Жиынтық бағалауға арналған тапсырмалар

A collection of tasks
for Formative Assessment
English
Grade 1

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 school .................................................................................................... 14
TERM 2.............................................................................................................................................. 29
Cross curricular unit: My family and friends ................................................................................. 29
Cross curricular unit: The world around us .................................................................................... 41
TERM 3.............................................................................................................................................. 58
Cross curricular unit: Travel........................................................................................................... 58
Cross curricular unit: Traditions and folklore ................................................................................ 73
TERM 4.............................................................................................................................................. 85
Cross curricular unit: Food and drink............................................................................................. 85
Cross curricular unit: Health and body........................................................................................... 98

3

TERM 1
Cross curricular unit: All about me
Topic: Greetings and names

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

Learning objective

Assessment criteria

•
•

Level of thinking skills

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

Knowledge and comprehension

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

Descriptor:

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

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

Descriptor:

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

4

Topic: Greetings and names

Learning objective

Assessment criteria
Level of thinking skills

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

Talk about people, objects and classroom routines

Knowledge and comprehension
Application

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

Descriptor:

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

5

Topic: Colours
Learning objective

Assessment criteria

Level of thinking skills

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

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

Knowledge and comprehension
Application

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

1

Descriptor:

A learner
• puts appropriate numbers of places .

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

Descriptor:

A learner
• writes the correct numbers in the boxes.
6

Topic: Colours

Learning objective
Assessment criteria
Level of thinking skills

1.L9 Recognise the names of letters of the alphabet
•

Identify the letters of the alphabet

Knowledge and comprehension

Task
Listen to the teacher. Name the first letters of the colours.

Descriptor:

A learner
• names the first letters of the colours.

7

Topic: Colours
Learning objective
Assessment criteria

Level of thinking skills

1.S3 Pronounce familiar words and expressions intelligibly
•
•

Say topic words with clear pronunciation
Say expressions clearly

Application

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

Descriptor:

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

8

Topic: Colours

1.UE3 Use basic adjectives to describe people and things

Learning objective

•

Assessment criteria
Level of thinking skills

Describe people and things using basic adjectives

Knowledge and comprehension
Application

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

Descriptor:

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

9

Topic: Colours
1.UE6 Use demonstrative pronouns this, these that, those to
indicate things

Learning objective

•

Assessment criteria
Level of thinking skills

Name objects using this/ these, that/ those

Application

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

Descriptor:

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

10

Topic: 1-20

Learning objective

Assessment criteria

Level of thinking skills

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

Follow basic classroom instructions spoken slowly and
distinctly

Knowledge and comprehension
Application

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

Descriptor:

A learner
• follows instructions correctly;
• repeats the rhyme.

11

Topic: 1-20

1.S3 Pronounce familiar words and expressions intelligibly

Learning objective

•
•

Assessment criteria

Level of thinking skills

Say topic words with clear pronunciation
Say expressions clearly

Knowledge and comprehension
Application

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

2.

1.

4.

Descriptor:

3.

5.

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

12

Topic: 1-20

Learning objective

1.UE2 Use cardinal numbers 1 - 20 to count
•

Assessment criteria
Level of thinking skills

Count numbers 1 – 20

Application

Task
Count, write and say the answer.

Descriptor:

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

13

Cross curricular unit: My school
Topic: Classroom objects

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

Learning objective

Assessment criteria

Level of thinking skills

•

Follow basic classroom instructions spoken slowly and
distinctly

Knowledge and comprehension
Application

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

Descriptor:

A learner
• follows instructions accordingly;
• repeats the rhyme.

14

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

Learning objective

•
•

Assessment criteria

Level of thinking skills

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

Knowledge and comprehension
Application

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

Descriptor:

A learner
• demonstrates understanding of places by crossing them.

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

Descriptor:

A learner
• points to the right picture;
• pronounces familiar words and expressions intelligibly.

15

Topic: Classroom objects

Learning objective
Assessment criteria
Level of thinking skills

1.L9 Recognise the names of letters of the alphabet
•

Identify the letters of the alphabet

Knowledge and comprehension

Task
Listen to the teacher. Say the first letters of the objects.

