Материалдар / Formative Assessment on the subject «The English language» Grade 4

Formative Assessment on the subject «The English language» Grade 4

Материал туралы қысқаша түсінік

Formative Assessment on the subject «The English language» Grade Formative Assessment on the subject «The English language» Grade 4 Формативті бағалау тапсырмалар жинағы 1,2,3,4 тоқсан

Шнар Тлековна

Автор материалды ақылы түрде жариялады. Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ

27 Қырқүйек 2024

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A collection of tasks for Formative Assessment on the subject «The English language»

Grade 4

TERM 1 4

Cross curricular unit 1. Kazakhstan in the World of Sport 4

Cross curricular unit 2. Values in Myths and Legends 13

TERM 2 25

Cross curricular unit 3. Treasure and Heritage 25

Cross curricular unit 4. Professions and Ways of Communication 33

TERM 3 41

Cross curricular unit: Hot and Cold 41

Cross curricular unit: Healthy World 54

TERM 4 68

Cross curricular unit: Journey into space 68

Cross curricular unit: Machines 76

TERM 1

Cross curricular unit 1. Kazakhstan in the World of Sport

Topic	Children’s games
Learning objectives	4.1.2.1 Understand an increasing range of supported questions which ask for personal information 4.2.4.1 Respond to questions on an increasing range of general and some curricular topics 4.5.17.1 Use me, too and I don’t to give short answers; use when clauses to describe simple present and past actions on personal and familiar topics
Assessment criteria	Recognise personal questions with support Respond to questions on different topics Give short answer with me, too and I don’t Describe simple present and past actions using when clauses
Level of thinking skills	Knowledge and comprehension Application
Task. Ask and answer questions about children’s games in different countries. Use pictures to make up questions. Example: T - Teacher S - Student T: Do you know where ‘limbo’ game is from? S: Yes, I do. It is from Trinidad and Tobago. T: Do you know where Trinidad and Tobago is? S: Yes, I know. It is in South America. T: Do you like to play ‘limbo’? S: Yes, I do. / No, I don’t. T: Me, too/ I don’t.
Descriptor:	A learner names the games and countries correctly; asks different questions, including personal using pictures; responds to questions correctly; answers shortly using me, too and I don’t.

Topic	Children’s games
Learning objective	4.4.4.1 Write with support a sequence of short sentences in a paragraph to give basic personal information
Assessment criteria	Give personal information in written form Write a sequence of short sentences in a paragraph
Level of thinking skills	Application
Task. Write a paragraph in 3-5 sentences to describe one of the pictures. Give some basic personal information. Example: There are many board games. I know Scrabble, chess and Snakes and ladders. My family is playing a board game. We like to play chess with my father. It is my favourite game.
Descriptor:	A learner describes the picture; writes 3-5 short sentences; gives personal information; uses proper topical vocabulary; puts words in correct word order in the sentences; organises sentences in a paragraph.

Topic	Children’s games
Learning objective	4.2.4.1 Respond to questions on an increasing range of general and some curricular topics
Assessment criteria	Answer questions on general and some curricular topics
Level of thinking skills	Application
Task. Look at the pictures and make up questions about them. Ask and answer your partner’s questions. Example: S 1 - Student 1 S 2 – Student 2 S 1: What do you need to play chess? S 2: I need chess pieces. S 1: Do you like to play chess? S 2: Yes, I do./ No, I don’t.
Descriptor:	A learner asks questions about objects and activities; answers questions about objects and activities; uses topical vocabulary; pronounces words and phrases intelligibly.

Topic	Olympic games
Learning objective	4.1.4.1 Understand an increasing range of short supported questions on general and some curricular topics
Assessment criteria	Answer short supported questions on different topics
Level of thinking skills	Knowledge and comprehension
Task.You will listen to a man speaking about sports. Underline the correct answer. Go to the link: https://listenaminute.com/s/sport.html Teacher can read the transcript below. Example: Is the man very good at sport? – Yes, he is./ No, he is not. What is his favourite sport? – Basketball./ Football. What kind of sport does the man love? –American football. /Japan’s national sport sumo. Why does he like it? - It is very interesting./ You need very little time to know the rules of the game. Does sport bring people together from all over the world? – Yes, it does. / No, it doesn’t. How does sport help people? - Keep people healthy. / Work very hard. Transcript Are you good at sport? I’m not, but I love watching and playing all kinds of sport. My favourite sport is football – the kind with the round ball, not American football. I wasn’t very good at football when I was a kid. This did not stop me playing. I played in the park with my friends for hours every day. What is your national sport? Do you like it? I love Japan’s national sport sumo. It is one of the most exciting sports in the world. You have to spend a little time getting to know the rules and the fighters. The greatest thing about sport is that it brings people together from all over the world. Another good thing is that it keeps us healthy. Sports stars are very lucky. They love their job and stay fit by doing it every day. What are you going to play next?
Descriptor:	A learner answers the questions according to the talk; underlines the correct answers.

Topic	Olympic games
Learning objective	4.2.4.1 Respond to questions on an increasing range of general and some curricular topics
Assessment criteria	Answer questions on general and some curricular topics
Level of thinking skills	Knowledge and comprehension Application
Task. Read the text. Tonight is the big hockey game. Bill has a blue helmet and blue skates. The hockey puck drops. The game begins. Bill skates very fast and gets the puck with his stick. He skates up the ice and shoots it towards the net. The puck goes inside the net. GOAL! Bill’s team wins the game! Answer the questions. What game is played tonight? Who scores a goal? What team wins the game? Do you play hockey? Would you like to play hockey?
Descriptor:	A learner reads the text; answers the questions correctly; uses topical vocabulary; finds Bill according to the description; pronounces words and phrases clearly.

Topic	Olympic games
Learning objective	4.4.1.1 Plan, write and check sentences with support on a range of basic personal, general and some curricular topics
Assessment criteria	Make a plan Write sentences on basic personal, general and some curricular topics Check the written sentences
Level of thinking skills	Application
Task. Look at the pictures and choose ONE. Plan and write a paragraph describing the picture. Use words: Olympic torch, Olympic rings, medals, champion, winner, first place, the Cup.
Example: Picture 1. Plan: What people or objects are in the picture? What Olympic symbols are in the picture? What sport can you see in the picture (pictures 4-6) Writing These are Olympic medals. There are three Olympic medals. They are gold, silver and bronze. Olympic champions have only gold medals and sometimes silver medals. 1. 2. 3. 4. 5. 6.
Descriptor:	A learner writes a paragraph in several sentences; uses topical vocabulary given in the task; writes sentences using appropriate verb forms and correct word order.

Topic	Aesop’s Fables
Learning objective	4.1.8.1 Understand short, supported narratives on an increasing range of general and some curricular topics
Assessment criteria	Recognise short supported narratives on different topics
Level of thinking skills	Knowledge and comprehension
Task. Listen to the story about the Sun and the Wind. Mark the sentences True and False. Follow the link https://www.youtube.com/watch?v=0GGvRtuxglM The stronger the wind blew, the tighter the man held on to his jacket. True False As soon as, the Wind stopped the Sun went away. True False “Oh, it's too hot, oh, oh!” the man started to button his coat. True False Transcript The Sun and the Wind One day the Wind approached the Sun and asked: “Hey, Sun, who do you think is the strongest in the world? It's me, the Wind. Ha – ha – ha!” “Ha – ha - ha, oh, really?!” - The Sun chuckled. “If you don't believe me, let's bet on it. Ha – ha – ha, “ Just then they saw a man walking through the field. “See that man. Whoever can make him take off his jacket wins!” As soon as the Wind said that he started to blow as hard as he could. "That's strange! Why is the wind so strong today!", the man held on to his jacket tightly.The Wind blew harder and harder, but the stronger the Wind blew the tighter the man held on to his jacket. "Oh, oh! I'm too tired! Ha- ha- ha! I can't blow anymore! Oh- oh!" As soon as the Wind stopped the Sun came out. "Ok, then it's my turn now! Watch this!" The Sun laughed and started to shine as bright as she could. "Huh, why is it suddenly so hot?! Oh, it's too hot! Oh, oh!", the man started to undo one button, then another and another, but it was still too hot. So he took off his jacket and threw it aside. "Oh, ah, it's too hot!" "See that, Wind, you embarrassed yourself by trying to show off!" The Wind became so embarrassed that he blew away.
Descriptor:	A learner identifies sentences for true and false information according to the talk and marks them correctly.

Topic Aesop’s Fables

Learning objective 4.2.8.1 Express basic likes and dislikes; recount short, basic

stories and events on a limited range of general and some curricular topics

Assessment criteria ∙ Talk about likes and dislikes

Retell short stories and events on different topics

Level of thinking skills Knowledge and comprehension

Task. Match the sentences to the pictures. Retell the fable “The Lion and the Mouse” and tell whether you like the story or not.

1. This soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws

to swallow him.

2. Just, then the little Mouse happened to pass by, and seeing the sad situation, in which the

Lion was, went up to him and soon bit away the ropes that bound the King of the Beasts. “Was I not right?” said the little Mouse.

3. Sometime after hunters caught the Lion in a trap, and they wanted to carry him alive to the

King, tied him to a tree while they went in search of a wagon to carry him on.

