FA_English_1grade.pgf

AUTONOMOUS EDUCATIONAL ORGANISATION
«NAZARBAYEV INTELLECTUAL SCHOOLS»

A collection
of tasks for
Formative Assessment
English
Grade 1

Astana, 2016

A collection of tasks
for Formative Assessment
English
Grade 1

A collection of tasks for Formative Assessment is designed to assist teachers in
planning, organizing and carrying out Formative Assessment in “English” for the Grade 1
learners. It is aligned with the Subject Programme and Course plan.
Tasks with assessment criteria and descriptors are samples for assisting teachers in
providing constructive feedback to learners in terms of achievement of learning objectives;
to select and design similar tasks. This document serves as guidance and will allow teachers
to adapt, add and make changes in tasks according to learners’ capacities and
requirements.
This collection of tasks is designed for primary school teachers, school
administrations, educational departments’ seniors, regional and school coordinators in
criteria-based assessment and others.
Free access to the Internet resources such as pictures, cartoons, photos, texts, video
and audio materials, etc. have been used in designing this tasks collection.

2

CONTENTS
Term: 1 ........................................................................................................................... 5
Unit 1: All about me .................................................................................................... 6
Unit 2: My school ....................................................................................................... 22
Term: 2 ......................................................................................................................... 35
Unit 3: My family and friends ..................................................................................... 37
Unit 4: The world around us ...................................................................................... 56
Term: 3 ......................................................................................................................... 73
Unit 5: Travel ............................................................................................................. 74
Unit 6: Traditions and folklore .................................................................................... 98
Term: 4 ....................................................................................................................... 115
Unit 7: Food and drink ............................................................................................. 116
Unit 8: Health and body ........................................................................................... 139

3

4

TERM 1

5

Unit 1: All about me
Topic: Greetings and names
Learning objective:

1.L3 recognize with support common names and names
of places
recognize the spoken form of a limited range of everyday
and classroom words

Level of thinking skills:

Knowledge and comprehension
Application
Identify common names and names of places with
support;
Identify basic everyday and classroom words

Assessment criteria:

Task 1
Come to the center and make a circle. Listen and do.
1. I am Gulnar. I am from Kazakhstan. This is Adelina.
2. I am Adelina. I am from Kazakhstan. This is Sati.
Go on!

Descriptor:

A learner
 names his/ her classmates name using
- “I am …” .
- I am from Kazakhstan.
- This is … .”

Task 2
Listen and do. Repeat after your teacher.
1. Stand up, please!
2. Hands up! Clap - clap!
3. Hands down! Shake - shake!
4. Hands on the hips! Jump – jump!
5. Sit down, please!

Descriptor:

6

A learner
 follows teacher’s instructions;
 repeats the rhyme.

Topic: Greetings and names
Learning objective:

1.S1 make basic personal statements about people,
objects and classroom routines

Level of thinking skills:

Knowledge and comprehension
Application
Talk about people, objects and classroom routines

Assessment criteria:

Task
Answer the questions
1. What is your name?
2. How old are you?
3. What colour is it*?
(*Teacher shows objects of different colours)

Descriptor:

A learner
 answers questions about him/herself;
 names the colours of the objects.

7

Topic: Greetings and names
Learning objective:

1.S3 pronounce familiar words and expressions intelligibly

Level of thinking skills:

Knowledge and comprehension
Application
Say topic words with clear pronunciation
Say expressions clearly

Assessment criteria:

Task
Act out the situation in the picture. Use greetings and goodbye words: Hello, hi, good
morning, good afternoon, good bye, nice to meet you, see you.

Descriptor:

8

A learner
 acts out the dialogue;
 uses the greeting and goodbye words appropriately;
 pronounces topic words and expressions intelligibly.

Topic: Greetings and names
Learning objective:

1.UE3 use basic adjectives to describe people and things

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Describe people and things using basic adjectives

Task
Say about pictures. Use long, short, green, red, fat, thin, big, small, little, fast etc.
Example: This is a long dress. It is red.

1.

3.

Descriptor:

2.

4.

A learner
 talks about people using basic adjectives;
 talks about things using basic adjectives
9

Topic: Greetings and names
Learning objective:

1.UE6 use demonstrative pronouns this/ these,
those to indicate things

Level of thinking skills:

Knowledge and comprehension
Application
Name objects using this/ these, that/ those

Assessment criteria:

Task
Use this/ these, that/ those to name the objects.
Example: These are flowers. That is an apple.

1.

2.

3..

4.

5.

Descriptor:

10

6.

A learner
 makes up sentences using this/ these;
 makes up sentences using that/ those.

that/

Topic: Greetings and names
Learning objective:

1.S6 make introductions and requests in basic interactions
with others

Level of thinking skills:

Application

Assessment criteria:

Interact using introductions and requests

Task
Look at the picture and listen to the teacher. Make up your own dialogue with your
classmate. .
Example: Hello!
Hi!
My name is Nick.
My name is Emma.
Nice to meet you.
Nice to meet you too.

Descriptor:

A learner
 greets his/ her classmate;
 introduce him/ herself

11

Topic: Colours
Learning objective:

1.UE3 use basic adjectives to describe people and
things

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Describe people and things using basic adjectives

Task 1
Look at the picture and describe it.
Example: It is a green apple. It is small.

