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A collection of tasks for Formative Assessment
English
Grade 2

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

2

Contents
TERM 1........................................................................................................................................... 4
Cross curricular unit: All about me ............................................................................................. 4
Cross curricular unit: My family and friends ............................................................................ 15
TERM 2......................................................................................................................................... 30
Cross curricular unit: My school ............................................................................................... 30
Cross curricular unit: The world around us ............................................................................... 48
TERM 3......................................................................................................................................... 67
Cross curricular unit: Health and body...................................................................................... 67
Cross curricular unit: Traditions and customs........................................................................... 82
TERM 4......................................................................................................................................... 93
Cross curricular unit: The natural environment ........................................................................ 93
Cross curricular unit: Travel.................................................................................................... 107

3

TERM 1
Cross curricular unit: All about me
Topic: Hello again
Learning objective

Assessment criteria
Level of thinking skills

2.L2 Recognize with considerable support an increasing range
of common personal questions
• Identify personal questions with considerable support
Knowledge and comprehension

Task
Listen to the teacher and answer the questions.
1. What is your name?
2. How are you?
3. How old are you?
4. Where are you from?
5. Have you got a family?
6. Can I have your pen?
7. What colours do you see?
8. What is your favourite animal?
9. What is your favourite food?
10. What is your hobby?
Descriptor:

A learner
• answers questions appropriately;
• uses topic words.

4

Topic: Hello again
Learning objective

2.S6 Use short answers appropriately in short, basic exchanges
and take turns when speaking with others in a limited range of
short, basic exchanges

Assessment criteria

Level of thinking skills

•
•

Interact with others in short conversation
Use short answers appropriately in conversation

Application

Task
Work with a partner. Ask and answer the questions. Swap the roles.
Example:
Learner 1:
Learner 2:
1. Q: What is your name?
1. A: My name is … .
2. Q: How are you?
2. A: I am fine. Thank you.
3. Q: How old are you?
3. A: Eight.
4. Q: Where are you from?
4. A: I am from Kazakhstan.
5. Q: Have you got a family?
5. A: Yes, I have got a family.
6. Q: What colours do you see?
6. A: I see yellow, pink ….
7. Q: What is your favourite
7. A: A dog.
animal?
8. A: Yes, I have.
8. Q: Do you have a friend?
Descriptor:

A learner
• asks questions;
• answers shortly to the questions;
• uses topic words;
• pronounces words and expressions clearly.

5

Topic: Hello again
2.R2 Identify, remember and sound out high-frequency
sound and letter patterns

Learning objective

•
Assessment criteria

Read and pronounce frequently used sound and letter
patterns

Application

Level of thinking skills
Task

Underline the first letters of the words. Read the words.
Askhat bank

Nurlan school Aru hospital cinema park Svetlana
A learner
• underlines initial letters of the words;
• reads the words.

Descriptor

Topic: Hello again
Learning objective

2.W5 Write letters and familiar high frequency words
when read aloud or spelt out for learners

Assessment criteria

• Write letters and frequently used familiar words
Application

Level of thinking skills

Task
Listen to the teacher. Write the words.
Teacher reads aloud: boy, pencil, banana, family, bus, dog.
Teacher spells the words aloud: b-o-y, p-e-n-c-i-l, b-a-n-a-n-a, f-a-m-i-l-y, b-u-s, d-o-g.

Descriptor:

A learner
•
•

writes down the words;
completes the words with the missing letters.

6

Topic: Hello again
Learning objective

2.W6 Use with support upper and lower case letters
accurately when writing familiar high frequency words

Assessment criteria

• Write familiar words using appropriate case of the letter

Level of thinking skills

Application

Task
Complete the words. Use letters from the box.
TaDktAd K

Descriptor:

A learner
• completes words;
• uses the appropriate form of upper and lower case letters.

7

Topic: I can...
Learning objective

Assessment criteria
Level of thinking skills

2.L1 Understand a range of short basic supported
classroom instructions
• Recognise short classroom commands with support
Knowledge and comprehension

Task
Listen and do. Repeat after your teacher.
Hop like a rabbit.
Jump like a frog.
Walk like a duck.
Run like a dog.
Fly like a bird.
Swim like a fish.
Descriptor:

A learner
• follows the instructions accordingly;
• repeats the rhyme;
• pronounces the words and expressions clearly.
Topic: I can...

Learning objective

Assessment criteria

2.L2 Recognize with considerable support an
increasing range of common personal questions
• Identify personal questions with considerable
support

Level of thinking skills

Application

Task
Listen and answer the questions.
1. Can you read?
2. Can you write?
3. Can you swim?
4. Can you fly?
5. Can you climb a tree?
6. Can you bring me your book, please?
7. Can you show me your pen, please?
8. Can you bring me your red marker, please?
9. Can you count to 20, please?
10. Can you write the letter B, please?
Descriptor:

A learner
• responds to the questions;
• uses topic words.
8

Topic: I can...
Learning objective

2.S2 Ask questions in order to satisfy basic needs and
find information on familiar topics and classroom routines
• Get information using questions on familiar topics
and classroom activities
• Make up questions properly

Assessment criteria

Level of thinking skills

Application

Task
Ask questions. Use the pictures below.
Example: Can cat run fast? Can’t cat swim?
Run fast

Descriptor:

Swim

Sing

Jump

A learner
• asks positive and negative questions using picture;
• uses can and can’t appropriately;
• pronounces word and expressions clearly.

