Материалдар / A collection of tasks for Formative Assessment English Grade 5
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A collection of tasks for Formative Assessment English Grade 5

Материал туралы қысқаша түсінік
2018-2019 оқу жылына арналған бөлім бойынша жиынтық бағалау,ағылшын тілі мұғалімдерне
Авторы:
Автор материалды ақылы түрде жариялады.
Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ
20 Мамыр 2019
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Тегін турнир Мұғалімдер мен Тәрбиешілерге
Дипломдар мен сертификаттарды алып үлгеріңіз!
Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады
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жүктеп алып көруге болады

A collection of tasks
for Formative Assessment
English
Grade 5

Dear teacher!
The group of teachers designed this collection of tasks as a teaching aid to assist teachers
within the framework of updating the content of education. Tasks with assessment criteria and
descriptors are samples for assisting teachers in providing constructive feedback to learners in terms
of achievement of learning objectives; in selecting and designing similar tasks, in planning lessons
and carrying out Formative Assessment.
The advisory nature of the tasks collection allows teachers to adapt, add and make changes
in tasks according to learners’ capacities and requirements.
Additional materials (manuals, presentations, plans, etc.), the discussion possibility on
forums and video instructions can be found on the official website of «Nazarbayev Intellectual
Schools» Autonomous Educational Organisation smk.edu.kz.
We wish you creative work and success!
This collection of tasks is designed for secondary school teachers, school administrations,
educational departments’ seniors, regional and school coordinators in criteria-based assessment and
others.
Freely available Internet resources such as pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing this tasks collection. The collection of tasks was
designed for uncommercial purposes.

2

Contents
TERM 1................................................................................................................................................ 4
Unit: Home and away ...................................................................................................................... 4
Unit: Living things ......................................................................................................................... 23
TERM 2.............................................................................................................................................. 42
Unit: Values .................................................................................................................................... 42
Unit: The world of work ................................................................................................................. 65
TERM 3.............................................................................................................................................. 83
Unit: Creativity ............................................................................................................................... 83
Unit: Reading for pleasure ............................................................................................................. 99
Unit: Fantasy world ...................................................................................................................... 114
TERM 4............................................................................................................................................ 130
Unit: Sports................................................................................................................................... 130
Unit: Holidays .............................................................................................................................. 157

3

TERM 1
Unit: Home and away
Learning objective

5.C1 Use speaking and listening skills to solve problems
creatively and cooperatively in groups
5.UE8 Use future forms “will” for predictions and “be going
to” to talk about already decided plans on a limited range of
familiar general and curricular topics
5.UE11 Use be/look/sound/feel/taste/smell like and use “be
made of” on a limited range of familiar general and curricular
topics

Assessment criteria

• Discuss a problem in groups and suggest a solution to this
problem
• Apply “will” for predictions
• Apply “be going to” for already decided plans
• Use be /look/smell /like and be made of

Level of thinking skills

Application

Task
Work in small groups.
You are going to build a new house. You need materials to build your house. There are
some names of the materials in the box. Choose and discuss in your group what materials
you will use in building the house. Explain your ideas by using ‘be made’ construction.
For example: We will build a new house.
Our house will be made of wood.

wood metal glass stone brick

Descriptor

felt

twig plastic sand clay tile

A learner
• works cooperatively in a group;
• tells about plans of using future forms;
• uses be made of when speaking about materials.

4

Unit: Home and away
5.L1 Understand a sequence of supported classroom
instructions

Learning objective



Assessment criteria
Levels of thinking skills

Identify common classroom commands with support

Knowledge and comprehension

Task
Write words in the boxes under appropriate pictures.
Teacher reads the following instructions:
turn left
take the second left
take the second right

Descriptor

round about
turn right
traffic light

next to
opposite

go past
go straight on

A learner

links instruction with its picture;

writes words in an appropriate box.

5

Unit: Home and away
Learning objective

5.L3 Understand an increasing range of unsupported basic
questions on general and curricular topics
5.S4 Respond with limited flexibility at sentence level to
unexpected comments on an increasing range of general and
curricular topics

Assessment criteria




Level of thinking skills

Recognize basic general questions without support
Provide unprepared speech to answer a variety of questions at
sentence level with limited flexibility

Knowledge and comprehension
Higher order thinking skills

Task
Listen to the teacher. Look at the map and tell where the main cities are. Use “south,
north, east and west.
Example: Where is Almaty?
Almaty is in the north – east of Kazakhstan.
1.
2.
3.
4.
5.
6.
7.

Where is Aktobe?
Is Astana in the centre of Kazakhstan?
Where is Aktau? Is it in the east?
Is Shymkent in the north of Kazakhstan?
Where is Astana?
Where is Oskemen?
Where is Pavlodar?

Descriptor

A learner
• tells the location of cities correctly.

