics
Application
Task 1. Choose the correct words.

1 Steven isn’t very interested / enthusiastic / good in boxing. He doesn’t like aggressive sports.
2 All my life I’ve been really bad / stressed-out / frightened of spiders.
3 Are you happy / enthusiastic / good at maths? I really need someone's help with this
exercise.
4 Bruce is quite fond / happy / worried of spicy Mexican food. He loves enchiladas.
5 I love watching athlete Yelena Isinbayeva. She’s so confident. She never looks bad / scared /
worried about losing a competition.
6 Sheila s not at all scared / stressed-out / fond of bungee jumping. She just does it for fun.
7 I’m really worried / interested / frightened about my exam results. Are they going to be
good enough?
8 My mum s not at all worried / happy / fond about my staying out late on a school night.
9 Just relax! What are you so scared / bad / stressed-out about?
Task 2. Write true sentences about yourself with the adjectives. Use the modifiers given.
not at all * quite * not very * very * really
I'm really good at speaking English.

1 interested
2 fond
3 worried
4 scared
5 enthusiastic
Descriptor:
A learner:
selects an appropriate topical vocabulary;
presents written ideas using a wide choice of topic vocabulary.
TERM 3
Unit 8: Natural disasters. Lesson 69: Arachnophobia
Application
Task 1. Read the text and answer the questions.
Descriptor:
A learner:
read the information;
presents his/her opinions and ideas.
TERM 3
Lesson 70: Present perfect: affirmative and negative
Learning objective 7.6.7.1-use a variety of simple perfect forms to express recent,

indefinite and unfinished past on a range of familiar general and
curricular topics
Assessment criteria Form simple perfect forms for recent, indefinite and unfinished
past actions
Application
Task 1. Peter has many jobs to do at home this weekend. Write what he has “already” done
or not “yet” done.
Task 2. Complete the text. Use the present perfect form of the verbs below.
become * enter * not help * not leave * see * speak * win
Scared of going out

Jemma Pixie Hixon в a talented English singer. She 1 has entered singing competitions on TV
and she 2 … prizes. But when she was 16, Jemma started suffering from agoraphobia and since
then she 3 … the house for over two years.
In spite of her phobia, Jemma 4 … famous. How? She made a video of herself singing in her
bedroom and posted it on the internet. Over two million people around the world 5 … the video
and they loved it. She is particularly popular In China and Japan.
But what about her future? Jemma and her parents 6 … to specialists, but they 7 … her so far.
Jemma в still terrified of leaving the house.
Descriptor:
A learner:
uses the simple perfect forms accurately.
TERM 3
Lesson 71: Injuries

topics
Application
Task 1. Complete the text with the correct words.

Did you know that most injuries/ injured happen at home? Small children are especially at risk.
They can fall down stairs. Sometimes they (1) bruise / bruised an arm or leg. Perhaps they get a
(2) sprained / sprain. But it can be worse, and they might (3) broke / break a bone. Kitchens
are also dangerous. Knives can (4) cut / a cut and ovens can (5) burnt / burn. Small children
must also learn about pets. If a small child hurts a pet, the animal will sometimes (6) scratch /
scratched or bite the child.
Task 2. Complete the conversations. Use the correct form of the words below. You don’t
need to use all of them.
break / broken / a break bruise / bruised / a bruise
burn / burnt / a burn sprain / sprained / a sprain injure / injured / an injury
Patient I think I’ve broken my arm. I can’t move it.

