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Unit 1. Our Class School:3 Date: 26.09.2018 Teacher’s name: Abdurakhmanova M.Dz. Class: 6 Number present: 13 absent: 0 Theme of the Lesson: Getting to know classmates Learning objective(s) that this lesson is contributing to 6.4.2.1 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 6.5.8 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics Lesson objectives  To create an outline of a survey  To spell most high-frequency words correctly  To get specific information from the text Success criteria  A learner can spell the words accurately.  A learner can create the outline of the survey  A learner can read and proofread the survey according to the given writing task criteria. Value links The lesson is aimed at improving students’ motivation, self-management and collaborative skills Cross curricular links Music, Sport, in this lesson learners can face with some terms related to their interests and hobbies. Previous learning How to do a survey Plan Planned timings Planned timings Resources Beginning 0-3 3-8 Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. 1. Warm-up. Brainstorming Teacher reads out the words in the list. Then asks students to match the words with the pictures. They will already be familiar with some words and others may be similar to words in their own language. (See Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) Teacher plays the recording. Students listen, check their answers and repeat the words. Teacher may get students to repeat the word each time they check an answer. See for the resources to show the answer on the smart board. Answers: 1. Computer games 2. cooking 3. reading 4. sport 5. art 6. swimming 7. science 8. music Handout Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) PPT Answer Middle 8-15 15-25 25-35 2. Focus on reading and listening. A survey. Teacher explains the meaning of a survey. Note: The four main reasons to conduct surveys. Businesses and researchers across all industries conduct surveys to uncover answers to specific, important questions. These questions are varied, cover a diverse range of topics, and can be asked in multiple formats. The decisions you will make as a result of the survey data Then asks the question. Students scan the survey quickly to find the answer. Teacher points out three choices for answers in the survey and explains that not bad means OK –it’s not negative but it’ not very positive either. Similarly, quite interested is positive but not very positive. Answer: It’s about interests, activities and school subjects. 3. Practice. (I) Ex 5 b, p 17 Teacher explains that one of Jack’s ticks is in the wrong box and asks students to read the survey again and to guess which one it is. Teacher introduces the listening and makes it clear that Mel is asking Jack the survey questions. Teacher plays the recording. Students listen and follow the answers in Jack’s survey. Teacher asks them to pick out the tick that is wrong and to say where it should go instead. Teacher drills the questions, answers and some expressions. Answer: The tick for music should go in the No, I’m not box. 4. Conclusion. Focus on speaking and writing. Students write at least three sentences, based on the survey - those who finish quickly can write more. Remind them of the prepositions: good/ bad/ not bad at/and interested in. Teacher chooses two students to read out the example dialogue. In pairs, students ask and answer the survey questions. For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. For more –able students: ask learners to design creative survey Assessment criteria: *spells high-frequency words correctly *uses good/ bad/ not bad at/and interested in properly. * creates an outline of a survey Note: Teacher can display the assessment criteria on PPT Exercise answers See Messages 1, p 17 (Ex.5) Module 1, Unit 2 See Messages 1, p17 (Ex.5b) Module 1, Unit 2 Audio (A survey) PPT Exercise answers End 35-40 At the end of the lesson, learners reflect on their learning: • Students describe three things they have learned. DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? ASSESSMENT – how are you planning to check learners’ learning? Health and safety rules For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. More able students can be asked to design a more creative survey Monitoring students’ individual work, taking notes of their progress and typical mistakes. Students’ writing assignment is also evaluated according to the assessment criteria. Provide some physical exercises for learners Unit 1. Our Class School:3 Date: 26.09.2018 Teacher’s name: Abdurakhmanova M.Dz. Class: 6 Number present: 13 absent: 0 Theme of the Lesson: Getting to know classmates Learning objective(s) that this lesson is contributing to 6.4.2.1 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 6.5.8 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics Lesson objectives  To create an outline of a survey  To spell most high-frequency words correctly  To get specific information from the text Success criteria  A learner can spell the words accurately.  A learner can create the outline of the survey  A learner can read and proofread the survey according to the given writing task criteria. Value links The lesson is aimed at improving students’ motivation, self-management and collaborative skills Cross curricular links Music, Sport, in this lesson learners can face with some terms related to their interests and hobbies. Previous learning How to do a survey Plan Planned timings Planned timings Resources Beginning 0-3 3-8 Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. 