СОЧ Английский язык 2 класс / Ағылшын тілі 2 сынып / A collection of tasks for Formative Assessment English Grade 2 2017-2018 жыл год

A collection of tasks for Formative Assessment
English
Grade 2

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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 http://josparik.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.
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Contents
TERM 1…………………………………………………………………………………………………………………………. 4 Cross curricular unit: All about me ………………………………………………………………………………… 4 Cross curricular unit: My family and friends …………………………………………………………………. 15 TERM 2……………………………………………………………………………………………………………………….. 30 Cross curricular unit: My school ………………………………………………………………………………….. 30 Cross curricular unit: The world around us ……………………………………………………………………. 48 TERM 3……………………………………………………………………………………………………………………….. 67 Cross curricular unit: Health and body ………………………………………………………………………….. 67 Cross curricular unit: Traditions and customs ………………………………………………………………… 82 TERM 4……………………………………………………………………………………………………………………….. 93 Cross curricular unit: The natural environment ……………………………………………………………… 93 Cross curricular unit: Travel………………………………………………………………………………………. 107
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TERM 1
Cross curricular unit: All about me
Topic: Hello again
Learning objective
2.L2 Recognize with considerable support an increasing range of common personal questions
Assessment criteria

Identify personal questions with considerable support
Level of thinking skills
Knowledge and comprehension
Task
Listen to the teacher and answer the questions.
1. What is your name? 2. How are you?
3. How old are you?
4. Where are you from? 5. Have you got a family? 6. Can I have your pen? 7. What colours do you see? 8. What is your favourite animal? 9. What is your favourite food? 10. What is your hobby?
Descriptor:
A learner
• answers questions appropriately;
• uses topic words.
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Topic: Hello again
Learning objective
2.S6 Use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges
Assessment criteria
• •
Interact with others in short conversation Use short answers appropriatelyin conversation
Level of thinking skills
Application
Task
Work with a partner. Ask and answer the questions. Swap the roles.
Example:
Learner 1: Learner 2:
1. Q: What is your name? 1. A: My name is … .
2. Q: How are you? 2. A: I am fine. Thank you.
3. Q: How old are you? 3. A: Eight.
4. Q: Where are you from? 4. A: I am from Kazakhstan.
5. Q: Have you got a family? 5. A: Yes, I have got a family.
6. Q: What colours do you see? 6. A: I see yellow, pink ….
7. Q: What is your favourite 7. A: A dog.
animal? 8. A: Yes, I have.
8. Q: Do you have a friend?
Descriptor:
A learner
• asks questions;
• answers shortly to the questions; • uses topic words;
• pronounces words and expressions clearly.
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Topic: Hello again
Learning objective
2.R2 Identify, remember and sound out high-frequency sound and letter patterns

Assessment criteria
Read and pronounce frequently used sound and letter patterns
Level of thinking skills
Application
Task
Underline the first letters of the words. Read the words.
Askhat bank
Nurlan school Aru hospital cinema park Svetlana
Descriptor
A learner


underlines in itial letters o f th e w ords; reads t he words.
Topic: Hello again
Learning objective
2.W5 Write letters and familiar high frequency words when read aloud or spelt out for learners
Assessment criteria
• Write letters and frequently used familiar words
Level of thinking skills
Application
Task
Listen to the teacher. Write the words.
Teacher reads aloud: boy, pencil, banana, family, bus, dog.
Teacher spells the words aloud: b-o-y, p-e-n-c-i-l, b-a-n-a-n-a, f-a-m-i-l-y, b-u-s, d-o-g.
Descriptor:
A learner
••
writes down the words;
completes th e w ords w ith the mis sing letters.
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Topic: Hello again
Learning objective
2.W6 Use with support upper and lower case letters accurately when writing familiar high frequency words
Assessment criteria
• Write familiar words using appropriate case of the letter
Level of thinking skills
Application
Task
Complete the words. Use letters from the box.
T a D k t A d K
Descriptor:
A learner
• completes words;
• uses the appropriate form of upper and lower case letters.
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Topic: I can…
Learning objective
2.L1 Understand a range of short basic supported classroom instructions
Assessment criteria
• Recognise short classroom commands with support
Level of thinking skills
Knowledge and comprehension
Task
Listen and do. Repeat after your teacher.
Hop like a rabbit. Jump like a frog. Walk like a duck. Run like a dog. Fly like a bird. Swim like a fish.
Descriptor:
A learner
• follows the instructions accordingly;
• repeats the rhyme;
• pronounces the words and expressions clearly.
Topic: I can…
Learning objective
Assessment criteria
2.L2 Recognize with considerable support an increasing range of common personal questions
• Identify personal questions with considerable
support
Level of thinking skills
Application
Task
Listen and answer the questions.
1. Can you read?
2. Can you write?
3. Can you swim?
4. Can you fly?
5. Can you climb a tree?
6. Can you bring me your book, please?
7. Can you show me your pen, please?
8. Can you bring me your red marker, please?
9. Can you count to 20, please?
10. Can you write the letter B, please?
Descriptor:
A learner
• responds to the questions;
• uses topic words.
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Topic: I can…
Learning objective
2.S2 Ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines
Assessment criteria


