English Grade 1. A collection of tasks for Formative Assessment

22 апрель 2018, Воскресенье
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A collection of tasks
for Formative Assessment
English
Grade 1
Dear teacher!
The group of teachers designed this collection of tasks as a teaching aid to assist teachers within the framework of updating the content of education. Tasks with assessment criteria and descriptors are samples for assisting teachers in providing constructive feedback to learners in terms of achievement of learning objectives; in selecting and designing similar tasks, in planning lessons and carrying out Formative Assessment.
The advisory nature of the tasks collection allows teachers to adapt, add and make changes in tasks according to learners’ capacities and requirements.
Additional materials (manuals, presentations, plans, etc.), the discussion possibility on forums and video instructions can be found on the official website of «Nazarbayev Intellectual Schools» Autonomous Educational Organisation smk.edu.kz.
We wish you creative work and success!
This collection of tasks is designed for primary school teachers, school administrations, educational departments’ seniors, regional and school coordinators in criteria-based assessment and others.
Freely available Internet resources such as pictures, cartoons, photos, texts, video and audio materials, etc. have been used in designing this tasks collection. The collection of tasks was designed for the uncommercial purposes. 2
Contents
TERM 1................................................................................................................................................ 4
Cross curricular unit: All about me ................................................................................................. 4
Cross curricular unit: My school .................................................................................................... 14
TERM 2.............................................................................................................................................. 29
Cross curricular unit: My family and friends ................................................................................. 29
Cross curricular unit: The world around us .................................................................................... 41
TERM 3.............................................................................................................................................. 58
Cross curricular unit: Travel........................................................................................................... 58
Cross curricular unit: Traditions and folklore ................................................................................ 73
TERM 4.............................................................................................................................................. 85
Cross curricular unit: Food and drink............................................................................................. 85
Cross curricular unit: Health and body ........................................................................................... 98
3
TERM 1
Cross curricular unit: All about me
Topic: Greetings and names
Learning objective
1.L3 Recognize with support common names and names ofplaces; recognize the spoken form of a limited range of everyday and classroom words
Assessment criteria
•Identify common names and names of places withsupport
•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.
1.I am Gulnar. I am from Kazakhstan. This is Adelina.
2.I am Adelina. I am from Kazakhstan. This is Sati.
Go on!
Descriptor:
A learner
•names his/ her classmates name using
- “I am …” .
- I am from Kazakhstan.
- This is … .”
Task 2
Listen and do. Repeat after your teacher.
1.Stand up, please!
2.Hands up! Clap - clap!
3.Hands down! Shake - shake!
4.Hands on the hips! Jump – jump!
5.Sit down, please!
Descriptor:
A learner
•follows teacher’s instructions;
•repeats the rhyme.
4
Topic: Greetings and names
Learning objective
1.S1 Make basic personal statements about people, objects andclassroom routines
Assessment criteria
•Talk about people, objects and classroom routines
Level of thinking skills
Knowledge and comprehension
Application
Task
Answer the questions
1.What is your name?
2.How old are you?
3.What colour is it*?
(*Teacher shows objects of different colours)
Descriptor:
A learner
•answers questions about him/herself;
•names the colours of the objects.
5
Topic: Colours
Learning objective
1.L3 Recognize with support common names and names ofplaces; 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.
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.
1
6
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.
7
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.
8
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.
9
Topic: Colours
Learning objective
1.UE6 Use demonstrative pronouns this, these that, those toindicate 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
10
Topic: 1-20
Learning objective
1.L1 Recognize short basic instructions for a limited range ofclassroom routines spoken slowly and distinctly
Assessment criteria
•Follow basic classroom instructions spoken slowly anddistinctly
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.
11
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.
12
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
13
Cross curricular unit: My school
Topic: Classroom objects
Learning objective
1.L1 Recognize short basic instructions for a limited range ofclassroom routines spoken slowly and distinctly
Assessment criteria
•Follow basic classroom instructions spoken slowly anddistinctly
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.
14
Topic: Classroom objects
Learning objective
1.L3 Recognize with support common names and names ofplaces; 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.
15
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.
16
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.
17
Topic: Classroom objects
Learning objective
1.UE1 Use singular nouns, plural nouns – to talk about peopleand places
Assessment criteria
•Talk about people and places using singular and pluralforms
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.