Descriptor:

12

A learner
 names the objects and their colours;
 says the size of the objects.

Topic: Colours
Learning objective:

1.L3 recognize with support common names and names
of places;recognize the spoken form of a limited range of
everyday and classroom words

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Identify common names and names of places with support;
Identify basic everyday and classroom words

Task 1
Listen and put the number next to the picture.
Cinema is №1. Airport is №2. Bank is №3. Zoo is №4. Internet café is №5.

1

Descriptor:

A learner
 puts appropriate numbers of places .

Task 2
Listen and write the correct numbers in the boxes under the pencils.
Orange is 1, green is 2, white is 3, brown is 4, purple is 5, red is 6, yellow is 7, blue is 8.

Descriptor:

A learner
 writes the correct numbers in the boxes.
13

Topic: Colours
Learning objective:

1.S3 pronounce familiar words and expressions intelligibly

Level of thinking skills:

Application

Assessment criteria:

Say topic words with clear pronunciation
Say expressions clearly

Task
Point to the objects and name them. Name the colours of the objects.
Example: This is a ruler. It is a blue ruler.

Descriptor:

14

A learner
 points to the school objects and names them;
 names the colour of each school object clearly;
 pronounces topic words and expressions intelligibly.

Topic: Colours
Learning objective:

1.UE6 use demonstrative pronouns this, these that, those
to indicate things

Level of thinking skills:

Application

Assessment criteria:

Name objects using this/ these, that/ those

Task
Use pronouns this or these, that or those to indicate objects.

Descriptor:

A learner
 names objects in singular using this/ that;
 names objects in plural using these /those
15

Topic: Colours
Learning objective:

1.S1 make basic personal statements about people, objects
and classroom routines

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Talk about people, objects and classroom routines

Task
Make up statements about objects. Colour the objects.
Example: This is a tree. The tree is green.

1.

2.

4.

Descriptor

16

3.

5.

A learner
 makes up sentences using names of the objects and their
colours;
 colours the objects.

Topic: 1-50
Learning objective:

1.L3 recognize with support common names and names of
places;
recognize the spoken form of a limited range of
everyday and classroom words

Level of thinking skills:

Knowledge and comprehension
Application
Identify common names and names of places with support;
Identify basic everyday and classroom words

Assessment criteria:

Task 1
Listen and write the correct number in the box under each picture.
“The Three Bears” is 1; “The Snow White and the Seven Dwarfs” is 2; “The Three
Piglets and the Wolf” is 3.

Descriptor:

A learner
 writes the correct numbers

17

Task 2
Listen and colour the picture.
1. The bag is blue.
2. The pencil is black.
3. Number 5 is red.
4. The ruler is brown.
5. The flower is yellow.
6. The frog is green.

Descriptor:

18

A learner
 follows instructions;
 uses the right colours.

Topic: 1-50
Learning objective:

1.UE2 use cardinal numbers 1 - 50 to count

Level of thinking skills:

Application

Assessment criteria:

Count numbers 1 – 50

Task
Count, write and say the answer.

Descriptor:

A learner
 counts and says the correct numbers;
 pronounces the numbers intelligibly

19

Topic: 1-50
Learning objective:

1.L1 recognize short basic instructions for a limited range
of classroom routines spoken slowly and distinctly

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Follow basic classroom instructions spoken slowly and
distinctly

Task
Listen and do. Repeat after your teacher.
Stand up, please.
Hands up, hands down.
Hands on hips, sit down.
Bent left, bent right
1, 2, 3 hop 1, 2, 3 stop!
Stand still, please.

Descriptor:

20

A learner
 follows instructions correctly;
 repeats after the teacher.

Topic: 1-50
Learning objective:

1.S3 pronounce familiar words and expressions intelligibly

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Say topic words with clear pronunciation
Say expressions clearly

Task
Look at the pictures. Answer the question: How many objects are there in the picture?
Example: There are four bags.

1.

2.

4.

Descriptor:

3.

5.

A learner
 counts the objects in each picture;
 answers the question using There are…;
 pronounces topic words and expressions intelligibly.

21

Unit 2: My school
Topic: Classroom objects
Learning objective:

1.UE1 use singular nouns, plural nouns – to talk about
people and places

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Talk about people and places using singular and plural
forms

Task
Look at the pictures. Say how many people and objects there are in the class.
Example: There is one teacher in the class. There are two chairs in the class.

1.

3.

Descriptor:

22

2.

4.

A learner
 makes up sentences about people;
 makes up sentences about objects;
 uses singular and plural nouns.

Topic: Classroom objects
Learning objective:

1.UE4 use determiners a, an, some, the, this, these to
indicate what /where something is

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Name objects using a, an, this, these, some, the and say
where they are

Task
Use a, an, this, these, some and the to indicate the following objects:
Example: A pen. This is a pen. The pen is blue.

1.
2.

2.

3
4

4.

5.

Descriptor:

6.