Descriptor:

A learner
• names the first letters of the school objects;
• pronounces letters clearly.

16

Topic: Classroom objects

Learning objective
Assessment criteria

Level of thinking skills

1.S3 Pronounce familiar words and expressions intelligibly
•
•

Say topic words with clear pronunciation
Say expressions clearly

Knowledge and comprehension
Application

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

Descriptor:

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

17

Topic: Classroom objects

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

Learning objective

Assessment criteria

Level of thinking skills

•

Talk about people and places using singular and plural
forms

Knowledge and comprehension
Application

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

1.

3.

Descriptor:

2.

4.

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

18

Topic: Classroom objects

Learning objective

Assessment criteria

Level of thinking skills

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

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

Knowledge and comprehension
Application

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

1.
2.

2.

3
4

4.

5.

Descriptor:

6.

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

19

Topic: Classroom objects

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

Learning objective

Assessment criteria
Level of thinking skills

•

Name objects using this/ these, that/ those

Knowledge and comprehension
Application

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

1.

2.

3.

4.

5.

7.

Descriptor:

6.

8.

A learner
• uses this/ that to name the objects in singular form;
• uses these/ those to name the objects in plural forms.
20

Topic: Classroom objects

Learning objective

Assessment criteria

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

Level of thinking skills

Describe position of people and things using in, at, next
to, near, on
Talk about days and times using on, in

Application

Task
Look at the picture. Tell where objects and people are. Use at, next to, near, on, to.
Example: A book on the table.

Descriptor:

A learner
• names school objects correctly;
• says where people and objects are;
• uses prepositions appropriately;
• pronounces words and expressions clearly.

21

Topic: Classroom routines

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

Learning objective

Assessment criteria

Level of thinking skills

•

Follow basic classroom instructions spoken slowly and
distinctly

Knowledge and comprehension
Application

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

Descriptor:

A learner
• follows instructions correctly;
• repeats the rhyme.

22

Topic: Classroom routines

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

Learning objective

Assessment criteria

•
•

Level of thinking skills

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

Knowledge and comprehension
Application

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

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

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

Descriptor:

A learner
• finds and points to the right picture.
23

Topic: Classroom routines

1.S3 Pronounce familiar words and expressions intelligibly

Learning objective

•
•

Assessment criteria

Say topic words with clear pronunciation
Say expressions clearly

Knowledge and comprehension
Application

Level of thinking skills

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

1.

2.

3.

Descriptor:

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

24

Topic: Classroom routines

Learning objective

Assessment criteria

Level of thinking skills

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

Give classroom instructions or commands using
imperative forms

Knowledge and comprehension
Application

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

Descriptor:

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

25

Topic: Classroom routines

Learning objective
Assessment criteria
Level of thinking skills

1.UE13 Use can/can’t to describe ability
•

Talk about ability using can and can’t

Application

Task
Tell what you can and cannot do in the classroom.

Descriptor:

A learner
• says about ability suing can and cannot;
• pronounces words and phrases intelligibly.

26

Topic: Describing things

1.S1 Make basic personal statements about people, objects and
classroom routines
1.S6 Make introductions and requests in basic interactions with
others

Learning objective

•
•

Assessment criteria

Level of thinking skills

Talk about people, objects and classroom routines
Interact using introduction and request

Knowledge and comprehension
Application

Task
Make up a dialogue. Use pictures and adjectives big, small, happy, sad, beautiful, happy, sad,
fat, thin, etc.
Example: Hello!
Hi!
What is it?
It is a ball. This is a big ball.

Descriptor:

A learner
• describes objects and people using adjectives;
• asks and answers the questions;
• makes up a dialogue.

27

Topic: Describing things

1.S2 Ask questions in basic exchanges about people, objects
and classroom routines.
1.UE3 Use basic adjectives to describe people and things.

Learning objective

Assessment criteria

Level of thinking skills

•
•
•

Make a conversation using questions;
Talk about people, objects and classroom activities;
Describe people and things using basic adjectives

Knowledge and comprehension
Application

Task
Work with your classmate. Ask and answer the questions. Use red, white, pink, blue, etc.
Example: Is it a red apple?
Yes, it is. The boy has got the red apple.