Doctor It may just be (1) … . We need to do an x-ray.
Patient I’ve (2) … my finger. I banged it with a hammer, and now it's all purple.
Doctor I'm afraid I think there's a (3) … in the bone here too. You'll need to go to hospital to be
sure.
Patient I (4) … my hand with some hot water.
Doctor It isn’t a bad (5) … . I’ll give you some cream to put on it.
Patient I got (6) … playing football. My back hurts a lot.
Doctor How did you (7) … it? Did you fall over?
Descriptor:
A learner:
TERM 3
Lesson 72: Present perfect: questions

7.6.7.1-use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics
tenses
Form simple perfect forms for recent, indefinite and unfinished
past actions
Application
Task 1. Marat and Amina are on a school trip in London. Look at the chart and complete
the questions and the answers using the present perfect.
things to do Marat Amina

see Big Ben X 
visit Buckingham Palace  
see the Queen of X X
England
walk in Hyde Park  
write postcards X 
eat fish and chips  X
Has Marat seen Big Ben?

No, he hasn’t, but he’s visited Buckingham Palace.
1 _______________ Big Ben?
Yes, she _______________ , and she ________________ Buckingham Palace, too.
2 ________________ the Queen of England?
No, they _______________ , but they ________________ in Hyde Park.
3 ________________ any postcards?
No, he _________________ .
4 ________________ fish and chips?
No, she ________________ .
Task 2. Complete the dialogue with the present perfect form of the verbs given.
bring (x2) * check * never cross * ever ride * never ride * meet * see
Ellie OK Steve. Are we ready for the expedition across the desert?
Steve I think so.
Ellie Have you checked everything on the list? Where are the camels?
Steve They’re over there under the trees.
Ellie 1 … a camel?
Steve Yes, I have. Last year when I was in Egypt.
Ellie Good. Now, 2 … lots of water?
Steve Yes, I have.
Ellie What about the food?
Steve No problem. I 3 … food for two months.
Ellie Good. 4 … our guide?
Steve No, he isn't here yet. He’ll be here in about an hour.
Ellie OK. We’ll start when he arrives. Now, 5 … my hat?
Steve Yes, it's on your head.
Ellie Sorry, Steve. I’m a bit nervous. I 6 … a camel before.
Steve And we 7 … a desert before!
Descriptor:
A learner:
TERM 3
Lesson 73: Helping with problems
Application
how did that * hurt * what’s wrong * maybe you need * it really hurts
A Are you OK? (1) ____________________________________?

B I’ve (2) __________________________ my ankle.
A Oh, no! (3) ____________________________________ happen?
B I fell over while I was walking to school. (4) ____________________________________!
A (5) ____________________________________ to see a nurse. I’ll get help.
B OK. Thank you.
Task 2. Imagine there’s a problem.

A ask your partner what’s happened and if they are OK
B say what your problem is
A ask how it happened
B explain what happened
A suggest what your partner should do next
B agree
Descriptor:
A learner:
TERM 3
Lesson 74: Emails
Application
Task 1. Look at the information. Then write an email to a friend describing an accident. Use
the ideas to help you.
holiday in the USA – driving through forest – saw deer in road – dad drove car into a tree! – dad
hurt his hand – a lorry driver stopped – drove us to a hospital in a small town
Now: very bored! – in town three days – dad OK, but the garage still haven’t repaired the car!
Paragraph 1
Say hello to your friend and ask how they are.
Say what you were doing on holiday.
Paragraph 2
Say what happened and who was hurt.
Say who helped you and what they did.
Paragraph 3
Say what you are doing now. Remember to end your email correctly!
Descriptor:
A learner:
writes an email;
follows the structure of an email;
uses linking words.
TERM 4
Unit 7: Healthy habits
Lesson 79: People in sport

topics
Application
Task 1. Write the names of the people under the pictures.
Task 2. Complete the missing words

The с о a c h helps players get better at their sport.
1 The … watch their favourite team play.