1. Warm-up. Brainstorming Teacher reads out the words in the list. Then asks students to match the words with the pictures. They will already be familiar with some words and others may be similar to words in their own language. (See Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) Teacher plays the recording. Students listen, check their answers and repeat the words. Teacher may get students to repeat the word each time they check an answer. See for the resources to show the answer on the smart board. Answers: 1. Computer games 2. cooking 3. reading 4. sport 5. art 6. swimming 7. science 8. music Handout Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) PPT Answer Middle 8-15 15-25 25-35 2. Focus on reading and listening. A survey. Teacher explains the meaning of a survey. Note: The four main reasons to conduct surveys. Businesses and researchers across all industries conduct surveys to uncover answers to specific, important questions. These questions are varied, cover a diverse range of topics, and can be asked in multiple formats. The decisions you will make as a result of the survey data Then asks the question. Students scan the survey quickly to find the answer. Teacher points out three choices for answers in the survey and explains that not bad means OK –it’s not negative but it’ not very positive either. Similarly, quite interested is positive but not very positive. Answer: It’s about interests, activities and school subjects. 3. Practice. (I) Ex 5 b, p 17 Teacher explains that one of Jack’s ticks is in the wrong box and asks students to read the survey again and to guess which one it is. Teacher introduces the listening and makes it clear that Mel is asking Jack the survey questions. Teacher plays the recording. Students listen and follow the answers in Jack’s survey. Teacher asks them to pick out the tick that is wrong and to say where it should go instead. Teacher drills the questions, answers and some expressions. Answer: The tick for music should go in the No, I’m not box. 4. Conclusion. Focus on speaking and writing. Students write at least three sentences, based on the survey - those who finish quickly can write more. Remind them of the prepositions: good/ bad/ not bad at/and interested in. Teacher chooses two students to read out the example dialogue. In pairs, students ask and answer the survey questions. For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. For more –able students: ask learners to design creative survey Assessment criteria: *spells high-frequency words correctly *uses good/ bad/ not bad at/and interested in properly. * creates an outline of a survey Note: Teacher can display the assessment criteria on PPT Exercise answers See Messages 1, p 17 (Ex.5) Module 1, Unit 2 See Messages 1, p17 (Ex.5b) Module 1, Unit 2 Audio (A survey) PPT Exercise answers End 35-40 At the end of the lesson, learners reflect on their learning: • Students describe three things they have learned. DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? ASSESSMENT – how are you planning to check learners’ learning? Health and safety rules For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. More able students can be asked to design a more creative survey Monitoring students’ individual work, taking notes of their progress and typical mistakes. Students’ writing assignment is also evaluated according to the assessment criteria. Provide some physical exercises for learners Unit 1. Our Class School:3 Date: 26.09.2018 Teacher’s name: Abdurakhmanova M.Dz. Class: 6 Number present: 13 absent: 0 Theme of the Lesson: Getting to know classmates Learning objective(s) that this lesson is contributing to 6.4.2.1 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 6.5.8 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics Lesson objectives  To create an outline of a survey  To spell most high-frequency words correctly  To get specific information from the text Success criteria  A learner can spell the words accurately.  A learner can create the outline of the survey  A learner can read and proofread the survey according to the given writing task criteria. Value links The lesson is aimed at improving students’ motivation, self-management and collaborative skills Cross curricular links Music, Sport, in this lesson learners can face with some terms related to their interests and hobbies. Previous learning How to do a survey Plan Planned timings Planned timings Resources Beginning 0-3 3-8 Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. 1. Warm-up. Brainstorming Teacher reads out the words in the list. Then asks students to match the words with the pictures. They will already be familiar with some words and others may be similar to words in their own language. (See Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) Teacher plays the recording. Students listen, check their answers and repeat the words. Teacher may get students to repeat the word each time they check an answer. See for the resources to show the answer on the smart board. Answers: 1. Computer games 2. cooking 3. reading 4. sport 5. art 6. swimming 7. science 8. music Handout Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) PPT Answer Middle 8-15 15-25 25-35 2. Focus on reading and listening. A survey. Teacher explains the meaning of a survey. Note: The four main reasons to conduct surveys. Businesses and researchers across all industries conduct surveys to uncover answers to specific, important questions. These questions are varied, cover a diverse range of topics, and can be asked in multiple formats. The decisions you will make as a result of the survey data Then asks the question. Students scan the survey quickly to find the answer. Teacher points out three choices for answers in the survey and explains that not bad means OK –it’s not negative but it’ not very positive either. Similarly, quite interested is positive but not very positive. Answer: It’s about interests, activities and school subjects. 