4. “Pardon, O King,” cried the little Mouse: “forgive me this time, I shall never forget it: who knows but what I may be able to do you a turn some of these days?” The Lion laughed at the

idea of the Mouse being able to help him that he lifted up his paw and let him go.

5. Little friends may become great friends.

6. Once, when a Lion was asleep a little Mouse began running up and down upon him.

Descriptor: A learner

reads the sentences;
matches the sentences to the pictures correctly;
recounts the story in a meaningful way;
expresses likes or dislikes.

Topic	Aesop’s Fables
Learning objective	4.3.3.1 Recognise basic opinions in short, simple texts on an increasing range of general and some curricular topics
Assessment criteria	Identify basic opinions in short texts on general and some curricular topics
Level of thinking skills	Knowledge and comprehension
Task. Read the fable. The Tortoise and the Hare A speedy Hare bragged about how fast he was. Tired of him boasting, Slow and Steady, the Tortoise, challenged him to a race. All the animals in the forest gathered to watch. Hare ran down the road and then decided to rest. He looked back at the Tortoise and cried out, "How do you expect to win this race when your pace is very slow?” Hare stretched himself out alongside the road and fell asleep, thinking, "There is plenty of time to relax." The Tortoise walked and walked. He never, ever stopped and came to the finish line. The animals cheered so loudly for Tortoise, that they woke up Hare. Hare yawned, and began to run, but it was too late. Tortoise was over the line. Answer the questions in full sentences. What did the Hare think he was good at? What did the Hare decide to do further along the road? What did the Tortoise do to make sure he wins the race? Who won the race? What was the Tortoise’s nickname? Do you like the story? Why?/ Why not?
Descriptor:	A learner reads the text; answers the questions in full sentences; expresses likes and dislikes.

Cross curricular unit 2. Values in Myths and Legends

Topic	Traditional stories
Learning objectives	4.2.2.1 Ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics 4.5.15.1 Use would you like to to invite and use appropriate responses yes please, no thanks; use let’s + verb; verbs go, enjoy, like + verb + ing; begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive; use declarative what [a/an] + adjective + noun to show feelings
Assessment criteria	Ask questions about present and possibly past experiences Use would you like to to invite and use appropriate responses yes please, no thanks Use let’s + verb Use verbs go, enjoy, like + verb + ing; Begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive Use declarative what [a/an] + adjective + noun to show feelings
Level of thinking skills	Knowledge and comprehension Application
Task. Look at the pictures and answer the questions. Use “I would like to”, “go/ enjoy/ like + verb + ing”, “what [a/an] + adjective + noun”. Example: Teacher: Do you like listening to stories? Student: Yes, I do. I like listening to stories./ No, I don’t. I like writing stories. Which stories do you like to listen to? Do you enjoy writing magic stories? Do you enjoy reading ancient Greek myths? What English traditional stories do you know? What Kazakh traditional stories do you know? Task 2. Look at the pictures and make up sentences. Write them. Follow the example. Example: Would you like to read my book? - Yes, please. / No, thanks. Do you want to fly on a magic carpet? - Yes, I do. / No, I don't.

Descriptor:

Task 1

Task 2

A learner

expresses opinion by using “I would like to”, “go/ enjoy/ like

+ verb + ing”, “what [a/an] + adjective + noun”;

answers questions correctly;
writes sentences using would you like to to invite and writes appropriate answers yes please, no thanks;
starts using verbs want and start +infinitive.

Topic	Traditional stories
Learning objective	4.1.4.1 Understand an increasing range of short supported questions on general and some curricular topics
Assessment criteria	Recognise general information in supported questions
Level of thinking skills	Knowledge and comprehension
Task. Listen to the story and choose the correct answer. Follow the link: https://www.youtube.com/watch?v=waw0U9tKpW0 Did the prince want to marry a real princess? Yes, he wanted much. No, he didn’t like princesses. No, he didn’t think about that. Who went to open the city gate when someone knocked late at night? The Prince The Queen The King Who was standing in front of the gate? A young girl A princess An old lady What did the old Queen decide to do? To put an apple under the mattresses. To put a pea under the mattresses. To put a bean under the mattresses. In the morning, the Queen asked the Princess: “How did you sleep?” What did she answer? “Oh, very nicely!” said she. “Oh, very badly!” said she. “Oh, it was OK!” said she. Where did they put the pea? In the library In the hospital In the museum Transcript Once upon a time there was a Prince who wanted to marry a Princess, but she would have to be a real Princess. He traveled all over the world to find one but nowhere could he get what he wanted. There were princesses enough but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be, so he came home again and was sad for he would have liked very much to have a real princess. One evening a terrible storm came on. There was thunder and lightning and the rain poured down in torrents. Suddenly a knocking was heard at the city gate and the old King went to open it. It was a princess standing out there in front of the gate but “good gracious!” what a sight the rain and the wind had made her look: the water ran down from her hair and clothes, it ran down into the toes of her shoes and out again at the heels, and yet she said that she was a real princess. “Well,

we'll soon find that out!”, thought the old Queen but she said nothing, went into the bedroom, took all the bedding off the bedstead and laid a pea on the bottom, then she took 20 mattresses and laid them on the pea and then 20 eiderdown beds on top of the mattresses. On this the princess had to lie all night. In the morning she was asked how she had slept. “Oh, very badly said she, “I have scarcely closed my eyes, all night, heaven only knows, what was in the bed but I was lying on something hard so that I am black and blue all over my body. It's horrible!”

Now they knew that she was a real princess because she had felt the pea right through the 20 mattresses and the 20 eiderdown beds. Nobody but a real princess could be as sensitive as that. So the prince took her for his wife, for now he knew that he had a real princess and the pea was put in the museum where it may still be seen if no one has stolen it there. That is a true story.

Descriptor:

A learner

chooses the correct answers.

Topic	Traditional stories
Learning objectives	4.4.1.1 Plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.5.3.1 Use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things; use simple one-syllable and some two- syllable adjectives [comparative and superlative] to make comparisons
Assessment criteria	Make a plan Write sentences on basic personal, general and some curricular topics Check the written sentences Describe things using different adjectives and possessive adjectives Make comparison using simple one-syllable and some two- syllable adjectives [comparative and superlative]
Level of thinking skills	Application
Task. Look at the pictures. Use a plan to describe the picture. Use adjectives and make comparisons. Example: Plan: name people in the picture name objects in the picture name animals in the picture what people are doing use adjectives and comparisons Writing: There are children in the picture. There is a magic carpet in the picture.The children are flying. The boys are happy but the girl is scared. The magic carpet is beautiful and fast. It is the fastest carpet in the world.
Descriptor:	A learner names people and objects in the picture; writes what people are doing; uses adjectives and comparisons.

Topic	People and places
Learning objective	4.1.8.1 Understand short, supported narratives on an increasing range of general and some curricular topics
Assessment criteria	Recognise general information in short texts on different topic
Level of thinking skills	Knowledge and comprehension
Task. Listen to the story twice. Underline True and False for the sentences. Follow the link: http://learnenglishkids.britishcouncil.org/en/short-stories/the-princess-and-the- dragon?destination=node%2F2042 Example: Once upon a time, a king and queen lived in a golden castle. True False One night an ugly ogre captured the beautiful princess. True False The king and queen were very happy. True False All the dragons in the land wanted to rescue the princess. True False The ugly ogre roared with anger when he saw the knights. True False They rode away as slowly as they could. True False One day a friendly dragon was flying over the ogre’s tower. True False The dragon rescued the princess from the castle. True False
Descriptor:	A learner underlines True for true information according to the recording; underlines False for false information according to the talk.

Topic	People and places
Learning objective	4.3.5.1 Understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues
Assessment criteria	Find the main points of simple texts on different topics using contextual information
Level of thinking skills	Knowledge and comprehension
Task. Read 10 sentences and put them in a right order. Write the numbers next to the sentences The 1^stsentence is marked for you. Come with me, princess, don’t be scared! My pleasure, princess. We’ll save the princess. 1 Help me! Please, save our princess. Thank you for saving me. Help me! Whee! I can fly. My pleasure. Thank you for saving our princess.
Descriptor:	A learner arranges the sentences in a right order; writes the correct number next to the sentence.

Topic People and places

Learning objective 4.5.3.1 Use adjectives, including possessive adjectives, on a

growing range of general and some curricular topics to describe things; use simple one-syllable and some two- syllable adjectives [comparative and superlative] to make comparisons

Assessment criteria ∙ Describe things using different adjectives and possessive

adjectives

Make comparison using simple one-syllable and some two- syllable adjectives [comparative and superlative]

Level of thinking skills Application

Task 1. Read the adjectives and match them to the pictures. Make up sentences.

Example: The King and the Queen are very happy. Shape 22 Shape2

1. happy

2. ugly, scary

3. beautiful

4. friendly, strong

5. golden

Task 2. Look at the pictures and the adjectives in the box. Write a sentence for each of the pictures and make up comparatives or superlatives.

Example: Mary is more beautiful than Anne.

beautiful

Mary

Anne

kind

Blue Dragon

Green Dragon

long

Susan

Rose

ugly

Jack

Jim

tall

Silver Castle

Golden Castle

Descriptor:

Task 1

Task 2

A learner

matches the adjectives to the pictures correctly;
makes up sentences with comparatives or superlatives;
writes comparative and superlative sentences;
uses pictures and given words from the table.