9

Topic: I can …
Learning objective

Assessment criteria

Level of thinking skills

2.S4 Respond to basic supported questions giving personal
and factual information
• Answer basic questions with support
• Provide personal information and facts
Application

Task
Answer the questions.
1. Can Alisher read?
2. Can Dana write?
3. Can Eldar swim?
4. Can you fly?
5. Can a cat climb a tree?
6. Can you give Sati your book, please?
7. Can you show Danil your pen, please?
8. Can you bring me your red pencil, please?
9. Can you count Arina’s pencils, please?
10. Can you write the letter F, please?
Descriptor:

A learner
• answers questions;
• uses topic words;
• pronounces words and expressions clearly.

Learning objective
Assessment criteria

Level of thinking skills

Topic: I can
2.S8 Give simple instructions for others to follow
•
•

Give simple commands
Follow commands

Application

Task
Work in a pair. Give commands to the classmate.
1.
Alisher, read the word!
2.
Erlan, write a letter.
3.
Eldar, show how fish swim.
4.
Fly, like a bird!
5.
Climb a tree!
6.
Give Sati your book, please!
7.
Show Danil your pen!
8.
Bring me red marker, please!
9.
Count Arina’s pencils, please!
10.
Write letter G, please!
Descriptor:

A learner
• gives commands appropriately;
• follows commands accordingly.
10

Topic: I can …
Learning objective

Assessment criteria

Level of thinking skills

2.UE13 Use can to talk about ability and to make requests
and offers; use can / can’t to talk about permission
• Talk about ability, make requests and offers, and
ask for permission using can and can’t
Application

Task
Work with a partner. Ask and answer questions. Use can and can’t.

Descriptor

A learner
• asks and answers questions;
• uses can and can’t appropriately;
• pronounces words and expressions clearly.
Topic: My clothes and things

Learning objective

Assessment criteria
Level of thinking skills

2.L1 Understand a range of short basic supported
classroom instructions
•

Recognise short classroom commands with support

Knowledge and comprehension

Task
Teacher prepares photocopies of a number of clothes.
1.
Take a T-shirt, take a dress, take jeans, etc.
2.
Write 10 on the T- shirt. Colour it green.
3.
Say what colour your clothes.

Descriptor:

A learner
• follows instructions appropriately;
• writes numbers on the clothes;
• colours clothes;
• talks about colours of his/ her clothes.
11

Topic: My clothes and things
Learning objective

Assessment criteria

Level of thinking skills

2.S1 Make basic statements related to personal
information, people and objects on familiar topics and
classroom routines
• Talk about personal information, people and objects and
classroom activities
• Make up sentences on familiar topics and classroom
activities
Application

Task
Say what clothes you and your classmates put on.
Example: I put on a … . She puts on a … . He puts on a … .

Descriptor:

A learner
• makes up sentences correctly;
• says what clothes he/she is wearing;
• pronounces words and phrases intelligibly.

12

Topic: My clothes and things
Learning objective

2.UE1 Use singular nouns, plural nouns – including some
common irregular plural forms in giving simple descriptions

Assessment criteria

• Apply singular and plural nouns and some irregular
plural forms

Level of thinking skills

Application

Task
Look at the pictures. Divide clothes into two groups: plural nouns and singular
nouns. Make up sentences and say.
Singular

Plural

It’s a blue cap.

These are blue
shorts.

Descriptor:

A learner
• divides clothes into 2 groups;
• makes up and says sentences;
• uses singular and plural nouns appropriately.

13

Topic: My clothes and things

Learning objective

Assessment criteria

Level of thinking skills

2.UE3 Use common adjectives in descriptions and talk about
simple feelings
• Talk about feelings using simple feeling words
• Give description using common adjectives
Application

Task
Look at the pictures. Describe clothes and people. Use adjectives red, grey, yellow,
happy, sad, proud, surprised etc.
Example: The boy is happy.

Descriptor:

A learner
• describes clothes using adjectives;
• talks about feelings;
• uses topic words;
• pronounces words and expressions clearly.

14

Cross curricular unit: My family and friends
Topic: Friends’ names
Learning objective

Assessment criteria

Level of thinking skills

2.L3 Understand the main points of short, slow and
carefully articulated talk on routine and familiar topics
features such as colour and number
• Recognise the main information in a short carefully
articulated talk on familiar topics
Knowledge and comprehension

Task
Listen to the teacher. Write the number of the sentence in the box.
1.
2.
3.
4.

I am going to the shop with Mike on Thursday.
My friend Betty is going to the cinema on Sunday.
Mikey and Ben go to the park every evening.
Nancy with Mary goes to the library every day.

Descriptor:

A learner
• numbers pictures accordingly.

15

Topic: Friends’ names
Learning objective
Assessment criteria

Level of thinking skills

2. R1 Read and spell out words for others
• Read word
• Spell words for others
Application

Task
Match the words with the pictures. Spell them.

Descriptor:

A learner
• reads the words;
• matches the words with the pictures;
• pronounce the words clearly.

