Ағылшын тілі 1 сынып 2022

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.

Contents

TERM 1

Cross curricular unit: All about me

		Topic: Greetings and names
Learning objective		1.L3 Recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words
Assessment criteria		Identify common names and names of places with support Identify basic everyday and classroom words in a talk
Level of thinking skills		Knowledge and comprehension
Task 1 Come to the center and make a circle. Listen and do. I am Gulnar. I am from Kazakhstan. This is Adelina. 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. Stand up, please! Hands up! Clap - clap! Hands down! Shake - shake! Hands on the hips! Jump – jump! Sit down, please!
Descriptor:	A learner follows teacher’s instructions; repeats the rhyme.

		Topic: Greetings and names
Learning objective		1.S1 Make basic personal statements about people, objects and classroom routines
Assessment criteria		Talk about people, objects and classroom routines
Level of thinking skills		Knowledge and comprehension Application
Task Answer the questions What is your name? How old are you? What colour is it? (Teacher shows objects of different colours)
Descriptor:	A learner answers questions about him/herself; names the colours of the objects.

		Topic: Colours
Learning objective		1.L3 Recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words
Assessment criteria		Identify common names and names of places with support Identify basic everyday and classroom words
Level of thinking skills		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.

		Topic: Colours
Learning objective		1.L9 Recognise the names of letters of the alphabet
Assessment criteria		Identify the letters of the alphabet
Level of thinking skills		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.

		Topic: Colours
Learning objective		1.S3 Pronounce familiar words and expressions intelligibly
Assessment criteria		Say topic words with clear pronunciation Say expressions clearly
Level of thinking skills		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.

		Topic: Colours
Learning objective		1.UE3 Use basic adjectives to describe people and things
Assessment criteria		Describe people and things using basic adjectives
Level of thinking skills		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.

		Topic: Colours
Learning objective		1.UE6Use demonstrative pronouns this, these that, those to indicate things
Assessment criteria		Name objects using this/ these, that/ those
Level of thinking skills		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

		Topic: 1-20
Learning objective		1.L1 Recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly
Assessment criteria		Follow basic classroom instructions spoken slowly and distinctly
Level of thinking skills		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.

		Topic: 1-20
Learning objective		1.S3 Pronounce familiar words and expressions intelligibly
Assessment criteria		Say topic words with clear pronunciation Say expressions clearly
Level of thinking skills		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. 1. 2. 3. 4. 5.
Descriptor:	A learner counts the objects in each picture; answers the question using There are…; pronounces topic words and expressions intelligibly.

		Topic: 1-20
Learning objective		1.UE2 Use cardinal numbers 1 - 20 to count
Assessment criteria		Count numbers 1 – 20
Level of thinking skills		Application
Task
Count, write and say the answer.
Descriptor:	A learner counts and says the correct numbers; pronounces the numbers intelligibly

Cross curricular unit: My school

		Topic: Classroom objects
Learning objective		1.L1 Recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly
Assessment criteria		Follow basic classroom instructions spoken slowly and distinctly
Level of thinking skills		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.

		Topic: Classroom objects
Learning objective		1.L3 Recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words
Assessment criteria		Identify common names and names of places with support Identify basic everyday and classroom words
Level of thinking skills		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.

		Topic: Classroom objects
Learning objective		1.L9 Recognise the names of letters of the alphabet
Assessment criteria		Identify the letters of the alphabet
Level of thinking skills		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.

		Topic: Classroom objects
Learning objective		1.S3 Pronounce familiar words and expressions intelligibly
Assessment criteria		Say topic words with clear pronunciation Say expressions clearly
Level of thinking skills		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.

		Topic: Classroom objects
Learning objective		1.UE1 Use singular nouns, plural nouns – to talk about people and places
Assessment criteria		Talk about people and places using singular and plural forms
Level of thinking skills		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. 2. 3. 4.
Descriptor:	A learner makes up sentences about people; makes up sentences about objects; uses singular and plural nouns.

		Topic: Classroom objects
Learning objective		1.UE4 Use determiners a, an, some, the, this, these to indicate what /where something is
Assessment criteria		Name objects using a, an, this, these, some, the and say where they are
Level of thinking skills		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. 34. 4 5. 6.
Descriptor:	A learner names objects using determines a, an, the appropriately; uses this / these appropriately

		Topic: Classroom objects
Learning objective		1.UE6 Use demonstrative pronouns this, these, that, those to indicate things
Assessment criteria		Name objects using this/ these, that/ those
Level of thinking skills		Knowledge and comprehension Application
Task
Use this, these, that, those to indicate the classroom objects. 1.2. 3. 4. 5. 6. 7. 8.
Descriptor:	A learner uses this/ that to name the objects in singular form; uses these/ those to name the objects in plural forms.