Topic		Dragons and creatures
Learning objectives		4.4.7.1 Spell most familiar high-frequency words accurately when writing independently 4.5.1.1 Use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things
Assessment criteria		Spell high-frequency words accurately Name, describe and label things Use singular and plural nouns Use irregular plural and uncountable nouns Use possessive ‘s/s’
Level of thinking skills		Application
Task. Label the Red dragon. Complete the sentences about it. Pay attention to the spelling. Example: This is the Red dragon. It lives in . It likes . ₂ It is . 1 It’s is . It’s are . 3 4 5 6
Descriptor:	A learner spells the words accurately; labels the parts of the dragon’s body correctly; completes the sentences.

Shape3

Topic	Dragons and creatures
Learning objective	4.5.16.1 Use conjunctions and, or, but, because to link words and phrases
Assessment criteria	Connect words and phrases using and, or, but, because
Level of thinking skills	Application
Task Describe a dragon. Put and, and, or, but, because. This dragon has got long tail big wings. It’s got two big eyes two small arms. It can fly it can’tdance. I would like to play make friends with this dragon it is funny. Do you like green dragon red dragon?
Descriptor:	A learner fills in the words for the dragon’s body parts; links the words using conjunctions and, or, but, because.

Topic	Dragons and creatures
Learning objectives	4.2.4.1 Respond to questions on an increasing range of general and some curricular topics 4.2.6.1 Take turns when speaking with others in a growing range of short, basic exchanges
Assessment criteria	Answer questions on general and some curricular topics Talk with others on different topics by turn
Level of thinking skills	Knowledge and comprehension Application
Task. Choose a partner and ask questions. In turn, respond to his/ her questions. Pictures will help you. Who lived in the Tree of Life? Which mythical creature had a horn? Who always ate a lot of food? Which mythical creature could fly and blow fire?
Descriptor:	A learner talks by turn; asks questions using pictures; answers questions correctly.

TERM 2

Cross curricular unit 3. Treasure and Heritage

Topic	Treasure maps
Learning objectives	4.1.3.1 Understand the main points of short supported talk on an increasing range of general and some curricular topics 4.2.6.1 Take turns when speaking with others in a growing range of short, basic exchanges
Assessment criteria	Identify the main points of short talk on different topic Speak with others in basic exchanges
Level of thinking skills	Knowledge and comprehension Application
Task 1. Listen to the story. Answer the questions. Go to this link:http://learnenglishkids.britishcouncil.org/en/short-stories/the-treasure-map Teacher can read the transcript below. Example: Did Sanjay see a bottle in the sea? - Yes, he did. Did they find a talking parrot? What did they find? What was there inside the bottle? Did the pirate took all his jewels? What did the pirate want to buy? Task 2. Choose a partner and tell your story about the treasure map. You may use pictures, words and expressions or sentences from Task 1 to support your story. bottle, coded message, treasure map, found, it said, in the ocean, gold, jewels, silver, pirate, island.

Transcript

Sanjay saw a bottle floating in the sea. There was something inside it. He took it out. ‘What is it?’ asked Sarah. ‘It’s a map! It’s a map!’ They looked round and saw a talking parrot. ‘Buried treasure! Buried treasure!’ ‘Wow! A treasure map! Let’s follow it.’ ‘Maybe it’s gold!’ ‘Or silver?’ ‘Or jewels?’ ‘OK. We are here and the treasure is here.’ ‘Let’s go! I’ll read,’ said the parrot. ‘Walk 80 meters north.’ ‘1, 2, 3 … 78, 79, 80.’ ‘Turn right at the big coconut tree and go straight on until the crocodile pond. Cross the bridge, turn to the left and keep walking. Turn right in front of the big, round rock. Walk straight ahead for 50 meters.’ ‘1, 2, 3 … 48, 49, 50.’ ‘Go through the cave. Mind the bats! Mind the bats! Walk straight on until the beach. Go along the beach for 200 meters. The treasure is behind the square rock. ‘Over there! Over there!’ Parrot shouted. ‘It’s empty!’ cried Sarah. Inside there was an old note. Dear Finder, Sorry, but I took my gold. I needed to buy a new pirate ship. Bye, Captain Redbeard. ‘Well, at least we had a nice walk,’ said Sanjay. ‘Yes, and we made a new friend!’

Descriptor:

Task 1

Task 2

A learner

answers the questions;
works in a pair;
speaks about the treasure map.

Topic	Treasure maps
Learning objective	4.4.1.1Plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.5.14.1 Use prepositions of location, position and direction: at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left; use prepositions of time: in, on, at, before, after; use with / without to indicate; accompaniment with for instrument and for to indicate recipient
Assessment criteria	Write a plan Make up sentences on personal, general and some curricular topics with support Use at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left to indicate where objects and people are Check the sentences
Level of thinking skills	Application
Task. Imagine you are a pirate. Look at the map. There is an ‘X’ to show where your treasure is. Write directions to find your treasure! Use prepositions at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left. Check your sentences. Example: 1. Come ashore. Go straight to the palm trees. Turn left.
Descriptor:	A learner provides clear directions to find the treasure; writes correct sentences using prepositions of place; checks the sentences for grammar and punctuation errors.

Topic	Treasure and numbers
Learning objective	4.2.5.1 Pronounce an increasing range of words, short phrases and simple sentences intelligibly
Assessment criteria	Say words, short phrases and simple sentences clearly
Level of thinking skills	Application
Task. Name the objects and tell their coordinates. Example: The octopus is 1 – 1.
Descriptor:	A learner names the objects; identifies coordinates of objects on the map and tells them; pronounces words/ phrases/ sentences clearly.

Topic	Treasure and numbers
Learning objective	4.2.5.1 Pronounce an increasing range of words, short phrases and simple sentences intelligibly 4.5.5.1 Use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics
Assessment criteria	Say words, short phrases and simple sentences clearly Ask questions with who, what and where, how many, how much, how often, how big, what kind of
Level of thinking skills	Application
Task. Look at the picture and make up 7 questions. Use who, what and where, how many, how much, how often, how big, what kind of. You can use: Shark Reef, Pirate Cove, Lava Rock, Alligator alley. Example: Where is the Shark Reef?
Descriptor:	A learner asks questions using the map; uses who, what and where, how many, how much, how often, how big, what kind of in questions; follows word order in questions; pronounces words/phrases/sentences clearly.

Topic	Our planet’s treasure
Learning objectives	4.2.3.1 Give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics 4.4.4.1 Write with support a sequence of short sentences in a paragraph to give basic personal information
Assessment criteria	Describe people and objects in short basic sentences on a curricular topic Describe past experiences on different topics Write basic personal information in short sentences organizing them in a paragraph
Level of thinking skills	Application
Task 1. Look at the picture and talk to your partner. Describe people and objects in it. Example: This is a museum. You can see sceletons of dinosaurs at the museum. There are children and a teacher in the picture. There is a sceleton of T-Rex at the museum. Task 2. Write sentences to describe the picture. Example: It was Sunday. The children went to the museum. There was a teacher and seven pupils. The saw a sceleton of dinosaur. It is big sceleton. It has got white colour. Children like to go to the mesuem. Descriptor: A learner Task 1 ∙ works in pairs and describes people and objects in the picture; Task 2 ∙ describes the picture in written form; expresses his/ her opinion; writes grammatically correct sentences; organises sentences in a paragraph.

Topic	Our planet’s treasure
Learning objective	4.1.8.1 Understand short, supported narratives on an increasing range of general and some curricular topics 4.2.8.1 Express basic likes and dislikes; recount short, basic stories and events on a limited range of general and some curricular topics
Assessment criteria	Identify general idea of short narratives Tell about basic likes and dislikes Retell short stories on different topics
Level of thinking skills	Knowledge and comprehension Application
Task 1. Listen to the story and put the sentences in right order. You will listen twice. The first sentence is marked for you as an example. Follow the link to listen to the story: https://learnenglishkids.britishcouncil.org/en/short- stories/dinosaur-dig She picked up a golden bone that was hidden under a bush. ‘What will happen if the dinosaur catches us?’ ‘Well, the game is over!’ 1_ It was Sonia’s birthday. She had a new game. Sonia was at home, sitting at her computer. ‘Hmmm. Maybe I’ll play a different game.’ ‘You’re in Dinosaur Dig. We have to find old dinosaur bones.’ They heard a dinosaur roar. Sonia and the boy hid behind a bush. She decided to try her new game. She clicked on the icon. There was the same icon that she saw on her computer. Sonia touched the icon. Task 2. Now retell the story. Use the above sentences. Answer the questions: Do you like the story? Why? Would you like to play the “Dinosaur Dig” game and meet a real dinosaur?
Descriptor: Task 1 Task 2	A learner puts the sentences into correct order; writes the number before the sentences; retells the story using sentences; answers the questions; expresses basic likes and dislikes.