Get information using questions on familiar topics and classroom activities
Make up questions properly
Level of thinking skills
Application
Task
Ask questions. Use the pictures below. Example: Can cat run fast? Can’t cat swim?
Run fast
Swim
Sing
Jump
Descriptor:
A learner
• asks positive and negative questions using picture;
• uses can and can’t appropriately;
• pronounces word and expressions clearly.
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Topic: I can …
Learning objective
2.S4 Respond to basic supported questions giving personal and factual information
Assessment criteria
• Answer basic questions with support • Provide personal information and facts
Level of thinking skills
Application
Task
Answer the questions.
1. Can Alisher read?
2. Can Dana write?
3. Can Eldar swim?
4. Can you fly?
5. Can a cat climb a tree?
6. Can you give Sati your book, please?
7. Can you show Danil your pen, please?
8. Can you bring me your red pencil, please?
9. Can you count Arina’s pencils, please?
10. Can you write the letter F, please?
Descriptor:
A learner
• answers questions;
• uses topic words;
• pronounces words and expressions clearly.
Learning objective
Topic: I can
2.S8 Give simple instructions for others to follow
Assessment criteria
• •
Give simple commands Follow commands
Level of thinking skills
Application
Task
Work in a pair. Give commands to the classmate. 1. Alisher, read the word!
2. Erlan, write a letter.
3. Eldar, show how fish swim.
4. Fly, like a bird!
5. Climb a tree!
6. Give Sati your book, please!
7. Show Danil your pen!
8. Bring me red marker, please!
9. Count Arina’s pencils, please! 10. Write letter G, please!
Descriptor:
A learner
• gives commands appropriately;
• follows commands accordingly.
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Topic: I can …
Learning objective
2.UE13 Use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
Assessment criteria
• Talk about ability, make requests and offers, and
ask for permission using can and can’t
Level of thinking skills
Application
Task
Work with a partner. Ask and answer questions. Use can and can’t.
Descriptor
A learner
• asks and answers questions;
• uses can and can’t appropriately;
• pronounces words and expressions clearly.
Topic: My clothes and things
Learning objective
2.L1 Understand a range of short basic supported classroom instructions
Assessment criteria

Recognise short classroom commands with support
Level of thinking skills
Knowledge and comprehension
Task
Teacher prepares photocopies of a number of clothes.
1. Take a T-shirt, take a dress, take jeans, etc.
2. Write 10 on the T- shirt. Colour it green.
3. Say what colour your clothes.
Descriptor:
A learner
• follows instructions appropriately;
• writes numbers on the clothes;
• colours clothes;
• talks about colours of his/ her clothes.
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Topic: My clothes and things
Learning objective
2.S1 Make basic statements related to personal information, people and objects on familiar topics and classroom routines
Assessment criteria