	Topic: Classroom objects
Learning objective	1.UE14 Use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
Assessment criteria	Describe position of people and things using in, at, next to, near, on Talk about days and times using on, in
Level of thinking skills	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.

		Topic: Classroom routines
Learning objective		1.L1 Recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly
Assessment criteria		Follow basic classroom instructions spoken slowly and distinctly
Level of thinking skills		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.

		Topic: Classroom routines
Learning objective		1.L3 Recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words
Assessment criteria		Identify common names and names of places with support Identify everyday and classroom words
Level of thinking skills		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.

		Topic: Classroom routines
Learning objective		1.S3 Pronounce familiar words and expressions intelligibly
Assessment criteria		Say topic words with clear pronunciation Say expressions clearly
Level of thinking skills		Knowledge and comprehension Application
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

		Topic: Classroom routines
Learning objective		1.UE8 Use simple imperative forms [positive] for basic commands or instructions.
Assessment criteria		Give classroom instructions or commands using imperative forms
Level of thinking skills		Knowledge and comprehension Application
Task
Work in a pair. Give instructions to each other. Follow them. Examples: Bring me a pen, please! Come, please! Give your books, please! Count from 1 to 10, please! Draw a balloon, please! Sit down, please! Stand up, please! Show me the picture, please!
Descriptor:	A learner gives command to classmates; follows instructions correctly.

		Topic: Classroom routines
Learning objective		1.UE13 Use can/can’t to describe ability
Assessment criteria		Talk about ability using can and can’t
Level of thinking skills		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.

		Topic: Describing things
Learning objective		1.S1 Make basic personal statements about people, objects and classroom routines 1.S6 Make introductions and requests in basic interactions with others
Assessment criteria		Talk about people, objects and classroom routines Interact using introduction and request
Level of thinking skills		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.

		Topic: Describing things
Learning objective		1.S2 Ask questions in basic exchanges about people, objects and classroom routines. 1.UE3 Use basic adjectives to describe people and things.
Assessment criteria		Make a conversation using questions; Talk about people, objects and classroom activities; Describe people and things using basic adjectives
Level of thinking skills		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.

TERM 2

Cross curricular unit: My family and friends

	Topic: Family and friends
Learning objective	1.L3 Recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words 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
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
Level of thinking skills	Knowledge and comprehension Application
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

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.

		Topic: Family and friends
Learning objective		1.UE1 Use singular nouns, plural nouns – to talk about people and places
Assessment criteria		Talk about people and places using singular and plural forms
Level of thinking skills		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. 2. 3. 4.
Descriptor:	A learner describes pictures; uses singular and plural noun forms appropriately.

		Topic: Family and friends
Learning objective		1.UE4 Use determiners a, an, some, the, this, these to indicate what /where something is
Assessment criteria		Name objects using a, an, this, these, some, the and say where they are
Level of thinking skills		Application
Task Use a, an, the, some to say about objects. Use this or these to say about people in the pictures. 1.2. 3.4.
Descriptor:	A learner: uses a, an, the, some appropriately; uses this or these correctly.

		Topic: Family and friends
Learning objective		1.UE7 Use personal subject and object pronouns to give basic personal information
Assessment criteria		Apply personal subject and object pronouns Provide personal information
Level of thinking skills		Knowledge and comprehension Application
Task
Talk about the students. Use the words. Example: This is Askhat. He is 6 years old. Askhat, 6 years oldKate, 8 years old Damir, student, 10 years oldLiz, student, 9 years old
Descriptor:	A learner talks about people using personal pronouns.

		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		Describe people and things using basic adjectives Identify letters of the alphabet
Level of thinking skills		Knowledge and comprehension Application
Task 1
Listen to the teacher. Say the first letter of the words. SofaChairTableDoor Descriptor: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.

		Topic: In my house
Learning objective		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
Assessment criteria		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.
Level of thinking skills		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 .

	Topic: Days of the week
Learning objective	1.L3 Recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words
Assessment criteria	Identify common names and names of places with support Identify everyday and classroom words
Level of thinking skills	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.

Task 2

Listen to the teacher. Choose and show the right card.

Nick plays football on Sundays.
On Saturday children play outside.
Mark and Penny dance on Tuesday and Friday.
On Wednesday Ben plays the chess.
Kelly goes skating on Thursdays.

Descriptor:A learner

- demonstrates understanding by showing the appropriate cards.