Topic	Our planet’s treasure
Learning objectives	4.3.5.1 Understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues 4.5.5.1 Use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics
Assessment criteria	Identify the main points of short texts on different topics Ask questions using who, what and where, how many, how much, how often, how big, what kind of to ask questions
Level of thinking skills	Knowledge and comprehension Application
Task. Read the story and ask questions. Use who, what and where, how many, how much, how often, how big, what kind of. Example: Who got a birthday gift? It was Sonia’s birthday. She had a new game ‘Dinosaur Dig!’ This was what she wanted. She switched on the computer. A strange icon appeared. Sonia clicked on the icon. FLASH! She was in Dinosaur Dig. There was a boy. She picked up a golden bone that was hidden under a bush. ‘No!’ shouted the boy. ‘You mustn’t pick the golden ones up! Now watch out for the dinosaur!’ Suddenly they heard a noise. The ground began to shake. They heard a roar. ‘RUN!’ Sonia and the boy ran fast through the bushes. There was the same icon that she saw on her computer. Sonia touched it. FLASH! Sonia was at home.
Descriptor:	A learner asks questions according to the text; uses who, what and where, how many, how much, how often, how big, what kind of.

Cross curricular unit 4. Professions and Ways of Communication

Topic	Body language
Learning objectives	4.1.1.1 Understand an increasing range of classroom instructions 4.2.1.1 Make basic statements which provide information on an increasing range of general and some curricular topics
Assessment criteria	React to classroom instructions Give information using basic statements
Level of thinking skills	Knowledge and comprehension Application
Task 1. Listen to the teacher and react to commands using body language. Teacher reads the commands: Show the class “angry”. . 5. Show the class “afraid”. Show the class “surprised”. 6. Show the class “tired”. Show the class “angry”. 7. Show the class “It’s OK”. Show the class “sorry”. 8. Show the class “It’s bad”. Task 2. Tell about parts of our body that help us to express our emotions/ feelings. Example: You can rub your nose to show “I think”.
Descriptor:	A learner follows the commands tells about each part of the body.

Topic	Body language
Learning objectives	4.2.1.1 Make basic statements which provide information on an increasing range of general and some curricular topics 4.4.2.1 Begin to use joined-up handwriting in a limited range of written work
Assessment criteria	Tell information using basic statements Write sentences using joined-up handwriting
Level of thinking skills	Knowledge and comprehension Application
Task 1. Make up sentences describing pictures. What feelings do they show? Example:The girl is surprised. Task 2. Write sentences. Use joined-up handwriting.
Descriptor:	A learner makes up simple sentences using the pictures; uses joined-up handwriting to describe feelings.

Topic Communicating around the world

Learning objectives 4.1.1.1 Understand an increasing range of classroom instructions

Understand the main points of short supported talk on an increasing range of general and some curricular topics

Assessment criteria ∙ Follow classroom instructions

Identify the main points of short talk with support

Level of thinking skills Knowledge and comprehension

Task. Listen to the instructions.

Teacher reads the instructions:

Listen to a man talking about different professions.
Put the number in a small box next to the picture.
Then write the name of the profession in a big box. Number 1 is done as an example.

Follow the link: https://www.123listening.com/freeaudio/people1-5.mp3 .

! Listen to 1.40’




				1	doctor

Descriptor: A learner

follows instructions;
writes the numbers in the boxes under the pictures;
writes the names of the professions under the pictures.

Topic Communicating around the world

Learning objectives 4.4.3.1 Write with support short sentences which describe people,

places and objects

Use upper and lower case letters accurately when writing names, places and short sentences when writing independently

Assessment criteria ∙ Give information using basic statements

Use upper and lower case letters accurately to write names, places and short sentences

Level of thinking skills Knowledge and comprehension

Application

Task. Complete the table and write sentences about countries.

Example: The capital of Kazakhstan is Nur-Sultan. People speak Kazakh.

Kazakhstan	Kazakh	Nur-Sultan
China
	English
Japan

Descriptor: A learner

writes the names of places and languages with the capital letter;
writes correct sentences.

Topic	Communicating around the world
Learning objective	4.3.1.1 Recognise, identify and sound with support a growing range of language at text level
Assessment criteria	Identify and say words at text level with support
Level of thinking skills	Knowledge and comprehension
Task. Read the text. Underline the numbers and pronounce them. Answer the questions. There are many different languages in the world. All languages have words. Chinese doesn’t have an alphabet. You write characters. Cambodian has the longest alphabet. It has 76 letters. In New Zealand, sign language is an official language. 231 languages are now completely extinct. English is an official language in more than 60 countries. What language have no the ABC? What language has lots of letters? How many languages do not exist now? How many countries have English as an official? Descriptor: A learner reads the text and underlines the numbers; pronounces words correctly; answers the questions at word level.

Topic	Technology
Learning objectives	4.1.2.1 Understand an increasing range of supported questions which ask for personal information 4.4.4.1 Write with support a sequence of short sentences in a paragraph to give basic personal information
Assessment criteria	Identify personal questions with support Write short sentences in a paragraph to give personal information
Level of thinking skills	Knowledge and comprehension Application
Task 1. Look at the pictures and answer the questions. Which devices from the pictures do you have? Which of them would you like to have? Which of them can you use to do homework? Do you like playing computer games? How often do you watch TV / listen to music? Task 2. Describe your favourite tech. Write what it is, why it is favourite, who gave you it, how does it help you. Example: My favourite tech is my iPad. It is my favourite because it is a birthday gift. My Granny gave it to me. It helps me to read books, listen to the music, and find information.
Descriptor: Task 1 Task 2	A learner answers questions using pictures; describes his/ her favourite tech; writes grammatically correct sentences; organises sentences in a paragraph.

Shape5 Shape6 Shape7

Topic	Technology
Learning objectives	4.2.3.1 Give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics 4.5.3.1 Use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things; use simple one-syllable and some two- syllable adjectives [comparative and superlative] to make comparisons
Assessment criteria	Describe people and objects Use possessive adjectives to describe Use one-syllable and some two-syllable adjectives to make comparisons
Level of thinking skills	Knowledge and comprehension Application
Task. Look at the picture and describe people and objects in it. Use his/her and comparative and superlative adjectives. Example: This is Tom. He is a 4-th grade student. Tom has a smartphone. His smartphone is new. It is the best phone in his class.

Descriptor: A learner

describes people and objects;
uses possessive adjectives;
uses comparative adjectives;
uses superlative adjectives.

Topic	Technology
Learning objective	4.5.11.1 Use has got/ have got, there is/ are statement, negative, question forms including short and full answers and contractions
Assessment criteria	Use has got/ have got, there is/ are to make up positive and negative sentences
Level of thinking skills	Application
Task. Look at the picture and describe it. Write positive and negative sentences and questions by using have got, has got, there is, there are. Example: There are six people in the picture. They have not got iPads. Have paul got a mobile? Paul Mary
Descriptor:	A learner describes the picture; writes positive and negative sentences and questions; uses have got, has got; uses there is, there are.

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TERM 3

	Cross curricular unit: Hot and Cold
Topic	Weather
Learning objectives	4.1.9.1 Recognise words that are spelt out from a limited range of general and curriculum topics 4.4.7.1 Spell most familiar high-frequency words accurately when writing independently
Assessment criteria	Recognise spelling of words from limited range of topics Write high-frequency words accurately
Level of thinking skills	Knowledge and comprehension Application
Task. Listen to the teacher spelling the word and write the word you hear under the picture. Teacher reads: cold hot warm cloudy foggy sunny rainy snowy windy stormy Go to this link http://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/worksheets- weather-1.pdf 1. cold 2. 3. 4. 5. 6. 7. 8. 9. 10.
Descriptor:	A learner recognises the spelt words; spells the words accurately.

Topic	Weather
Learning objectives	4.3.5.1 Understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues 4.2.1.1 Make basic statements which provide information on an increasing range of general and some curricular topics
Assessment criteria	Identify the main points of short simple text using context Make up sentences on general topics
Level of thinking skills	Knowledge and comprehension Application
Task 1. Read the text. Match the suggestions to the country. Here is the forecast for tomorrow’s weather in the UK and Ireland! In Scotland it is snowy and the weather is very cold. In the North of England it is foggy, and in the centre and east it is rainy. In the South and South East of England it is very sunny and hot. In the South West it is warm but rainy. In Wales it is cloudy but warm. In Northern Ireland it is very sunny. In Ireland it is stormy and very windy. You need to wear warm clothes. A. Wales You need to take an umbrella. B. Scotland You can play outside. C. Ireland You need to stay at home. D. North of England Task 2. Tell about the weather in: Wales Scotland England North of England Example: It will be very cold in Ireland.
Descriptor: Task1 Task2	A learner reads the text and matches the suggestions to the countries; tells about weather in Wales using information from Task 1; tells about weather in Scotland using information from Task 1; tells about weather in England using information from Task 1; tells about weather in the North of England using information from Task 1.

Topic	Weather
Learning objectives	4.4.5.1 Link with some support sentences using basic coordinating connectors 4.5.16.1 Use conjunctions and, or, but, because to link words and phrases
Assessment criteria	Use and, or, but, because to link words and phrases and sentences
Level of thinking skills	Application
Task. Use the words from the table to complete the sentences. and and because or but or In the South of Kazakhstan the weather is sunny_ hot in summer. In the North of Kazakhstan it is cold windy in winter. In Astana the weather is hot in summer it is cold in winter. In the East of Kazakhstan the weather is warm hot. In the West of Kazakhstan the weather is warm and rainy windy and hot in summer. In Almaty the weather is warm and sunny it is in the South of Kazakhstan.
Descriptor:	A learner uses conjunctions to link words and phrases; uses conjunctions to connect sentences.