16

Topic: Friends’ names
Learning objective

2.W2 Write letters and familiar high frequency words when
read aloud or spelt

Assessment criteria

• Write letters and familiar frequently used words when
read aloud or spelt

Level of thinking skills

Application

Task
Listen to the teacher. Write the letters and the word.

Descriptor:

A learner
• writes the letters;
• writes the word.

17

Topic Helping hands
Learning objective

Assessment criteria
Level of thinking skills

2.L1 Understand a range of short basic supported
classroom instructions
• Recognise short classroom commands with support
Knowledge and comprehension

Task
Listen and do. Answer the questions. Use sure, no problem, here you are, sorry I can’t, sorry
I need it.
1. Can you give me your ruler, please?
2. Go to the board and clean it, please.
3. Collect the copybooks, please.
4. Close/open the door, please.
5. Switch on/ off the light, please.
6. Can you bring the register, please?
7. Open your books on page 25, please.
8. Can you pass the paper, please?
9. Can you give me your book, please?
10. Can you tell me the time, please?
Descriptor:

A learner
• follows instructions appropriately;
• answers the questions using sure, no problem, here you are, sorry I
can’t, sorry I need it;
• pronounces words and expressions clearly.

18

Topic: Helping hands
Learning objective

Assessment criteria

Level of thinking skills

2.S3 Use a limited range of basic words, phrases and short
sentences to describe objects, activities and classroom
routines
• Talk about objects, activities and classroom routines
using topic words, phrases and short sentences
Application

Task
Make up the dialogues. Use questions and words.
1. Can I help you?
2. Can I, please, use your pen?
3. Can I, please, have your scissors?
sure
no problem
Descriptor:

here you are
sorry I can’t

sorry I need it
with pleasure

A learner
• asks and answers questions;
• makes up the dialogue;
• uses topic words;
• pronounces words and expressions clearly.

19

Topic: Helping hands
Learning objective

2.S5 Begin to articulate clearly the difference between
various sounds

Assessment criteria

• Start to distinguish clearly the different sounds

Level of thinking skills

Application

Task
Work in a pair. Read the word. Show the right card.

Descriptor:

A learner
• reads words clearly;
• shows the appropriate cards.
Topic: Helping hands

Learning objective

Assessment criteria

Level of thinking skills

2.S6 Use short answers appropriately in short, basic
exchanges and take turns when speaking with others in a
limited range of short, basic exchanges
• Interact with others in short conversation
• Use short answers appropriately in conversation
Application

Task
Make up a dialogue. Use can and can’t.
Example: Ann, can you help me with my homework?
Yes, I can help you with pleasure.
Can you come to my house today afternoon?
Sure.
Descriptor:
A learner
• asks and answers the questions;
• makes up short dialogue;
• uses can and can’t appropriately;
• pronounces words and expressions clearly.
20

Topic: Helping hands
Learning objective
Assessment criteria
Level of thinking skills

2.R1 Read and spell out words for others
• Read words
• Spell out words for others
Application

Task
Read the situations. Spell out the highlighted words.

Descriptor:

A learner
• reads the sentences;
• spells out highlighted words;
• pronounces words and expressions clearly.

21

Topic: Helping hands
Learning objective

Assessment criteria

Level of thinking skills

2.W1 Write with support short responses at phrase level to
questions and other prompts
• Answer to the questions with support
• Write short answers at phrases level
Application

Task
Read the questions. Write the answers. Use this, these, that, those.

1.

What is this?

____________________________

What are
2.

___________________________________________

those?
What are
3.

_________________________________________

these?

4. What is that?

Descriptor:

___________________________

A learner
• answers questions;
• uses this, these, that and those appropriately;
• spells words properly.

22

Topic: Helping hands
Learning objective

Assessment criteria

Level of thinking skills

2.UE6 Use demonstrative pronouns this, these, that, those
to make and respond to requests for information
• Make requests for information
• Respond to requests
• Use pronouns this, these, that, those
Application

Task
Make up sentences. Use This/ These, That/Those.

Descriptor:

A learner
• writes sentences;
• uses this, these, that and those appropriately.

23

Topic: Helping hands
Learning objective

2.UE13 Use can to talk about ability and to make requests and
offers; use can / can’t to talk about permission

Assessment criteria

•

Level of thinking skills

Application

Talk about ability, make requests and offers, and ask for
permission using can and can’t

Task
Match sentences.

Descriptor:

Can you , please,
Can you, please,

show me your photo album?
help me with this exercise?

Can I
Can I

take your book?
collect the copybooks?

Can you
Can you

sing a song?
draw a picture?

A learner
• matches two halves of sentences corretcly.

24

Topic: People I know
Learning objective

Assessment criteria

Level of thinking skills

2.L3 Understand the main points of short, slow and
carefully articulated talk on routine and familiar topics
features such as colour and number
• Recognise the main information in a short carefully
articulated talk on familiar topics
Knowledge and comprehension

Task
Look at the picture. Listen, find the described person and write the numbers.

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

Jane is wearing a grey skirt and a black blouse.
John is in blue trousers and a red T-shirt.
Mary is wearing white jeans and a blue and white T-shirt.
Nick is in a brown jacket, white shirt and green trousers.
Steven is wearing a green T-shirt.
Jill is wearing a pink top and blue jeans.
Sandy is in grey trousers and blue and yellow top.
Sandra is wearing a light green top, a pink skirt and dark green trousers.