Descriptor:

A learner
• talks about people and objects using adjectives;
• asks and answers questions;
• makes the conversation.

28

TERM 2

Cross curricular unit: My family and friends
Topic: Family and friends

1.L3 Recognize with support common names and names of
places; recognize the spoken form of a limited range of
everyday and classroom words
1.S2 Ask questions in basic exchanges about people, objects
and classroom routines
1.S4 Respond to basic supported questions about people,
objects and classroom routines

Learning objective

•
•
•
•
•

Assessment criteria

Identify common names and names of places with support;
Identify everyday and classroom words
Make a conversation using questions
Talk about people, objects and classroom activities
Answer basic questions with support

Knowledge and comprehension
Application

Level of thinking skills

Task 1
Look at the picture. Ask questions and answer where children are.
Example: Where are the children? They are in the cinema.
Do they watch a film in the cinema? Yes.

2.
1.

3.
Descriptor:

A learner
• asks questions using pictures;
• says where children are using names of places
29

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

A learner
• follows commands accordingly;
• repeats the rhyme.

30

Topic: Family and friends

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

Learning objective

Assessment criteria

Level of thinking skills

•

Talk about people and places using singular and plural
forms

Application

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

1.

3.

Descriptor:

2.

4.

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

31

Topic: Family and friends

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

Learning objective

Assessment criteria

Level of thinking skills

•

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

Application

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

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

1.

3.
Descriptor:

2.

4.
A learner:
• uses a, an, the, some appropriately;
• uses this or these correctly.
32

Topic: Family and friends

Learning objective

Assessment criteria

Level of thinking skills

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

Apply personal subject and object pronouns
Provide personal information

Knowledge and comprehension
Application

Task
Talk about the students. Use the words.
Example: This is Askhat. He is 6 years old.

Askhat, 6 years old

Damir, student, 10 years old

Descriptor:

Kate, 8 years old

Liz, student, 9 years old

A learner
• talks about people using personal pronouns.

33

Topic: In my house

Learning objective

1.L9 Recognise the names of letters of the alphabet
1.UE3 Use basic adjectives to describe people and things
•
•

Assessment criteria

Level of thinking skills

Describe people and things using basic adjectives
Identify letters of the alphabet

Knowledge and comprehension
Application

Task 1
Listen to the teacher. Say the first letter of the words.
Sofa
Descriptor:

Chair

Table

Door

A learner
• names the first letters of the words;

Task 2
Say what your cousin has got in his/ her house. Use adjectives: green, big, black, small, big, etc.
Example: There is a small TV set. He has got a pink armchair.

Descriptor:

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

34

Topic: In my house

1.UE11 Use there is / there are to make short statements and
ask questions
1.UE14 Use basic prepositions of location and position e.g. in,
at, next to, near, on, to describe where people and things are;
use basic prepositions of time: on to talk about days

Learning objective

•

Assessment criteria

•
•
Level of thinking skills

Use there is / there are in statements and asking
questions
Describe position of people and things using in, at, next
to, near, on
Talk about days and times using on, in.

Application

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

1.

2.
Descriptor:

A learner
• makes up sentences using there is/ there are;
• asks questions using Is there / are there;
• uses prepositions correctly .
35

Topic: Days of the week

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

Learning objective

Assessment criteria

•
•

Level of thinking skills

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

Knowledge and comprehension
Application

Task 1
Say what you see in the picture.
Example: I go to school on Monday.

Monday
Tuesday
Wednesday
Thursday
Friday

OPEN!!!
Saturday
Sunday

Descriptor:

A learner
• uses topic words;
• pronounces words and expressions intelligibly.

36

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

Descriptor:

A learner
• demonstrates understanding by showing the appropriate cards.

37

Topic: Days of the week

Learning objective

Assessment criteria
Level of thinking skills

1.S1 Make basic personal statements about people, objects and
classroom routines
• Talk about people, objects and classroom routines
Application

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

Descriptor:

A learner
• makes up sentences using the days of the week
38

Topic: Days of the week

Learning objective
Assessment criteria

Level of thinking skills

1.S3 Pronounce familiar words and expressions intelligibly
•
•

Say topic words with clear pronunciation
Say expressions clearly

Application

Task
Name the days of the week.