Topic	Weather
Learning objective	4.2.1.1 Make basic statements which provide information on an increasing range of general and some curricular topics 4.5.10.1 Use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics; use –ing forms swimming, spelling as nouns to describe familiar and classroom activities
Assessment criteria	Provide information about people and objects Use present continuous forms, including short answers and contractions, to talk about what is happening now
Level of thinking skills	Application
Task. Look at the pictures. Talk to a partner about what is happening (seasons, weather, clothes, activities). Ask and answer the questions. What season is it now? What is the weather like? Is it raining/snowing now? What is the boy wearing? What is the boy doing/going to do?
Descriptor:	A learner talks to a partner, asks and answers questions; uses present continuous forms to talk about what is happening now; uses present continuous forms to talk about future arrangements.

Topic Weather

Learning objectives 4.3.6.1 Understand with some support some specific information

and detail in short, simple texts on a growing range of general and some curricular topics

Understand an increasing range of short supported questions on general and some curricular topics

Assessment criteria ∙ Identify detailed information in short text with support

Answer short questions with support

Level of thinking skills Knowledge and comprehension

Task. Read the texts. Listen to the teacher’s questions and answer them.

Teacher asks questions after the learners read the texts.

How many seasons are there in a year?
What are winter/spring/ summer/ autumn months?
What is the weather like in winter/spring/ summer/ autumn?
What do children like to do in winter/spring/ summer/ autumn?
What is the coldest/ hottest season in the year?

	There are four seasons in a year: spring, summer, autumn and winter. December, January and February are winter months. The weather is cold. It usually snows. The days are short and the nights are long. Children like to go skating and skiing. They play snowballs and make a snowman.
	March, April and May are spring months. It is a very nice season. The weather is fine in spring. It is warm. There are many green trees and colourfull flowers in the fields, parks and gardens.Children go far a walk and look at flowers. Sometimes it rains but usually the sun shines brightly.
	June, July and August are summer months. It is the hottest season. The days are long and the nights are short. There are many beautiful flowers in the parks and squares. The pupils do not go to school, they have their summer holidays. They can swim in the rivers and play different games.
	September, October and November are autumn months. The weather is cool. It often rains in autumn. There are yellow, red, brown leaves in the parks and gardens. Children like to play with leaves in autumn.It is time for fruit and vegetables. The children go to school again.

Descriptor: A learner

reads the texts;
answers the questions about months and weather in different seasons;
tells about activities and favourite season;
names the hottest and the coldest seasons.

Topic	Weather
Learning objectives	4.2.2.1 Ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics 4.2.4.1 Respond to questions on an increasing range of general and some curricular topics 4.2.7.1 Contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges
Assessment criteria	Make up questions about present and past experiences Give answers to the questions Make a short conversation in a pair, in a group and in whole class work using appropriate words, phrases and sentences
Level of thinking skills	Application
Task. Look at the pictures. Discuss with your partner/ partners about them by asking and answering questions. Teacher can organise learners to work in pairs, small group or as a whole class. Learners should ask each other questions and answer them according to the pictures. They should use simple present and past forms in their talk. Example: What season is it? What is the weather like? What are the children wearing? What do the children do in the picture? What other games or activities can they organise? What is your favourite season? What did you do in your favourite season? What clothes did you wear last summer?
Descriptor:	A learner asks questions about the picture; asks personal questions; answers the questions appropriately; uses correct words, phrases to make up sentences; uses proper verb forms in simple present and past tenses.

Topic Weather

Learning objectives 4.4.7.1 Spell most familiar high-frequency words accurately

when writing independently

To include appropriate use of full stops and question marks, at sentence level with some accuracy when writing independently

Assessment criteria ∙ Write frequently used topical vocabulary with correct

spelling

Use punctuation marks full stops and questions accordingly

Level of thinking skills Application

Task 1. Use the letters to make up words. Spell the words correctly.

nossae	ambrulle	mutuna	tobos	taewher	ytivitca

Check classmates’ written work. Use the following table with answers.

Learners check classmates work using checklist. They give feedback for classmates’ work. (They can use 2 stars and 1 wish.)

Checklist

nossae	ambrulle	mutuna	tobos	taewher	ytivitca
season	umbrella	autumn	boots	weather	activity

Task 2. Write a short paragraph using words from Task 1. Put the necessary punctuation marks

(full stops and question).

Example:

It’s autumn. The weather is cool and rainy. We often wear boots in autumn. I like to walk with umbrella. Autumn is my favourite season. I enjoy it very much! Do you like autumn?

Descriptor:

Task 1

Task 2

A learner

makes up words and spells them correctly;
assesses classmate’s work using checklist;
gives feedback to classmate’s work;
makes up sentences with the given words;
spells the words accurately;
writes a sequence of short sentences in a paragraph;
uses the full stops and question marks appropriately.

Topic	Volcanoes
Learning objectives	4.1.3.1 Understand the main points of short supported talk on an increasing range of general and some curricular topics 4.1.6.1 Understand some specific information and detail of short, supported talk on an increasing range of general and some curricular topics 4.1.7.1 Use contextual clues to predict content and meaning in short supported talk on an increasing range of general and some curricular topics
Assessment criteria	Identify the main points of short supported talk Identify some specific information and detail of short, supported talk Make a prediction about content and meaning of a talk using contextual clues
Level of thinking skills	Knowledge and comprehension Application
Task 1. What do you think about or imagine when you hear the words lava, magma and volcano? The teacher asks questions and demonstrates pictures to support learners to predict the content of the conversation. Lava Magma Volcano Task 2. Listen to the talk or watch a video. Read the sentences. If the sentence is correct, put a ✓ under T (True). If the sentence is NOT correct, put a ✓ under F (False). Go to one of the link https://www.youtube.com/watch?v=BAR3P3Fshok https://www.youtube.com/watch?v=lAmqsMQG3RM Teacher can read the transcript below. Statement T F Liquid rock is called magma. Magma moves down from the top of the volcano. There are volcanoes under the ice caps. The word volcano comes from the name of Roman God of fire – Vulcan. Task 3. Listen to the talk one more time (Task 2). Choose the correct word (A, B or C). Volcano is like a . Roof Window Сhimney Water becomes in the volcano. Steam Ice Stone

Shape 33

Volcano erupts through the .
1. Crater
2. Plateau
3. Bottom

The tallest volcano in the Solar system is .
1. on Earth
2. on Mars
3. on Jupiter

Transcript

Hello, friends! Are you wondering what this is? Well, it's the molten lava that comes out from a volcano. Come, let me tell you what a volcano is.

I'm sure you've seen mountains that open up and blurt out thick molten semi-solid like substance? Well, that's called a volcano. Let's learn more about it. A volcano is a vent or chimney that connects magma from within the Earth's crust to the Earth's surface.

The liquid rock is called magma when it is under the Earth's surface and lava after it comes out. So how does a volcano erupt? The molten rock stored in the magma chamber rises through the crater pipe pockets. As it travels up the main vent, gasses expand and water becomes steam, creating pressure. When the pressure can no longer be contained the volcano erupts through the crater and secondary side vents. Common volcanic gases include water vapor, carbon dioxide, sulfur dioxide, hydrogen chloride hydrogen, fluoride and hydrogen sulfide. Popular belief is that volcanoes are large cone-shaped mountains but that's not true. There are many more types of volcanoes such as wide plateaus, fissure vents and bulging dome shapes. There are also volcanoes found on the ocean floor and even under ice caps such as those found in Iceland.

The word volcano originally comes from the name of the Roman god of fire Vulcan. The tallest volcano in the solar system isn't on Earth at all but on Mars.

Descriptor:

Task 1

Task 2

A learner

answers the questions;
identifies information for True and False statements and marks them accordingly;
completes the sentences with appropriate words.

Topic	Volcanoes
Learning objectives	4.3.5.1 Understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues 4.4.2.1 Begin to use joined-up handwriting in a limited range of written work
Assessment criteria	Identify the main points of short simple texts using context Use joined-up handwriting
Level of thinking skills	Knowledge and comprehension Application
Task. Read the text about volcanoes. Answer the questions. A volcano is a mountain where molten rock erupts through the surface. The name "volcano" has its origin from the name of Vulcan, a god of fire in Roman mythology. Magma is a liquid rock inside a volcano. Lava is liquid rock (magma) that flows out of a volcano. There are around 1,510 active volcanoes in the world. We currently know of 80 or more, which are under the oceans. When magma erupts through the earth’s surface it is called “lava”. Over half of the world’s volcanoes arise in a belt around the Pacific Ocean called the “Ring of Fire”. Use joined-up handwriting to write answers. What word has its origin from the name of a god of fire in Roman mythology? What do we call a liquid rock inside a volcano? How do we name a liquid rock that flows out of a volcano? What is the name of a group of volcanos around the Pacific Ocean?
Descriptor:	A learner reads the texts; answers to the questions; uses joined-up handwriting.

Topic	Volcanoes
Learning objective	4.2.6.1 Take turns when speaking with others in a growing range of short, basic exchanges
Assessment criteria	Exchange ideas with a partner on the topic
Level of thinking skills	Application
Task. Look at the pictures. Ask and answer questions, share ideas with a partner. Example: What do you know about volcanoes? Why are they called volcanoes? What shapes can they have?
Descriptor:	A learner describes the pictures; asks questions using information from the pictures; answers the questions appropriately; talks to a partner.