		Topic: Days of the week
Learning objective		1.S1 Make basic personal statements about people, objects and classroom routines
Assessment criteria		Talk about people, objects and classroom routines
Level of thinking skills		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

		Topic: Days of the week
Learning objective		1.S3 Pronounce familiar words and expressions intelligibly
Assessment criteria		Say topic words with clear pronunciation Say expressions clearly
Level of thinking skills		Application
Task
Name the days of the week.
Descriptor:	A learner says the days of the week; pronounces topic words clearly.

		Topic: Days of the week
Learning objective		1.R2 Recognise initial letters in names and places
Assessment criteria		Identify the first letters of names and places
Level of thinking skills		Application
Task
Look at the words. Name the first letter in names of places. 1. 2. BankZoo 3. 4. AirportCafé
Descriptor:	A learner names the first letters in the names of places.

Cross curricular unit: The world around us

		Topic: Animals
Learning objective		1.L1 Recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly
Assessment criteria		Follow basic classroom instructions spoken slowly and distinctly
Level of thinking skills		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.

Topic: Animals

Learning objective1.L6 Understand some specific information in short, slow,

carefully articulated talk on routine and familiar topics Assessment criteriaIdentify some details of a talk on curricular topics Level of thinking skillsKnowledge and comprehension

Task 1

Look at the pictures. Listen and circle True or False.

1. We can see elephants in the Zoo.	True	False
2. We can see lions in the Zoo and Circus	True	False
3. We can see a giraffe in the Circus.	True	False
4. We can see monkeys in the circus.	True	False
5. We can see an elephant in the Circus.	True	False

Descriptor:

A learner

circles True /False answers correctly.

		Topic: Animals
Learning objective		1.S3 Pronounce familiar words and expressions intelligibly.
Assessment criteria		Say topic words with clear pronunciation Say expressions clearly
Level of thinking skills		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.

		Topic: Animals
Learning objective		1.S5 Use words in short exchanges
Assessment criteria		Interact using topic words
Level of thinking skills		Application
Task
Work in a pair. Look at the pictures and answer the questions. Picture №1. Is it a pig? Picture №2. Is the fox orange? Picture №3. What color is the elephant? Picture№4. What’s this? Picture №5. Is it a lion? 1. 2. 3. 4. 5.
Descriptor:	A learner answers questions using support pictures.

		Topic: Animals
Learning objective		1.R1 Recognise sound and name the letters of the alphabet
Assessment criteria		Identify and say letters of the alphabet
Level of thinking skills		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.

		Topic: Animals
Learning objective		1.UE2 Use cardinal numbers 1-20 to count 1.UE13 Use can/can’t to describe ability
Assessment criteria		Count numbers 1 – 20 Talk about ability using can and can’t
Level of thinking skills		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. 2. 3. 4.
Descriptor:	A learner names animals correctly; names the numbers of animals; tells what animal can and cannot do.

	Topic: Hot and cold
Learning objective	1.L3 Recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words
Assessment criteria	Identify common names and names of places with support Identify everyday and classroom words
Level of thinking skills	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.

Task 2

Listen to the teacher. Write the number in the box.

It is windy today.4. It is cold today.6. It is cloudy today.
It is hot today5. It is snowy today.7. It is rainy today.
It is sunny today.

Descriptor:

A learner

numbers the pictures accordingly.

		Topic:Hot and cold
Learning objective		1.S5 Use words in short exchanges
Assessment criteria		Interact using topic words
Level of thinking skills		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 c….It is r….. It is s……It is s…..It is w…..
Descriptor:	A learner asks and answers questions; uses topic words. .

		Topic: Hot and cold
Learning objective		1.UE3 Use basic adjectives to describe people and things
Assessment criteria		Describe people and objects using adjectives
Level of thinking skills		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.

		Topic: Hot and cold
Learning objective		1.UE7 Use personal subject and object pronouns to give basic personal information
Assessment criteria		Apply personal subject and object pronouns Provide personal information
Level of thinking skills		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.

		Topic: In Kazakhstan
Learning objective		1.L4 Recognize with support short basic questions about what something is
Assessment criteria		Identify basic questions with support
Level of thinking skills		Application
Task
Listen to the teacher and show the correct card. 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.

	Topic: In Kazakhstan
Learning objective	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
Assessment criteria	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
Level of thinking skills	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.

Descriptor

A learner

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

		Topic: In Kazakhstan
Learning objective		1.S3 Pronounce familiar words and expressions intelligibly
Assessment criteria		Say topic words with clear pronunciation Say expressions clearly
Level of thinking skills		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

		Topic: In Kazakhstan
Learning objective		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
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
Level of thinking skills		Application
Task 1
Look at the words. Underline and name the first letter of the word. Kazakhstanhorse Astanamountains Foresttrees Riverducks Parksheep
Descriptor	A learner underlines the first letters of the words; names first letters of the words.