A learner
 names objects using determines a, an, the appropriately;
 uses this / these appropriately

23

Topic: Classroom objects
Learning objective:

1.UE6 use demonstrative pronouns this, these, that, those
to indicate things

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Name objects using this/ these, that/ those

Task
Use this, these, that, those to indicate the classroom objects.

1.

2.

3.

4.

5.

7.

Descriptor:

24

6.

8.

A learner
 uses this/ these to name the objects;
 uses that/ those to name the objects.

Topic: Classroom objects
Learning objective:

1.S1 make basic personal statements about people,
objects and classroom routines

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Talk about people, objects and classroom routines

Task
Take out all the school things from your bag. Talk about them.
Example: These are my books. They are green and blue.

Look at the desk of your classmate and say what he/ she has got.
Example: He/ she has got some pencils.

Descriptor:

A learner
 makes up sentences about classroom objects;
 says what his/her friend has got.

25

Topic: Classroom objects
Learning objective:

1.S3 pronounce familiar words and expressions intelligibly

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Say topic words with clear pronunciation
Say expressions clearly

Task
Describe objects.
Example: This is a school bag. It is blue and pink.

Descriptor:

26

A learner
 names school objects and their colours;
 pronounces topic words and expressions clearly.

Topic: Classroom objects
Learning objective:

1.L1 recognize short basic instructions for a limited range
of classroom routines spoken slowly and distinctly

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Follow basic classroom instructions spoken slowly and
distinctly

Task
Listen and do. Repeat after your teacher.
Stand up and look around.
Shake your head and turn around.
Stamp your feet upon the ground.
Clap your hands and then sit down.

Descriptor:

A learner
 follows instructions;
 repeats the rhyme.

27

Topic: Classroom objects
Learning objective:

1.L3 recognize with support common names and names of
places
recognize the spoken form of a limited range of
everyday and classroom words

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Identify common names and names of places with support
Identify basic everyday and classroom words

Task 1
Listen to the teacher. Cross the pictures you hear: airport, school, bank, zoo and café.

Descriptor:

A learner
 demonstrates understanding of places by crossing them.

Task 2
Listen to the teacher. Point to the right picture.
A pen, a bag, books, colored pencils, a board, an eraser.

Descriptor:
28

A learner
 points to the right picture.

Topic: Classroom routines
Learning objective:

1.UE3 use basic adjectives to describe people and things

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Describe people and things using basic adjectives

Task
Talk about objects. Use adjectives: yellow, green, blue, big, etc.
Example: The bus is yellow.

Descriptor:

A learner
 talks about objects using basic adjectives.

29

Topic: Classroom routines
Learning objective:

1.UE8 use simple imperative forms [positive] for basic
commands or instructions

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Give classroom instructions or commands using imperative
forms

Task
Work in a pair. Give instructions to each other. Follow them.
Examples:
1. Bring me a pen, please!
2. Come, please!
3. Give your books, please!
4. Count from 1 to 10, please!
5. Draw a balloon, please!
6. Write letter G, please!
7. Read this word, please!
8. Sit down, please!
9. Stand up, please!
10. Show me the picture, please!

Descriptor:

30

A learner
 gives command to classmates;
 follows instructions correctly.

Topic: Classroom routines
Learning objective:

1.L1 recognize short basic instructions for a limited range
of classroom routines spoken slowly and distinctly

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Follow basic classroom instructions spoken slowly and
distinctly

Task
Listen and do. Repeat after your teacher.
Make your right hand clap, clap, clap.
Make your left hand clap, clap, clap.
Turn around 1,2,3.
It is easy, you can see !
Make your right foot tap, tap, tap.
Make your left foot tap, tap, tap.
Turn around 1,2,3.
It is easy, you can see !

Descriptor:

A learner
 follows instructions;
 repeats the rhyme.

31

Topic: Classroom routines
Learning objective:

1.L3 recognize with support common names and names of
places
recognize the spoken form of a limited range of
everyday and classroom words

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Identify common names and names of places with support
Identify everyday and classroom words

Task 1
Listen to the teacher. Clap your hands when you hear the names of people and the
names of places. Repeat them.
My name is Mary.
I live in Astana.
I have a sister. Her name is Alina.
I have a little brother. His name is Murat.
I and Alina go to school every day.
Descriptor:

A learner
 follows commands;
 says the names of people and the names of places.

Task 2
Listen and point to the right picture.
Yellow bus and boy, a teacher and a girl, a teacher and three pupils, a blue bag, a
computer, a brown pencil, scissors, a board.

Descriptor:
32

A learner
 finds and points to the right picture.

Topic: Classroom routines
Learning objective:

1.S3 pronounce familiar words and expressions intelligibly

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Say topic words with clear pronunciation
Say expressions clearly

Task
Look at the pictures. Tell what you see.
Example: A teacher. Letters. Three students.

1.

2.

3.

Descriptor:

A learner
 describes people and objects;
 pronounces topic words and expressions clearly

33

Topic: Describing things
Learning objective:

1.S1 make basic personal statements about people, objects
and classroom routines

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Talk about people, objects and classroom routines

Task
Make up sentences. Use adjectives big, small, happy, sad, pink, yellow, etc.
Example: This is a big ball. This is a beautiful house.