Shape15

Topic	Snow and ice
Learning objectives	4.5.13.1 Use can to make requests and ask permission, use must / mustn’t / have to to talk about obligation; use have + object + infinitive to talk about obligations 4.5.16.1 Use conjunctions and, or, but, because to link words and phrases
Assessment criteria	Use can to make requests and ask permission Use must / mustn’t / have to to talk about obligation Use have + object + infinitive to talk about obligations Use and, or, but, because to join words and phrases in the sentences
Level of thinking skills	Application
Task 1. Talk to the partner. Ask 2 questions and answer 2 questions each. Use modal verbs can, must, mustn’t, have to. Example: - What do you have to wear in winter? We have to put on mittens in winter. Can you eat ice or snow? No, we mustn’t. We can get ill. have to must can mustn’t Task 2. Read the sentences. Fill in the gaps with the words from the table. Use each word once. Example: We wear warm clothes and boots in winter. We play snowballs or make a snowman in the yard. and or but because We enjoy skiing sledging in the park. We like winter it is fun. The friends are happy after skiing, they are a little tired. When we go down the hill we can use skis a snowboard.
Descriptor:	A learner asks questions for requests and permission; talks about obligations; uses can, must, mustn’t, have to in conversation; fills in the gaps with conjunctions and, or, but, because.

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Topic	Snow and ice
Learning objective	4.5.14.1 Use prepositions of location, position and direction: at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left; use prepositions of time: in, on, at, before, after; use with / without to indicate; accompaniment with for instrument and for to indicate recipient
Assessment criteria	Use prepositions of position and direction Use at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left to indicate where objects and people are Use prepositions of time: in, on, at, before, after Use with / without to indicate; accompaniment with for instrument and for to indicate recipient
Level of thinking skills	Application
Task. Look at the picture and say where the objects are. Make up sentences. Use at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left. The teacher can ask questions him/herself or can organize pair work. The learners can ask each other questions and answer them. Before the task they can revise Prepositions. Example: The ball is under the table. The Post office is opposite the Hospital. I get up at 8 o’clock. I can draw with a pencil. My mother baked a cake for us.
Descriptor:	A learner makes up 7-8 sentences using the picture; uses 7 prepositions of location correctly.

Cross curricular unit: Healthy World

Topic Healthy bodies

Learning objectives 4.2.5.1 Pronounce an increasing range of words, short

phrases and simple sentences intelligibly

Spell most familiar high-frequency words accurately when writing independently

Assessment criteria ∙ Utter words, short phrases and simple sentences intelligibly

Spell familiar often used words accurately

Level of thinking skills Knowledge and comprehension

Application

Task 1. Look at the pictures. Repeat the words and phrases after the teacher.

The teacher uses the picture and reads the words and phrases for learners to repeat.

Doctor!

I need your help!

1.I’ve got a running nose. 2.I’ve got a cough.

3.I’ve got a fever. 4.I’ve got a sore throat. 5.I’ve got a headache.

6.I’ve got a stomachache. 7.I’ve got a toothache.

I’ve got an earache.
I’ve got cramp.

Task 2. Listen to the teacher and write words accurately.

Teacher reads the words and learners write them.

cold	stomach-ache	head
cough	backache	bread
earache	toothache	treasure
headache	healthy	weather

Teacher can use self or pair assessment to check the task.

Descriptor:

Task 1

Task 2

A learner

pronounces the words and phrases distinctly;
spells words correctly.

Topic	Healthy bodies
Learning objectives	4.5.9.1 Use common simple present forms, including short answer forms and contractions, to give personal information and talk about habitual actions, facts and future timetabled events; continue to use common past simple forms [regular and irregular] to describe actions and feelings and narrate simple events including short answer forms and contractions 4.5.12.1 Use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly
Assessment criteria	Give personal information using simple present forms Talk about habitual actions, facts and future timetabled events using simple present forms Describe actions and feelings using simple past form Tell about simple events using simple past forms Use short answers and contractions in simple present and past tense Use adverbs of time and frequency sometimes, often, always, never and adverbs of manner e.g. well, badly Use common –ly manner adverbs to describe actions e.g. slowly, quickly
Level of thinking skills	Knowledge and comprehension Application
Task. Talk to a partner about habitual actions, facts. Tell about actions and feelings from your experience. Use the words and ideas from the table. Example: Usually I get up at 7 o’clock, but when I was younger, I got up at 8 o’clock. I didn’t run quickly last year. Now I can run fast. Present Simple Past Simple Usually, every day, every Sunday Last year/week, yesterday sometimes, often, always, never, well, badly, slowly, quickly

Descriptor:

A learner

tells about everyday activities;
makes up sentences about past events, feelings;
uses adverbs of time and frequency and adverbs of manner;
uses simple present and past forms correctly.

Topic Healthy bodies

Learning objectives 4.4.2.1 Begin to use joined-up handwriting in a limited range of

written work

4.4.7.1 Spell most familiar high-frequency words accurately when writing independently

Use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things; use simple one-syllable and some two- syllable adjectives [comparative and superlative] to make comparisons

Assessment criteria ∙ Use joined-up handwriting

Spell most familiar high-frequency words accurately
Use adjectives, including possessive adjectives to describe things; one-syllable and some two-syllable adjectives to make comparisons

Level of thinking skills Knowledge and comprehension

Application

Task 1. Spell the words. Write the degrees of comparison of the adjectives in the table.

Example: warm - warmer - the warmest

hot	sweet	dry	salty	tasty	cold	big	fat

Task 2. Make up sentences with possessive adjectives. Use joined-up handwriting.

Example:

Kate has got a friend. This is Kate’s friend.

Nick has got a puppy. This is Nick’s puppy.

John is riding his bike.

Paul is flying his kite.

Mother is wearing her hat.

Mary wears a new dress.

Descriptor:

Task 1

Task 2

A learner

spells the words correctly;
writes the degrees of comparison of adjectives correctly;
uses possessive adjectives correctly;
uses joined-up handwriting.

Topic	Healthy bodies
Learning objectives	4.2.6.1 Take turns when speaking with others in a growing range of short, basic exchanges 4.5.10.1 Use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics; use –ing forms swimming, spelling as nouns to describe familiar and classroom activities
Assessment criteria	Talk to the classmates on general and curricular topics Use present continuous forms to tell about what is happening now and future arrangements Use short answers and contractions in a talk using present continuous forms Use –ing forms as nouns to tell about activities on the topic
Level of thinking skills	Knowledge and comprehension Application
Task. Look at the picture. Discuss the topic with a partner. Example: The children are having lunch. The girl is eating an apple. Apple is a healthy food. Eating healthy food is important.
Descriptor:	A learner discusses the topic with a partner using the pictures; uses present continuous forms appropriately; uses –ing forms as nouns.

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Topic	Save our animals
Learning objectives	4.2.7.1 Contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges 4.5.5.1 Use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics
Assessment criteria	Use appropriate words and phrases in pair, group and whole class talk Ask questions using interrogative pronouns who, what, where, how many, how much, how often, how big, what kind of
Level of thinking skills	Knowledge and comprehension Application
Task. Talk to a partner about animals. Take turns to ask and answer questions to get information. What do you know about …….? Where does it ? How many does it have? How much food ? How often ? How big ? What kind of ?
Descriptor:	A learner uses interrogative pronouns to asks questions; answers the questions; uses topic related vocabulary.

Topic	Save our animals
Learning objectives	4.4.1.1 Plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.4.2.1 Begin to use joined-up handwriting in a limited range of written work 4.4.5.1 Link with some support sentences using basic coordinating connectors
Assessment criteria	Make a plan on topic Write sentences according to the plan Check the written sentences Use joined-up handwriting Use basic coordinating connectors to link sentences
Level of thinking skills	Knowledge and comprehension Application
Task 1. Think about one animal and give short answers to the questions about it. What is the name of the animal? Where does it live? What does the animal eat? What can it do well? What kind of animal is it? Task 2. Use your answers as a plan and write about the animal. Use and, or, but to link sentences. Example: This is a fox. It lives in the forest or in the field. It eats small animals. The fox can run fast but it can’t fly. It is a wild animal.
Descriptor: Task 1 Task 2	A learner gives short answers to the questions; writes sentences about an animal; uses answers as a plan; uses joined-up handwriting; uses and, or, but.

Topic Save our animals

Learning objective 4.5.1.1 Use singular nouns, plural nouns – including some

common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things

Assessment criteria ∙ Use the correct singular and plural form of the word

Use irregular plural and uncountable nouns
Use possessive ‘s/s’ to name, describe and label things

Level of thinking skills Application

Task. Write singular and plural of the words.

singular	plural	singular	plural
Mouse			Fish
	Geese	Foot
Bear			Teeth
	Tigers	animal

Answer keys:

singular	plural	singular	plural
Mouse	mice	fish	Fish
goose	Geese	Foot	feet
Bear	bears	tooth	Teeth
tiger	Tigers	animal	animals

The teacher can give answer keys to learners for self -assessment.

Descriptor: A learner

writes the correct form of the word;
uses singular and plural form of nouns;
uses irregular plural nouns.

