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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 criteriaIdentify 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.

1.

2.

3.

4.

5.

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 criteriaIdentify 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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