18
Topic: Classroom objects
Learning objective
1.UE4 Use determiners a, an, some, the, this, these to indicatewhat /where something is
Assessment criteria
•Name objects using a, an, this, these, some, the and saywhere 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.
3 4.
4
5. 6.
Descriptor:
A learner
•names objects using determines a, an, the appropriately;
•uses this / these appropriately
19
Topic: Classroom objects
Learning objective
1.UE6 Use demonstrative pronouns this, these, that, those toindicate 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.
20
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, nextto, 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.
21
Topic: Classroom routines
Learning objective
1.L1 Recognize short basic instructions for a limited range ofclassroom routines spoken slowly and distinctly
Assessment criteria
•Follow basic classroom instructions spoken slowly anddistinctly
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.
22
Topic: Classroom routines
Learning objective
1.L3 Recognize with support common names and names ofplaces; recognize the spoken form of a limited range of everyday and classroom words
Assessment criteria
•Identify common names and names of places withsupport
•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.
23
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
24
Topic: Classroom routines
Learning objective
1.UE8 Use simple imperative forms [positive] for basiccommands or instructions.
Assessment criteria
•Give classroom instructions or commands usingimperative forms
Level of thinking skills
Knowledge and comprehension
Application
Task
Work in a pair. Give instructions to each other. Follow them.
Examples:
1.Bring me a pen, please!
2.Come, please!
3.Give your books, please!
4.Count from 1 to 10, please!
5.Draw a balloon, please!
6.Write letter G, please!
7.Read this word, please!
8.Sit down, please!
9.Stand up, please!
10.Show me the picture, please!
Descriptor:
A learner
•gives command to classmates;
•follows instructions correctly.
25
Topic: Classroom routines
Learning objective
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.
26
Topic: Describing things
Learning objective
1.S1 Make basic personal statements about people, objects andclassroom routines
1.S6 Make introductions and requests in basic interactions withothers
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.
27
Topic: Describing things
Learning objective
1.S2 Ask questions in basic exchanges about people, objectsand 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.
28
TERM 2
Cross curricular unit: My family and friends
Topic: Family and friends
Learning objective
1.L3 Recognize with support common names and names ofplaces; recognize the spoken form of a limited range of everyday and classroom words
1.S2 Ask questions in basic exchanges about people, objectsand 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
29
Task 2
Listen to the teacher, repeat and follow the commands
Pick up, put down, stand up, turn around.
Clap left, clap right, clap up, clap down.
Look left, look right, look up, look down.
Turn around, sit down, touch your friend.
Descriptor:
A learner
•follows commands accordingly;
•repeats the rhyme.
30
Topic: Family and friends
Learning objective
1.UE1 Use singular nouns, plural nouns – to talk about peopleand places
Assessment criteria
•Talk about people and places using singular and pluralforms
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.
31
Topic: Family and friends
Learning objective
1.UE4 Use determiners a, an, some, the, this, these to indicatewhat /where something is
Assessment criteria
•Name objects using a, an, this, these, some, the and saywhere 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.
32
Topic: Family and friends
Learning objective
1.UE7 Use personal subject and object pronouns to give basicpersonal 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 old Kate, 8 years old
Damir, student, 10 years oldLiz, student, 9 years old
Descriptor:
A learner
•talks about people using personal pronouns.
33
Topic: In my house
Learning objective
1.L9 Recognise the names of letters of the alphabet
1.UE3 Use basic adjectives to describe people and things
Assessment criteria
•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.
Sofa Chair Table Door
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 thehouse;
•uses topic words.
34
Topic: In my house
Learning objective
1.UE11 Use there is / there are to make short statements andask 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 askingquestions
•Describe position of people and things using in, at, nextto, 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 .
35
Topic: Days of the week
Learning objective
1.L3 Recognize with support common names and names ofplaces; recognize the spoken form of a limited range of everyday and classroom words
Assessment criteria
•Identify common names and names of places withsupport
•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.
Descriptor:
A learner
•uses topic words;
•pronounces words and expressions intelligibly.
OPEN!!!
Saturday
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday 36
Task 2
Listen to the teacher. Choose and show the right card.
1.Nick plays football on Sundays.
2.On Saturday children play outside.
3.Mark and Penny dance on Tuesday and Friday.