Descriptor:

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

39

Topic: Days of the week

1.R2 Recognise initial letters in names and places

Learning objective

•

Assessment criteria
Level of thinking skills

Identify the first letters of names and places

Application

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

1.

2.
Bank

3.

4.
Airport

Descriptor:

Zoo

Café

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

40

Cross curricular unit: The world around us
Topic: Animals

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

Learning objective

•

Assessment criteria

Level of thinking skills

Follow basic classroom instructions spoken slowly and
distinctly

Application

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

Descriptor:

A learner
• colours animals according to the instructions.
41

Topic: Animals

1.L6 Understand some specific information in short, slow,
carefully articulated talk on routine and familiar topics

Learning objective

•

Assessment criteria
Level of thinking skills

Identify some details of a talk on curricular topics

Knowledge and comprehension

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

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

Descriptor:

True
True
True
True
True

False
False
False
False
False

A learner
• circles True /False answers correctly.

42

Topic: Animals

Learning objective
Assessment criteria

Level of thinking skills

1.S3 Pronounce familiar words and expressions intelligibly.
•
•

Say topic words with clear pronunciation
Say expressions clearly

Application

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

Descriptor:

A learner
• names animals and their colours;
• pronounces topic words and expressions clearly.

43

Topic: Animals

1.S5 Use words in short exchanges

Learning objective

•

Assessment criteria
Level of thinking skills

Interact using topic words

Application

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

2.

1.

3.

Descriptor:

4.

5.

A learner
• answers questions using support pictures.

44

Topic: Animals

Learning objective
Assessment criteria
Level of thinking skills

1.R1 Recognise sound and name the letters of the alphabet
•

Identify and say letters of the alphabet

Application

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

Descriptor:

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

45

Topic: Animals

1.UE2 Use cardinal numbers 1-20 to count
1.UE13 Use can/can’t to describe ability

Learning objective

Assessment criteria

Level of thinking skills

•
•

Count numbers 1 – 20
Talk about ability using can and can’t

Application

Task
Look at the picture. Count and name the animals. Tell what animals can and can’t do.
Example: There is one pig. It can run. It can’t climb.

1.

3.

Descriptor:

2.

4.

A learner
• names animals correctly;
• names the numbers of animals;
• tells what animal can and cannot do.

46

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

Learning objective

Assessment criteria

•
•

Level of thinking skills

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

Application

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

It is sunny on a beach.

It is very cold in Antarctica.

It is very hot in Africa.

It is sunny in the forest.

It is rainy in the park.

Descriptor:

A learner
• matches sentences to the pictures.
47

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

Descriptor:

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

A learner
• numbers the pictures accordingly.

48

Topic:Hot and cold

Learning objective
Assessment criteria
Level of thinking skills

1.S5 Use words in short exchanges
•

Interact using topic words

Application

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

It is h…

It is s……

Descriptor:

It is c….

It is s…..

It is r…..

It is w…..

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

49

Topic: Hot and cold
Learning objective
Assessment criteria
Level of thinking skills

1.UE3 Use basic adjectives to describe people and things
•

Describe people and objects using adjectives

Application

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

rainy

cloudy

wet

sunny

windy

snowy

cold

hot

Descriptor:

A learner
• matches pictures and words;
• says about the weather.
50

Topic: Hot and cold

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

Learning objective

Assessment criteria

Level of thinking skills

•
•

Apply personal subject and object pronouns
Provide personal information

Application

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

Descriptor:

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

51

Topic: In Kazakhstan

Learning objective

Assessment criteria
Level of thinking skills

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

Identify basic questions with support

Application

Task
Listen to the teacher and show the correct card.

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

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

Descriptor:

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

52

Topic: In Kazakhstan

Learning objective

Assessment criteria

1.S1 Make basic personal statements about people, objects and
classroom routines
1.UE14 Use basic prepositions of location and position e.g. in,
at, next to, near, on, to describe where people and things are;
use basic prepositions of time: on to talk about days
•
•
•

Level of thinking skills

Talk about people, objects and classroom routines
Describe position of people and things using in, at, next
to, near, on
Talk about days and times using on, in

Application

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

53

Descriptor

A learner
• makes up sentences using there is / there are and words;
• describes the pictures;
• uses prepositions appropriately.