Sandra

Descriptor:

Jill

Steven

Mary

Sandy

Nick

John

Jane

A learner
• writes the appropriate numbers under the name.

25

Topic: People I know

Learning objective

Assessment criteria

2.S1 Make basic statements related to personal
information, people and objects on familiar topics and
classroom routines
•
•

Level of thinking skills

Talk about personal information, people and objects and
classroom activities
Make up sentences on familiar topics and classroom
activities

Application

Task
Talk about people and classroom objects in the pictures.
Example: There is a school.

Descriptor:

A learner
• makes up sentences about people;
• makes up sentences about classroom objects and routines;
• uses topical vocabulary;
• pronounces words and expressions clearly.

26

Topic: People I know

Learning objective

2.S3 Use a limited range of basic words, phrases and short
sentences to describe objects, activities and classroom
routines
• Talk about objects, activities and classroom routines using
topic words, phrases and short sentences

Assessment criteria

Level of thinking skills

Application

Task
Make up phrases and sentences. Use pictures and words.
Example: There is a student. He is going to the school.

Descriptor:

A learner
• makes up short sentences/phrases;
• pronounces words and expressions clearly.

27

Topic: People I know

Learning objective

Assessment criteria

Level of thinking skills

2.UE3 Use common adjectives in descriptions and to talk
about simple feelings
• Talk about feelings using simple feeling words
• Give description using common adjectives
Application

Task
Describe pictures. Use adjectives happy, sad young, old, long, short, slow and fast.

Descriptor:

A learner
• describes each picture;
• uses appropriate adjectives;
• pronounces words and expressions clearly.

28

Topic: People I know

Learning objective

2.UE13 Use can to talk about ability and to make requests
and offers; use can / can’t to talk about permission

Assessment criteria

Level of thinking skills

• Talk about ability, make requests and offers, and ask for
permission using can and can’t
Application

Task
Look at the pictures. Make up sentences.

Examples:
I can’t fly.

I can help you to draw.

Can I take your pen?

Descriptor:

A learner
• makes up sentences;
• uses can or can’t appropriately;
• pronounces words and expressions clearly.

29

TERM 2
Cross curricular unit: My school
Topic: Counting and Measuring
2.L1 Understand a range of short basic supported classroom
instructions

Learning objective

Assessment criteria

•

Level of thinking skills

Recognise short classroom commands with support

Knowledge and comprehension
Application

Task
Listen and do. Repeat after your teacher.
Stand up, please
Hands up, please
Hands down, please
Hands on the hips, please
Turn left, please
Turn right, please
Stand still, please
Sit down, please.
Descriptor:

A learner
• follows instructions accordingly;
• pronounces words and expressions clearly.

30

Topic: Counting and measuring
Learning objective

2.L3 Understand the main points of short, slow and
carefully articulated talk on routine and familiar topics
features such as color and number
•

Assessment criteria

Level of thinking skills

Recognise the main information in a short carefully
articulated talk on familiar topics

Knowledge and comprehension

Task
Take a set of flashcards. Listen and follow.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Put on the desk your green “13” card first.
Then put next to it your blue “15”card.
Then put your blue “13” card.
Put your red “15” card under the blue “13” card.
Put your red “19” card next to the red “15” card.
Then put your green “18” card under the blue “15”card.
Put your purple “17” card under red “19”.
Put your purple“11” card next to the purple “17” card.
Say the numbers in order you put them.

13

Descriptor:

15

13

15

19

18

17

11

A learner
• arranges flashcards in an instructed order;
• says the numbers in appropriate order;
• pronounces words and expressions clearly.

31

Topic: Counting and measuring
Learning objective

2.L5 Identify missing phonemes in incomplete words
•
•

Assessment criteria

Recognise missing letters
Complete the words
Knowledge and comprehension
Application

Level of thinking skills
Task

Listen and write the letters. Use letters from the
box.
th

__elve

Descriptor:

__irty–four

tw

__ive

f

s

ty

twen____

__ixteen

A learner
• chooses the appropriate letters for the words;
• completes the words.

32

Topic: Counting and Measuring

Learning objective

Assessment criteria

Level of thinking skills

2.S4 Respond to basic supported questions giving
personal and factual information
•
•

Answer basic questions with support
Provide personal information and facts

Application

Task
Look at the picture and answer the questions.
1.
2.
3.
4.
5.
6.

How many pupils are there in the classroom?
How many windows are there in the room?
What colour is teacher’s desk?
Are there nine students?
Is there one teacher?
How many students are there raise their hands?

Descriptor:

A learner
• answers questions using supporting picture;
• uses topic words appropriately;
• pronounces words and expressions clearly.

33

Topic: Counting and measuring
Learning objective
Assessment criteria
Level of thinking skills

2.R4 Begin to use with support a simple picture dictionary
• Use a picture dictionary with support
Application

Task
Read the words for numbers from 13 to 19. Use pictures as prompts.

Descriptor:

A learner
• reads words intelligibly.
Topic: Counting and measuring

Learning objective
Assessment criteria
Level of thinking skills

2.UE2 Use cardinal numbers 1 -50 to count
•

Count numbers 1-50

Application

Task
Count objects in the pictures. Use “There are …”.