4.On Wednesday Ben plays the chess.
5.Kelly goes skating on Thursdays.
Descriptor:
A learner
•demonstrates understanding by showing the appropriate cards.
37
Topic: Days of the week
Learning objective
1.S1 Make basic personal statements about people, objects andclassroom 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
38
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.
39
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
Read the words. Name the first letter in names of places.
1. 2.
BankZoo
3. 4.
AirportCafé
Descriptor:
A learner
•reads the words;
•names the first letters in the names of places.
40
Cross curricular unit: The world around us
Topic: Animals
Learning objective
1.L1 Recognize short basic instructions for a limited range ofclassroom routines spoken slowly and distinctly
Assessment criteria
•Follow basic classroom instructions spoken slowly anddistinctly
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.
41
Topic: Animals
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
Task 1
Look at the pictures. Listen and circle True or False.
Descriptor:
A learner
•circles True /False answers correctly.
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
42
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.
43
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.
1.Picture №1. Is it a pig?
2.Picture №2. Is the fox orange?
3.Picture №3. What color is the elephant?
4.Picture№4. What’s this?
5.Picture №5. Is it a lion?
1. 2.
3. 4. 5.
Descriptor:
A learner
•answers questions using support pictures.
44
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. 45
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.
46
Topic: Hot and cold
Learning objective
1.L3 Recognize with support common names and names ofplaces; recognize the spoken form of a limited range of everyday and classroom words
Assessment criteria
•Identify common names and names of places withsupport
•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.
47
Task 2
Listen to the teacher. Write the number in the box.
1.It is windy today.4.It is cold today.6.It is cloudy today.
2.It is hot today5.It is snowy today.7.It is rainy today.
3.It is sunny today.
Descriptor:
A learner
•numbers the pictures accordingly.
48
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.
.
49
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.
50
Topic: Hot and cold
Learning objective
1.UE7 Use personal subject and object pronouns to give basicpersonal 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.
51
Topic: In Kazakhstan
Learning objective
1.L4 Recognize with support short basic questions about whatsomething is
Assessment criteria
•Identify basic questions with support
Level of thinking skills
Application
Task
Listen to the teacher and show the correct card.
1.It is windy today.
2.Is it a forest?
3.It is hot today.
4.Is it wet today?
5.Is it sunny today?
6.It is a river.
7.It is cold today.
8.Is it a mountain?
Descriptor:
A leaner
•shows the card with question mark for questions;
•shows the card with full stop mark for affirmative sentences.
52
Topic: In Kazakhstan
Learning objective
1.S1 Make basic personal statements about people, objects andclassroom 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, nextto, 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.
53
Descriptor
A learner
•makes up sentences using there is / there are and words;
•describes the pictures;
•uses prepositions appropriately.
54
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
55
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 inalphabetical 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 inalphabetical order
Level of thinking skills
Application
Task 1
Read the words. Underline and name the first letter of the word.
Kazakhstan horse
Astanamountains
Foresttrees
Riverducks
Parksheep
Descriptor
A learner
•reads the words;
•underlines the first letters of the words;
•names first letters of the words.
Task 2
Put the words in alphabetical order.
Park Kazakhstan Astana Lake Mountains
1.___________________
2.___________________
3.___________________
4.___________________
5.___________________
Descriptor
A learner
•reads the words;
•arranges the words in alphabetical order.
56
Topic: In Kazakhstan
Learning objective
1.UE11 Use there is / there are to make short statements and askquestions
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.
57
TERM 3
Cross curricular unit: Travel
Topic: Getting to school
Learning objective
1.L4 Recognize with support short basic questions about whatsomething 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.
58
Topic: Getting to school
Learning objective
1.L2 Recognise with support a limited range of basic commonpersonal questions spoken slowly and distinctly
1.UE9 Use common present simple forms [positive, negative andquestion] 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.
59
Topic: Getting to school
Learning objective
1.UE5 Use interrogative pronouns which, what, where, how toask 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.
60
Topic: This is the way…
Learning objective
1.L2 Recognize with support a limited range of basic commonpersonal 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:
1.What do you put on when it is cold?
2.Do you take your comb to school?
3.Do you wash your face with cold water?
4.What do you take to school in your bag?
5.Do you brush your teeth?
Descriptor:
A learner
•answers questions appropriately.
61
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.