Task 2

Put the words in alphabetical order.

Descriptor

A learner

arranges the words in alphabetical order.

		Topic: In Kazakhstan
Learning objective		1.UE11 Use there is / there are to make short statements and ask questions
Assessment criteria		Use there is / there are in statements and questions
Level of thinking skills		Application
Task
Fill in there is/ there are, is there/ are there. … mountains in Kazakhstan… a tiger in the park. … lakes in Kazakhstan.… a fox in the forest. … any parks in Kazakhstan?… any bears in the zoo? … any farms in Kazakhstan?… any pigs in the forest?
Descriptor:	A learner uses there is / there are in sentences; asks questions using Is there/ Are there.

TERM 3

Cross curricular unit: Travel

		Topic: Getting to school
Learning objective		1.L4 Recognize with support short basic questions about what something is 1.S5 Use words in short exchanges
Assessment criteria		Identify basic questions with support Interact using topic words
Level of thinking skills		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.

		Topic: Getting to school
Learning objective		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
Assessment criteria		Identify personal questions spoken slowly and distinctly Apply present simple in personal statement
Level of thinking skills		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.

		Topic: Getting to school
Learning objective		1.UE5 Use interrogative pronouns which, what, where, howto ask basic questions
Assessment criteria		Ask questions with which, what, where, how
Level of thinking skills		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.

		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		Identify personal questions spoken slowly and distinctly Identify some details of a talk on curricular topics
Level of thinking skills		Knowledge and comprehension Application
Task
Answer the following questions: 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.

	Topic: This is the way…
Learning objective	1.S5 Use words in short exchanges
Assessment criteria	Interact using topic words
Level of thinking skills	Knowledge and comprehension Application
Task
Answer the questions. Is this “to wash your face”?1. What’s this? Is this “to brush your2. What’s this? teeth”? Is this “to comb your3. What’s this? hair”? Is this “to wash your4. What’s this? face”? What’s this?5. What’s this?
Descriptor:	A learner answers questions; uses topic words appropriately

		Topic: This is the way…
Learning objective		1.R4 Use the alphabet to place the first letters of word in alphabetical order
Assessment criteria		Use the first letters of words to arrange them in alphabetical order
Level of thinking skills		Knowledge and comprehension Application
Task
Look at the words and arrange them in alphabetical order. Brushwasheatput ongo
Descriptor:	A learner puts the words in alphabetical order.

	Topic: Where is it?
Learning objective	1.L3 Recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words
Assessment criteria	Identify common names and names of places with support Identify everyday and classroom words
Level of thinking skills	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,next to the desk is №4.
Descriptor:	A learner writes the correct numbers; says the numbers.

	Topic: Where is it?
Learning objective	1.S3 Pronounce familiar words and expressions intelligibly
Assessment criteria	Say topic words with clear pronunciation Say expressions clearly
Level of thinking skills	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.

		Topic: Where is it?
Learning objective		1.UE5 Use interrogative pronouns which, what, where, how to ask basic questions
Assessment criteria		Ask questions with which, what, where, how
Level of thinking skills		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.

		Topic: Where is it?
Learning objective		1.UE8 Use simple imperative forms [positive] for basic commands or instructions
Assessment criteria		Give classroom instructions or commands using imperative forms
Level of thinking skills		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.

	Topic: Where is it?
Learning objective	1.UE14 Use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on, in to talk about days
Assessment criteria	Describe position of people and things using in, at, next to, near, on Talk about days and times using on, in
Level of thinking skills	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.

		Topic: The big red bus
Learning objective		1.L1 Recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly
Assessment criteria		Follow basic classroom instructions spoken slowly and distinctly
Level of thinking skills		Knowledge and comprehension Application
Task
Teacher gives a set of cards to each learner. Listen to the instructions and follow them. 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

		Topic: The big red bus
Learning objective		1.L5 Recognize the sounds of phonemes and phoneme blends
Assessment criteria		Identify phonemes and phoneme blends
Level of thinking skills		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.

		Topic: The big red bus
Learning objective		1.S5 Use words in short exchanges
Assessment criteria		Interact using topic words
Level of thinking skills		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

	Topic: The big red bus
Learning objective	1.UE6 Use demonstrative pronouns this, these, that, those to indicate things
Assessment criteria	Name objects using this/ these, that/ those
Level of thinking skills	Knowledge and comprehension Application
Task
Look at the pictures. Fill in this, that, these, those. 1.is a bus.

are bicycles.

is an airplane.

are trams.