2 … pay to put their name on the front of a sports shirt.
3 The … leads the team during the game.
4 The … controls the game.
5 The … are the last two teams in a competition.
6 The … wins the trophy.
7 The … doesn’t win the trophy.
8 The … decides who plays in the team.
9 A … writes about the game for a newspaper.
Descriptor:
A learner:
TERM 4
Lesson 80: Women in sports
Learning objective 7.1.1.1-use speaking and listening skills to solve problems

creatively and cooperatively in groups
7.3.7.1- use appropriate subject-specific vocabulary and syntax to
topics
Assessment criteria Discuss a problem in groups and suggest a solution to a problem
Apply topic related vocabulary in speech appropriately arranging
Application
Task 1. Match the words and definitions.

a) atmosphere
b) championship
c) compete
d) competitor
e) fan
f) massive
g) situation
h) support
1 the things that are happening in a particular place

2 the feeling of a place
3 try to be better than other people
4 help someone by giving them encouragement or things they need
5 competition to find the best person / team in a particular sport
6 someone who is competing against someone else
7 someone who admires a sportsperson or a team
8 very big, very popular
Task 2. Imagine that Karen Lowe is taking part in a race and that you are the TV reporter
for the race. Prepare a commentary in pairs.
Descriptor:
A learner:
matches the words with their definitions;
asks questions to get information about the topic;
answers the questions.
TERM 4
Lesson 81: Be going to. Will and be going to
Learning objective 7.6.8.1- use a growing variety of future forms including present
curricular topics
Assessment criteria Demonstrate the ability to use future forms including present
Application
Task 1. Complete the text with the positive or negative form of be going to and the verbs in
brackets.
Next summer I’m going to get (get) fit. I (1) (spend) my time in front of the TV, and I (2) …
(eat) junk food, like I did this summer! After getting up, I (3) … (swim) 20 lengths of the pool
every morning. Then my friend and I (4) … (play) tennis every afternoon. He (5) … (help) me
improve my game. We (6) … (have) arguments about who is the best player, because that won't
help me! We (7) … (have) a lot of fun, and my fitness (8) … (increase) a lot, too. In the winter,
the coach of the school football team (9) … (ask) me to be captain, because I’m so fit.
Task 2. Write four sentences about your plans for the weekend or for next summer. Write
two things that you are going to do and two things that you aren’t going to do.
Task 3. Complete the conversation with the correct form of will or be going to and verbs,
where provided.
Coach OK, Tim. The big race is next Sunday. I’ve got your training plan ready.
Tim Yes, coach.
Coach For lunch you’re going to choose (choose) healthy food like steak and lots of vegetables
every day.
Tim But tomorrow I (1) … (have) lunch with my best friend! We (2) … (order) pizza!
Coach No, you (3) … ! You (4) … (stay) with me for
lunch! We need to talk about your afternoon's training.
Tim OK, coach, but my friend (5) … (be) at all happy.
Coach And don’t stay out late in the evening.
Tim But coach! My best friend (6) … (have) a party on Saturday.
Coach What?! You must get to bed by 10 o’clock on the day before a race!
Tim No, I can't. It's his birthday, and if I don't go to the party, he (7) … (never / speak) to me
again! I know it!
Coach Tim, you (8) … (not become) world champion if you go to parties.
Tim OK, coach.
Coach So, what time (9) … (you / get up) tomorrow?
Tim I (10) … (get up) early.
Coach And then what (11) … (you / do)?
Tim I (12) … (run) 10 kilometres.
Descriptor:
A learner:
distinguishes difference between different future forms;
TERM 4
Lesson 82: Compound nouns: sports

topics
Application
Task 1. Cross out the bold word that doesn’t match.

tennis tournament / stadium / team
1 athletics champion / player / trophy

2 skiing star / court / season
3 golf course / player / race
4 swimming player / race / competition
5 football match / season / court
6 motor racing course / court / trophy
Task 2. The football captain is talking to his players. Complete the text with the words
below.
champions * finalists * losers * match * season * stadium * supporters * team * trophy
OK. This is the big match. It’s the end of a long and successful (1) … , and now we're one of the
(2) … in the competition. I know we can win. We're the best (3) … in the country. Right now,
out there in the (4) … , there are 60,000 (5) … , all cheering us on. We can't get this far, and then
be the (6) … . We want to win and be the (7) … ! At the end of this evening we're going to be
holding the most important (8) … in Europe: The European Cup!
Task 3. Create as many sports collocations as you can with the words below.
football - court
rugby - course
tennis - match
athletics - race
motor racing - season
skiing - stadium
golf - star
swimming - team
basketball - trophy
badminton - tournament
Descriptor:
A learner:
TERM 4
Lesson 83: Be going to: questions. Present continuous for future arrangements