Talk about personal information, people and objects and classroom activities
Make up sentences on familiar topics and classroom activities
Level of thinking skills
Application
Task
Say what clothes you and your classmates put on.
Example: I put on a … . She puts on a … . He puts on a … .
Descriptor:
A learner
• makes up sentences correctly;
• says what clothes he/she is wearing;
• pronounces words and phrases intelligibly.
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Topic: My clothes and things
Learning objective
2.UE1 Use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions
Assessment criteria
• Apply singular and plural nouns and some irregular
plural forms
Level of thinking skills
Application
Task
Look at the pictures. Divide clothes into two groups: plural nouns and singular nouns. Make up sentences and say.
Singular
Plural
It’s a blue cap.
These are blue
shorts.
Descriptor:
A learner
• divides clothes into 2 groups;
• makes up and says sentences;
• uses singular and plural nouns appropriately.
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Topic: My clothes and things
Learning objective
2.UE3 Use common adjectives in descriptions and talk about simple feelings
Assessment criteria
• Talk about feelings using simple feeling words • Give description using common adjectives
Level of thinking skills
Application
Task
Look at the pictures. Describe clothes and people. Use adjectives red, grey, yellow, happy, sad, proud, surprised etc.
Example: The boy is happy.
Descriptor:
A learner
• describes clothes using adjectives;
• talks about feelings;
• uses topic words;
• pronounces words and expressions clearly.
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Cross curricular unit: My family and friends
Topic: Friends’ names
Learning objective
2.L3 Understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
Assessment criteria
• Recognise the main information in a short carefully
articulated talk on familiar topics
Level of thinking skills
Knowledge and comprehension
Task
Listen to the teacher. Write the number of the sentence in the box.
1. I am going to the shop with Mike on Thursday. 2. My friend Betty is going to the cinema on Sunday. 3. Mikey and Ben go to the park every evening. 4. Nancy with Mary goes to the library every day.
Descriptor:
A learner
• numbers pictures accordingly.
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Topic: Friends’ names
Learning objective
2. R1 Read and spell out words for others
Assessment criteria
• •
Read word Spell words for others
Level of thinking skills
Application
Task
Match the words with the pictures. Spell them.
Descriptor:
A learner
• reads the words;
• matches the words with the pictures;
• pronounce the words clearly.
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Topic: Friends’ names
Learning objective
2.W2 Write letters and familiar high frequency words when read aloud or spelt
Assessment criteria
• Write letters and familiar frequently used words when
read aloud or spelt
Level of thinking skills
Application
Task
Listen to the teacher. Write the letters and the word.
Descriptor:
A learner
•• wrwrites the wordites the letters;.
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Topic Helping hands
Learning objective
2.L1 Understand a range of short basic supported classroom instructions
Assessment criteria
• Recognise short classroom commands with support
Level of thinking skills
Knowledge and comprehension
Task
Listen and do. Answer the questions. Use sure, no problem, here you are, sorry I can’t, sorry I need it.
1. Can you give me your ruler, please?
2. Go to the board and clean it, please.
3. Collect the copybooks, please.
4. Close/open the door, please.
5. Switch on/ off the light, please.
6. Can you bring the register, please?
7. Open your books on page 25, please.
8. Can you pass the paper, please?
9. Can you give me your book, please?
10. Can you tell me the time, please?
Descriptor:
A learner
• follows instructions appropriately;
• answers the questions using sure, no problem, here you are, sorry I
can’t, sorry I need it;
• pronounces words and expressions clearly.
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Topic: Helping hands
Learning objective
Assessment criteria
2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
• Talk about objects, activities and classroom routines
using topic words, phrases and short sentences
Level of thinking skills
Application
Task
Make up the dialogues. Use questions and words.
1. Can I help you?
2. Can I, please, use your pen?
3. Can I, please, have your scissors?
sure no problem
here you are sorry I can’t
sorry I need it with pleasure
Descriptor:
A learner