Descriptor:

A learner

completes sentences with this, that, these and those.

Cross curricular unit: Traditions and folklore

		Topic: Happy Birthday
Learning objective		1.L1 Recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
Assessment criteria		Follow basic classroom instructions spoken slowly and distinctly
Level of thinking skills		Knowledge and comprehension Application
Task Listen to the instructions. Put the number under the picture appropriate to the command. Stand up. Brush teeth. Clap the hands Put on shoes. Show the shoulders.
Descriptor:	A learner puts the correct numbers in the boxes.

		Topic: Happy Birthday
Learning objective		1.S6 Make introductions and requests in basic interactions with others 1.UE5 Use interrogative pronouns which, what, where, how to ask basic questions
Assessment criteria		Interact using introduction and request Ask questions with what, where, how and which
Level of thinking skills		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.

	Topic: Happy Birthday
Learning objective	1.R3 Recognize and identify some familiar sight words from local environment
Assessment criteria	Identify familiar words
Level of thinking skills	Knowledge and comprehension Application
Task
Look at the words. Match the words with the objects in the picture. Balloons Birthday cake Ice cream Gift Birthday hat Candles
Descriptor	A learner matches words with the objects.

	Topic: Happy birthday
Learning objective	1.UE2 Use cardinal numbers 1 - 20 to count
Assessment criteria	Count numbers 1-20
Level of thinking skills	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.

		Topic: Springtime in Kazakhstan
Learning objective		1.L3 Recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words
Assessment criteria		Identify common names and names of places with support Identify everyday and classroom words
Level of thinking skills		Knowledge and comprehension Application
Task
Look at the pictures. Listen to the teacher and show the right picture. This is Baiterek. It is a symbol of Astana. It is an apple. It is in Almaty. It is the Piramida. In the in Astana. I like walking in the park. We go to Medeu every Sunday. My friends like going to Khan Shatyr.
Descriptor:	A learner finds and shows the right picture according to the description.

		Topic: Springtime in Kazakhstan
Learning objective		1.S3 Pronounce familiar words and expressions intelligibly
Assessment criteria		Say topic words with clear pronunciation Say expressions clearly
Level of thinking skills		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.

		Topic: Hats and masks
Learning objective		1.L1 Recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly
Assessment criteria		Follow basic classroom instructions spoken slowly and distinctly
Level of thinking skills		Knowledge and comprehension Application
Task
Listen to the teacher. Follow instructions. Make a tiger mask. Take a sheet of paper. Draw an oval. Draw two ears. Draw two eyes. Draw a nose. Colour the mask orange, black and white. Cut the mask. Make holes for eyes. Tie a string. 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.

		Topic: Hats and masks
Learning objective		1.S6 Make introductions and requests in basic interactions with others
Assessment criteria		Interact using introductions and request
Level of thinking skills		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.

		Topic: Hats and masks
Learning objective		1.UE11 Use there is / there are to make short statements and ask questions
Assessment criteria		Use there is / there are in statements and questions
Level of thinking skills		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

		Topic: Story time
Learning objective		1.L3 Recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words 1.L8 Understand short narratives spoken slowly and distinctly on routine and familiar topics
Assessment criteria		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
Level of thinking skills		Knowledge and comprehension Application
Task
Look at the pictures. Listen to the story. Put the pictures in a logical order. Once upon a time two frogs fell into a pot of milk. They could not get out of the pot. So they swam round and round in the cream. “Oh, this is the end of my life,” said one of them. It stopped swimming and died. But the second frog swam and swam and beat the cream with its little feet. The cream became a ball of butter. The frog jumped on the ball of butter and got out of the pot!
Descriptor:	A learner arranges the pictures in a logical sequence.

		Topic: Story time
Learning objective		1.S4 Respond to basic supported questions about people, objects and classroom routines
Assessment criteria		Answer basic questions with support
Level of thinking skills		Application
Task
Look at the picture. Listen to the teacher. Answer the questions. What colour are the frogs? How many frogs are there? What colour is the pot? Can the frog fly? What does the frog do?
Descriptor:	A learner answers questions based on the pictures.

		Topic: Story time
Learning objective		1.S5 Use words in short exchanges
Assessment criteria		Interact using topic words
Level of thinking		Knowledge and comprehension Application
Task
Look at the pictures. Ask and answer questions. Use frogs, two, green, pot, jump out, swim, fly, butter, cream, happy, get into. Example: What colour are the frogs? 1234 567
Descriptor:	A learner asks and answers questions; uses topic words appropriately; pronounces words intelligibly.