7.6.8.1- use a growing variety of future forms including present
curricular topics
tenses
Demonstrate the ability to use future forms including present
Application
Task 1. Look at Tim’s schedule. Write questions with be going to. Then write the answers.
Daily schedule
Get up: 6 o'clock
(1) Run ten kilometres
(2) Lunch: steak and vegetables
(3) Meet coach at the gym
(4) Train for two hours
(5) Evening: see family
(6) Bed: 10o'clock
What time is he going to get up?

He’s going to get up at six o’clock.
How far … ?
What … ?
Who … ?
How long ... for?
When … ?
What time … ?
Task 2. Write six present continuous sentences about you and your family's arrangements
for the next week or two. Use the activities in the box or your own ideas, and include at
least two negative sentences.
see doctor / dentist / friends for coffee / cousins

shopping / swimming / running / out
go
to ... a party / the cinema / school / on holiday
a haircut / friends to stay / lunch /dinner
have with ...
a guitar lesson
I'm not seeing my cousins next week. They're going away on holiday.
Descriptor:
A learner:
TERM 4
Lesson 84: Making plans and arrangements
Application
A Hi!
B Hi! (1) ___________________________________ this evening?
A No, (2) ___________________________________.
B I’m going to go to the cinema (3) ___________________________________.
A Yes, great. What time does the film start?
B (4) ___________________________________ seven.
A OK. Let’s meet at the cinema. (5) ___________________________________ outside?
B Great!
Task 2. Imagine you are making plans for this evening.

A say hello to your partner
B respond and ask your partner if they have any plans for this evening
A respond
B say what your plans are and invite your partner to come too
A agree and ask when and where you should meet
B respond with a suggestion
A agree
Descriptor:
A learner:
TERM 4
Lesson 85: A formal letter
7.5.4.1- use with some support style and register appropriate to a
limited variety of written genres on general and curricular topics
Write a text using appropriate style and plan of a given genre
Application
Task 1. Look at the letter layout. Match definitions 1–5 to parts of a letter a–e.
a 43 High Street
Stamford
b 7th January
c Dear Sir or Madam,
I am writing to you because … .
I look forward to hearing from you.
Yours faithfully,
d Lucy Jones
e Lucy Jones
1 the writer’s signature ___ 4 the writer’s name ___

2 who the letter is to ___ 5 the date ___
3 the writer’s address ___
Task 2. Write a formal letter to a company. Ask them to sponsor you or your team for a
sports event. Use the ideas to help you. Use the correct layout and formal language.
Paragraph 1: Who are you? Why are you writing? What event are you planning? When?
Paragraph 2: Give more information about the event. Where is it? Who will be there?
Paragraph 3: Finish the letter politely.
Descriptor:
A learner:
writes a formal letter;
writes with vocabulary and style appropriate genre;
uses linking words.
TERM 4
Lesson 86: Healthy habits

Application
Task 1. Read the following text.