1.Is this “to wash yourface”?
1.What’s this?
2.Is this “to brush yourteeth”?
2.What’s this?
3.Is this “to comb yourhair”?
3.What’s this?
4.Is this “to wash yourface”?
4.What’s this?
5.What’s this?
5.What’s this?
Descriptor:
A learner
•answers questions;
•uses topic words appropriately
62
Topic: This is the way…
Learning objective
1.R4 Use the alphabet to place the first letters of word inalphabetical order
Assessment criteria
•Use the first letters of words to arrange them inalphabetical order
Level of thinking skills
Knowledge and comprehension
Application
Task
Read the words and arrange them in alphabetical order.
Brush wash eat put on go
Descriptor:
A learner
•puts the words in alphabetical order.
63
Topic:Where is it?
Learning objective
1.L3 Recognise with support common names and names ofplaces; recognise the spoken form of a limited range of everyday and classroom words
Assessment criteria
•Identify common names and names of places withsupport
•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.
64
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.
65
Topic:Where is it?
Learning objective
1.UE5 Use interrogative pronouns which, what, where, how toask 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.
66
Topic:Where is it?
Learning objective
1.UE8 Use simple imperative forms [positive] for basiccommands or instructions
Assessment criteria
•Give classroom instructions or commands usingimperative 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.
67
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.
68
Topic: The big red bus
Learning objective
1.L1 Recognize short basic instructions for a limited range ofclassroom routines spoken slowly and distinctly
Assessment criteria
•Follow basic classroom instructions spoken slowly anddistinctly
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.
1.Show the red bus, please.
2.Show the plane, please.
3.Show the car, please.
4.Show the white bus, please.
5.Show the fire truck, please.
6.Show the rocket, please.
7.Show the digger, please.
8.Show the motorbike, please.
Descriptor:
A learner
•shows the right cards
69
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.
70
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
71
Topic: The big red bus
Learning objective
1.UE6 Use demonstrative pronouns this, these, that, those toindicate 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.
2._____________ are bicycles.
3.________________ is an airplane.
4.________________ are trams.
Descriptor:
A learner
•completes sentences with this, that, these and those.
72
Cross curricular unit: Traditions and folklore
Topic: Happy Birthday
Learning objective
1.L1 Recognise short basic instructions for a limited range ofclassroom routines spoken slowly and distinctly
Assessment criteria
•Follow basic classroom instructions spoken slowly anddistinctly
Level of thinking skills
Knowledge and comprehension
Application
Task
Listen to the instructions. Put the number under the picture appropriate to the command.
1.Stand up.
2.Brush teeth.
3.Clap the hands
4.Put on shoes.
5.Show the shoulders.
Descriptor:
A learner
•puts the correct numbers in the boxes.
73
Topic: Happy Birthday
Learning objective
1.S6 Make introductions and requests in basic interactions withothers
1.UE5 Use interrogative pronouns which, what, where, how to askbasic 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.
74
Topic: Happy Birthday
Learning objective
1.R3 Recognize and identify some familiar sight wordsfrom local environment
Assessment criteria
•Identify familiar words
Level of thinking skills
Knowledge and comprehension
Application
Task
Read the words. Match the words with the objects in the picture.
Balloons
Birthday cake
Ice cream
Gift
Birthday hat
Candles
Descriptor
A learner
•reads words;
•matches words with the objects.
75
Topic: Happy birthday
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.
76
Topic: Springtime in Kazakhstan
Learning objective
1.L3 Recognize with support common names and names ofplaces; recognize the spoken form of a limited range of everyday and classroom words
Assessment criteria
•Identify common names and names of places withsupport
•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.
1.This is Baiterek. It is a symbol of Astana.
2.It is an apple. It is in Almaty.
3.It is the Piramida. In the in Astana.
4.I like walking in the park.
5.We go to Medeu every Sunday.
6.My friends like going to Khan Shatyr.
Descriptor:
A learner
•finds and shows the right picture according to the description.
77
Topic: Springtime in Kazakhstan
Learning objective
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.
78
Topic: Hats and masks
Learning objective
1.L1 Recognize short basic instructions for a limited range ofclassroom routines spoken slowly and distinctly
Assessment criteria
•Follow basic classroom instructions spoken slowly anddistinctly
Level of thinking skills
Knowledge and comprehension
Application
Task
Listen to the teacher. Follow instructions. Make a tiger mask.