asks and answers questions;
makes up the dialogue;
uses topic words;
pronounces words and expressions clearly.
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Topic: Helping hands
Learning objective
2.S5 Begin to articulate clearly the difference between various sounds
Assessment criteria
• Start to distinguish clearly the different sounds
Level of thinking skills
Application
Task
Work in a pair. Read the word. Show the right card.
Descriptor:
A learner
• reads words clearly;
• shows the appropriate cards.
Topic: Helping hands
Learning objective
2.S6 Use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges
Assessment criteria
•Interact with others in short conversation •Use short answers appropriately in conversation
Level of thinking skills
Application
Task
Make up a dialogue. Use can and can’t.
Example: Ann, can you help me with my homework?
Yes, I can help you with pleasure.
Can you come to my house today afternoon?
Sure.
Descriptor: A learner
• asks and answers the questions;
• makes up short dialogue;
• uses can and can’t appropriately;
• pronounces words and expressions clearly.
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Topic: Helping hands
Learning objective
2.R1 Read and spell out words for others
Assessment criteria
Level of thinking skills
• Read words
• Spell out words for others Application
Task
Read the situations. Spell out the highlighted words.
Descriptor:
A learner
• reads the sentences;
• spells out highlighted words;
• pronounces words and expressions clearly.
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Topic: Helping hands
Learning objective
2.W1 Write with support short responses at phrase level to questions and other prompts
Assessment criteria
• Answer to the questions with support • Write short answers at phrases level
Level of thinking skills
Application
Task
Read the questions. Write the answers. Use this, these, that, those.
1.
What is this?
2.
What are
those?
3.
What are
these?
4. What is that?
Descriptor:
A learner
• answers questions; •
• spells words properly.
uses this, these, that and those appropriately;
____________________________
___________________________________________
_________________________________________
___________________________
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Topic: Helping hands
Learning objective
2.UE6 Use demonstrative pronouns this, these, that, those to make and respond to requests for information
Assessment criteria
• Make requests for information • Respond to requests
• Use pronouns this, these, that, those
Level of thinking skills
Application
Task
Make up sentences. Use This/ These, That/Those.
Descriptor:
A learner
• writes sentences;
• uses this, these, that and those appropriately.
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Topic: Helping hands
Learning objective
2.UE13 Use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
Assessment criteria

Talk about ability, make requests and offers, and ask for permission using can and can’t
Level of thinking skills
Application
Task
Match sentences.
Can you , please, Can you, please,
show me your photo album? help me with this exercise?
Can I Can I
take your book? collect the copybooks?
Can you Can you
sing a song? draw a picture?
Descriptor:
A learner
• matches two halves of sentences corretcly.
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Topic: People I know
Learning objective
2.L3 Understand the main points of short, slow and carefully articulated talk on routine and f amiliar to pics features such as colour and number
Assessment criteria
• Recognise the main information in a short carefully
articulated talk o n f amiliar to pics
Level of thinking skills
Knowledge and comprehension
Task
Look at the picture. Listen, find the described person and write the numbers.
1. Jane is wearing a grey skirt and a black blouse.
2. John is in blue trousers and a red T-shirt.
3. Mary is wearing white jeans and a blue and white T-shirt.
4. Nick is in a brown jacket, white shirt and green trousers.
5. Steven is wearing a green T-shirt.
6. Jill is wearing a pink top and blue jeans.
7. Sandy is in grey trousers and blue and yellow top.
8. Sandra is wearing a light green top, a pink skirt and dark green trousers.
Sandra
Jill
Steven
Mary
Sandy
Nick
John
Jane
Descriptor:
A learner
• writes the appropriate numbers under the name.
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Topic: People I know
Learning objective
2.S1 Make basic statements related to personal information, people and objects on familiar topics and classroom routines
Assessment criteria


Talk about personal information, people and objects and classroom activities
Make up sentences on familiar topics and classroom activities
Level of thinking skills
Application
Task
Talk about people and classroom objects in the pictures. Example: There is a school.
Descriptor:
A learner
• makes up sentences about people;
• makes up sentences about classroom objects and routines;
• uses topical vocabulary;
• pronounces words and expressions clearly.
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Topic: People I know
Learning objective
2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
Assessment criteria
• Talk about objects, activities and classroom routines using
topic words, phrases and short sentences
Level of thinking skills
Application
Task
Make up phrases and sentences. Use pictures and words. Example: There is a student. He is going to the school.
Descriptor:
A learner
• makes up short sentences/phrases; • pronounces words and expressions clearly.
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Topic: People I know
Learning objective
2.UE3 Use common adjectives in descriptions and to talk about simple feelings
Assessment criteria
• Talk about feelings using simple feeling words • Give description using common adjectives
Level of thinking skills
Application
Task
Describe pictures. Use adjectives happy, sad young, old, long, short, slow and fast.
Descriptor:
A learner
• describes each picture;
• uses appropriate adjectives;
• pronounces words and expressions clearly.
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Topic: People I know
Learning objective
2.UE13 Use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
Assessment criteria