Happy

Descriptor:

34

Sad

Thin

Fat

A learner
 describes objects and people using adjectives

Topic: Describing things
Learning objective:

1.UE3 use basic adjectives to describe people and things

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Describe people and things using basic adjectives

Task
Say what you can see. Use adjectives: red, white, pink, blue, etc.
Example: It is a red apple. The boy has got the red apple.

Descriptor:

A learner
 talks about people and objects using adjectives;
 talks what people have got

35

36

TERM 2

37

Unit 3: My family and friends
Topic: Family and friends
Learning objective:

1.UE7 use personal subject and object pronouns to give
basic personal information

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Apply personal subject and object pronouns

Task
Talk about the students. Use the words.

Askhat, 6 years old

Damir, student, 10 years old

Descriptor:

38

Kate, 8 years old

Liz, student, 9 years old

A learner
 talks about people using personal pronouns

Topic: Family and friends
Learning objective:

1.S5 use words in short exchanges

Level of thinking skills:

Application

Assessment criteria:

Interact using topic words

Task
Work in a pair. Answer the questions: Who is this? Who is he? Who is she?
Example: Who is this? This is a father.
Who is he? He is my granddad.

1.

3.

Descriptor:

2.

4.

A learner
 asks and answers questions;
 uses topic words

39

Topic: Family and friends
Learning objective:

1.S1 make basic personal statements about people,
objects and classroom routines

Level of thinking skills:

Application

Assessment criteria:

Talk about people, objects and classroom routines

Task
Tell about your family and your friends.
Example: This is my family. There is a grandfather, a grandmother, a father, a mother, a
daughter and two sons. I have got a big family.

Descriptor:

40

A learner
 talks about his/her family;
 pronounces topic words intelligibly.

Topic: Family and friends
Learning objective:

1.S3 pronounce familiar words and expressions intelligibly

Level of thinking skills:

Application

Assessment criteria:

Say topic words with clear pronunciation
Say expressions clearly

Task
Look at the pictures and describe them.
Example: Family. Happy family. This is a happy family.

1.

3.

Descriptor

2.

4.

A learner
 describes pictures;
 pronounces topic words and expressions clearly.

41

Topic: Family and friends
Learning objective:

1.UE1 use singular nouns, plural nouns – to talk about
people and places

Level of thinking skills:

Application

Assessment criteria:

Talk about people and places using singular and plural
forms

Task
Look at the picture. Describe it.
Example: This is a family. They are in the park. There are many trees in the park.

1.

3.

Descriptor:

42

2.

4.

A learner
 describes pictures;
 uses singular and plural noun forms appropriately

Topic: Family and friends
Learning objective:

1.L3 recognize with support common names and names
of places
recognize the spoken form of a limited range of
everyday and classroom words

Level of thinking skills:

Application

Assessment criteria:

Identify common names and names of places with
support
Identify everyday and classroom words

Task 1
Look at the picture. Say where children are.

2.
1.

3.
Descriptor:

A learner
 says where children are using names of places

Task 2
Listen to the teacher, repeat and follow the commands
Pick up, put down, stand up, turn around.
Clap left, clap right, clap up, clap down.
Look left, look right, look up, look down.
Turn around, sit down, touch your friend.
Descriptor:

A learner
 follows commands;
 repeats the rhyme.
43

Topic: Family and friends
Learning objective:

1.UE4 use determiners a, an, some, the, this, these to
indicate what /where something is

Level of thinking skills:

Application

Assessment criteria:

Name objects using a, an, this, these, some, the and say
where they are

Task
Use a, an, the, some to say about objects.

Use this or these to say about people in the pictures.

1.

2.

3.

4.

Descriptor:

44

A learner:
 uses a, an, the, some appropriately;
 uses this or these appropriately.

Topic: In my house
Learning objective:

1.S3 pronounce familiar words and expressions intelligibly

Level of thinking skills:

Application

Assessment criteria:

Say topic words with clear pronunciation
Say expressions clearly

Task
Look at the pictures. Name the objects. Say what colours they are.
Example: This is a door. It is green.

1.

2.

4.

5.

6.
Descriptor:

3.

7.
A learner
 names objects;
 says colours of the objects;
 pronounces topic words and expressions intelligibly.

45

Topic: In my house
Learning objective:

1.UE11 use there is / there are to make short statements
and ask questions

Level of thinking skills:

Application

Assessment criteria:

Use there is / there are in statements and asking
questions

Task
Make up sentences. Use there is/ there are. Ask questions Is there/ are there …?
Example: There are two windows. Is there a sofa in the house?

1.

2.

Descriptor:

46

A learner
 makes up sentences using there is/ there are;
 asks questions using Is there / are there.

Topic: In my house
Learning objective:

1.L3 recognize with support common names and names
of places
recognize the spoken form of a limited range of
everyday and classroom words

Level of thinking skills:

Application

Assessment criteria:

Identify common names and names of places with
support
Identify everyday and classroom words

Task 1
Listen and put the numbers in the boxes.
1. A chair is in the kitchen.
2. A TV set is in the living - room.
3. A bed is in the bedroom.
4. A desk is in the study.