Topic Save our animals

Learning objective 4.1.3.1 Understand the main points of short supported talk on an

increasing range of general and some curricular topics

Assessment criteria ∙ Identify the main points of short supported talk

Level of thinking skills Knowledge and comprehension

Task. Listen or watch the story and put the sentences in order. The 1^st sentence is done for you as an example.

Teacher uses the link https://learnenglishkids.britishcouncil.org/en/short-stories/angel-look-out

	Angel wants to play with Turtle.
	They see a dangerous cone shell.
1	Grandpa is tired.
	Doug takes them home.
	They see a dangerous octopus.
	They see a dangerous sea snake.
	They see a dangerous fish.
	They see a box jellyfish.

Transcript:

Angel and his grandpa live on the Great Barrier Reef in Australia. Grandpa is tired.

‘I’m going to sleep now, Angel. Be good, and don’t go past the coral! There are lots of dangerous animals out there.’

‘Hi, Angel. What are you doing?’ ‘I’m bored. Grandpa is asleep.’

‘Do you want to come and play?’ ‘Yes, let’s go!’ ‘Look, Turtle! A ball!’

‘Look out! That isn’t a ball! It’s a dangerous octopus! Swim!’

‘Angel! Look out! There’s a dangerous fish behind you! Angel, you must be careful here. You’ve got to stay with me!’

‘I’m sorry, Turtle. Look! I’ve got a present for you.’

‘Aargh! This is a dangerous cone shell! Drop it quickly, Angel!’ ‘I’m tired, Turtle. Can we rest here?’

‘Don’t sit here, Angel! There’s a dangerous sea snake! Quick! Swim!’ ‘Where are we?’

‘I don’t know. I think we’re lost. Look out, Angel! That’s a box jellyfish! Swim!’ ‘Look out, Turtle! A dangerous animal is behind you!’

‘That’s not a dangerous animal. It’s Doug. He’s my friend.’ ‘Hello, Doug. We’re lost. Can you help us?’

‘Yes, I can help you. I’ll take you home.’ ‘Hello, Angel.’

‘Hello, Grandpa.’

‘Oh, you’ve been a very good fish, Angel. Here’s a present for you.’ ‘Thanks, Grandpa!’

Descriptor: A learner

puts the sentences in a correct order;
writes numbers before the sentences..

Topic	Save our animals
Learning objectives	4.3.2.1 Read and understand with some support short simple fiction and non-fiction texts 4.2.3.1 Give short, basic description of people and objects; begin to describe past experiences on an increasing range of general and some curricular topics
Assessment criteria	Recognise general idea of short simple texts with support Describe people and objects, and past experiences on general and some curricular topics
Level of thinking skills	Knowledge and comprehension Application
Task 1. Read the text. Answer the questions. Saiga antelope Saigas are antelopes that lived in the Western Europe, Eurasian continent, Alaska. Today there are less than 50 000 animal remain. They live on the territory of Kazakhstan, too. This animal is unusual in appearance. It has a huge, humped nose, a round body, thin legs and a short tail. They are very good runners. They can swim across rivers. Their coats protect them from the cold. Saigas live in steppes and grasslands. They can be very aggressive. Saigas are migrating in summer and winter. They eat grass and their big noses help them to filter out dust and cold air. They can have one or two babies. Where do saigas live now? What makes their appearance special? What can saigas do well? Task 2. Look at the picture and describe the animal. Answer the questions. What is the name of the animal? Where does it live? What does it eat? Describe its colour, size, appearance. Why does it move from place to place? Why should we protect this animal?
Descriptor: Task 1 Task 2	A learner reads the text; answers the questions; tells about the animal; describes animals.

Topic	Help the planet
Learning objectives	4.1.4.1 Understand an increasing range of short supported questions on general and some curricular topics 4.2.6.1 Take turns when speaking with others in a growing range of short, basic exchanges 4.5.12.1 Use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly
Assessment criteria	Answer short questions on general and some curricular topics Talk to others on general and some curricular topics Use adverbs of time, frequency sometimes, often, always, never to indicate when and how often and manner well, badly, slowly, quickly
Level of thinking skills	Knowledge and comprehension Application
Task. Talk to your partner. Ask and answer questions. Use words sometimes, often, always, never, well, badly, slowly, quickly. Example: Do you always help to keep our planet clean? I sometimes help to plant trees. What do you do to help the Earth? I always pick up litter and put it into a bin.
Descriptor:	A learner talks to a partner; asks and answers questions appropriately; uses adverbs correctly.

Topic	Help the planet
Learning objective	4.5.8.1 Use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
Assessment criteria	Give short instructions Use imperative positive and negative forms
Level of thinking skills	Application
Task. Look at the picture. Write imperative sentences 3 positive and 3 negative to give instructions. Example: Keep our water clean, please!





Descriptor:	A learner writes 3 sentences in imperative positive form; writes 3 sentences in imperative negative form; uses ideas/information from the picture.

Topic	Help the planet
Learning objective	4.2.4.1 Respond to questions on an increasing range of general and some curricular topics
Assessment criteria	Answer the questions on general and some curricular topics
Level of thinking skills	Knowledge and comprehension
Task. Answer the questions. Use the ideas. The teacher can ask questions or organise pair work. What is the environment? Is our Earth clen or dirty? Why do you think so? Is there any pollution on the Earth? How many kinds of pollution do you know? What are they? What can you do to keep the environment clean? What do friends of the Earth usually do? What do friends of the Earth usually tell people to do?
Descriptor:	A learner answers the questions on the topic appropriately.

Topic	Help the planet
Learning objective	4.3.5.1 Understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues
Assessment criteria	Identify the main points of a short simple texts
Level of thinking skills	Knowledge and comprehension
Task. Read the text. Planet Earth Forests are home to over half of the world’s animals and plants. Trees clean the air and produce oxygen. We destroy forests every minute. We throw away thousands of trees in paper every day. The oceans are home to millions of marine animals. We pollute the oceans with rubbish. Turtles mistake plastic bags for jellyfish and die when they eat them. The climate gets warmer, the ice melts and the sea rises. Rivers collect rain water. Plants clean the water. Farms and factories pollute the rivers. Every day we each flush about 50 litres of water down the toilet. People should respect nature and live a long and healthy life! Write the missing words in the sentences. Forests are home to over half of the world’s and plants. clean the air and produce oxygen for us to breathe. The are home to millions of marine animals. Mark T for True or F for False sentence. Turtles die when they eat plastic bags. The climate gets colder. Farms and factories don’t pollute the rivers.
Descriptor:	A learner reads the text and writes the missing words correctly; identifies and marks True and False statements appropriately.

TERM 4

Cross curricular unit: Journey into space
Topic	Into Space
Learning objective	4.3.3.1 Recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics 4.5.5.1 Use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics
Assessment criteria	Identify opinions in short, simple texts Ask questions using interrogative pronouns who, what and where, how many, what kind of
Level of thinking skills	Knowledge and comprehension Application
Task 1. Read the text. Underline Billy’s opinion in red and Splodge’s opinion in blue. Billy and Splodge are in a spaceship. They are looking for animals in space. Splodge sees a planet. ‘Everything on this planet is red. Look! The trees and leaves are red. I think animals can’t live here.’ Billy sees another planet. ‘Everything is yellow here. The sky and clouds are yellow. There is a yellow volcano. I think there aren’t any animals here too.’ Billy is in the spaceship. ‘Splodge, there are no animals in space. Let’s go home!’ Splodge sees another planet. It’s planet Earth. The sky is blue and the sun is yellow. The grass is green, the flowers are red. ‘We see animals here!’ Task 2. Ask questions on the text. Use Who, What, Where, How many, What kind of? Who ? What ? Where ? How many ? What kind of ? Example: Who are in space? What are they doing in space? 3.Where are they looking for animals? 4.How many planets do they see? 5.What kind of planets do they see?
Descriptor: Task 1 Task 2	A learner underlines Billy’s opinion in red and Splodge’s opinion in blue correctly; uses who, what, where, how many, what kind of in questions; makes up grammatically correct questions.

Topic	Into Space
Learning objective	4.4.7.1 Spell most familiar high-frequency words accurately when writing independently
Assessment criteria	Identify often used familiar words clearly
Level of thinking skills	Application
Task. Word search. Find the words and cross them. Write the words correctly. Task 2. Make up 4 sentences using the words and write them correctly. Example: Astronauts use oxygen to breathe in space. 1. 2. 3. 4.
Descriptor: Task 1 Task 2	A learner finds the words in the word search and crosses them; makes up sentences using the words; writes the words correctly.