TERM 4

Cross curricular unit: Food and drink

		Topic: Things I like
Learning objective		1.L4 Recognize with support short basic questions about what something is
Assessment criteria		Identify basic questions with support
Level of thinking skills		Knowledge and comprehension Application
Task
Listen to the teacher. Put a number in the box. Is this soup? Are these oranges? Is this cheese. Are these grapes? Is this a salad? Are these bananas?
Descriptor:	A learner numbers the pictures accordingly.

		Topic: Things I like
Learning objective		1.S1 Make basic personal statements about people, objects and classroom routines 1.R4 Use the alphabet to place the first letters of words in alphabetical order
Assessment criteria		Talk about people, objects and classroom routines
Level of thinking skills		Knowledge and comprehension Application
Task
Look at the pictures. Name foods and drinks. Say what you like and don’t like. Organise them in alphabetic order. Example: It is an apple. It’s red. I like milk. I don’t like eggs. JuiceIce creamMilkEgg
OrangeAppleBanana
Descriptor:	A learner names foods and drinks; says what he/ she like; says what he/she doesn’t like.

		Topic: Things I like
Learning objective		1.S2 Ask questions in basic exchanges about people, objects and classroom routines
Assessment criteria		Make a conversation using questions Talk about people, objects and classroom activities
Level of thinking skills		Knowledge and comprehension Application
Task
Look at the pictures. Work in a pair. Ask and answer the questions about food. Example: Do you like milk or juice? What do you like? What is your favourite food?
Descriptor:	A learner asks and answers questions; uses topic words appropriately; pronounces words and expressions clearly.

		Topic: Things I like
Learning objective		1.S5 Use words in short exchanges
Assessment criteria		Interact using topic words
Level of thinking skills		Knowledge and comprehension Application
Task
Ask and answer the questions. Use hmm, nice, yuk, urghhh. Example: Do you like grapes? Hmm, yes.
Descriptor:	A learner asks questions using pictures; answers questions, use hmm, nice, yuk, urghhh appropriately.

		Topic: Hot and cold
Learning objective		1.S5 Use words in short exchanges
Assessment criteria		Interact using topic words
Level of thinking skills		Knowledge and comprehension Application
Task
Work in a pair. Look at the pictures. Ask and answer the questions. Example: What’s this? This is a salad.
Descriptor:	A learner asks and answers questions; uses topic words appropriately.

		Topic: Hot and cold
Learning objective		1.UE7 Use personal subject and object pronouns to give basic personal information
Assessment criteria		Apply personal subject and object pronounce Provide personal information
Level of thinking skills		Knowledge and comprehension Application
Task
Look at the pictures. Answer the teacher’s questions. You KimBen Do you like hot milk?1. Does Kim like salad?1. Does Ben like beans? Do you like meat and2. Does she like hot2. Does he like ice – vegetables?chicken?cream? Do you like fish and3. Does she like3. Does he like pasta? rice?cheeseburger?4. What does he do? What would you like4. Does she drink orange to eat?juice?
Descriptor:	A learner answers questions using pronouns.

		Topic: Hot and cold
Learning objective		1.UE9 Use common present simple forms [positive, negative and question] to give basic personal information
Assessment criteria		Apply present simple in personal statement
Level of thinking skills		Knowledge and comprehension Application
Task
Look at the pictures. Say what Ben and Penny like and don’t like. Talk about them. Example: Ben likes chicken. He doesn’t like beans. Kim likes salad. She doesn’t like fish. BenKim LikesDoesn’t like
Descriptor:	A learner talks about likes and dislikes; uses present simple forms correctly; uses topic words.

		Topic: Animals like
Learning objective		1.S5 Use words in short exchanges
Assessment criteria		Interact using topic words
Level of thinking skills		Knowledge and comprehension Application
Task
Work in a pair. Answer the questions. Do pandas eat bananas? Do bears eat cheese? What do monkeys like? Do cat drink milk? What do bears like?
Descriptor:	A learner responds to the questions correctly; uses topic words appropriately.

		Topic: Animals like
Learning objective		1.L6 Understand some specific information in short, slow, carefully articulated talk on routine and familiar topics
Assessment criteria		Identify some details of a talk on curricular topics
Level of thinking skills		Knowledge and comprehension Application
Task
Listen to the teacher and draw what animals like. Pandas like leaves. Bears like fish. Cows like grass. Cats like milk. Monkeys like bananas. 1. 2. 3. 4. 5.
Descriptor:	A learner Identify and draws what animals like.