Descriptor:

A learner
 numbers pictures correctly

47

Task 2
Listen to the teacher. Point to the object.
Point
Point
Point
Point
Point
Point

to
to
to
to
to
to

the
the
the
the
the
the

Descriptor:

48

window.
door.
board.
floor.
book.
pen.

A learner
 identifies and points to the objects

Topic: In my house
Learning objective:

1.S1 make basic personal statements about people,
objects and classroom routines

Level of thinking skills:

Application

Assessment criteria:

Talk about people, objects and classroom routines

Task
Look at the picture. Say what you have got in your house.
Example: There is a sofa in my house.

Descriptor:

A learner
 uses there is/ there are to say about things he/she has got in
the house;
 uses topic words.

49

Topic: In my house
Learning objective:

1.UE3 use basic adjectives to describe people and things

Level of thinking skills:

Application

Assessment criteria:

Describe people and things using basic adjectives

Task
Say what your cousin has got in his/ her house. Use adjectives: green, big, black, small,
big, etc.
Example: There is a small TV set. He has got a pink armchair.

Descriptor:

50

A learner
 uses there is/ there are to say about things his/her cousin has got
in the house;
 uses topic words.

Topic: Days of the week
Learning objective:

1.L3 recognize with support common names and names of
places
recognize the spoken form of a limited range of everyday
and classroom words

Level of thinking skills:

Application

Assessment criteria:

Identify common names and names of places with support
Identify everyday and classroom words

Task 1
Say what you see in the picture.
Example: The school closes on Sundays.

Sunday

OPEN!!!
Monday
Tuesday
Wednesday
Descriptor:

A learner
 uses topic words;
Thursday
 pronounces words and expressions intelligibly.

51

Task 2
Listen to the teacher. Choose and show the right card.
1. Nick plays football on Sundays.
2. On Saturday children play outside.
3. Mark and Penny dance on Tuesday and Friday.
4. On Wednesday Ben plays the chess.
5. Kelly goes skating on Thursdays.

Descriptor:

52

A learner
 demonstrates understanding by showing the appropriate cards.

Topic: Days of the week
Learning objective:

1.R1 recognize, sound and name the letters of the alphabet

Level of thinking skills:

Application

Assessment criteria:

Identify and say letters of the alphabet

Task
Read the words. Name the first letter in names of places.

1.

2.
Bank

3.

4.
Airport

Descriptor:

Zoo

Café

A learner
 reads the words;
 names the first letters in the names of places.

53

Topic: Days of the week
Learning objective:

1.S3 pronounce familiar words and expressions intelligibly

Level of thinking skills:

Application

Assessment criteria:

Say topic words with clear pronunciation
Say expressions clearly

Task
Name the days of the week.

Descriptor:

54

A learner
 says the days of the week;
 pronounces topic words clearly.

Topic: Days of the week
Learning objective:

1.S1 make basic personal statements about people,
objects and classroom routines

Level of thinking skills:

Application

Assessment criteria:

Talk about people, objects and classroom routines

Task
Say about people. Use the days of the week.
Example: On Sundays boys play football.

Descriptor:

A learner
 makes up sentences using the days of the week
55

Unit 4: The world around us
Topic: Animals
Learning objective:

1.S3 pronounce familiar words and expressions intelligibly

Level of thinking skills:

Application

Assessment criteria:

Say topic words with clear pronunciation
Say expressions clearly

Task
Name the animals. Say what colour they are.
Example: This is a horse. It is brown.

Descriptor:

56

A learner
 names animals and their colour;
 pronounces topic words and expressions clearly.

Topic: Animals
Learning objective:

1.L1 recognize short basic instructions for a limited range
of classroom routines spoken slowly and distinctly

Level of thinking skills:

Application

Assessment criteria:

Follow basic classroom instructions spoken slowly and
distinctly

Task
Listen and follow the instruction.
 Colour the chicken yellow.
 Colour the cat grey.
 Colour the cow red and white.
 Colour the sheep brown.
 Colour the monkey brown and yellow.
 Colour the duck brown and green.
 Colour the dog black and white.

Descriptor:

A learner
 colours animals according to the instructions.

57

Topic: Animals
Learning objective:

1.S5 use words in short exchanges

Level of thinking skills:

Application

Assessment criteria:

Interact using topic words

Task
Work in a pair. Look at the pictures and answer the questions.
1. Picture №1. Is it a pig?
2. Picture №2. Is the fox orange?
3. Picture №3. What color is the elephant?
4. Picture№4. What’s this?
5. Picture №5. Is it a lion?

2.

1.

3.

Descriptor:

58

4.

5.

A learner
 answers questions using support pictures.

Topic: Animals
Learning objective:

1.L3 recognize with support common names and names of
places
recognize the spoken form of a limited range of
everyday and classroom words

Level of thinking skills:

Application

Assessment criteria:

Identify common names and names of places with support
Identify everyday and classroom words

Task 1
Look at the pictures. Listen and circle True or False.
1.
2.
3.
4.
5.

We can see elephants in the Zoo.
We can see lions in the Zoo and Circus
We can see a giraffe in the Circus.
We can see monkeys in the circus.
We can see an elephant in the Circus.