1.Take a sheet of paper.
2.Draw an oval.
3.Draw two ears.
4.Draw two eyes.
5.Draw a nose.
6.Colour the mask orange, black and white.
7.Cut the mask.
8.Make holes for eyes.
9.Tie a string.
10.Try it.
Descriptor:
A learner
•draws items on a paper according to the instructions;
•colours the mask;
•cuts the mask and holes for eyes;
•ties a string.
79
Topic: Hats and masks
Learning objective
1.S6 Make introductions and requests in basic interactions withothers
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.
80
Topic: Hats and masks
Learning objective
1.UE11 Use there is / there are to make short statements and askquestions
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
81
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.
82
Topic: Story time
Learning objective
1.S4 Respond to basic supported questions about people, objectsand 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.
1.What colour are the frogs?
2.How many frogs are there?
3.What colour is the pot?
4.Can the frog fly?
5.What does the frog do?
Descriptor:
A learner
•answers questions based on the pictures.
83
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?
1
2
3
4
5
6
7
Descriptor:
A learner
•asks and answers questions;
•uses topic words appropriately;
•pronounces words intelligibly.
84
TERM 4
Cross curricular unit: Food and drink
Topic: Things I like
Learning objective
1.L4 Recognize with support short basic questions about whatsomething 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.
1.Is this soup?
2.Are these oranges?
3.Is this cheese.
4.Are these grapes?
5.Is this a salad?
6.Are these bananas?
Descriptor:
A learner
•numbers the pictures accordingly.
85
Topic: Things I like
Learning objective
1.S1 Make basic personal statements about people, objects andclassroom routines
1.R4 Use the alphabet to place the first letters of words inalphabetical 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 cream MilkEgg
OrangeAppleBanana
Descriptor:
A learner
•names foods and drinks;
•says what he/ she like;
•says what he/she doesn’t like.
86
Topic: Things I like
Learning objective
1.S2 Ask questions in basic exchanges about people, objects andclassroom 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.
87
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.
88
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.
89
Topic: Hot and cold
Learning objective
1.UE7 Use personal subject and object pronouns to give basicpersonal 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
Kim
Ben
1.Do you like hot milk?
2.Do you like meat andvegetables?
3.Do you like fish andrice?
4.What would you liketo eat?
1.Does Kim like salad?
2.Does she like hotchicken?
3.Does she likecheeseburger?
4.Does she drink orangejuice?
1.Does Ben like beans?
2.Does he like ice –cream?
3.Does he like pasta?
4.What does he do?
Descriptor:
A learner
•answers questions using pronouns.
90
Topic: Hot and cold
Learning objective
1.UE9 Use common present simple forms [positive, negative andquestion] 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.
Ben Kim
Likes
Doesn’t like
Descriptor:
A learner
•talks about likes and dislikes;
•uses present simple forms correctly;
•uses topic words.
91
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.
1.Do pandas eat bananas?
2.Do bears eat cheese?
3.What do monkeys like?
4.Do cat drink milk?
5.What do bears like?
Descriptor:
A learner
•responds to the questions correctly;
•uses topic words appropriately.
92
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.
1.Pandas like leaves.
2.Bears like fish.
3.Cows like grass.
4.Cats like milk.
5.Monkeys like bananas.
1.
2.
3.
4.
5.
Descriptor:
A learner
•Identify and draws what animals like.
93
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.
94
Topic: Nice or nasty
Learning objective
1.L2 Recognise with support a limited range of basic commonpersonal 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.
1.What is your favourite colour?
2.What is your favourite food?
3.What is your favourite song?
4.What is your favourite animal?
5.What is your favourite toy?
6.What is your favourite sport?
7.What is your favourite holiday?
Descriptor:
A learner:
•answers the questions;
•uses topic words;
•pronounces words and expressions clearly.
95
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.
96
Topic: Nice or nasty
Learning objective
1.UE5 Use interrogative pronouns which, what, where, how toask 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.
97
Cross curricular unit: Health and body
Topic: Hands and Head
Learning objective
1.L8 Understand short narratives spoken slowly and distinctly onroutine and familiar topics
Assessment criteria
•Identify the meaning of stories spoken slowly anddistinctly 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.