6

Unit: Home and away
Learning objective

Assessment criteria

5.L7 Recognize the opinion of the speaker (s) in basic,
supported talk on an increasing range of general and
curricular topics.
5.S6 Communicate meaning clearly at sentence level
during pair, group and whole class exchanges



Levels of thinking skills

Identify the speaker's point of view in a simple
conversation on general topics with some support
Interact with each other delivering content correctly
and clearly to others

Higher order thinking skills

Task
Listen to the story and complete the task.
Go to the link to listen to the story
https://learnenglishkids.britishcouncil.org/en/short-stories/pyramids-paris
Transcript for the teacher: Something very strange happened last month. A naughty, young giant
moved all the world’s famous landmarks. People around the world were very confused. He put
the Pyramids in Paris. “And on your left the … Pyramids?” He moved the Leaning Tower of Pisa
to London. “Here we can see the famous… leaning tower of … London?” He swapped the
Sydney Opera House with Stonehenge. “Hey, where are the stones, man?” When his mum saw
the newspaper she was very angry. “Kevin! Go and put them back in the right place, you,
naughty boy.” “Yes Mum.” So don’t worry. If you go to London, Cairo, Pisa or Paris today,
you’ll see all the landmarks in their correct place.
Answer the questions.
1.
Where did naughty young giant move the Pyramids?
2.
Where did naughty young giant move the Leaning Tower of Pisa?
3.
Where is the Sydney Opera and Stonehenge according to the giant?
Work in pairs. Ask your classmate.
1.
Are there any famous landmarks in your country?
2.
What are their names?
3.
What is it? Do you know who built it?
4.
Do lots of people visit it?
5.
What do people do there when they visit it?
Descriptor

A learner
• answers the questions appropriately according to the story;
• works in a pair;
• asks and answers questions.

7

Unit: Home and away
Learning objective

Assessment criteria

5.S1 Provide basic information about themselves and others
at sentence level on an increasing range of general topics
5.UE14 Use prepositions to talk about time and location;
use prepositions “like” to describe things and “about” to
denote topic; use prepositions of direction “to, into, out of,
from, towards” on a limited range of familiar general and
curricular topics



Levels of thinking skills

Give basic information about themselves and others at
sentence level
Demonstrate the correct use of prepositions of time,
location and direction

Application

Task
In the pictures there are rooms of Sponge Bob and Mickey Mouse. Draw a similar plan of
your room. Describe your room to your partner.

Descriptor

A learner
• draws a picture of his/her room;
• describes the room using topic vocabulary;
• uses prepositions correctly.

8

Unit: Home and away
5.S2 Ask simple questions to get information about a limited
range of general topics
5.L6 Deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics.
5.C6 Organize and present information clearly to others

Learning objective



Assessment criteria




Level of thinking skills

Make up basic interrogative sentences and get information
about the topic
Figure out the content of a short conversation with some
support
Organize information logically
Express ideas clearly

Application
Higher order thinking skills

Task
Work in pairs. Ask your partner questions about his/ her house. Draw your partner’s house
according to his story. Present your findings to your classmates.

Descriptor

A learner
• makes up questions using topic vocabulary;
• draws the house according to the description;
• presents the information to his/her partner.

9

Unit: Home and away
Learning objective

Assessment criteria

5.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics
5.UE3 Use a growing variety of adjectives and regular and
irregular comparative and superlative adjectives on a limited
range of familiar general and curricular topics
5.W3 Write with support factual descriptions at text level
which describe people, places and objects




Level of thinking skills

Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Apply the rule for comparative and superlative adjectives
Use the information to write sentences which describe
people, places and objects

Application

Task
Describe the pictures. Talk with your classmates about rooms of your house. Write 3-4
sentences which describe your room.
Example: Bedroom is bigger than kitchen. Living room is the biggest room in the house.

Descriptor

A learner
• talks about his/her room;
• uses topic vocabulary;
• uses adjectives in the comparative and superlative forms;
• describes his/her room in 3-4 sentences

10

Unit: Home and away
Learning objective

Assessment criteria
Levels of thinking skills

5.R1 Understand the main points in a limited range of short
simple texts on general and curricular topics


Identify the main idea of the text

Knowledge and comprehension

Task
Read the text. Look at the map and answer the questions.
This is my home city. It is not very big and it is cozy. We have a very nice Furniture store
and a school just next to it. There is a Stadium in the centre of the city. There is a fountain to the
right of the Café.

Questions:
1. What is to the left of the Furniture store?
2. Are there any houses in front of the Bank?
3. Are there any buildings at the back of the Stadium?
4. Are there any houses in front of the Café?
Descriptor

A learner
• reads the text;
• answers the questions using the information from the text and picture.

11

Unit: Home and away
Learning objective

Assessment criteria

Level of thinking skills

5.R2 Understand with little support specific information and
detail in short, simple texts on a limited range of general and
curricular topics
5.C8 Develop intercultural awareness through reading and
discussion



Identify details in a text with little support
Talk about cultural diversity

Knowledge and comprehension
Application

Task
Read the texts and then answer the questions. Discuss them with the whole class.

Hi! My name’s Sasha. I'm eleven. I'm from Russia. I live in
a big house. It is a two-storied building. There are many windows
and it is light inside. We have a lawn in front of the house where
I usually fly my kite. Email me at sasha05@abc.com.
Hello! I'm Rosa. I'm eight and I'm from Spain. I like
cooking and visiting different countries. Last year we went to
Thailand. We lived in a small house made of twigs. It was
very comfortable and cozy. You can ask me questions. My
email address is
rosa1@abc.com . Please write to me!
Hi! My name's Yusuf and I'm ten. I'm Canadian. I live in
Toronto. I like to visit my Grandma. She lives in the countryside,
she has a wooden house. She has a lot of flowers in front of her
house. Send an email to me at yusuf10@quickmail.com
Questions:
1. Does Sasha live in a block of flats?
2. Who likes to visit his Granny?
3. Who lives in the countryside?
4. Where did Rosa go last year?
5. Where did Rosa live in Thailand?
6. Do you like travelling? Why?
Descriptor

A learner
• reads the text;
• gives full answers to the questions;
• interacts with peers while answering the questions.