		Topic: Animals like
Learning objective		1.UE9 Use common present simple forms [positive, negative and question] to give basic personal information
Assessment criteria		Apply present simple in personal statement
Level of thinking skills		Knowledge and comprehension Application
Task
Think and say what animals eat and don’t eat. Example: Bears eat fish. They don’t eat bananas.
Descriptor:	A learner uses present simple to talk about animals; uses topic words; pronounces words and expressions clearly.

		Topic: Nice or nasty
Learning objective		1.L2 Recognise with support a limited range of basic common personal questions spoken slowly and distinctly
Assessment criteria		Identify personal questions spoken slowly and distinctly
Level of thinking skills		Knowledge and comprehension Application
Task
Listen to the teacher. Answer the questions. What is your favourite colour? What is your favourite food? What is your favourite song? What is your favourite animal? What is your favourite toy? What is your favourite sport? What is your favourite holiday?
Descriptor:	A learner: answers the questions; uses topic words; pronounces words and expressions clearly.

		Topic: Nice or nasty
Learning objective		1.S3 Pronounce familiar words and expressions intelligibly
Assessment criteria		Say topic words with clear pronunciation Say expressions clearly
Level of thinking skills		Knowledge and comprehension Application
Task
Say what you can see in the picture.
Descriptor:	A learner: says topic words and expressions clearly; uses topic words.

		Topic: Nice or nasty
Learning objective		1.UE5 Use interrogative pronouns which, what, where, how to ask basic questions
Assessment criteria		Ask questions with what, where, how and which
Level of thinking skills		Knowledge and comprehension Application
Task
Ask questions to each picture. Example: Where do tigers live? How do they move?
Descriptor:	A learner: asks questions using interrogative pronouns.

Cross curricular unit: Health and body

		Topic: Hands and Head
Learning objective		1.L8 Understand short narratives spoken slowly and distinctly on routine and familiar topics
Assessment criteria		Identify the meaning of stories spoken slowly and distinctly on curricular topics
Level of thinking skills		Knowledge and comprehension Application
Task 1 Greet Ginger Bread Man. Show the appropriate picture of places. Hello, I am Ginger Bread Man. Hi, I am Adelina. How are you, Adelina? I am fine, thank you. Where do you live, Ginger Bread Man? I live in a café. And you? I live in a house next to the ZOO. Is there a park near it? Yes. There is a beautiful park with attractions. Descriptor:A learner responds to greetings and shows the pictures of places. Task 2 Look at the picture. Say whether it is True or False: Ginger Bread Man has two eyes. Ginger Bread Man has three legs. Ginger Bread Man has one mouth. Ginger Bread Man has three hands. Ginger Bread Man has two ears. Ginger Bread Man has a blue ribbon. Ginger Bread Man has 4 buttons. Ginger Bread Man has a nose.
Descriptor:	A learner identifies correctly True and False sentences.

		Topic: Hands and Head
Learning objective		1.S1 Make basic personal statements about people, objects and classroom routines
Assessment criteria		Talk about people, objects and classroom routines
Level of thinking skills		Knowledge and comprehension Application
Task
Make up sentences about your toy monsters. Example: I have got a monster. It is blue. It has got three eyes.
Descriptor:	A learner makes up sentences about his/her toy monsters; uses topic words; pronounces words and expressions clearly.

		Topic: Hands and Head
Learning objective		1.UE1 Use singular nouns, plural nouns – to talk about people and places
Assessment criteria		Talk about people and places using singular and plural forms
Level of thinking skills		Knowledge and comprehension Application
Task
Speak about the pictures. Example: I have got two eyes.
Descriptor:	A learner speaks about himself/ herself; uses topic words; pronounces words and expressions clearly.

		Topic: Hands and Head
Learning objective		1.UE9 Use common present simple forms [positive, negative and question] to give basic personal information
Assessment criteria		Apply present simple in personal statement
Level of thinking skills		Knowledge and comprehension Application
Task
Work in a pair. Use have got/ has got, haven’t got/ hasn’t got to tell about your toy. Ask questions about your friend’s toys. Example: My toy has got two eyes. Has your toy got two ears?
Descriptor:	A learner asks and answers questions; uses present simple correctly; uses topic words; pronounces words and expressions clearly.

		Topic Let’s move
Learning objective		1.L1 Recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly
Assessment criteria		Follow basic classroom instructions spoken slowly and distinctly
Level of thinking skills		Knowledge and comprehension Application
Task
Listen and do. Repeat after your teacher. Stand up, please. Hands on the head. Hands on the hips. Hands on the table. Hands like this. Hands on the shoulders. Hands up and down. Hands behind the head. And sit down.
Descriptor:	A learner follows instructions correctly; repeats the rhyme; pronounces words and expressions clearly.