54

Topic: In Kazakhstan

1.S3 Pronounce familiar words and expressions intelligibly

Learning objective
Assessment criteria

Level of thinking skills

•
•

Say topic words with clear pronunciation
Say expressions clearly

Application

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

Descriptor:

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

55

Topic: In Kazakhstan
1.R1 Recognise sound and name the letters of the alphabet
1.R2 Recognise initial letters in names and places
1.R4 Use the alphabet to place the first letters of word in
alphabetical order

Learning objective

•
•
•

Assessment criteria

Identify and say letters of the alphabet
Identify the first letters of names and places
Use the first letters of words to arrange them in
alphabetical order

Application

Level of thinking skills

Task 1
Read the words. Underline and name the first letter of the word.
Kazakhstan
Astana
Forest
River
Park

Descriptor

horse
mountains
trees
ducks
sheep

A learner
• reads the words;
• underlines the first letters of the words;
• names first letters of the words.

Task 2
Put the words in alphabetical order.
Park

1.
2.
3.
4.
5.

Kazakhstan

Astana

Lake

Mountains

___________________
___________________
___________________
___________________
___________________

Descriptor

A learner
• reads the words;
• arranges the words in alphabetical order.

56

Topic: In Kazakhstan

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

Learning objective

•

Assessment criteria
Level of thinking skills

Use there is / there are in statements and questions

Application

Task
Fill in there is/ there are, is there/ are there.
… mountains in Kazakhstan
… lakes in Kazakhstan.
… any parks in Kazakhstan?
… any farms in Kazakhstan?

Descriptor:

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

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

57

TERM 3

Cross curricular unit: Travel
Topic: Getting to school

Learning objective

Assessment criteria

Level of thinking skills

1.L4 Recognize with support short basic questions about what
something is
1.S5 Use words in short exchanges
•
•

Identify basic questions with support
Interact using topic words

Knowledge and comprehension
Application

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

Descriptor:

A learner
• asks and answers questions.

58

Topic: Getting to school

1.L2 Recognise with support a limited range of basic common
personal questions spoken slowly and distinctly
1.UE9 Use common present simple forms [positive, negative and
question] to give basic personal information

Learning objective

Assessment criteria

Level of thinking skills

•
•

Identify personal questions spoken slowly and distinctly
Apply present simple in personal statement

Knowledge and comprehension
Application

Task
Teacher shows the card with means of transport and asks questions.
Answer the questions: Do you ride a bike?

Descriptor:

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

59

Topic: Getting to school

Learning objective

Assessment criteria
Level of thinking skills

1.UE5 Use interrogative pronouns which, what, where, how to
ask basic questions
•

Ask questions with which, what, where, how

Knowledge and comprehension
Application

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

Descriptor:

A learner
• asks questions appropriately with wh-questions.

60

Topic: This is the way…

Learning objective

1.L2 Recognize with support a limited range of basic common
personal questions spoken slowly and distinctly
1.L6 Understand some specific information in short, slow,
carefully articulated talk on routine and familiar topics
•

Assessment criteria

•

Level of thinking skills

Identify personal questions spoken slowly and distinctly
Identify some details of a talk on curricular topics

Knowledge and comprehension
Application

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

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

Descriptor:

A learner
• answers questions appropriately.

61

Topic: This is the way…

1.S5 Use words in short exchanges

Learning objective

•

Assessment criteria

Interact using topic words

Knowledge and comprehension
Application

Level of thinking skills

Task
Answer the questions.

1. Is this “to wash your
face”?

1. What’s this?

2. Is this “to brush your
teeth”?

2. What’s this?

3. Is this “to comb your
hair”?

3. What’s this?

4. Is this “to wash your
face”?

4. What’s this?

5. What’s this?

5. What’s this?

Descriptor:

A learner
• answers questions;
• uses topic words appropriately

62

Topic: This is the way…

Learning objective

1.R4 Use the alphabet to place the first letters of word in
alphabetical order
•

Assessment criteria

Level of thinking skills

Use the first letters of words to arrange them in
alphabetical order

Knowledge and comprehension
Application

Task
Read the words and arrange them in alphabetical order.