12

Unit: Home and away
Learning objective

Assessment criteria

5.R5 Deduce meaning from context in short texts on a limited
range of familiar general and curricular topics
5.UE12 Use common regular and irregular adverbs, simple and
comparative forms, adverbs of frequency and adverbs of definite
time: last week, yesterday on a limited range of familiar general
and curricular topics
5.W6 Link, with some support, sentences into coherent
paragraphs using basic connectors on a limited range of familiar
general topics




Level of thinking skills

Figure out the content of a short text with some support;
Use main regular and irregular adverbs and their
comparative forms, adverbs of frequency and adverbs of
definite time accurately
Connect sentences into paragraphs with basic connectors
with some support

Application
Higher order thinking skills

Task 1
Read the weather forecast for the UK and Ireland and draw weather symbols on the map.

13

Task 2
Write a weather forecast of the last week in your city.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Descriptor
Task 1

Task 2

A learner
• reads the text;
• identifies the meaning of the words related to weather and draws the right
symbols on the map;
• writes weather forecast for Kazakhstan;
• uses adverbs appropriately;
uses topical vocabulary.

14

Unit: Home and away
Learning objective

Assessment criteria

Level of thinking skills

5.W1 Plan, write, edit and proofread work at text level with
support on a limited range of general and curricular topics




Make a clear plan of writing
Write a text on general and curricular topics
Check the written draft

Higher order thinking skills

Task
Write your daily routines. Use the phrases below.
Get up
have lunch
have breakfast
do homework go to bed
play volleyball

Descriptor

go to school get dressed
go home morning exercise

A learner
• uses the phrases in writing;
• writes about his/her daily routines;
• checks the written sentences for spelling mistakes.

15

Unit: Home and away
5.W2 Write with support a sequence of short sentences in a
paragraph on a limited range of familiar general topics
5.C9 Use imagination to express thoughts, ideas, experiences and
feelings

Learning objective

Assessment criteria

Level of thinking skills





Write short sentences on familiar topics
Connect sentences into coherent paragraph
Convey fantasy ideas including emotions and senses

Higher order thinking skills

Task
Look at the pictures and match them to their descriptions. Add some sentences in the
space provided expressing your opinions and wishes.
This is the entertainment center There are a lot of
boutiques there. You can swim there in the winter
time.
_______________________________________
_______________________________________

A.

This is the Residence of the Republic of
Kazakhstan. Our President works there.
_______________________________________
_______________________________________
B.
This is the Symbol of Kazakhstan.
Many people start to explore the city from there.
_______________________________________
_______________________________________
This is the place where all nations of Kazakhstan
meet and communicate with each other.
_______________________________________
_______________________________________

Descriptor

C.

D.

A learner:
• matches descriptions with their pictures correctly;
• writes few sentences about his/her opinions

16

Unit: Home and away
5.W7 Use with some support appropriate layout at text level for
a limited range of written genres on familiar general topics and
some curricular topics

Learning objective



Assessment criteria
Levels of thinking skills

Write a text keeping the register and format of a given genre

Application

Task
Write a report about a place where you live. Exercises below will help you to organize your
ideas.
Write adjectives in the right place.
Big, expensive, small, calm, cheap, busy, traditional, horrible, modern, old, new, dirty,
clean, lovely, packed with tourists, cosmopolitan, lively, boring, noisy, touristy.
POSITIVE

NEGATIVE

What’s your town/village like? Write 3- 4 sentences. _________________ is
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________.

Circle the places and objects if you have them in your town/village.
Important places
streets – Avenues – factories – university –
parks – gardens – zoo – buildings –
skyscrapers – city center – suburbs – hotel
– hostel – shopping center.

Places of interest to visit
bridge – fountain – chapel– river bank –
market – statues – castle – palace –
cathedral – temple – monuments – museum
– art gallery – discos/ night clubs –
restaurants – bars – tourist shops – cinema
– theatre.

17

Important places in your town/city. Write 3, 4 sentences.
In_________________ there is / are _______________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
In _______________ people can visit ______________________________________________
_____________________________________________________________________________
_____________________________________________________________________________.

Descriptor

A learner
• writes adjectives in the correct columns;
• makes up short sentences appropriately;
• organizes sentences into a coherent paragraph;
• uses topical vocabulary accurately;
• keeps the structure.

18

Unit: Home and away
5.UE1 Use appropriate countable and uncountable nouns,
including common noun phrases describing times and location,
on a limited range of familiar general and curricular topics

Learning objective

Assessment criteria



Level of thinking skills

Application

Describe time and location on familiar topics using
countable and uncountable nouns

Task
Read and put the words into the box under the correct type of noun.
Weather, rain, cake, book, dog, snow, cheese, snake, information, fruits, equipment, tree,
woman, city, village, country, climate.
Countable

Uncountable

Tell what you did on your holidays. Use picture and words below.
Hometown, Kazakhstan, museum, theatre, cinema, park, shop, restaurant, entertainment,
reading club.