98
Topic: Hands and Head
Learning objective
1.S1 Make basic personal statements about people, objects andclassroom 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.
99
Topic: Hands and Head
Learning objective
1.UE1 Use singular nouns, plural nouns – to talk about people andplaces
Assessment criteria
•Talk about people and places using singular and pluralforms
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.
100
Topic: Hands and Head
Learning objective
1.UE9 Use common present simple forms [positive, negative andquestion] 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.
101
Topic Let’s move
Learning objective
1.L1 Recognize short basic instructions for a limited range ofclassroom routines spoken slowly and distinctly
Assessment criteria
•Follow basic classroom instructions spoken slowly anddistinctly
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.
102
Topic: Let’s move
Learning objective
1.S4 Respond to basic supported questions about people, objectsand classroom routines
Assessment criteria
•Answer basic questions with support
Level of thinking skills
Knowledge and comprehension
Application
Task
Listen and answer the questions.
1.What’s your name?
2.What grade are you in?
3.Do you have any friends in your class?
4.Do you play football?
5.Do you like dancing?
6.Do you play volleyball?
7.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 fromlocal environment
Assessment criteria
•Read some words from local environment
Level of thinking skills
Knowledge and comprehension
Application
Task 1
Read the words.
Descriptor:
A learner
•reads the words.
103
Topic: Let’s move
Learning objective
1.UE8 Use simple imperative forms [positive] for basiccommands or instructions
Assessment criteria
•Give classroom instructions or commands usingimperative forms
Level of thinking skills
Knowledge and comprehension
Application
Task
Listen to the teacher. Follow the instructions.
1.Stand up, please!
2.Come to the board, please!
3.Hand in your copybook, please!
4.Open your book on page number 10, please!
5.Give me red marker, please!
6.Look at the window, please!
7.Open the door using your left hand, please!
8.Close the door using your right hand, please!
9.Sit with Alen and work in a pair, please!
10.Draw a hand, please!
Descriptor:
A learner
•follows instructions correctly.
104
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, nextto, 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.
1.Where is the teacher?
2.What is there on the table?
3.Where is Mary sitting?
4.Where is Nancy sitting?
5.Where is Jane sitting?
6.Where are the children?
Descriptor:
A learner
•answers questions using prepositions of place;
•pronounces words and expressions clearly.
105
Topic: Making a puppet
Learning objective
1.L5 Recognize the sounds of phonemes and phoneme blends
Assessment criteria
•Identify the phonemes and phoneme blends
Level of thinking skills
Knowledge 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.
1.Rabbit
2.Puppet
3.Finger
4.Squirrel
5.Monkey
6.Tiger
7.Butterfly
8.Lion
9.Pencil
10.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.
106
Topic: Making a puppet
Learning objective
1.S2 Ask questions in basic exchanges about people, objectsand 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.
107
Topic: Making a puppet
Learning objective
1.UE8 Use simple imperative forms [positive] for basiccommands or instructions
1.UE4 Use determiners a, an, some, the, this, these toindicate what/where something is
Assessment criteria
•Give classroom instructions or commands usingimperative 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, theseappropriately;
•gives commands correctly;
•follows commands;
•pronounces words and expressions clearly.
108
Topic: A special dance
Learning objective
1.L4 Recognize with support short basic questions about whatsomething is
Assessment criteria
•Identify basic questions with support
Level of thinking skills
Knowledge and comprehension
Application
Task
Listen and show the right card.
Question: Statement:
1.What’s your name?
2.I have got a beautiful blue bag.
3.How old are you?
4.I live in a big house.
5.Where are you from?
6.Do you like dancing?
7.I like puppet theatres.
8.I have a hand puppet.
9.What animals do you know?
Descriptor
A learner
•chooses “Q” for questions;
•chooses “S” for statement.
Q
S
109
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.
110
Links to the websites
1.www.coloringprintables.net
2.www.all-free-download.com
3.www.sketchite.com
4.www.pinterest.com
5.www.clipartpanda.com
6.www.clipartix.com
7.www.canstockPhoto
8.www.fotosearch.com
9.www.allday.ru
10.www.123listening.com
11.www.iSLcollection.com
12.www.agendaweb.org
13.www.ESLgold.com
14.www.ATH-Salamanders.com
15.www.worksheetfun.com
111

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