Descriptor:

A learner
• counts objects in the pictures;
• says the number of the objects using “There are …”;
• pronounces words and expressions clearly.
34

Topic: Counting and measuring
Learning objective

2.UE11 Use have got + noun to describe and ask about
possessions

Assessment criteria

• Apply have got + noun in a talk for possessions

Level of thinking skills

Application

Task
Make up statements. Use have got + noun.
Example: The girl has got six books.

Descriptor:

A learner
• makes up statements using have got+ noun;
• uses topic words;
• pronounces words and expressions clearly.

35

Topic: Around school

Learning objective

Assessment criteria

Level of thinking skills

2.L4 Recognize with support short basic questions relating to
features such as color and number
• Identify basic questions with support
• Recognize colours and numbers
Knowledge and comprehension

Task
Listen and answer the questions.
1. How many days are there in a week?
2. How many months are there in the year?
3. What is your favourite color?
4. How many people are in your family?
5. How many students in your class?

Descriptor:

A learner
• responds to the questions;
• uses topic words;
• pronounces words and expressions clearly.

36

Topic: Around school
Learning objective

2.L5 Identify missing phonemes in incomplete words

Assessment criteria

Level of thinking skills

•
•

Recognise missing letters
Complete the words

Knowledge and comprehension
Application

Task
Listen and fill in the missing letters. Use letters from the box.
br mp nt nt nf

ca _____ een

li _____ ary

co _____ erence hall

co _____ uter room

17

Descriptor:

seve _____ een

A learner
• completes words;
• uses appropriate letters.

37

Topic: Around school
Learning objective

2.S3 Use a limited range of basic words, phrases and short
sentences to describe objects, activities and classroom
routines

Assessment criteria

Level of thinking skills

•

Talk about objects, activities and classroom routines
using topic words, phrases and short sentences

Application

Task
Look at the pictures and describe them.
Example: This is a gym. There are balls in the gym.

1.

3.

5.

Descriptor:

2.

4.

6.

A learner
• names the room of the school;
• describes the pictures;
• uses topic words;
• pronounces words and expressions clearly.
38

Topic: Around school
Learning objective

2.W3 Write short phrases to identify people, places and
objects
•
•

Assessment criteria

Level of thinking skills

Identify people, places and objects;
Write short phrases

Application

Task
Look at the pictures. Write short phrases. Use words from the box.
Example: Happy boy.
Happy beautiful nice orange blue red

________
Descriptor:

________

________

________

________

________

A learner
•
•
•

uses words from the box;
writes short phrase;
spells words correctly.

39

Topic: Around school
Learning objective

2.UE14 Use basic prepositions of location and position
at, behind, between, in, in front of, near, next to, on, to to
describe where people and things are; use prepositions of time:
on, in, at to talk about days and times

Assessment criteria

• Describe position and location of people and things
• Speak about days and time
• Use at, behind, between, in, in front of, near, next to, on

Level of thinking skills

Application

Task 1. Look at the pictures and say. Use at, behind, in, in front of, near,
next to, on.
Example: The cat is in the box.

Task 2. Tell what you do every day. Use on, in and at.
Example: On Sundays I play football at school.

Descriptor:

A learner
• talks about location of the objects;
• uses appropriate prepositions.
• talks about activity;
• uses appropriate prepositions and days of the
week.
40

Topic: School days
Learning objective

Assessment criteria
Level of thinking skills

2.L2 Recognize with considerable support an increasing
range of common personal questions
•

Identify personal questions with considerable support

Knowledge and comprehension

Task

Listen and answer the questions.
1. How many days are there in a week?
2. What are they?
3. When is your birthday?
4. What grade are you in?
5. Do you have friends at school?
6. When do you go to the school?

Descriptor:

A learner
• answers questions;
• uses topic words;
• pronounces words and expressions clearly.

41

Topic: School days
Learning objective

Assessment criteria

Level of thinking skills

2.L3 Understand the main points of short, slow and carefully
articulated talk on routine and familiar topics features such
as color and number
•

Recognise the main information in a short carefully
articulated talk on familiar topics

Knowledge and comprehension

Task
Listen and circle the correct answer. Tell your answer.

1. There are green and red apples.
Count them.

2. What colour are bananas?

a. 8 green and 6 red apples
b. 7 green and 6 red apples
c. 7 green and 8 red apples

red

yellow

20

25

orange

3. Where do you eat at school?

4. Do you wear the uniform at
school? What colour is it?

5. How many pupils are there
in your class?

Descriptor:

18

A learner
• circles the correct answers;
• says his/ her answers;
• uses topic words.

42

Topic: School days
Learning objective

2.S3 Use a limited range of basic words, phrases and short
sentences to describe objects, activities and classroom
routines

Assessment criteria

• Talk about objects, activities and classroom routines
using topic words, phrases and short sentences

Level of thinking skills

Application

Task
Describe the objects in the picture.
Example: There is a ruler. It is grey.

Descriptor:

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

43

Topic: School days
Learning objective

2.R2 Identify, remember and sound out high-frequency
sound and letter patterns
• Read and pronounce frequently used sound and letter
patterns

Assessment criteria

Application

Level of thinking skills
Task

Complete the words. Use letters from the box. Read the words.

pai_ _

_ all

_ aper

_en

_ ike

B p b p nt b
Descriptor:

A learner
• completes the words using letters from the box;
• reads the words.
Topic: School days

Learning objective

Assessment criteria
Level of thinking skills

2.W7 Spell some familiar high-frequency words accurately
during guided writing activities
• Write familiar frequently used words accurately
Application

Task
Answer the questions. Write down your answers.
Example:
What class are you in? Two.
Where do you eat your lunch in the school? Canteen.
When do you go to the park? On Tuesday.
Where are Azamat and Diana? In library.