Descriptor

A learner
• reads the words;
• identifies the correct type of noun and puts the nouns in the right
columns;
• talks about holidays;
• uses time and location words;
• pronounces words and phrases intelligibly.
19

Unit: Home and away
Learning objective

5.UE4 Use determiners including any, no each, every on a limited
range of familiar general and curricular topics

Assessment criteria

6.Apply any, no each, every in the context

Level of thinking skills

Application

Task
Fill in the blanks. Use some, any, no.
1.
2.
3.
4.
5.
6.
7.

Have you got _____ chocolate cake?
There are ———————– children in the garden.
I think there is ——————— butter in the fridge.
We met ——————— nice Asian girls on holiday.
I like _____ kind of cake.
Can I have _____ sugar?
We’ve got _____ amazing chocolate cake, and _____ carrot cake.
Descriptor

A learner

completes the sentences;

uses appropriate determiners.

Unit: Home and Away
5.UE6 Use basic personal and demonstrative pronouns and
quantitative pronouns some, any, something, nothing anything on a
limited range of familiar general and curricular topics

Learning objective



Assessment criteria

Level of thinking skills

Differentiate between personal and demonstrative pronouns
and quantitative pronouns some, any, something, nothing, and
anything

Application

Task
Complete the questions. Use some, any, something, nothing, anything.
1.
I saw _____ outside the window.
2.
There’s _____ there.
3.
Has _____ happened?
4.
You don’t want to ask _____ else?
5.
Have we got _____ onions?
6.
There is _____ to wait for.
7.
There are _____ flowers on the bed.
8.
Does he know _____ about computers?
9.
You have bought _____ for us.
Descriptor

A learner
• chooses the correct options of pronouns;
• fills in the gaps appropriately.
20

Unit: Home and away
5.UE11 Use be/look/sound/feel/taste/smell like and use be made
of on a limited range of familiar general and curricular topics

Learning objective



Assessment criteria

Level of thinking skills

Demonstrate the correct use of be / look/ sound/ feel/ taste/
smell like and use be made of

Application

Task
Complete the sentences with look/ sound/ feel/ taste/ smell like, made of.
1.
2.
3.
4.
5.
6.
7.
8.
9.

What's for lunch, I wonder? Hmmm. It _______________ fish and chips
I don't _______________ going out tonight.
Yeah. That _______________ a good idea to me.
It's clouding over. It _______________ rain.
It's time to change the bag. The bin _______________ terrible.
That jacket _______________ great.
This song _______________ familiar.
This coffee _______________ mud.
This building _________ of brick and glass.
Descriptor

A learner
• uses the given words appropriately;
• fills in the sentences.

21

Unit: Living things
5.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics
5.C4 Evaluate and respond constructively to feedback from others
5.C7 Develop and sustain a consistent argument when speaking or
writing.

Learning objective



Assessment criteria



Level of thinking skills

Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Analyze given feedback and give constructive answers to it
Make an argument and reason it

Application
Higher order thinking skills

Task
Work in pairs. Look at the pictures.
Learner A: Choose a picture. Present your ideas to the class. Evaluate the feedback and
respond to it.
Learner B: Give feedback to your classmate on presenting his/her thoughts.
Asks questions to clarify the ideas.
Swap the roles.

Descriptor

A learner
• works in a pair;
• talks on the topic;
• uses topical vocabulary;
• evaluates partner’s answer;
• asks questions for clarification;
• gives constructive answers to feedback.

22

Unit: Living things
5.S4 Respond with limited flexibility at sentence level to
unexpected comments on an increasing range of general and
curricular topics
5.C6 Organize and present information clearly to others

Learning objective

• Provide unprepared speech to answer a variety of
questions at sentence level with limited flexibility
• Organise information logically
• Express ideas clearly

Assessment criteria

Level of thinking skills

Higher order thinking skills

Task
Work in pairs. Look at the pictures. Discuss them and present your ideas to the class.
Answer your classmates’ questions.

Descriptor

A learner
• discusses the objects on the pictures;
• presents thoughts to the class clearly;
• answers the follow-up questions.

23

Unit: Living things
Learning objective

Assessment criteria

5.S6 Communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
5.W8 Spell most high-frequency words accurately for a limited
range of general topics
5.C5 Use feedback to set personal learning objectives




Level of thinking skills

Interact with each other delivering content clearly to
others
Write topic related words correctly
Consider classmates' feedback and set personal learning
objectives based on their feedback

Application
Higher order thinking skills

Task
Work in a small group or in pairs. Complete the mind map and talk about it.
Present your ideas to the group. Listen to the feedback and set your own learning aims.

Descriptor

A learner
• identifies what plants need and writes information in the cluster on a
given topic;
• talks about plants in a small group;
• gives feedback to the presenter;
• sets personal learning objectives.

24

Unit: Living things
Learning objective

5.L1 Understand a sequence of supported classroom instructions.