Talk about ability, make requests and offers, and ask for permission using can and can’t
Level of thinking skills
Application
Task
Look at the pictures. Make up sentences.
Examples: I can’t fly.
I can help you to draw.
Can I take your pen?
Descriptor:
A learner
• makes up sentences;
• uses can or can’t appropriately;
• pronounces words and expressions clearly.
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TERM 2
Cross curricular unit: My school
Topic: Counting and Measuring
Learning objective
2.L1 Understand a range of short basic supported classroom instructions
Assessment criteria

Recognise short classroom commands with support
Level of thinking skills
Knowledge and comprehension Application
Task
Listen and do. Repeat after your teacher.
Stand up, please Hands up, please Hands down, please Hands on the hips, please Turn left, please Turn right, please Stand still, please Sit down, please.
Descriptor:
A learner
• follows instructions accordingly;
• pronounces words and expressions clearly.
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Topic: Counting and measuring
Learning objective
2.L3 Understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as color and number
Assessment criteria

Recognise the main information in a short carefully articulated talk on familiar topics
Level of thinking skills
Knowledge and comprehension
Task
Take a set of flashcards. Listen and follow.
1. Put on the desk your green “13” card first.
2. Then put next to it your blue “15”card.
3. Then put your blue “13” card.
4. Put your red “15” card under the blue “13” card. 5. Put your red “19” card next to the red “15” card. 6. Then put your green “18” card under the blue “15”card. 7. Put your purple “17” card under red “19”.
8. Put your purple“11” card next to the purple “17” card. 9. Say the numbers in order you put them.
13
15
13
15
19
18
17
11
Descriptor:
A learner
• arranges flashcards in an instructed order; • says the numbers in appropriate order; • pronounces words and expressions clearly.
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Topic: Counting and measuring
Learning objective
2.L5 Identify missing phonemes in incomplete words
Assessment criteria
• •
Recognise missing letters Complete the words
Level of t hinking s kills
Knowledge and comprehension Application
Task
Listen a nd write th e le tters. U se le tters f rom the
box.
th
tw f s ty
__elve
__irty–four
__ive
twen____ __ixteen
Descriptor:
A learner
• chooses the appropriate letters for the words;
• completes the words.
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Topic: Counting and Measuring
Learning objective
2.S4 Respond to basic supported questions giving personal and factual information
Assessment criteria
• •
Answer basic questions with support Provide personal information and facts
Level of thinking skills
Application
Task
Look at the picture and answer the questions.
1. How many pupils are there in the classroom? 2. How many windows are there in the room? 3. What colour is teacher’s desk?
4. Are there nine students?
5. Is there one teacher?
6. How many students are there raise their hands?
Descriptor:
A learner
• answers questions using supporting picture; • uses topic words appropriately; • pronounces words and expressions clearly.
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Topic: Counting and measuring
Learning objective
2.R4 Begin to use with support a simple picture dictionary
Assessment criteria
• Use a picture dictionary with support
Level of thinking skills
Application
Task
Read the words for numbers from 13 to 19. Use pictures as prompts.
Descriptor:
A learner
• reads words intelligibly.
Topic: Counting and measuring
Learning objective
2.UE2 Use cardinal numbers 1 -50 to count
Assessment criteria

Count numbers 1-50
Level of thinking skills
Application
Task
Count objects in the pictures. Use “There are …”.
Descriptor:
A learner
• counts objects in the pictures;
• says the number of the objects using “There are …”;
• pronounces words and expressions clearly.
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Topic: Counting and measuring
Learning objective
2.UE11 Use have got + noun to describe and ask about possessions
Assessment criteria