Descriptor:

A learner
• answers the questions;
• writes down his/ her answers correctly.

44

Topic: Class Photos
Learning objective

Assessment criteria

Level of thinking skills

2.S2 Ask questions in order to satisfy basic needs and find
information on familiar topics and classroom routines
• Get information using questions on familiar topics and
classroom activities
• Make up questions properly
Application

Task
Look at the pictures. Ask questions. Use what, where, who and how.
Example: What students are doing?

Descriptor:

A learner
• asks questions;
• uses wh-questions and how;
• pronounces words and expressions clearly.

45

Topic: Class Photos
Learning objective

2.S4 Respond to basic supported questions giving personal
and factual information
•
•

Assessment criteria

Level of thinking skills

Answer basic questions with support
Provide personal information and facts

Application

Task
Imagine this is your photo. Answer the questions.
1.
2.
3.
4.
5.
6.

When was it?
What was it?
Who are in the picture?
What are they doing?
Where is it?
What was the weather like?

Descriptor:

A learner
• answers questions using supporting picture;
• uses topic words;
• pronounces words and expressions clearly.

46

Topic: Class Photos
Learning objective

Assessment criteria

Level of thinking skills

2.R2 Identify, remember and sound out high-frequency
sound and letter patterns
• Read and pronounce frequently used sound and letter
patterns
Application

Task
Read the words.
Hello, dance, sing, trousers, cap, one, four, eighteen, gym, ball, aunt, ice – cream, jacket, lemon.
Descriptor:

A learner
• reads the words with clear pronunciation.

Topic: Class Photos
Learning objective

Assessment criteria

Level of thinking skills

2.UE7 Use personal subject and object pronouns to
describe people and things
•
•

Apply personal subject and object pronouns
Describe people and things

Application

Task. Make up sentences. Use subject and object pronouns. Read sentences.

Example: My friend has got coloured pensils.
Give me a red pencil, please.
Descriptor:

A learner
• makes up sentences using subject pronouns;
• makes up sentences using object pronounces;
• reads sentences.

47

Cross curricular unit: The world around us
Topic: Different places
Learning objective

Assessment criteria

Level of thinking skills

2.L3 Understand the main points of short, slow and carefully
articulated talk on routine and familiar topics features such as
color and number
• Recognise the main information in a short carefully
articulated talk on familiar topics
Knowledge and comprehension

Task
Listen and colour the shapes on the flags.
1. Colour the Sun on the flag of Kazakhstan yellow.
2. Colour the circle on the flag of Japan red.
3. Colour the big star on the flag China yellow.
4. Colour the first stripe on the flag of Germany black.
5. Colour the leaf on the flag of Canada red.

Kazakhstan

Japan

Descriptor:

China

Canada

Germany

A learner
• colours shapes of the flags accordingly.

48

Topic: Different places
2.L5 Identify missing phonemes in incomplete words

Learning objective

•
•

Assessment criteria

Recognise missing letters
Complete the words

Knowledge and comprehension
Application

Level of thinking skills
Task

Listen and write the missing letters. Use letters from the box. Read the
words.
_ anada

Kaza_ _ stan

C

Descriptor:

_ apan

J

Ch

_ ermany

kh

_ _ ina

G

_ _ _ USA

The

A learner
• chooses the appropriate letters;
• completes the words;
• reads the words.

49

Topic: Different places
Learning objective

Assessment criteria

Level of thinking skills

2.S3 Use a limited range of basic words, phrases and short
sentences to describe objects, activities and classroom routines
•

Talk about objects, activities and classroom routines
using topic words, phrases and short sentences

Application

Task 1
Look at the pictures and say what it is, what colour it is, where it is from.

Task 2
Look at the pictures and say what they are doing.

Descriptor:
Task 1

Task 2

A learner
• names animals, their colours and the country they are from;
• uses topic words;
• pronounces words and expressions clearly;
• says about activities;
• uses topic words;
• pronounces words and expressions clearly.

50

Topic: Different places
Learning objective

Assessment criteria

Level of thinking skills

2.S4 Respond to basic supported questions giving personal and
factual information
•
•

Answer basic questions with support
Provide personal information and facts

Application

Task
Answer the questions.
1.
2.
3.
4.
5.
6.

What is your name?
Where are you from?
How old are you?
When is your birthday?
What colour is flag of your country?
What colour is your passport?

Descriptor:

A learner
• answers the questions;
• uses appropriate topical vocabulary;
• pronounces words and expressions clearly.

51

Topic: Different places
Learning objective

Assessment criteria

Level of thinking skills

2.UE5 Use interrogative pronouns including which, what,
where, whose to ask who people are and what they are doing
•

Talk about people and their activity using questions
which, what where, whose

Application

Task
Ask questions. Use what, which, where and whose.
Example: Where is she from? What is she doing?

Descriptor:

A learner
• asks the questions;
• uses which, what where, whose appropriately;
• pronounces words and expressions clearly.