Assessment criteria



Level of thinking skills

Knowledge and comprehension

Identify common classroom commands with support

Task
Learner A: give drawing instructions
Example: "Draw a large circle", "Draw a small square inside the circle", "Draw a
horizontal line that touches both sides of the circle", etc.
Learner B: follows the instructions.
One learner describes a simple picture or series of shapes to another learner who will draw the
picture on the whiteboard/blackboard without looking at it. That means they'll need to listen hard
to what the other learner is instructing them to draw.
You can split the class into pairs and have them all do the activity at the same time but it works
best as a quick activity to start or finish a lesson that everyone can enjoy together.
Begin by finding 2 volunteers, one who will give the instructions and the other who will attempt to
draw the picture. Have one learner face the whiteboard/blackboard while you show everyone else
in the class the picture, it's a good idea to start with something simple like random shapes rather
than a complicated scene.
It's then up to the other learner to give instructions in English, such as:
"Draw a large circle"
"Draw a small square inside the circle"
"Draw a horizontal line that touches both sides of the circle"
Give the volunteers a few minutes to finish the picture before comparing the original picture to
the finished product, how close were they? What were some instructions that could have possibly
worked better?
Find some new volunteers to draw the next picture and play again!
Use the following link for the ideas:
http://www.funenglishgames.com/activities/drawinginstructions.html
Descriptor

A learner
• follows instructions accordingly.

25

Unit: Living things
Learning objective

5.L4 Understand the main points of supported extended talk on a
range of general and curricular topics
5.L6 Deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics
• Identify the main information of a talk using supporting
information
• Figure out the content of a short conversation with some
support

Assessment criteria

Level of thinking skills

Knowledge and comprehension
Higher order thinking skills

Task
Listen to the text and fill in the gaps with missing words.
CD1. Tapescript 1.
There are 4 texts in the recording. The teacher can use any of them.
My favourite thing has to be my new tablet. It’s really light and quite _____________, so I
take it with me everywhere. I’m always writing messages to friends and it’s big enough to do
college work on it too. It takes really good _____________, and I play games and listen to
_____________ on it as well, of course. I often download _____________ onto it, and watch
them in _____________. My mum says I’m _____________, because I’m always on it. I even
read things on it at breakfast time. I’m not allowed to use it at _____________ time, though. I
have to be _____________ and talk to people then. “Welcome back to real life,” my mum says.
Answer the following questions:
What is the favourite thing of the author?
Does the author use it only at home?

Descriptor

A learner
• reads the text;
• writes the missing words while listening;
• answers the questions correctly.

26

Unit: Living things
Learning objective

Assessment criteria
Level of thinking skills

5.R1 Understand the main points in a limited range of short simple
texts on general and curricular topics
• Identify the main idea of the text
Knowledge and comprehension

Task
Read the text.
The lion and the mouse
A lion is sleeping in his den. A mouse runs into the lion’s den, jumps on his head and sits
on his nose. The lion is angry. He takes the mouse in his strong paw.
“What are you doing, silly mouse?”, roars the lion. “I will eat you”.
The mouse is crying. “Please, don't eat me.Perhaps one day I can help you”.
The lion laughs when he hears it. How is a little mouse going to help the King of Beasts?
However he lets the mouse go.
Some days later the mouse is looking for food in the forest. Suddenly she sees the lion in a
big net. The mouse begins to chew the net. She is making big holes in it. And the lion jumps out
from the net. He is free.
“There”, says the mouse. “You see how a little mouse can help a lion”.
Choose the correct answer.
1. In his den the lion
a) is jumping.
b) is sleeping.
c) is eating.
2. The lion is going
a) to kill the mouse.
b) to eat the mouse.
c) to play with the mouse.
3. The mouse
a) is laughing.
b) is running away.
c) is crying.
4. When the mouse sees the lion in the net she
a) is running away.
b) is laughing. c) is chewing the net.
Read the sentences and write T for True or F for False sentences.
1.
The lion and the mouse are good friends. ___
2.
The lion kills the mouse.
___
3.
The lion is sleeping in the den.
___
4.
The mouse helps the lion.
___
5.
The lion is free.
___
Descriptor

A learner
• reads the text;
• answers the multiple choice questions;
• identifies true and false statements and writes True or False next
to the sentences.

27

Unit: Living things
Learning objective
Assessment criteria

Level of thinking skills

5.R4 Read with some support a limited range of short fiction and
non-fiction texts
• Read the given fiction or non-fiction text and identify the
general information
Knowledge and comprehension

Task
Read the text.
“Dolphins – The dogs of the Sea “
Dolphins are sometimes thought of as the dogs of
the sea because they are usually playful and friendly.
They’re also among the smartest animals on Earth.
Dolphins are water mammals. Scientists believe
they’re as smart as chimpanzees or dogs. Dolphins live
in rivers and oceans, but the fun thing all about
dolphins is that they must come up to breathe air.
A Dolphin is a cetacean mammal, related
to whales and porpoises. Though people sometimes
think ‘dolphin’ and ‘porpoise’ are the same thing,
porpoises are not considered dolphins and have
different physical features (Porpoises have a shorter
beak and spade-shaped teeth) and they also behave in a different way than a dolphin does.
Are the sentences True or False? Circle the correct answer.
1. Thanks to Dolphins’ playfulness and friendliness they are sometimes thought of as
the dogs of the sea.
True False
2. Dolphins are smart animals.
True False
3. Dolphins live in Lakes
True False
4. Dolphins are related to whales.
True False
5. Dolphins can live without air.
True False
Link for the text: http://easyscienceforkids.com/all-about-dolphins/
Descriptor

A learner
• reads the text;
• reads the statements;
• circles the correct answer according to the text.