Descriptor:

True
True
True
True
True

False
False
False
False
False

A learner
 circles True /False answers correctly.

59

Task 2
Listen and write the number in the box.
1. It is a bat.
2. It is a camel.
3. It is a snake.
4. It is a hippo.
5. It is a goat.

2.

1.

3.

Descriptor:

60

4.

5.

A learner
 numbers the pictures accordingly.

Topic: Animals
Learning objective:

1.R1 recognize, sound and name the letters of the alphabet

Level of thinking skills:

Application

Assessment criteria:

Identify and say letters of the alphabet

Task
Name the animals. Find the first letter for the animal and colour it.
Example: Frog. F for frog. The frog is green. The letter F is green too.

Descriptor:

A learner
 names the animals;
 finds the appropriate letters;
 colours the letters appropriately.

61

Topic: Hot and cold
Learning objective:

1.S3 pronounce familiar words and expressions intelligibly

Level of thinking skills:

Application

Assessment criteria:

Say topic words with clear pronunciation
Say expressions clearly

Task
Look at the picture and answer the question: What is the weather like?
Example: Sunny. It is sunny.

Descriptor:

62

A learner
 answers the question;
 pronounces topic words and expressions intelligibly

Topic: Hot and cold
Learning objective:

1.UE3 use basic adjectives to describe people and things

Level of thinking skills:

Application

Assessment criteria:

Describe people and objects using adjectives

Task
Match the picture with the word the teacher reads. Say about the weather.
Example: It is cloudy.

rainy

cloudy

wet

sunny

windy

snowy

cold

hot

Descriptor:

A learner
 matches pictures and words;
 says about the weather
63

Topic: Hot and cold
Learning objective

1.UE7 use personal subject and object pronouns to give
basic personal information

Level of thinking skills

Application

Assessment criteria

Apply personal subject and object pronouns

Task
Make up sentences. Use pictures.
Example: It is rainy. Give me an umbrella, please.

Descriptor:

64

A learner
 uses subject and objects pronouns to make up sentences
 uses topic words.

Topic: Hot and cold
Learning objective:

1.S5 use words in short exchanges

Level of thinking skills:

Application

Assessment criteria:

Interact using topic words

Task
Choose the picture. Make up a dialogue. Use “What is the weather like?”
Example: What is the weather like?
It is rainy.

It is h…

It is s……

Descriptor:

It is c….

It is s…..

It is r…..

It is w…..

A learner
 asks and answers questions;
 uses topic words.
.

65

Topic: Hot and cold
Learning objective:

1.L3 recognize with support common names and names of
places;
recognize the spoken form of a limited range of
everyday and classroom words

Level of thinking skills:

Application

Assessment criteria:

Identify common names and names of places with support
Identify everyday and classroom words

Task 1
Listen to the teacher. Match the sentences to the pictures.

It is sunny on a beach.

It is very cold in Antarctica.

It is very hot in Africa.

It is sunny in the forest.

It is rainy in the park.

.
Descriptor:
66

A learner
 matches sentences to the pictures.

Task 2
Listen to the teacher. Write the number in the box.
1. It is windy today.
4. It is cold today.
2. It is hot today
5. It is snowy today.
3. It is sunny today.

Descriptor:

6. It is cloudy today.
7. It is rainy today.

A learner
 numbers the pictures accordingly.

67

Topic: In Kazakhstan
Learning objective:

1.S3 pronounce familiar words and expressions intelligibly

Level of thinking skills:

Application

Assessment criteria:

Say topic words with clear pronunciation
Say expressions clearly

Task
Look at the pictures. Say what you see.
Example: This is a forest. There are trees in the forest.

Descriptor:

68

A learner
 makes up sentences using topic words;
 pronounces topic words and expressions intelligibly

Topic: In Kazakhstan
Learning objective:

1.UE11 use there is / there are to make short statements and
ask questions

Level of thinking skills:

Application

Assessment criteria:

Use there is / there are in statements and questions

Task
Fill in there is/ there are, is there/ are there.
… mountains in Kazakhstan
… rivers in Kazakhstan.
… any desert in Kazakhstan?
… any forest in Kazakhstan?

Descriptor:

… a tiger in the park.
… a fox in the forest.
… any bears in the zoo?
… any pigs in the forest?

A learner
 uses there is / there are in sentences;
 asks questions using Is there/ Are there.

69

Topic: In Kazakhstan
Learning objective:

1.R1 recognize, sound and name the letters of the alphabet

Level of thinking skills:

Application

Assessment criteria:

Identify and say letters of the alphabet

Task
Underline and name the first letter of the word.
Kazakhstan
Astana
Forest
River
Park

Descriptor

70

horse
mountains
trees
ducks
sheep

A learner
 underlines the first letters of the words;
 names first letters of the words

Topic: In Kazakhstan
Learning objective:

1.L4 recognize with support short basic questions about
what something is

Level of thinking skills:

Application

Assessment criteria:

Identify basic questions with support

Task
Listen to the teacher and show the correct card.

1.
2.
3.
4.
5.
6.
7.
8.

It is windy today.
Is it a forest?
It is hot today.
Is it wet today?
Is it sunny today?
It is a river.
It is cold today.
Is it a mountain?