Apply have got + noun in a talk for possessions
Level of thinking skills
Application
Task
Make up s tatements. U se have got + noun. Example: The girl has got six books.
Descriptor:
A learner
• makes up statements using have got+ noun;
• uses topic words;
• pronounces words and expressions clearly.
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Topic: Around school
Learning objective
2.L4 Recognize with support short basic questions relating to features such as color and number
Assessment criteria
• Identify basic questions with support • Recognize colours and numbers
Level of thinking skills
Knowledge and comprehension
Task
Listen and answer the questions.
1. How many days are there in a week? 2. How many months are there in the year? 3. What is your favourite color? 4. How many people are in your family? 5. How many students in your class?
Descriptor:
A learner
• responds to the questions;
• uses topic words;
• pronounces words and expressions clearly.
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Topic: Around school
Learning objective
2.L5 Identify missing phonemes in incomplete words
Assessment criteria
• •
Recognise missing letters Complete the words
Level of t hinking s kills
Task
Listen and fill in the missing le tters. U se letters from the box .
br mp nt nt nf
ca _____ een
li _____ ary
co _____ erence hall
co _____ uter room
17
seve _____ een
Descriptor:
A learner
• completes words;
• uses appropriate letters.

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Topic: Around school
Learning objective
2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
Assessment criteria

Talk about objects, activities and classroom routines using topic words, phrases and short sentences
Level of thinking skills
Application
Task
Look at the pictures and describe them. Example: This is a gym. There are balls in the gym.
1.
2.
3.
4.
5.
6.
Descriptor:
A learner
• names the room of the school;
• describes the pictures;
• uses topic words;
• pronounces words and expressions clearly.
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Topic: Around school
Learning objective
2.W3 Write short phrases to identify people, places and objects
Assessment criteria
• •
Identify people, places and objects; Write short phrases
Level of thinking skills
Application
Task
Look at the pictures. Write short phrases. Use words from the box. Example: Happy boy.
Happy
Descriptor:
A learner
• uses words from the box; • writes short phrase; • spells words correctly.

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Topic: Around school
Learning objective
Assessment criteria
2.UE14 Use basic prepositions of location and position at, behind, between, in, in front of, near, next to, on, to to describe where people and things are; use prepositions of time: on, in, at to talk about days and times
• Describe position and location of people and things
• Speak about days and time
• Use at, behind, between, in, in front of, near, next to, on
Level of thinking skills
Application
Task 1. Look at the pictures and say. Useat, behind, in, in front of, near, next to, on.
Example: The cat is in the box.
Task 2. Tell what you do every day. Use on, in and at. Example: On Sundays I play football at school.
Descriptor:
A learner
• talks about location of the objects;
• uses appropriate prepositions.
• talks about activity;
• uses appropriate prepositions and days of the
week.
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Topic: School days
Learning objective
2.L2 Recognize with considerable support an increasing range of common personal questions
Assessment criteria

Identify personal questions with considerable support
Level of thinking skills
Knowledge and comprehension
Task
Listen and answer the questions.
1. How many days are there in a week?
2. What are they?
3. When is your birthday?
4. What grade are you in?
5. Do you have friends at school?
6. When do you go to the school?
Descriptor:
A learner
• answers questions;
• uses topic words;
• pronounces words and expressions clearly.
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Topic: School days
Learning objective
2.L3 Understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as color and number
Assessment criteria

Recognise the main information in a short carefully articulated talk on familiar topics
Level of thinking skills
Knowledge and comprehension
Task
Listen and circle the correct answer. Tell your answer.
1. There are green and red apples.
Count them.
a. 8 green and 6 red apples b. 7 green and 6 red apples c. 7 green and 8 red apples
2. What colour are bananas?
red
yellow
orange
3. Where do you eat at school?
4. Do you wear the uniform at
school? What colour is it?
5. How many pupils are there
in your class?
20
25
18
Descriptor:
A learner
• circles the correct answers;
• says his/ her answers;
• uses topic words.
42

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Topic: School days
Learning objective
2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
Assessment criteria
• Talk about objects, activities and classroom routines
using topic words, phrases and short sentences
Level of thinking skills
Application
Task
Describe the objects in the picture. Example: There is a ruler. It is grey.
Descriptor:
A learner
• describes pictures;
• uses topic words;
• pronounces words and expressions clearly.
43