28

Unit: Living things
Learning objective

5.L3 Understand an increasing range of unsupported basic
questions on general and curricular topics
5.S1 Provide basic information about themselves and others at
sentence level on an increasing range of general topics

Assessment criteria

• Recognize basic general questions without support
• Give basic information about themselves and others at
sentence level

Level of thinking skills

Knowledge and comprehension

Task
Work in pairs. Look at the information on cards. Use the cards as an example. Ask and
answer the questions.
Name: Ben Smith
Age: 17
New home: London, UK
Old home: Sydney, Australia
Left Sydney: 2 years ago
Felt: excited
Likes about London: exciting city,
lots of cinemas
Dislikes: too big and noisy
Life now: go to the cinema more, play
less sport

Name: Cindy Clees
Age: 20
New home: Hong Kong
Old home: York, UK
Left York:4 months ago
Felt: nervous
Likes about Hong Kong: exciting city,
lots of shops and restaurants
Dislikes: too many people
Life now: new friends, travel more

Name: Sarah Elphick
Age: 19
New home: Lisbon, Portugal
Old home: Edinburgh, Scotland
Left Edinburgh: a year ago
Felt: sad
Likes about Lisbon: beautiful city,
good weather
Dislikes: the food
Life now: learn Portuguese, often go
to beach

Name: Raj Heer
Age: 16
New home: Krakow, Poland
Old home: Dallas, USA
Left Dallas: five month ago
Felt: excited and sad
Likes about Krakow: interesting places to
visit, nice people
Dislikes: too cold in winter
Life now: study Polish, play ice hockey

Descriptor

A learner
• reads the card and makes up questions;
• asks questions to find out information about his/ her partner;
• answers his/her partner’s questions.

29

Unit: Living things
5.R2 Understand with little support specific information and
detail in short, simple texts on a limited range of general and
curricular topics

Learning objective



Assessment criteria
Level of thinking skills

Identify details in a reading passage with little support

Knowledge and comprehension

Task
Read the text and complete the chart.
LIVING THINGS AND NON-LIVING THINGS
In nature we can find living things and non-living things. Rocks, air and wind are non-living
things People, animals and plants are living things. The main characteristics of living things are:
- They are born. All living things are born from another living thing.
- They eat. All living things need food to eat.
- They grow. All living things increase in size during their lifetime.
Sometimes they change in appearance.
- They react. Living things can perceive what is going on around them, and
they react to what they perceive.
- They reproduce. Living things can create offspring similar to themselves.
- They die. Living things stop functioning and cease to live.

Descriptor

A learner
• reads the text;
• completes the chart according to the text.

30

Unit: Living things
Learning objective

Assessment criteria
Level of thinking skills

5.R6 Recognize the attitude or opinion of the writer in short texts
on a limited range of general and curricular topics
• Identify the attitude and opinion of the author
Knowledge and comprehension

Task
Read the text. Answer the question below.
My favourite animals
My name is Bob. I like animals and I have got a cat at home. I take care of my pet by
feeding it. I spend much time with my cat.
The cat’s name is Murka. She is little and black. The cat has got a small nose, big green
eyes and a nice tail. I like to play with my cat at home. Murka prefers to sit under the table in
the kitchen or to lie on the carpet in my room. My cat likes to purr sitting near me.
Answer the question below and explain your answer:
1)
Why does the author like his cat?
A.
because he likes animals.
B.
because he likes the cat’s name.
C.
because Murka likes to purr near him.
Link for the text: http://speakworld.narod.ru/topic3.htm
Descriptor

A learner
• reads the text;
• chooses a right statement that reflects the author’s attitude to the cat;
• explains his/her answer.

31

Unit: Living things
Learning objective

5.R8 Use with some support familiar paper and digital reference
resources to check meaning and extend understanding
• Clarify the meaning of the word in a dictionary or other
digital references

Assessment criteria

Level of thinking skills

Application

Task
Read the words in the box. Do they name living or non-living things?
Use the dictionary to check the meaning.
Classify them using the table.

germ

worm

Living things

jam

gym

dragonfly

rock

Non- living things

Link for the text about living and non-living things:
http://www.differencebetween.info/difference-between-living-and-non-living-things

Descriptor

A learner
• reads the words;
• clarifies the meaning using a dictionary or supporting materials;
• puts the words in the right columns.

32

Unit: Living things
Learning objective

5.R9 Recognise the difference between fact and opinion in
short, simple texts on an increasing range of general and
curricular topics

Assessment criteria



Levels of thinking skills

Higher order thinking skills

Read the text and find the evidence in it to prove facts
or opinions

Task
Read the text “Global Issues”. For each of the four topics, decide which statement is a fact
and which is an opinion.
Global issues
Text 1
Income
“At least 80% of the people in the world live on less than $10 a day. However, in
developing countries the figure is much higher – 95% live in less than $10 a day.” “I agree that
it’s an imperfect world – the problem is that the poor get poorer and the rich get richer. I think
people from rich countries ought to give more of their income in aid.”
Text 2
Water
“We must all try to use less water, especially people living in the USA, because they use an
incredible amount of water.”
“However, at least a billion people in the developing world can’t get enough water and over two
and a half billion don’t have proper toilets.”
Text 3
Children
“In my opinion, the Chinese policy of “one family - one child” has been very successful.
Other countries should think about doing the same – I believe in population control.” “In fact,
24000 children a day die because of poverty, many of them in poor villages in remote parts of the
world. And eight million children under the age of five die every year from diseases which we
can treat.”
Text 4
Energy
“A quarter of the world’s populations live without electricity, including over 500 million
people in Africa alone.” “However, there’s lots of sun in Africa and it’s free, so people ought to
use its energy. The developing world should use more solar power.”