3. Practice. (I) Ex 5 b, p 17 Teacher explains that one of Jack’s ticks is in the wrong box and asks students to read the survey again and to guess which one it is. Teacher introduces the listening and makes it clear that Mel is asking Jack the survey questions. Teacher plays the recording. Students listen and follow the answers in Jack’s survey. Teacher asks them to pick out the tick that is wrong and to say where it should go instead. Teacher drills the questions, answers and some expressions. Answer: The tick for music should go in the No, I’m not box. 4. Conclusion. Focus on speaking and writing. Students write at least three sentences, based on the survey - those who finish quickly can write more. Remind them of the prepositions: good/ bad/ not bad at/and interested in. Teacher chooses two students to read out the example dialogue. In pairs, students ask and answer the survey questions. For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. For more –able students: ask learners to design creative survey Assessment criteria: *spells high-frequency words correctly *uses good/ bad/ not bad at/and interested in properly. * creates an outline of a survey Note: Teacher can display the assessment criteria on PPT Exercise answers See Messages 1, p 17 (Ex.5) Module 1, Unit 2 See Messages 1, p17 (Ex.5b) Module 1, Unit 2 Audio (A survey) PPT Exercise answers End 35-40 At the end of the lesson, learners reflect on their learning: • Students describe three things they have learned. DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? ASSESSMENT – how are you planning to check learners’ learning? Health and safety rules For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. More able students can be asked to design a more creative survey Monitoring students’ individual work, taking notes of their progress and typical mistakes. Students’ writing assignment is also evaluated according to the assessment criteria. Provide some physical exercises for learners Unit 1. Our Class School:3 Date: 26.09.2018 Teacher’s name: Abdurakhmanova M.Dz. Class: 6 Number present: 13 absent: 0 Theme of the Lesson: Getting to know classmates Learning objective(s) that this lesson is contributing to 6.4.2.1 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 6.5.8 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics Lesson objectives  To create an outline of a survey  To spell most high-frequency words correctly  To get specific information from the text Success criteria  A learner can spell the words accurately.  A learner can create the outline of the survey  A learner can read and proofread the survey according to the given writing task criteria. Value links The lesson is aimed at improving students’ motivation, self-management and collaborative skills Cross curricular links Music, Sport, in this lesson learners can face with some terms related to their interests and hobbies. Previous learning How to do a survey Plan Planned timings Planned timings Resources Beginning 0-3 3-8 Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. 1. Warm-up. Brainstorming Teacher reads out the words in the list. Then asks students to match the words with the pictures. They will already be familiar with some words and others may be similar to words in their own language. (See Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) Teacher plays the recording. Students listen, check their answers and repeat the words. Teacher may get students to repeat the word each time they check an answer. See for the resources to show the answer on the smart board. Answers: 1. Computer games 2. cooking 3. reading 4. sport 5. art 6. swimming 7. science 8. music Handout Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) PPT Answer Middle 8-15 15-25 25-35 2. Focus on reading and listening. A survey. Teacher explains the meaning of a survey. Note: The four main reasons to conduct surveys. Businesses and researchers across all industries conduct surveys to uncover answers to specific, important questions. These questions are varied, cover a diverse range of topics, and can be asked in multiple formats. The decisions you will make as a result of the survey data Then asks the question. Students scan the survey quickly to find the answer. Teacher points out three choices for answers in the survey and explains that not bad means OK –it’s not negative but it’ not very positive either. Similarly, quite interested is positive but not very positive. Answer: It’s about interests, activities and school subjects. 