Topic	Planets
Learning objective	4.3.1.1 Recognise, identify and sound with support a growing range of language at text level 4.3.4.1 Find with support books, worksheets and other print materials in a class or school library according to classification
Assessment criteria	Identify and pronounce words clearly Read printed materials, worksheets, texts aloud with support
Level of thinking skills	Knowledge and comprehension Application
Task 1. Go to the school library or look through a number of books in the classroom to find a text on the topic “Space”. Discuss with the learners the way they identified the necessary text or book. Example: How many books did you look through? Did you see any pictures about space there? What were the pictures? What words helped you to recognise the idea of the text? Or alternatively teacher can prepare set of cards with words, phrases, sentences on different topics, such as space, healthy world, treasure, sport etc. And learners should classify them according to the topics. Task 2. Read the fact file aloud. Pronounce the words and sentences correctly. Teacher monitors reading, makes notes to give feedback to the learners. There are eight Planets in the Solar System. In increasing distance from the Sun, the planets are: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto Jupiter is the largest planet, while Mercury is the smallest. Earth is the third planet from the Sun and the fifth largest of the eight planets in the Solar System. People name it - a Blue Planet. The most beautiful planet in our Solar System is Saturn. It is a gas giant. Saturn is the second largest planet in our Solar System. It has rings; they are made of millions of ice crystals.
Descriptor: Task 1 Task 2	A learner finds a text on the topic; answers the questions; reads the text aloud; pronounces the words correctly.

Topic Planets

Learning objectives 4.3.5.1 Understand the main points of short simple texts on a

growing range general and some curricular topics by using contextual clues

Begin to use joined-up handwriting in a limited range of written work

Assessment criteria ∙ Identify general information in short simple texts with

support

Use joined-up handwriting to write words

Level of thinking skills Knowledge and comprehension

Application

Task. Read the information in the table. Fill in the gaps with the words from the box.

gravity	experiments	space station	oxygen	vitamins
spacecraft	spacesuit	astronaut	to float	spacewalk

Example: Astronauts like to float in space because there is no gravity! Shape26

A person who can travel or live in space.

Big objects (like planets) pull smaller things to them. It keeps you on the ground and makes things fall down.

Tests to check ideas or make new discoveries in science!

Very little things inside the food we eat or tablets to keep us healthy.

A gas that humans and animals breathe.
A place where people can live in space for a long time.

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Space transport (a rocket is a type).

When an astronaut goes out into space alone to explore.

Special clothes an astronaut wears to go on spacewalks.

Descriptor:

A learner

reads the sentences;
finds the correct word in the box for each sentence;
uses joined-up handwriting to write the words.

Topic	Planets
Learning objectives	4.3.5.1 Understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues 4.2.4.1 Respond to questions on an increasing range of general and some curricular topics
Assessment criteria	Identify the main points of short simple texts using context Answer the questions on general and some curricular topics
Level of thinking skills	Knowledge and comprehension Application
Task 1. Read the facts about the planets and place the correct number in the box. This planet is home to “Olympus Mons” the largest volcano in the Solar System. This planet is very hot, because it is the closest to our star. The third planet from the Sun and the fifth largest planet. The brightest planet in Solar System. This is one of nearly 12 dwarf planets in our Solar System. The heaviest planet. The gas giant that is closest to the Sun. This “Blue planet” spins on a horizontal axis and has 11 rings. This is another gas giant and the 8^th planet from the Sun. This second largest planet is so light. Task 2. Answer the questions. Teacher asks questions. The learners answer them. What planet is the second from the Sun? Why is Mercury the hottest planet in Solar System? How is the Earth called? Which planet spins on a horizontal axis? What is the name of one of the dwarf planet in Solar System?
Descriptor: Task 1 Task 2	A learner reads the sentences about planets; writes the correct number near the appropriate planet; answers the questions correctly.

Topic	Aliens
Learning objectives	4.1.5.1 Identify initial, middle and final phonemes and blends 4.1.8.1 Understand short, supported narratives on an increasing range of general and some curricular topics
Assessment criteria	Identify initial, middle and final phonemes and blends Identify general ideas and information in short narratives with support
Level of thinking skills	Knowledge and comprehension
Task 1. Listen and write the missing letters. liens Bel ve Sc nce Exis Plane niverse Teacher reads: Aliens Believe Science Exist Planet Universe Task 2. Listen to the story. Write True or False next to the sentence. Go to this link https://listenaminute.com/a/aliens.html Example: There are aliens out there, somewhere. True They are green like in science fiction movies. But the writer is sure that aliens exist. There are hundreds of planets in the universe. Some aliens can be much more intelligent than we are. Teacher can read the transcript: There are aliens out there, somewhere. I strongly believe this. Not sure what they look like, though. I really doubt they are green, like they are in science fiction movies. I also don’t think they look like us. But I’m sure they exist. I just don’t think we’ll ever see any or find any. They live too far away. If you think about it logically, there has to be aliens out there. All a planet needs is to be warm and have water and life will exist. There are billions and billions of planets in the universe, so there are probably millions and millions that have life. Alien life. It’s also likely that some of the aliens are much more intelligent than we are. I wonder what we’d do if really intelligent aliens visited the Earth. What would we ask them?
Descriptor: Task 1 Task 2	A learner writes the missing letters; spells the words correctly; writes “True” and “False” next to the sentences according to the story.

Topic	Aliens
Learning objectives	4.4.1.1 Plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.4.5.1 Link with some support sentences using basic coordinating connectors 4.5.16.1 Use conjunctions and, or, but, because to link words and phrases
Assessment criteria	Make a plan Write sentences with support on basic personal, general and some curricular topics Use and, or, but, because, so to connect words, phrases and sentences
Level of thinking skills	Application
Task 1.Give short answers to the questions. What is this? Where is it from? What colour and size is it? Is it angry or friendly? What can you do together? Task 2. Use your short answers from Task 1 as a plan to write sentences. Use connectors and, or, but, because to link words and phrases. Example: This is my new friend alien. He lives in a faraway Galaxy. He can be green, yellow or purple. My friend is funny and friendly, but he can be angry because he is hungry. We can do many things on the Earth and we can fly to his home.
Descriptor: Task 1 Task 2	A learner answers the questions in short and writes them; uses the answers as a plan; makes up sentences; uses and, or, but, because to connect words and phrases appropriately; uses and, or, but, so to connect sentences.

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	Cross curricular unit: Machines
Topic	Slow machines
Learning objectives	4.4.7.1 Spell most familiar high-frequency words accurately when writing independently 4.5.12.1 Use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner e.g. well, badly; use common – ly manner adverbs to describe actions e.g. slowly, quickly
Assessment criteria	Identify often used familiar words and write them properly Use sometimes, often, always, never to indicate when and how often Use well, badly and other simple adverbs of manner Describe actions with slowly, quickly and use other manner adverbs -ly
Level of thinking skills	Application
Task 1. Identify the words. Write them correctly. Use slowly, quickly, well, badly. Lift Float Move Cut Lift Float Move Cut Task 2. Write sentences. Use the words sometimes, often, always, never. Example: The crane always lifts things quickly. The rocket . The boat . The motor saw . The scissors .
Descriptor: Task 1 Task 2	A learner uses slowly, quickly, well, badly; writes the words in the box correctly; spells the words accurately; makes up sentences; uses the adverbs appropriately.

Topic	Slow machines
Learning objective	4.3.3.1 Recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics
Assessment criteria	Identify basic opinions in simple texts on general and some curricular topics
Level of thinking skills	Knowledge and comprehension
Task 1. Read the text. Hello! I am Mike. I like sports cars. They are interesting. My brother Tom is car crazy. He buys car magazines, watches car programmes on TV and looks at car websites. He knows the name, maker, engine size and top speed of every car. He talks non-stop about the cars. I’d like to buy a sports car or a hybrid car. My brother thinks these are boring. He says a car should be powerful and fast. I don’t agree. I think cars should get you from A to B and be big enough for me and my friends. I prefer smaller cars because they are easier to park. Decide whose opinion is it. Write Tom’s (T) or Mike’s (M) near the sentence. Sports cars are interesting. Sports cars are boring. A car should be powerful and fast. Cars should get you from A to B. Cars should be smaller because they are easier to park.
Descriptor:	A learner identifies boys’ opinions in the text; writes the correct names/letters next to each sentence.

Topic	Fast machines
Learning objectives	4.2.4.1 Respond to questions on an increasing range of general and some curricular topics 4.2.6.1 Take turns when speaking with others in a growing range of short, basic exchanges 4.2.7.1 Contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges
Assessment criteria	Answer the questions on general and some curricular topics Talk on the topic with others in turn Use appropriate words, phrases, and sentences to express ideas during short pair, group and whole class work
Level of thinking skills	Application Higher order thinking skills
Task. Look at the pictures and talk to your classmates about machines. The learners can work in pairs or in small groups of 3-4 pupils. They can choose one picture to describe and tell about. The other learners in the group can ask questions to develop conversation. Example: Is this a fast car? Yes, it’s a fast car, but I think the red car can move faster. What can move faster a bike or a car? A car moves faster than a bike. What means of transport do you use to go to school? I ride a bike to school? Why do you use a bike to go to school? I like it because it is fast and fun.
Descriptor:	A learner tells the group about fast machines; uses appropriate words; asks questions in pairs/ a small group; answers the questions.

Topic	Robots
Learning objective	4.5.4.1 Use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics
Assessment criteria	Use determiners a, an, the, zero article, some, any, this, these, that, those appropriately
Level of thinking skills	Application
Task. Fill in the gaps with the words in the boxes. Use each word only once. a an the some any this these that those – This is robot. robot is fast, but robot is slow. Look at robots over there! They are so smart! robots are better! They help people. robots can clean the house. People use robots to move heavy things. Are there robots on the space station? Scientists use robots to make experiments. Japanese engineers made amazing robot helping old people.
Descriptor:	A learner uses determiners; completes sentences correctly.