Descriptor

A learner
• reads the text and decides which statement is a fact and which
is an opinion;
• names a fact;
• gives evidence to prove the factual information;
• gives opinion;
• proves it to be opinion.

33

Unit: Living things
5.W3 Write with support factual descriptions at text level
which describe people, places and objects

Learning objective



Assessment criteria

Level of thinking skills

Use the information to write sentences which describe
people, places and objects

Application

Task
Use the information to write Sarah’s blog.







Before
short hair
like ice-cream
believe in ghosts
don’t like pasta
live in Birmingham

Now
 long hair
 don’t like ice-cream
 don’t believe in ghosts
 love bread and pasta
 live by the sea in Bournemouth

Look at this picture! That’s me when I was a baby. I used to have
short hair, but now …____________________________________________________________

Descriptor

A learner
• writes Sarah’s blog;
• describes Sarah’s life;
• uses topical vocabulary;
• writes words and phrases accurately.

34

Unit: Living things
Learning objective

5.W7 Use with some support appropriate layout at text level for a
limited range of written genres on familiar general topics and some
curricular topics

Assessment criteria

• Write a text keeping the register and format of a given
genre

Level of thinking skills

Application

Task
Write a short story using the picture below. Follow the instructions:
1. Give a title to the story.
2. Make up a short plan.
3. Write the main idea.
4. Give three details.
5. Write a summary sentence.
6. Use your draft organizer.
7. Follow the layout structure.
8. Write a short essay.
Summary graphic organizer
Title _______________________
Main idea: ________________________________________
Circel the 3 most important words in the main idea and then write them here:
_____________ ________________ _________________
Three important details:
1)
2)
3)
Summary of the passage in one sentence:
_________________________________________________________

Descriptor

A learner
• writes a short essay;
• uses appropriate layout;
• keeps the format of a given genre.

35

Unit: Living things
Learning objective

Assessment criteria

Level of thinking skills

5.W2 Write with support a sequence of short sentences in a
paragraph on a limited range of familiar general topics
5.W8 Spell most high-frequency words accurately for a
limited range of general topics
• Write short sentences on familiar topics
• Connect sentences into a paragraph
• Write topic related words correctly
Application
Higher order thinking skills

Task
Write predictions about the future. Use your own ideas or the ideas in the pictures.

Descriptor

A learner
• writes short sentences about the future;
• organizes the sentences into a paragraph;
• uses topical vocabulary and ideas in the picture;
• spells the words accurately.

36

Unit: Living things
Learning objective

5.UE1 Use appropriate countable and uncountable nouns,
including common noun phrases describing times and location,
on a limited range of familiar general and curricular topics

Assessment criteria

• Describe time and location on familiar topics using
countable and uncountable nouns

Level of thinking skills

Application

Task
Fill the gaps with the correct form of the nouns (singular or plural).
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

People grow (tomato) ______________ in Kazakhstan.
You can put (sugar) ______________ in your breakfast tea.
We have to buy new (furniture) ______________ for our summer garden.
I need to wash my (hair) ______________.
We had a lot of (flower) ______________ this summer.
The Milfords have a lot of (money) ______________.
How many (people) ______________ were at the cinema with you?
Could you give some (information) ______________ on your project?
There are many (insect) ______________ in this park.
Those (man) ______________ seem to be very tired.

Descriptor

A learner
• completes sentences with the correct form of the nouns (singular
or plural).

37

Unit: Living things
Learning objective

5.UE3 Use a growing variety of adjectives and regular and
irregular comparative and superlative adjectives on a limited
range of familiar general and curricular topics

Assessment criteria

• Apply the rule for different adjectives, including
comparative and superlative adjectives
Application

Level of thinking skills
Task

Write about the things in the pictures.
Use the comparative and superlative forms of the adjectives.
Pictures

Adjectives

Sentences

Big
Small
Beautiful

Young
Strong
Clever

Tall
Fruitful
Old

Long
Short
Poisonous

Descriptor

A learner
• compares the objects in the pictures;
• writes the sentences using adjectives in
comparative and superlative degrees.

38

Unit: Living things
Learning objective

5.UE9 Use simple present and simple past regular and
irregular forms to describe routines, habits and states on a
limited range of familiar general and curricular topics

Assessment criteria



Level of thinking skills

Application

Apply simple present and simple past regular and irregular
forms to describe routines, habits and states

Task
Change the tense in each of the following sentences. Use the tense given in brackets.
1. My father loves seafood. (change to past simple)
My father ____________________ seafood.
2. Do you like films? (change to past simple)
__________________________ the film?
3. My sister doesn’t have a job. (change to past simple)
My sister ___________________________ a job a year ago.
4. He speaks four languages. (change to past simple)
He ___________________ four languages last year.
5. He reads a lot of books in his spare time. (change to past simple)
He _____________ a lot of books in his spare time last summer.
6. He liked his job. (change to present simple)
He ___________________ his job.
7. Elizabeth isn’t at home. (change to past simple)
Elizabeth ____________________ at home yesterday.
8. Are they here? (change to past simple)
_________________________ here a year ago?
9. He liked the job. (change to present simple)
He _____________________ the job.
Descriptor

A learner
• changes the tense in each of the sentences;
• uses the tense given in brackets correctly.