A healthy life is commonly associated with physical activity. If you do a lot of physical
activities, you will probably be a healthy person. Here you will find some physical activities that
you can enjoy in order to start living healthier!
Walk: Probably the easiest one to do, because you walk multiple times every day. You can
create a new healthy habit if you walk to school every day.
Play Sports: Playing a sport can be much more fun to do because most sports require other
players, which means that you will be able to play with your friends or with your family.
Dance: Do you like music? Then dancing might be your favorite activity. You might think that
dancing is not a good exercise, but if you dance for more than 15 minutes, you will do a lot of
exercise.
But it is important to keep in mind that physical activities are only one half of a healthy lifestyle.
It is easy to forget about it, but your mental health is sometimes even more important! Here are
some great activities that will help you relax and are great for your mental health.
Listen to Music: Music is an important part of our lives and listening to your favorite music will
make you feel happier and more relaxed.
Sleep: Sleeping 8 hours a day is very important for your health, especially when you are growing
up. If you don’t get 8 hours of sleep every night, try going to bed a little bit earlier.
Play Video Games: Between cellphone, console and computer games you will find many video
games that will help you relax and have a lot of fun! Keep in mind that it is better to play video
games only for a couple of hours.
It is always important to look at how you are spending your own time and see if you have a
healthy balance between physical activities and other ways of spending time. Doing too much of
one activity, even if it is a healthy one, will be bad for your health.
Task 2. Choose the correct alternative

What’s the text about?
a) A healthy balance between food and activity.
b) A healthy balance between physical health and mental health.
c) A healthy balance between anime and life.
Task 3. Answer the following questions.

a) Which is the easiest physical activity to do?
b) What do most sports require?
c) How much time do you need to dance to be a good sport?
d) How does music will make you feel?
e) How many hours do you need to sleep?
f) What do video game help you with?
Task 4. Name 2 activities that help your physical health and 2 activities that help your
mental health apart from the ones mentioned in the text.
Activities for physical health:
Activities for mental health:
Descriptor:
A learner:
reads the text;
analyses the information in the text and gives the right answers;
gives the answers to the questions according to the text;
presents his/her opinions and ideas.
TERM 4
Unit 3: Clothes and fashion
Lesson 91: Adjectives: feeling and events

topics
Application
Task 1. Find seven adjectives in the wordsearch.
U А N Е R V O U S
P L U С К Y R Е O
S С N А U G Н Т Y
Е U S С А R Y G Е
Т T Е O W S D R N
G Е L O N Е L Y R
Task 2. Complete the sentences with the words in the boxes.

cute * happy * lonely * nervous * scary
1 When I was five years old, I went to school for the first time. I was … .
2 I passed my exam! I’m really … .
3 I love dogs. I think they’re really … .
4 Last year I went to live in a big city. At first I didn’t have any friends and I was really … .
5 My little brother doesn’t like clowns. He thinks they’re … .
lonely * lucky * naughty * scary * upset

6 I was bad when I was at primary school. I was very … .
7 I won a tennis competition a year ago. I was really … .
8 We saw a horror film at the cinema. It was really … .
9 I'm never … I’ve got a big family and lots of friends.
10 I lost my sister's mp3 player. She was really ... .
Descriptor:
A learner:
TERM 4
Lesson 92: Remember this!

Application
Task 1. Choose the correct answers.

1 How does Stephen Wiltshire work?
a He takes photos and then copies the pictures.
b He looks at something for a short time, remembers it and then draws it
c He draws things from his imagination
2 How did Mahavir Jain become good at English?
a By going to a special language school
b By writing a dictionary.
c By remembering a dictionary.
3 What is Akira Haraguchi very good at remembering?
a A mathematical number.
b Thousands of phone numbers.
c Recipes for making pies.
4 How many times was Dominic O'Brien ‘World Memory Champion’?
a seven
b eight
c nine
Task 2. Read the text again and answer the questions.

1 Why did people find Stephen Wiltshire amazing?
2 What is a photographic memory?
3 How did Mahavir Jain improve his memory?
4 How did Mahavir Jain help others to learn English?
5 What was Akira Haraguchi's achievement?
6 What does Dominic O'Brien hold the record for?
Descriptor:
A learner:
reads the text;
selects an appropriate answer for each question;
gives the answers to the questions according to the text.
TERM 4
Lesson 93: was/were