Descriptor:

A leaner
 shows the card with question mark for questions;
 shows the card with full stop mark for affirmative sentences.

71

Topic: In Kazakhstan
Learning objective:

1.S1 make basic personal statements about people,
objects and classroom routines

Level of thinking skills:

Application

Assessment criteria:

Talk about people, objects and classroom routines

Task
Look at the pictures. Make up statements. Use pictures, words and expressions there
is/ there are.
Example: There are animals in the forest.
In the mountains, (in) the forest, flowers, trees, a giraffe, a lion, a monkey,
a zebra, an elephant, a bird, a squirrel, a beer, wolves, bears.

Descriptor

72

A learner
 makes up sentences using there is / there are and words;
 describes the pictures.

TERM 3

73

Unit 5: Travel
Topic: Getting to school
Learning objective:

1.S3 pronounce familiar words and expressions intelligibly

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Say topic words with clear pronunciation
Say expressions clearly

Task
Show and name the objects. Use “This is a … .”

Name the action:

Descriptor:

74

A learner
 shows the means of transport;
 names transports correctly using: “This is a …”;
 names the action “on foot”;
 pronounces topic words and expressions clearly.

Topic: Getting to school
Learning objective:

1.S5 use words in short exchanges

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Interact using topic words

Task
Teacher shows the card with means of transport and asks questions.
Answer the questions: Is it a bike?

Descriptor:

A learner
 answers the question;
 uses topic words appropriately.

75

Topic: Getting to school
Learning objective:

1.L4 recognize with support short basic questions about
what something is

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Identify basic questions with support

Task
Work in a pair. Point to the object. Ask and answer questions.
Example: What is this?
This is a car.

Descriptor:

76

A learner
 asks and answers questions.

Topic: Getting to school
Learning objective:

1.UE2 use cardinal numbers 1 - 50 to count

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Count numbers 1-50

Task
Count and say the number of objects.
Example: There are nine cars.

Descriptor:

A learner
 counts the objects;
 says the number of the objects.

77

Topic: Getting to school
Learning objective:

1. UE5 use interrogative pronouns which, what, where, how
to ask basic questions;
use the question: What colour is it?

Level of thinking skills:

Knowledge and comprehension
Application.

Assessment criteria:

Ask questions with which, what, where, how; what colour is
it?

Task
Ask questions. Use What? Which? Where? How? What colour is it?
Example: What is it? It is a bicycle. What colour is it? It is blue.

Descriptor:

78

A learner
 asks questions appropriately with wh-questions;
 says the colours of the transports.

Topic: Getting to school
Learning objective:

1.S1 make basic personal statements about people, objects
and classroom routines

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Talk about people, objects and classroom routines

Task
Look at the pictures. Say how students get to school.

Descriptor:

A learner
 says how students get to school;
 names means of transport.

79

Topic: Getting to school
Learning objective:

1.L1 recognize short basic instructions for a limited range
of classroom routines spoken slowly and distinctly

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Follow basic classroom instructions spoken slowly and
distinctly

Task
Listen and follow the instructions.
1.
2.
3.
4.

Colour the bus yellow.
Colour the bike blue.
Colour the car black .
Draw an apple near the box.

Descriptor:

80

A learner
 follows instructions appropriately.

Topic: This is the way…
Learning objective:

1.S3 pronounce familiar words and expressions intelligibly

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Say topic words with clear pronunciation
Say expressions clearly

Task
Look at the pictures. Name and show the actions
Example: This is the way we wash our hands so early in the morning.

This is the way we …

… so early in the morning.

Descriptor:

A learner
 makes up sentences using the pictures and expressions;
 pronounces topic words and expressions clearly.

81

Topic: This is the way…
Learning objective:

1.S5 use words in short exchanges

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Interact using topic words

Task
Answer the questions.

1. Is this “to wash
your face”?

1. What’s this?

2. Is this “to brush
your teeth”?

2. What’s this?

3. Is this “to comb
your hair”?

3. What’s this?

4. Is this “to wash
your face”?

4. What’s this?

5. What’s this?

5. What’s this?

Descriptor:

82

A learner
 answers questions;
 uses topic words appropriately

Topic: This is the way…
Learning objective:

1.L2 recognize with support a limited range of basic
common personal questions spoken slowly and distinctly

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Identify personal questions spoken slowly and distinctly

Task
Answer the following questions:
1.
2.
3.
4.
5.

What do you put on when it is cold?
Do you take your comb to school?
Do you wash your face with cold water?
What do you take to school in your bag?
Do you brush your teeth?

Descriptor:

A learner
 answers questions appropriately.

83

Topic: This is the way…
Learning objective:

1.UE9 use common present simple forms [positive,
negative and question] to give basic personal information

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Apply present simple in personal statements

Task
Answer the following questions:
1.
2.
3.
4.

Do you get to school by taxi?
How do you get to school?
Do you usually have breakfast in the morning?
Do you brush your teeth before you go to bed?

Descriptor:

84

A learner
 answers questions using present simple.