Brush

Descriptor:

wash

eat

put on

go

A learner
• puts the words in alphabetical order.

63

Topic: Where is it?

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

Learning objective

Assessment criteria

•
•

Level of thinking skills

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

Knowledge and comprehension
Application

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

A learner
• follows commands;
• repeats the rhyme.

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

Descriptor:

next to the

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

64

Topic: Where is it?
Learning objective
Assessment criteria
Level of thinking skills

1.S3 Pronounce familiar words and expressions intelligibly
•
•

Say topic words with clear pronunciation
Say expressions clearly

Knowledge and comprehension
Application

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

Descriptor:

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

65

Topic: Where is it?

Learning objective

Assessment criteria
Level of thinking skills

1.UE5 Use interrogative pronouns which, what, where, how to
ask basic questions
•

Ask questions with which, what, where, how

Knowledge and comprehension
Application

Task
Ask questions. Use What? Which? Where? How?
Example: Where are they? In the classroom.

Descriptor

A learner
• asks questions with wh-questions.

66

Topic: Where is it?

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

Learning objective

•

Assessment criteria

Level of thinking skills

Give classroom instructions or commands using
imperative forms

Knowledge and comprehension
Application

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

Descriptor:

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

67

Topic: Where is it?

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

Learning objective

Assessment criteria

•
•

Level of thinking skills

Describe position of people and things using in, at, next to,
near, on
Talk about days and times using on, in

Knowledge and comprehension
Application

Task 1
Make up sentences. Use in, next to, in front of, at, under, on. Use on, in to talk about days.
Example: Children are in the bus. They got to school on Monday.

Descriptor:

A learner
• makes up sentences using prepositions.

68

Topic: The big red bus

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

Learning objective

Assessment criteria

Level of thinking skills

•

Follow basic classroom instructions spoken slowly and
distinctly

Knowledge and comprehension
Application

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

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

Descriptor:

A learner
• shows the right cards

69

Topic: The big red bus

1.L5 Recognize the sounds of phonemes and phoneme blends

Learning objective
Assessment criteria

Level of thinking skills

•

Identify phonemes and phoneme blends

Knowledge and comprehension
Application

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

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

Descriptor:

A learner
• shows the correct cards.

70

Topic: The big red bus

1.S5 Use words in short exchanges

Learning objective
Assessment criteria

Level of thinking skills

•

Interact using topic words

Knowledge and comprehension
Application

Task
Work with a partner. Make up a dialogue. Ask and answer questions. Use pictures.

Descriptor:

A learner
• asks and answers questions;
• uses means of transport appropriately

71

Topic: The big red bus

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

Learning objective

•

Assessment criteria

Level of thinking skills

Name objects using this/ these, that/ those

Knowledge and comprehension
Application

Task
Look at the pictures. Fill in this, that, these, those.

1. ________ is a bus.

2. _____________ are bicycles.

3.

________________ is an airplane.

4. ________________ are trams.

Descriptor:

A learner
• completes sentences with this, that, these and those.

72

Cross curricular unit: Traditions and folklore
Topic: Happy Birthday

Learning objective

Assessment criteria

Level of thinking skills

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

Follow basic classroom instructions spoken slowly and
distinctly

Knowledge and comprehension
Application

Task
Listen to the instructions. Put the number under the picture appropriate to the command.
1.
2.
3.
4.
5.

Stand up.
Brush teeth.
Clap the hands
Put on shoes.
Show the shoulders.

Descriptor:

A learner
• puts the correct numbers in the boxes.

73

Topic: Happy Birthday

Learning objective

Assessment criteria

Level of thinking skills

1.S6 Make introductions and requests in basic interactions with
others
1.UE5 Use interrogative pronouns which, what, where, how to ask
basic questions
•
•

Interact using introduction and request
Ask questions with what, where, how and which

Knowledge and comprehension
Application

Task
Make up your own dialogue. Ask questions. Use the pictures.
Example:
- Hello!
- Hi!
- Happy birthday to you!
- Thank you!
- This is a birthday gift.
- Thank you. Do you like an ice-cream?
- Yes, I do.