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Topic: School days
Learning objective
2.R2 Identify, remember and sound out high-frequency sound and letter patterns
Assessment criteria
• Read and pronounce frequently used sound and letter
patterns
Level of thinking skills
Application
Task
Complete the words. Use letters from the box. Read the words.
pai_ _
_ all
_ aper
_en
_ ike
B p b p nt b
Descriptor:
A learner
• completes the words using letters from the box; • reads the words.
Topic: School days
Learning objective
2.W7 Spell some familiar high-frequency words accurately during guided writing activities
Assessment criteria
• Write familiar frequently used words accurately
Level of thinking skills
Application
Task
Answer the questions. Write down your answers. Example:
What class are you in? Two.
Where do you eat your lunch in the school? Canteen.
When do you go to the park? On Tuesday.
Where are Azamat and Diana? In library.
Descriptor:
A learner
• answers the questions;
• writes down his/ her answers correctly.

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Topic: Class Photos
Learning objective
2.S2 Ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines
Assessment criteria
• Get information using questions on familiar topics and
classroom activities
• Make up questions properly
Level of thinking skills
Application
Task
Look at the pictures. Ask questions. Use what, where, who and how. Example: What students are doing?
Descriptor:
A learner
• asks questions;
• uses wh-questions and how;
• pronounces words and expressions clearly.
45

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Topic: Class Photos
Learning objective
2.S4 Respond to basic supported questions giving personal and factual information
Assessment criteria
• •
Answer basic questions with support Provide personal information and facts
Level of thinking skills
Application
Task
Imagine this is your photo. Answer the questions.
1. When was it?
2. What was it?
3. Who are in the picture? 4. What are they doing? 5. Where is it?
6. What was the weather like?
Descriptor:
A learner
• answers questions using supporting picture; • uses topic words;
• pronounces words and expressions clearly.
46

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Topic: Class Photos
Learning objective
2.R2 Identify, remember and sound out high-frequency sound and letter patterns
Assessment criteria
• Read and pronounce frequently used sound and letter
patterns
Level of thinking skills
Application
Task
Read the words.
Hello, dance, sing, trousers, cap, one, four, eighteen, gym, ball, aunt, ice – cream, jacket, lemon.
Descriptor:
A learner
• reads the words with clear pronunciation.
Topic: Class Photos
Learning objective
2.UE7 Use personal subject and object pronouns to describe people and things
Assessment criteria
• •
Apply personal subject and object pronouns Describe people and things
Level of thinking skills
Application
Task. Make up sentences. Use subject and object pronouns. Read sentences.
Example: My friend has got coloured pensils.
Give me a red pencil, please.
Descriptor:
A learner
• makes up sentences using subject pronouns; • makes up sentences using object pronounces; • reads sentences.
47

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Cross curricular unit: The world around us
Topic: Different places
Learning objective
2.L3 Understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as color and number
Assessment criteria
• Recognise the main information in a short carefully
articulated talk on familiar topics
Level of thinking skills
Knowledge and comprehension
Task
Listen and colour the shapes on the flags.
1.Colour the Sun on the flag of Kazakhstan yellow.
2.Colour the circle on the flag of Japan red.
3.Colour the big star on the flag China yellow.
4.Colour the first stripe on the flag of Germany black.
5.Colour the leaf on the flag of Canada red.
Kazakhstan
China
Canada
Japan
Germany
Descriptor:
A learner
• colours shapes of the flags accordingly.
48

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Topic: Different places
Learning objective
2.L5 Identify missing phonemes in incomplete words
Assessment criteria
• •
Recognise missing letters Complete the words
Level of thinking skills
Task
Knowledge and comprehension Application
Listen and write th e mis sing le tters. U se letters f rom the b ox. R ead th e
w_ anadaords.
Kaza_ _ stan
_ apan
_ ermany
_ _ ina
_ _ _ USA
C J Ch kh G The
Descriptor:
A learner
• chooses t he appropriate letters;
• completes the words;
• reads the words.
49

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Topic: Different places
Learning objective
2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
Assessment criteria

Talk about objects, activities and classroom routines using topic words, phrases and short sentences
Level of thinking skills
Application
Task 1
Look at the pictures and say what it is, what colour it is, where it is from.
Task 2
Look at the pictures and say what they are doing.
Descriptor: Task 1
Task 2
A learner
• names animals, their colours and the country they are from;
• uses topic words;
• pronounces words and expressions clearly;
• says about activities;
• uses topic words;
• pronounces words and expressions clearly.
50