Topic: Where is it?
Learning objective:

1.S3 pronounce
intelligibly

familiar

words

and

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Say topic words with clear pronunciation
Say expressions clearly

expressions

Task
Say where the mouse is.
Example: Behind the box. The mouse is behind the box.

Descriptor:

A learner
 says where mouse is using prepositions;
 pronounces topic words and expressions clearly.

85

Topic: Where is it?
Learning objective:

Level of thinking skills:

Assessment criteria:

1.L3 recognise with support common names and names
of places;
recognise the spoken form of a limited range of
everyday and classroom words
Knowledge and comprehension
Application
Identify common names and names of places with
support;
Identify everyday and classroom words

Task 1
Listen and follow commands. Repeat after your teacher.
Please, stand up and look around,
Shake your head and turn around,
Stamp your feet upon the ground,
Clap your hands and then sit down, please.
Descriptor:

A learner
 follows commands;
 repeats the rhyme.

Task 2
Listen to the teacher. Write the correct number in the box.
Behind the computer is №1, in front of the board is №2, under the chair is №3,
next to the desk is №4.

Descriptor:

86

A learner
 writes the correct numbers;
 says the numbers.

Topic: Where is it?
Learning objective:

1.UE8 use simple imperative forms [positive] for basic
commands or instructions

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Give classroom instructions or commands using
imperative forms

Task
Work in a pair. Give instructions to your classmate. Use in, on, under, behind, in front of,
next to. Swap the roles.
Example: Put your books on the table, please.

Descriptor:

A learner
 gives commands to classmate;
 follows the classmate’s instructions.

87

Topic: Where is it?
Learning objective:

1.L1 recognize short basic instructions for a limited range of
classroom routines spoken slowly and distinctly

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Follow basic classroom instructions spoken slowly and
distinctly

Task
Listen and follow. Repeat after your teacher.
Hands on shoulders,
Hands on knees.
Hands behind you,
If you please;
Touch your shoulders,
Now your nose,
Now your hair and now your toes
Hands up high in the air,
Down at your sides, and touch your hair;
Hands up high as before,
Now clap your hands, one-two-three-four!

Descriptor:

88

A learner
 follows instructions;
 repeats the rhyme.

Topic: Where is it?
Learning objective:

1.UE14 use basic prepositions of location and position e.g.
in, at, next to, near, on, to describe where people and things
are;
use basic prepositions of time: on, in to talk about
days and time;
use with to indicate accompaniment

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Use prepositions in, next to, on,at, on, in , with

Task 1
Make up sentences. Use in, next to, in front of, at, under, on.
Example: Children are in the bus.

Descriptor:

A learner
 makes up sentences using prepositions.

Task 2
Say with whom you go to school.

Descriptor:

A learner
 says who she /he goes to school with.
89

Topic: Where is it?
Learning objective:

1.UE5 use interrogative pronouns which, what, where, how
to ask basic questions
use the question: What color is it?

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Ask questions with which, what, where, how; what color is
it?

Task
Ask questions. Use What? Which? Where? How? What colour is it?
Example: What color is your school bus?

Descriptor:

90

A learner
 asks questions with wh-questions.

Topic: The big red bus
Learning objective:

1.L3 recognize with support common names and
names of places
recognize the spoken form of a limited range of
everyday and classroom words

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Identify common names and names of places with
support;
Identify everyday and classroom words

Task 1
Listen to the sentences. Put the pictures in order you hear the information. Write the
numbers.
1. Hello, Pam, Ann, Sam. We are at the school bus stop.
2. Bus stops at the Parking.
3. We go to the children’s book club.
4. We go to the café.
5. We move to the bus stop.

Descriptor:

A learner
 writes the numbers in the boxes.

91

Task 2
Listen to the song. What transports are extra? Cross them.
Go to the link to listen recording: https://www.youtube.com/watch?v=Ks-M4Ns6Q6A

Descriptor:

92

A learner
 crosses the means of transport that are extra

Topic: The big red bus
Learning objective:

1.L5 recognize the sounds of phonemes and phoneme
blends

Level of thinking skills:

Knowledge and comprehension
Application

Assessment criteria:

Identify phonemes and phoneme blends

Task
Listen to the teacher. Find the card with the sound. Show it.
Teacher prepares the cards with means of transport and sounds.

[b]
[b – b - b] – bus
[pl – pl - pl] – plane
[m – m - m] – mini bus
[m – m - m] – moto bike
[f – f - f]- Ferrari
[f – f – f] – firetruck
[h – h – h] – helicopter
[r – r – r] – rocket
[d – d – d] – digger
[tr – tr - tr] - tram

Descriptor:

A learner
 shows the correct cards.

93

Topic: The big red bus
Learning objective:

1.L1 recognize short basic instructions for a limited range of
classroom routines spoken slowly and distinctly

Level of thinking
skills:

Knowledge and comprehension
Application

Assessment criteria: Follow basic classroom instructions spoken slowly and
distinctly

Task
Teacher gives a set of cards to each learner.
Listen to the instructions and follow them.
1.
2.
3.
4.
5.
6.
7.
8.

Show the red bus, please.
Show the plane, please.
Show the car, please.
Show the white bus, please.
Show the fire truck, please.
Show the rocket, please.
Show the digger, please.