39

Unit: Living things
5.UE13 Use might, may, could to express possibility on a
limited range of familiar general and curricular topics

Learning objective



Assessment criteria

Levels of thinking skills

Make up sentences with modal verbs of possibility:
might, may, could

Application

Task
Choose the appropriate verb. Circle it.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

They can/ might be away for the weekend but I'm not sure.
You may/might leave now if you wish.
Could/May you open the window a bit, please?
He can/could be French, judging by his accent.
May/Can you play the piano?
Listen, please. You may not/might not speak during this exam.
They can't/may not still be out!
You couldn't/might not smoke on the bus.
With luck, tomorrow can/could be a sunny day.
You can/might be right but I'm going back to check anyway.

Link for answer keys: http://www.autoenglish.org/gr.may.i.htm

Descriptor

A learner
• reads the sentences;
• chooses and puts “might”, “may” and “could” in the right gaps.

40

Unit: Living things
Learning objective

5.UE15 Use common verbs followed by infinitive verb/verb +
ing patterns on a limited range of familiar general and curricular
topics

Assessment criteria



Level of thinking skills

Application

Demonstrate the correct use of verb+infinitive, verb+ing
patterns in the context

Task
Use the pictures to write sentences with infinitives.

1._____________________________________
2._____________________________________
3._____________________________________
4._____________________________________

Descriptor

A learner
• makes up sentences;
• uses verb/verb+ing patterns.

41

TERM 2
Unit: Values
Learning objective

Assessment criteria

Level of thinking skills

5.C2 Use speaking and listening skills to provide sensitive
feedback to peers
5.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general



Give feedback to others orally
Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences

Application

Task
Answer the questions below to help you identify some cultural influences in your life. In
your answer use the words in brackets.
1. In what part of the country do you live? (Examples include: east coast, west coast, south,
Midwest )
2. In what type of community do you live? (Examples include: small town in the country,
suburb, city, inner-city)
3. How much time do you spend with your extended family (aunts, uncles, grandparents, etc.)?
4. What holidays do you celebrate with your family? Which holiday is the most important, and
why?
5. What special types of food do you and your family prefer?
6. What types of music do you and your family listen to?
7. What kinds of art do you have in your home?
Descriptor

A learner
• talks to peers asking questions about their culture;
• responds giving extended answers to the peers’ questions.

42

Unit: Values
5.C5 Use feedback to set personal learning objectives.
5.L1 Understand a sequence of supported classroom
instructions
5.S5 Keep interaction going in basic exchanges on a growing
range of general and curricular topics

Learning objective

Assessment criteria





Level of thinking skills

Consider classmates' feedback and set personal learning
objectives based on their feedback
Identify common classroom commands with support;
Support a talk on a given general topic

Knowledge and comprehension
Higher order thinking skills

Task 1
Listen to the conversation about how to study without stopping. Put numbers next to the
instruction as you hear them.
CD1. Tapescript 2.
A.
B.
C.
D.
E.
F.

put the dog outside
______
turn off you phone
______
take away things which stop you. ______
have an apple and a glass of water _______
turn off the music
______
no instant message
_____

Task 2
Work in pairs. Speak about things which stop you when you study. Think about ideas for
better learning.
Descriptor

A learner

numbers phrases according to the conversation;

talks to peers sharing ideas for better learning.

43

Unit: Values
5.C9 Use imagination to express thoughts, ideas, experiences and
feelings
5.S3 Give an opinion at sentence level on a limited range of
general and curricular topics

Learning objective




Assessment criteria

Level of thinking skills

Convey fantasy ideas including emotions and senses
Provide a point of view in connected sentences

Application
Higher order thinking skills

Task
Choose a picture and tell about a tradition or a custom you like more. You should tell:

name of the tradition or the custom

reason why you like it

significance of it

process and people’s roles

Descriptor

A learner
• describes the picture;
• names the tradition or custom;
• provides reasons why likes it;
• points out its significance;
• describes the process and people’s role.

44

Unit: Values
5.L2 Understand an increasing range of unsupported basic
questions which ask for personal information
5.S6 Communicate meaning clearly at sentence level during, pair,
group and whole class exchanges

Learning objective

Assessment criteria

Level of thinking skills




Recognize basic personal questions without support
Interact with each other delivering content correctly and
clearly to others

Knowledge and comprehension
Higher order thinking skills

Task
Talk to 3 or more students. Ask and answer the questions. Complete the chart.
Name of a
student

Descriptor

Extended
family member

How old is
he/she?

Why he/she is special for you?

A learner
• works in a group;
• asks and answers classmates’ questions;
• completes the chart.

45

Unit:Values
Learning objective

5.L6 Deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics
5.W7 Use with some support appropriate layout at text level for a
limited range of written genres on familiar general topics and some
curricular topics

Assessment criteria

• Figure out the content of a short conversation with some
support
• Write a text keeping the register and format of a given genre

Level of thinking skills

Application
Higher order thinking skills

Task
Listen to and complete Laura’s network of people she meets regularly. Use the names from
the box.
CD1. Tapescript 3.

46

Think of a network of people you often meet and write some information about each of
them.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Descriptor

A learner
• completes the gaps while listening;
• uses topical vocabulary;
• writes about people from his/her network.

47

Unit: Values
Learning objective

Ass
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