3. Practice. (I) Ex 5 b, p 17 Teacher explains that one of Jack’s ticks is in the wrong box and asks students to read the survey again and to guess which one it is. Teacher introduces the listening and makes it clear that Mel is asking Jack the survey questions. Teacher plays the recording. Students listen and follow the answers in Jack’s survey. Teacher asks them to pick out the tick that is wrong and to say where it should go instead. Teacher drills the questions, answers and some expressions. Answer: The tick for music should go in the No, I’m not box. 4. Conclusion. Focus on speaking and writing. Students write at least three sentences, based on the survey - those who finish quickly can write more. Remind them of the prepositions: good/ bad/ not bad at/and interested in. Teacher chooses two students to read out the example dialogue. In pairs, students ask and answer the survey questions. For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. For more –able students: ask learners to design creative survey Assessment criteria: *spells high-frequency words correctly *uses good/ bad/ not bad at/and interested in properly. * creates an outline of a survey Note: Teacher can display the assessment criteria on PPT Exercise answers See Messages 1, p 17 (Ex.5) Module 1, Unit 2 See Messages 1, p17 (Ex.5b) Module 1, Unit 2 Audio (A survey) PPT Exercise answers End 35-40 At the end of the lesson, learners reflect on their learning: • Students describe three things they have learned. DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? ASSESSMENT – how are you planning to check learners’ learning? Health and safety rules For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. More able students can be asked to design a more creative survey Monitoring students’ individual work, taking notes of their progress and typical mistakes. Students’ writing assignment is also evaluated according to the assessment criteria. Provide some physical exercises for learners Unit 1. Our Class School:3 Date: 26.09.2018 Teacher’s name: Abdurakhmanova M.Dz. Class: 6 Number present: 13 absent: 0 Theme of the Lesson: Getting to know classmates Learning objective(s) that this lesson is contributing to 6.4.2.1 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 6.5.8 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics Lesson objectives  To create an outline of a survey  To spell most high-frequency words correctly  To get specific information from the text Success criteria  A learner can spell the words accurately.  A learner can create the outline of the survey  A learner can read and proofread the survey according to the given writing task criteria. Value links The lesson is aimed at improving students’ motivation, self-management and collaborative skills Cross curricular links Music, Sport, in this lesson learners can face with some terms related to their interests and hobbies. Previous learning How to do a survey Plan Planned timings Planned timings Resources Beginning 0-3 3-8 Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. 1. Warm-up. Brainstorming Teacher reads out the words in the list. Then asks students to match the words with the pictures. They will already be familiar with some words and others may be similar to words in their own language. (See Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) Teacher plays the recording. Students listen, check their answers and repeat the words. Teacher may get students to repeat the word each time they check an answer. See for the resources to show the answer on the smart board. Answers: 1. Computer games 2. cooking 3. reading 4. sport 5. art 6. swimming 7. science 8. music Handout Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) PPT Answer Middle 8-15 15-25 25-35 2. Focus on reading and listening. A survey. Teacher explains the meaning of a survey. Note: The four main reasons to conduct surveys. Businesses and researchers across all industries conduct surveys to uncover answers to specific, important questions. These questions are varied, cover a diverse range of topics, and can be asked in multiple formats. The decisions you will make as a result of the survey data Then asks the question. Students scan the survey quickly to find the answer. Teacher points out three choices for answers in the survey and explains that not bad means OK –it’s not negative but it’ not very positive either. Similarly, quite interested is positive but not very positive. Answer: It’s about interests, activities and school subjects. 3. Practice. (I) Ex 5 b, p 17 Teacher explains that one of Jack’s ticks is in the wrong box and asks students to read the survey again and to guess which one it is. Teacher introduces the listening and makes it clear that Mel is asking Jack the survey questions. Teacher plays the recording. Students listen and follow the answers in Jack’s survey. Teacher asks them to pick out the tick that is wrong and to say where it should go instead. Teacher drills the questions, answers and some expressions. Answer: The tick for music should go in the No, I’m not box. 4. Conclusion. Focus on speaking and writing. Students write at least three sentences, based on the survey - those who finish quickly can write more. Remind them of the prepositions: good/ bad/ not bad at/and interested in. Teacher chooses two students to read out the example dialogue. In pairs, students ask and answer the survey questions. For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. For more –able students: ask learners to design creative survey Assessment criteria: *spells high-frequency words correctly *uses good/ bad/ not bad at/and interested in properly. * creates an outline of a survey Note: Teacher can display the assessment criteria on PPT Exercise answers See Messages 1, p 17 (Ex.5) Module 1, Unit 2 See Messages 1, p17 (Ex.5b) Module 1, Unit 2 Audio (A survey) PPT Exercise answers End 35-40 At the end of the lesson, learners reflect on their learning: • Students describe three things they have learned. DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? ASSESSMENT – how are you planning to check learners’ learning? Health and safety rules For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. More able students can be asked to design a more creative survey Monitoring students’ individual work, taking notes of their progress and typical mistakes. Students’ writing assignment is also evaluated according to the assessment criteria. Provide some physical exercises for learners Unit 1. Our Class School:3 Date: 26.09.2018 Teacher’s name: Abdurakhmanova M.Dz. Class: 6 Number present: 13 absent: 0 Theme of the Lesson: Getting to know classmates Learning objective(s) that this lesson is contributing to 6.4.2.1 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 6.5.8 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics Lesson objectives  To create an outline of a survey  To spell most high-frequency words correctly  To get specific information from the text Success criteria  A learner can spell the words accurately.  A learner can create the outline of the survey  A learner can read and proofread the survey according to the given writing task criteria. Value links The lesson is aimed at improving students’ motivation, self-management and collaborative skills Cross curricular links Music, Sport, in this lesson learners can face with some terms related to their interests and hobbies. Previous learning How to do a survey Plan Planned timings Planned timings Resources Beginning 0-3 3-8 Organizational moment Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson. 1. Warm-up. Brainstorming Teacher reads out the words in the list. Then asks students to match the words with the pictures. They will already be familiar with some words and others may be similar to words in their own language. (See Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) Teacher plays the recording. Students listen, check their answers and repeat the words. Teacher may get students to repeat the word each time they check an answer. See for the resources to show the answer on the smart board. Answers: 1. Computer games 2. cooking 3. reading 4. sport 5. art 6. swimming 7. science 8. music Handout Messages 1, p 17. Ex 4. Module 1, Unit 2. www.ebook777.com) PPT Answer Middle 8-15 15-25 25-35 2. Focus on reading and listening. A survey. Teacher explains the meaning of a survey. Note: The four main reasons to conduct surveys. Businesses and researchers across all industries conduct surveys to uncover answers to specific, important questions. These questions are varied, cover a diverse range of topics, and can be asked in multiple formats. The decisions you will make as a result of the survey data Then asks the question. Students scan the survey quickly to find the answer. Teacher points out three choices for answers in the survey and explains that not bad means OK –it’s not negative but it’ not very positive either. Similarly, quite interested is positive but not very positive. Answer: It’s about interests, activities and school subjects. 3. Practice. (I) Ex 5 b, p 17 Teacher explains that one of Jack’s ticks is in the wrong box and asks students to read the survey again and to guess which one it is. Teacher introduces the listening and makes it clear that Mel is asking Jack the survey questions. Teacher plays the recording. Students listen and follow the answers in Jack’s survey. Teacher asks them to pick out the tick that is wrong and to say where it should go instead. Teacher drills the questions, answers and some expressions. Answer: The tick for music should go in the No, I’m not box. 4. Conclusion. Focus on speaking and writing. Students write at least three sentences, based on the survey - those who finish quickly can write more. Remind them of the prepositions: good/ bad/ not bad at/and interested in. Teacher chooses two students to read out the example dialogue. In pairs, students ask and answer the survey questions. For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. For more –able students: ask learners to design creative survey Assessment criteria: *spells high-frequency words correctly *uses good/ bad/ not bad at/and interested in properly. * creates an outline of a survey Note: Teacher can display the assessment criteria on PPT Exercise answers See Messages 1, p 17 (Ex.5) Module 1, Unit 2 See Messages 1, p17 (Ex.5b) Module 1, Unit 2 Audio (A survey) PPT Exercise answers End 35-40 At the end of the lesson, learners reflect on their learning: • Students describe three things they have learned. DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners? ASSESSMENT – how are you planning to check learners’ learning? Health and safety rules For less – able students: Teacher supports in designing questions, writes samples or just monitors if they have any difficulties in designing the survey questions. More able students can be asked to design a more creative survey Monitoring students’ individual work, taking notes of their progress and typical mistakes. Students’ writing assignment is also evaluated according to the assessment criteria. Provide some physical exercises for learners