52

Topic: Different places
Learning objective

Assessment criteria

Level of thinking skills

2.UE12 Use basic adverbs of place here / there to say where
things are
• Talk about objects using adverbs here/ there
• Say where things are
Application

Task
Look at the pictures. Use adverbs here or there to complete the sentences. Read sentences.

1. This

is __________ .

2.

That

is

________.

3. This

is

4. That

_________.

Descriptor:

is

________.

A learner
• writes here/there in sentences;
• reads sentences.

53

Topic: Reading signs
Learning objective

Assessment criteria

Level of thinking skills

2.S1 Make basic statements related to personal information,
people and objects on familiar topics and classroom routines
• Talk about personal information, people and objects and
classroom activities
• Make up sentences on familiar topics and classroom
activities
Application

Task
Look at the pictures and answer the questions.
What does this sign mean?

What is he doing?

Descriptor:

What does this sign mean?

What is she doing?

What does this sign mean?

What does it mean?

A learner
• responds to the questions appropriately;
• uses topic words;
• pronounces words and expressions clearly.

54

Topic: Reading signs
Learning objective

Assessment criteria

2.S2 Ask questions in order to satisfy basic needs and find
information on familiar topics and classroom routines
•
•

Level of thinking skills

Get information using questions on familiar topics and
classroom activities
Make up questions properly

Application

Task
Ask questions. Use where, what and which.
Example: What do these signs mean? Where can we see this sign? Which sign is “You cannot
go”?

Descriptor:

A learner
• asks questions;
• uses wh-questions appropriately;
• pronounces words and expressions clearly.

55

Topic: Reading signs
Learning objective

Assessment criteria

Level of thinking skills

2.R3 Read and follow with considerable support simple
words, phrases and sentences on familiar topics
•

Read and follow words, phrases and sentences with
considerable support

Application

Task
Match the road signs with the words. Read the words.

Bicycle

Bus station

Stop!

Danger!

Go!

Descriptor:

A learner
• matches the road signs with the words;
• reads words.

56

Topic: Reading signs
Learning objective

2.UE8 Use simple imperative forms [positive and negative] for
basic commands and instructions

Assessment criteria

• Give commands and instructions using imperative forms

Level of thinking skills

Application

Task
Match the pictures with the words. Make up commands and address your peer.
Example: Aida, write, please!

Silence!

Write!

Read!

Listen!

Think!

Speak!

Descriptor:

A learner
• matches the pictures with the words;
• makes up sentences;
• gives commands classmates;
• pronounces words and expressions clearly.
57

Topic: Reading signs
Learning objective

Assessment criteria

Level of thinking skills

2.UE13 Use can to talk about ability and to make requests and
offers; use can / can’t to talk about permission
• Talk about ability, make requests and offers, and ask for
permission using can and can’t
Application

Task
Look at the pictures. Make up sentences. Use can and can’t.

Descriptor:

A learner
• makes up sentences;
• uses can and can’t appropriately;
• pronounces words and expressions clearly.
58

Topic: Where is it from?
Learning objective

Assessment criteria

Level of thinking skills

2.L3 Understand the main points of short, slow and carefully
articulated talk on routine and familiar topics features such as
color and number
•

Recognise the main information in a short carefully
articulated talk on familiar topics

Knowledge and comprehension

Task
Listen and answer the questions. Put the numbers under the each picture.
1.
2.
3.
4.

Can you find an animal which eats bamboo?
Can you find an animal which has long ears?
Which animal has a brown colour?
Which animal has white and black colours?

Descriptor:

A learner
• answers questions;
• puts the correct numbers under the pictures.

59

Topic: Where is it from?
2.L5 Identify missing phonemes in incomplete words

Learning objective

•
•

Assessment criteria

Level of thinking skills

Recognise missing letters
Complete the words

Knowledge and comprehension
Application

Task
Listen and write the missing letters. Read the words.
Teacher reads
1) Canada, China, Ireland, England, Kazakhstan, Japan, Germany, America.
2) C-a-n-a-d-a, C-h-i-n-a, I-r-e-l-a-n-d, E-n-g-l-a-n-d, K-a-z-a-k-h-s-t-a-n, J-a-p-a-n,
A-m-e-r-i-c-a.
Canad _

Descriptor:

Chin _

Irel_ _ _

Engla _ _

Kazakhs _ _ _

Japa _

Germa_ _

Am

A learner
• completes the words,
• reads the words.

60

Topic: Where is it from?
Learning objective

Assessment criteria

Level of thinking skills

2.S3 Use a limited range of basic words, phrases and short
sentences to describe objects, activities and classroom
routines
•

Talk about objects, activities and classroom routines
using topic words, phrases and short sentences

Application

Task
Look at the pictures. Make up sentences. Use words.
Example: The girl from Ireland.

Ireland

Descriptor:

Australia

China

Kazakhstan

A learner
• makes up sentences;
• uses topic words;
• pronounces words and expressions clearly.

61

Topic: Where is it from?
Learning objective

Assessment criteria

Level of thinking skills

2.R3 Read and follow with considerable support simple words,
phrases and sentences on familiar topics
• Read and follow words, phrases and sentences with
considerable support
Application

Task
Find the right picture for the sentences. Name the objects and show them.
1.
2.
3.
4.
5.