Application
Task 1. Complete the sentences in the quiz with the correct form of was/wasn’t and
were/weren’t.
Test your knowledge of the past.
1 The FIFA World Cup in 2010 wasn’t in Europe.
2 Mobile phones … popular in the 1970s.
3 Tenzing Norgay and Edmund Hillary … the first people to climb Everest. It … in 1953.
4 The marathon … an event in the ancient Olympic Games.
5 The mathematical symbols π and β … letters in the ancient Greek alphabet.
6 Tutankhamun's nickname … the Boy King.
Keys:
2 weren't 3 were, was 4 wasn't 5 were 6 was
Task 2. Look at the information and complete the text with the correct form of was or
were.
William Shakespeare (1564-1616)
Wife: Anne Hathaway
Children: Susanna, Hamnet, Judith
Plays: 37 plays – 17 comedies (e.g. The Merchant of Venice, Much ado about Nothing), 10
tragedies (e.g. Macbeth, Hamlet), 10 histories (e.g. Richard III, King John)
The English writer William Shakespeare 1 wasn’t alive in the 19th century. He 2 … born in 1564.
He wrote marry famous plays. A lot of them 3 … comedies, such as The Merchant of Venice.
However, Macbeth and Richard III 4 … amusing. They were tragedies. Hamnet sounds like one
of his plays, but it 5 … . It 6 … the name of his son. Susanna and Judith 7 … his daughters.
Descriptor:
A learner:
uses appropriate verbs;
completes the sentences.
TERM 4
Lesson 94: Milestones

topics
Application
Task 1. Complete the milestones phrases. Use the words below.

be * become * buy * country * get * get * go to * learn * start * university
get married
1 g__________ a job
2 b__________ rich and famous
3 graduate from u__________
4 I__________ to drive
5 s__________ a company
6 b__________ a house
7 move to another c__________
8 b__________ born
9 g__________ t__________ school
Task 2. Complete the story of Kevin’s life in the past simple. Use the notes below and the
milestones phrases from exercise 1.
1970 birth
1975 first day at school
1993 last day at school
2000 gets university degree
2001 first job
2002 driving test (passes)
2004 owns first house
2005 marriage
2006 birth of child
2007 lives in a new country
2009 new company (successful)
Kevin was born in 1970. He (1) … school in 1975 and he (2) … school in 1993. He (3) … from
university in 2000. He (4) … his first job in 2001. He (5) … to drive in 2002, and passed his
driving test. He (6) … a house in 2004. He (7) … in 2005. In 2006, his wife (8) … , and the
family (9) … to another country a year later. He (10) … a new company in 2009 and (11) …
rich.
Descriptor:
A learner:
TERM 4
Lesson 95: Past simple

Application
Task 1. Read about Lisa’s journey to Madrid. Put the verbs in the correct form.
Task 2. Write sentences about the past (yesterday/last week etc.).
Descriptor:
A learner:
illustrates knowledge of the past simple tense;
uses verbs in appropriate form;
completes the sentences.
TERM 4
Lesson 96: Your weekend
Application
How was your weekend

Last Saturday went shopping
What about you When did you last
A Hi! (1) __________________________?

B Not bad, thanks.
A What did you do?
B I (2) __________________________ with Sam. (3) __________________________?
A I went to the cinema. (4) ____________________ ________ go to the cinema?
B (5) __________________________.
A How was it?
B It was very good.
A Good. Let’s go next weekend.
B OK. Good idea.
Task 2. Imagine you meet a friend.

A say hello and ask about your partner’s weekend
B respond
A ask your partner what he/she did last weekend
B answer and ask what your partner did
A respond and ask when your partner last went to the cinema / went shopping / played football,
etc
B respond
A suggest you do something together next weekend
B agree
Descriptor:
A learner:
TERM 4
Lesson 97: A past event
Learning objective 7.5.2.1-write with some support about real and imaginary past
events, activities and experiences on a growing range of familiar
general topics and some curricular topics
Assessment criteria Write sentences about real and imaginary past events connecting
them into paragraphs
Application
Task 1. Write about the first day of the summer holidays last year. Use the ideas to help
you.
Paragraph 1: What time did you get up? What did you do first?
Paragraph 2: What did you do after that? Who did you meet? Where did you go?
Paragraph 3: What did you finally do? How did you feel?
Descriptor:
A learner:
writes with correct past simple sentences about real events;
uses linking words.
TERM 4
Lesson 98: Clothes and fashion
topics
Application
Task 1. Find fifteen more items of clothing in the wordsearch and write them below.
Task 2. Look at the photo. Write a description of the woman’s clothes or the man’s clothes.
Descriptor:
A learner:
describes a photo.