		Topic: Let’s move
Learning objective		1.S4 Respond to basic supported questions about people, objects and classroom routines
Assessment criteria		Answer basic questions with support
Level of thinking skills		Knowledge and comprehension Application
Task
Listen and answer the questions. What’s your name? What grade are you in? Do you have any friends in your class? Do you play football? Do you like dancing? Do you play volleyball? Do you play chess?
Descriptor:	A learner answers questions correctly; uses topic words; pronounces words and expressions clearly.

	Topic: Let’s move
Learning objective	1.R3 Recognise and identify some familiar sight words from local environment
Assessment criteria	Name some words from local environment
Level of thinking skills	Knowledge and comprehension Application
Task 1 Name the words. Descriptor:A learner names the words.

		Topic: Let’s move
Learning objective		1.UE8Usesimpleimperativeforms[positive]forbasic commands or instructions
Assessment criteria		Give classroom instructions or commands using imperative forms
Level of thinking skills		Knowledge and comprehension Application
Task
Listen to the teacher. Follow the instructions. Stand up, please! Come to the board, please! Hand in your copybook, please! Open your book on page number 10, please! Give me red marker, please! Look at the window, please! Open the door using your left hand, please! Close the door using your right hand, please! Sit with Alen and work in a pair, please! 10.Draw a hand, please!
Descriptor:	A learner follows instructions correctly.

		Topic: Let’s move
Learning objective		1.UE14 Use basic prepositions of location and position e.g. in, at, next to, near, on to describe where people and things are; use basic prepositions of time: on to talk about days
Assessment criteria		Describe position of people and things using in, at, next to, near, on Talk about days and times using on, in
Level of thinking skills		Knowledge and comprehension Application
Task
Listen and answer the question. Use in, at, next to, near, on. Where is the teacher? What is there on the table? Where is Mary sitting? Where is Nancy sitting? Where is Jane sitting? Where are the children?
Descriptor:	A learner answers questions using prepositions of place; pronounces words and expressions clearly.

Topic: Making a puppet

Learning objective1.L5 Recognize the sounds of phonemes and phoneme blends

Assessment criteriaIdentify the phonemes and phoneme blends

Level of thinking skillsKnowledge and comprehension

Application

Task

Listen to the teacher. Find and underline the initial sound you hear in the word. Repeat the words to the class and pronounce the sound.

Rabbit
Puppet
Finger
Squirrel
Monkey
Tiger
Butterfly
Lion
Pencil
Hand

[p]

[r]

[l]

[m]

[sq]

[h]

[f]

[b]

[t]

[p]

Descriptor:A learner

underlines the correct initial sounds of the words;
pronounces the sounds correctly;
repeats the words.

		Topic: Making a puppet
Learning objective		1.S2 Ask questions in basic exchanges about people, objects and classroom routines
Assessment criteria		Make a conversation using questions Talk about people, objects and classroom activities
Level of thinking skills		Knowledge and comprehension Application
Task
Work in a pair. Make up short dialogues. Example: - Is this a hand puppet? - Yes, it is. This is a hand puppet.
Descriptor:	A learner makes up the short dialogue using question; uses topic words appropriately; pronounces words and expressions clearly.

		Topic: Making a puppet
Learning objective		1.UE8 Use simple imperative forms [positive] for basic commands or instructions 1.UE4 Use determiners a, an, some, the, this, these to indicate what/where something is
Assessment criteria		Give classroom instructions or commands using imperative forms Indicate things using determiners a, an, some, the, this, these
Level of thinking skills		Knowledge and comprehension Application
Task
Work with a partner. Give commands. Use pictures below as a support. Tell what animal you see. Example: Tell me, please, what is it? Show me, please, how birds fly.
Descriptor:	A learner says things using a, an, some, the, this, these appropriately; gives commands correctly; follows commands; pronounces words and expressions clearly.

		Topic: A special dance
Learning objective		1.L4 Recognize with support short basic questions about what something is
Assessment criteria		Identify basic questions with support
Level of thinking skills		Knowledge and comprehension Application
Task
Listen and show the right card. Question:QStatement:S What’s your name? I have got a beautiful blue bag. How old are you? I live in a big house. Where are you from? Do you like dancing? I like puppet theatres. I have a hand puppet. What animals do you know?
Descriptor	A learner chooses “Q” for questions; chooses “S” for statement.

		Topic: A special dance
Learning objective		1.S5 Use words in short exchanges
Assessment criteria		Interact using topic words
Level of thinking skills		Knowledge and comprehension Application
Task
Look at the picture and name the actions.
Descriptor:	A learner names actions in the pictures; uses topic words appropriately; pronounces words and expressions clearly.

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21.10.2021

Автор: zhararalikhan
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