It has fifty stars. It is red, blue and white.
It has two arms and legs. It is brown.
It eats bamboo leaves.
It is a man. It is golden.
It has a red leaf in the middle. It is red and white.

Descriptor:

A learner
• reads sentences;
• finds the right pictures;
• names the objects;
• shows the appropriate pictures.

62

Topic: Days Out
2.L5 Identify missing phonemes in incomplete words

Learning objective

• Recognise missing letters
• Complete the words

Assessment criteria

Knowledge and comprehension
Application

Level of thinking skills
Task

Listen and match letters with incomplete words. Read the words.
Example: Drive.

Sl

Sk

_ _ ay

Ju_ _

_ _ ate

Dr

mp

Pl
Descriptor:

_ _ ive

_ _ edge
A learner
• matches letters with incomplete words;
• pronounces words clearly.

63

Topic: Days Out
Learning objective

2.S2 Ask questions in order to satisfy basic needs and find
information on familiar topics and classroom routines
• Get information using questions on familiar topics and
classroom activities
• Make up questions properly

Assessment criteria

Level of thinking skills

Application

Task
Choose the picture. Ask questions.

Descriptor:

A learner
• asks questions properly;
• uses topic words;
• pronounces words and expressions clearly.

64

Topic: Days Out
Learning objective

Assessment criteria

Level of thinking skills

2.R3 Read and follow with considerable support simple words,
phrases and sentences on familiar topics
• Read and follow words, phrases and sentences with
considerable support
Application

Task
Read the sentences.

We go to school every day.

They read a book.

She waters a flower.

He helps his mother in the house.

They swim in the swimming pool.

Descriptor:

A learner
• reads sentences intelligibly.

65

Topic: Days Out
Learning objective

2.UE4 Use determiners a, an, the, some, any, this, these, that,
those to identify things

Assessment criteria

• Use a, an, some, the, this, these to indicate things
Application

Level of thinking skills

Task
Look at the pictures. Fill in the gaps with a, an, the, some, this, these, that and those. Read the
sentences.
a,
1.
2.
3.
4.
5.
6.
7.
8.

Descriptor:

an,

the,

some,

this,

these,

that,

those

There is_____ cow in the farm.
There are _____animals in the farm.
_______ is a horse.
This is ___ elephant.
There are _____ children.
______are children.
_______are animals.
_______ is a circus.

A learner
• writes the correct determiners;
• reads the sentences.

66

TERM 3
Cross curricular unit: Health and body
Topic: Our body
Learning objective

2.S3 Use a limited range of basic words, phrases and short
sentences to describe objects, activities and classroom routines

Assessment criteria

• Talk about objects, activities and classroom routines
using topic words, phrases and short sentences

Level of thinking skills

Application

Task
Look at the picture and describe it.
Example: This is a classroom. There is a teacher. She has a book.

Descriptor

A learner
• makes up sentences about objects, activities and classroom routines;
• uses topic vocabulary;
• pronounces words and phrases intelligibly.

67

Topic: Our body
2.R1 Read and spell out words for others

Learning objective

• Read words
• Spell out words for others

Assessment criteria

Application

Level of thinking skills

Task
Fill in the missing letters. Spell and read the words.

Example:
Eye

e_r

n_se

Descriptor

mo_th

_and

_rm

_eg

ha_r

he_d

f_ _ t

A learner
• completes the words with the missing letters;
• spells out and reads words appropriately.

68

Topic: Our body
2.UE6 Use demonstrative pronouns this, these, that, those to
make and respond to requests for information

Learning objective

Assessment criteria

Level of thinking skills

• Make requests for information
• Respond to requests
• Use pronouns this, these, that, those
Application

Task
Fill in the gaps. Use this, these, that, those where necessary.

Whose pencils are _____ ones?

Whose brush is _____ one?

I can take _____ apples.

I can sit at _____ desk.

Descriptor

A learner
• uses this, these, that, those correctly;
• completes sentences.

69

Topic: Let’s measure
2.L1 Understand a range of short basic supported classroom
instructions

Learning objective

Assessment criteria
Level of thinking skills

• Recognise short classroom commands with support
Knowledge and comprehension

Task
Listen to the teacher and solve the measuring problems about your body.
Fill in the table.
1.
2.
3.
4.
5.

Take a ruler or a tape measure.
Measure your forefinger. How long is your forefinger?
Measure your middle finger. How long is your middle finger?
Measure your leg. How long is your leg?
Measure your arm. How long is your arm?

Part of the body
forefinger
middle finger
leg
arm

Descriptor

cm

mm

A learner
• follows instructions accordingly;
• makes measurements;
• completes the table correctly.

70

Topic: Let’s measure
Learning objective

Assessment criteria

Level of thinking skills

2.L4 Recognize with support short basic questions relating to
features such as color and number
• Identify basic questions with support
• Recognize colour and number
Knowledge and comprehension

Task
Listen to the teacher and circle the correct answer.
1.

How long is the red ruler?

20cm

2. How long is the yellow pencil?

10cm

3. How long is this tape measure?

1m

Descriptor

23cm

18cm

1.5m

25cm

8cm

10m

A learner
• circles the correct answers.

71

Topic: Let’s measure
Learning objective
Assessment criteria
Level of thinking skills

2.UE2 Use cardinal numbers