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ENGLISH PLUS

(Ben Wetz, James Styring, Nicholas Tims)

Learning objective 7.3.7.1- use appropriate subject-specific vocabulary and syntax to

Task 1. Write T for time words or N for number words.

Task 3. Complete the sentences. Write the time words.

Learning objective 7.4.2.1--understand specific information and detail in texts on a

Task 1. Read the text and answer the questions.

Learning objective 7.3.7.1- use appropriate subject-specific vocabulary and syntax to

Task 1. Find opposite pairs of adjectives given. Write them.

Task 4. Choose the correct answers.

1 If it … (rain), a she … (need) to practise every day.

A Can I ask you a question? I’m doing a survey.

Learning objective 7.2.6.1-deduce meaning from context with little support

Learning objective 7.3.7.1- use appropriate subject-specific vocabulary and syntax to

Task 1. Complete the crossword with everyday objects.

1 I've got 2,000 songs on my … .

Learning objective 7.6.13.1-use a variety of modal forms for different functions on a

Learning objective 7.6.9.1-use appropriately a variety of active and passive simple

We hang out at the mall every Saturday. 

Learning objective 7.3.7.1- use appropriate subject-specific vocabulary and syntax to

Task 1. Complete the dialogue with the words given.

A What do you do in your free time?

Learning objective 7.6.5.1-use questions which include a variety of different tense on

Interviewer Do you play football?

Learning objective 7.3.3.1- give an opinion at discourse level on a growing range of

A Hey, look at this T-shirt. What (1) ______________________________?

Task 2. Imagine you are in a clothes shop.

1 Who is she and where is she from?

Learning objective 7.1.9.1-use imagination to express thoughts, ideas, experiences

Learning objective 7.1.1.1-use speaking and listening skills to solve problems

Learning objective 7.4.2.1--understand specific information and detail in texts on a

1 Steve isn’t reading the newspaper. He’s reading a book.

Learning objective 7.3.7.1- use appropriate subject-specific vocabulary and syntax to

1 You do this when the rubbish bin is full. …

Task 2. Complete the text with the -ing form of verbs.

Task 2. Look at the pictures and complete the questions. Use:

I suppose so I’m busy can you

A (1) _______________________ tidy your room, please?

Rose Cottage, near York

bathrooms (1) – shower, no bath

1 What rooms has it got?

Read the brochure.

Write the activities under the correct holiday.

Learning objective 7.6.14.1-use prepositions before nouns and adjectives in common

Task 1. Complete the text with prepositions.

climb * cycle * fall * jump * sail * ski * swim

Task 1. Match the questions with the correct answers.

Learning objective 7.3.7.1- use appropriate subject-specific vocabulary and syntax to

1 A canyon is a ... 4 The space between mountains or hills is a ..

Task 2. Complete the missing words to describe geographical features.

A Is that your photo? That’s (1) ________________!

Task 2. Imagine you are showing someone some exciting photos.

People: three people

1 What were you doing? Who was with you?

Learning objective 7.4.2.1--understand specific information and detail in texts on a

achievement * flight * mankind * mission * pilot * licence * space * craft

Task 2. Read the text again and answer the questions.

Learning objective 7.3.7.1- use appropriate subject-specific vocabulary and syntax to

Task 2. Write the jobs for the skills in ex.1.

Task 3. Read the definitions and write the skills.

1 the writer’s signature _ 4 the writer’s name _