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 teacher
s
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.
T in tasks according to learners’ capacities and requirements.
A y 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
Un
it: 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 a way
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 felt twig plastic sand clay tile
Descriptor A learner
•works cooperatively in a
group;
•tells about plans of using future forms;
•u
ses be made of when speaking about materials.
4

Unit: Home and a
way
Learning objective 5.L1 Understand a sequence of supported classroom
instructions
Assessment criteria •Identify common classroom commands with support
Levels of thinking skills Knowledge and comprehension
Task
W
rite words in the boxes under appropriate pictures.
Teacher reads the following instructions:
turn left round about next to go past
take the second left turn right opposite go straight on
take the second right traffic light
Descriptor 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 •Recognize basic general questions without support
•Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility
Level of thinking skills 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. Where is Aktobe?
2.Is Astana in the centre of Kazakhstan?
3.Where is Aktau? Is it in the east?
4. Is Shymkent in the north of Kazakhstan? 5.Where is Astana?
6.Where is Oskemen?
7.Where is Pavlodar?
Descriptor A learner
•tells the location of cities correctly.
6

Unit: Home and away
Learning objective 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
Assessment criteria •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
Levels of thinking skills 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 Lo
ndon. “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

Learning objective
Unit:
Home and away
5.S1 Provide basic information about themselves and others
at sentence level on
an increasing range of general t opics
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
Assessment criteria •Give basic information about themselves and others at
sentence level
•Demonstrate the correct use of prepositions of time,
location and direction
Levels of thinking skills 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

Learning objective
Unit:
Home and away
5.S2
Ask simple questions to get information about a limited
range of general t opics
5.L6 Deduce meaning from context in short, supported talk on an
increasing range of
general and curricular t opics.
5.C6 Organize and present information clearly to others
Assessment criteria •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
Level of thinking skills 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

Learning objective
Unit:
Home and a way
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 o n a limited
range of familiar general
and curricular t opics
5.W3 Write with support factual descriptions at text level
which describe people, places and objects
Assessment criteria •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
Level of thinking skills 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

Learning objective 5.R1 Understand the main points in a limited range of short
simple texts on general and curricular topics
Assessment criteria •Identify the main idea of the tex
t
Levels of thinking skills 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 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
Assessment criteria •Identify details in a text with little support
•Talk about cultural diversity
Level of thinking skills 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 a way

Learning objective 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
Assessment criteria •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
Level of thinking skills Application
Higher order thinking skills
Task 1
Read the weather forecast for the UK and Ireland and draw weather symbols on the map.
13
Unit: Home and away

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

Unit:
Home and a way
Learning objective 5.W1 Plan, write, edit and proofread work at text level with
support on a limited range of general and curricular topics
Assessment criteria •Make a clear plan of writing
•Write a text on general and curricular topics
•Check the written draft
Level of thinking skills Higher order thinking skills
Task
Write your daily routines. Use the phrases below.
Get up have lunch have breakfast go to school get dressed
do homework go to bed play volleyball go home morning exercise
Descriptor 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
Learning objective 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
Assessment criteria •Write short sentences on familiar topics
•Connect sentences into coherent paragraph
•Convey fantasy ideas including emotions and senses
Level of thinking skills 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. _______________________________________ _______________________________________
C.
This is the place where all nations of Kazakhstan
meet and communicate with each other.
_______________________________________ _______________________________________
D.
Descriptor A learner:
•matches descriptions with their pictures correctly;
•writes few sentences about his/her opinions
16

Unit:
Home and a way
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
Levels of thinking skills 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 Places of interest to visit
streets – Avenues – factories – university –
parks – gardens – zoo – buildings –
skyscrapers – city cent er – suburbs – hotel
– hostel – shopping center.
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 a way
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 Ap
plication
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 a way
Learning objective
Assessment criteria
5.
UE4 Use determiners including any, no each, every o n a limited
r
ange of familiar general and curricular topics
6.
Apply any, no each, every in the context
Level of thinking skills Application
Task
Fill in the blanks. Use some, any, no.
1. Have you got _____ chocolate cake?
2.There are ———————– children in the garden.
3. I think there is ——————— butter in the fridge.
4.We met ——————— nice Asian girls on holiday.
5. I like _____ kind of cake.
6. Can I have _____ sugar?
7. We’ve got _____ amazing chocolate cake, and _____ carrot cake.
Descriptor A learner
• completes the sentences;
• uses appropriate determiners.
Unit: Home and Away
Learning objective 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
Assessment criteria •Differentiate between personal and demonstrative pronouns
and quantitative pronouns some, any, something, nothing, and anything
Level of thinking skills 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
Learning objective 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 •Demonstrate the correct use of be / look/ sound/ feel/ taste/
smell like and use be made of
Level of thinking skills Application
Task
Complete the sentences with look/ sound/ feel/ taste/ smell like, made of.
1. What's for lunch, I wonder? Hmmm. It _______________ fish and chips
2. I don't _______________ going out tonight.
3. Yeah. That _______________ a good idea to me.
4. It's clouding over. It _______________ rain.
5. It's time to change the bag. The bin _______________ terrible.
6.That jacket _______________ great.
7.This song _______________ familiar.
8. This coffee _______________ mud.
9.This building _________ of brick and glass.
Descriptor A learner
•uses the given words appropriately;
•f
ills in the sen tences.
21

Unit: Living things
Learning objective 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.
Assessment criteria •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
Level of thinking skills 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
Learning objective 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
Assessment criteria •Provide unprepared speech to answer a variety of
questions at sentence level with limited flexibility
•Organise information logically
•Express ideas clearly
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 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
Assessment criteria •Interact with each other delivering content clearly to
o
thers
•Write topic related wo
rds correctly
•Consider classmates' feedback and set personal learning
objectives based on their feedback
Level of thinking skills 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

Descriptor A learner
•follows instructions accordingly.
Unit: Living things
Learning objective 5.L1 Understand a sequence of supported classroom instructions.
Assessment criteria •Identify common classroom commands with support
Level of thinking skills Knowledge and comprehension
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
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
Assessment criteria •Identify the main information of a talk using supporting
information
•Figure out the content of a short conversation with some
support
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Task
L
isten to the text and f ill in the gaps with missing words.
CD1. Tapescript 1.
There are 4 texts in the recording. The teacher can use any o
f 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 alway
s writing messages to friends and it’s big eno ugh 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
r
ead things on it at breakfast time. I’m not allowed to u se it at _____________ time, though. I
have to be _____________ and talk to people then. “Welcome back to real life,” my mum says.
Answer the following quest
ions:
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
5.
R1 Understand the main points in a limited range of short simple
texts on
general and curricular topics
•I
dentify the main idea of the text
Level of thinking skills 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

Learning objective 5.R4 Read with some support a limited range of short fiction and
non-fiction texts
Assessment criteria •Read the given fiction or non-fiction text and identify the
general information
Level of thinking skills 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.
Unit: Living things
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.
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Unit: Living things
Learning objective 5.R2 Understand with little support specific information and
detail in short, simple texts on a limited range of general and
curricular topics
Assessment criteria •Identify details in a reading passage with little support
Level of
thinking s kills Knowledge and comprehension
Task
Read the text and com
plete the chart.
LIVING T HINGS AND NO N-LIVING T HINGS
In nature we can find living things and non-living things. Rocks, air and
wind are non-living
things People, a nimals a nd 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.
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