Descriptor:

A learner
• makes up a dialogue using pictures.

74

Topic: Happy Birthday

Learning objective

Assessment criteria
Level of thinking skills

1.R3 Recognize and identify some familiar sight words
from local environment
•

Identify familiar words

Knowledge and comprehension
Application

Task
Read the words. Match the words with the objects in the picture.

Balloons

Birthday cake

Ice cream

Gift

Birthday hat

Candles

Descriptor

A learner
• reads words;
• matches words with the objects.

75

Topic: Happy birthday

1.UE2 Use cardinal numbers 1 - 20 to count

Learning objective
Assessment criteria
Level of thinking skills

•

Count numbers 1-20

Knowledge and comprehension
Application

Task 1
Count the flowers and circle the number. How many flowers are there?

Descriptor:

A learner
• counts the objects and circle the numbers;
• says the number of flowers.

76

Topic: Springtime in Kazakhstan

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

Learning objective

Assessment criteria

•
•

Level of thinking skills

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

Knowledge and comprehension
Application

Task
Look at the pictures. Listen to the teacher and show the right picture.
1. This is Baiterek. It is a symbol of Astana.
2. It is an apple. It is in Almaty.
3. It is the Piramida. In the in Astana.
4. I like walking in the park.
5. We go to Medeu every Sunday.
6. My friends like going to Khan Shatyr.

Descriptor:

A learner
• finds and shows the right picture according to the description.
77

Topic: Springtime in Kazakhstan

Learning objective
Assessment criteria

Level of thinking skills

1.S3 Pronounce familiar words and expressions intelligibly
•
•

Say topic words with clear pronunciation
Say expressions clearly

Knowledge and comprehension
Application

Task
Say about the pictures. Use This is a … . These are … .

Descriptor:

A learner
• says about pictures using This is a … There are ;
• pronounce topic words and expressions clearly.

78

Topic: Hats and masks

Learning objective

Assessment criteria

Level of thinking skills

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

Follow basic classroom instructions spoken slowly and
distinctly

Knowledge and comprehension
Application

Task
Listen to the teacher. Follow instructions. Make a tiger mask.
1. Take a sheet of paper.
2. Draw an oval.
3. Draw two ears.
4. Draw two eyes.
5. Draw a nose.
6. Colour the mask orange, black and white.
7. Cut the mask.
8. Make holes for eyes.
9. Tie a string.
10. Try it.

Descriptor:

A learner
• draws items on a paper according to the instructions;
• colours the mask;
• cuts the mask and holes for eyes;
• ties a string.

79

Topic: Hats and masks

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

Learning objective

Assessment criteria
Level of thinking skills

•

Interact using introductions and request

Knowledge and comprehension
Application

Task
Make up a dialogue. Role-play it.
Example:
− Hello, Marat!
− Hello, Asel!
− How are you?
− I am fine, thank you! And you?
− I am fine, too!
− Can I see your mask, please?
− Yes, please.
− It’s a nice fox mask. Thank you.

Descriptor:

A learner
• makes up a dialogue;
• roles plays it.

80

Topic: Hats and masks

Learning objective

Assessment criteria
Level of thinking skills

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

Use there is / there are in statements and questions

Knowledge and comprehension
Application

Task
Look at the pictures. Ask and answer questions. Use is there/ are there … ? there is/ there are.
Example: Is there a lion mask? Yes, there is.

Descriptor:

A learner
• asks questions using is there/ are there;
• makes up sentences using there is/ there are;
• uses topic words

81

Topic: Story time

Learning objective

Assessment criteria

1.L3 Recognize with support common names and names of
places; recognize the spoken form of a limited range of
everyday and classroom words
1.L8 Understand short narratives spoken slowly and
distinctly on routine and familiar topics
•
•
•

Level of thinking skills

Identify common names and names of places with
support
Identify everyday and classroom words
Identify the meaning of stories spoken slowly and
distinctly on curricular topics

Knowledge and com