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Topic: Different places
Learning objective
2.S4 Respond to basic supported questions giving personal and factual information
Assessment criteria
• •
Answer basic questions with support Provide personal information and facts
Level of thinking skills
Application
Task
Answer the questions.
1. What is your name?
2. Where are you from?
3. How old are you?
4. When is your birthday?
5. What colour is flag of your country? 6. What colour is your passport?
Descriptor:
A learner
• answers the questions;
• uses appropriate topical vocabulary;
• pronounces words and expressions clearly.
51

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Topic: Different places
Learning objective
2.UE5 Use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing
Assessment criteria

Talk about people and their activity using questions which, what where, whose
Level of thinking skills
Application
Task
Ask questions. Use what, which, where and whose. Example: Where is she from? What is she doing?
Descriptor:
A learner
• asks the questions;
• uses which, what where, whose appropriately;
• pronounces words and expressions clearly.
52

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Topic: Different places
Learning objective
2.UE12 Use basic adverbs of place here / there to say where things are
Assessment criteria
• Talk about objects using adverbs here/ there • Say where things are
Level of thinking skills
Application
Task
Look at the pictures. Use adverbs here or there to complete the sentences. Read sentences.
1. This
is __________ .
2. That
is
________.
3. This
is
4. That
is
_________.
________.
Descriptor:
A learner
• writes here/there in sentences;
• reads sentences.
53

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Topic: Reading signs
Learning objective
2.S1 Make basic statements related to personal information, people and objects on familiar topics and classroom routines
Assessment criteria


Talk about personal information, people and objects and classroom activities
Make up sentences on familiar topics and classroom activities
Level of thinking skills
Application
Task
Look at the pictures and answer the questions.
What does this sign mean?
What does this sign mean?
What does this sign mean?
What is he doing?
What is she doing?
What does it mean?
Descriptor:
A learner
• responds to the questions appropriately;
• uses topic words;
• pronounces words and expressions clearly.
54

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Topic: Reading signs
Learning objective
2.S2 Ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines
Assessment criteria


Get information using questions on familiar topics and classroom activities
Make up questions properly
Level of thinking skills
Application
Task
Ask questions. Use where, what and which.
Example: What do these signs mean? Where can we see this sign? Which sign is “You cannot go”?
Descriptor:
A learner
• asks questions;
• uses wh-questions appropriately;
• pronounces words and expressions clearly.
55

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Topic: Reading signs
Learning objective
2.R3 Read and follow with considerable support simple words, phrases and sentences on familiar topics
Assessment criteria

Read and follow words, phrases and sentences with considerable support
Level of thinking skills
Application
Task
Match the road signs with the words. Read the words.
Bicycle
Bus station
Stop!
Danger!
Go!
Descriptor:
A learner
• matches the road signs with the words;
• reads words.
56

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Topic: Reading signs
Learning objective
2.UE8 Use simple imperative forms [positive and negative] for basic commands and instructions
Assessment criteria
• Give commands and instructions using imperative forms
Level of thinking skills
Application
Task
Match the pictures with the words. Make up commands and address your peer. Example: Aida, write, please!
Silence!
Write!
Read!
Listen!
Think!
Speak!
Descriptor:
A learner
• matches the pictures with the words;
• makes up sentences;
• gives commands classmates;
• pronounces words and expressions clearly.
57

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Topic: Reading signs
Learning objective
2.UE13 Use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
Assessment criteria
• Talk about ability, make requests and offers, and ask for
permission using can and can’t
Level of thinking skills
Application
Task
Look at the pictures. Make up sentences. Use can and can’t.
Descriptor:
A learner
• makes up sentences;
• uses can and can’t appropriately;
• pronounces words and expressions clearly.
58

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Topic: Where is it from?
Learning objective
2.L3 Understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as color and number
Assessment criteria

Recognise the main information in a short carefully articulated talk on familiar topics
Level of thinking skills
Knowledge and comprehension
Task
Listen and answer the questions. Put the numbers under the each picture.
1. Can you find an animal which eats bamboo? 2. Can you find an animal which has long ears? 3. Which animal has a brown colour? 4. Which animal has white and black colours?
Descriptor:
A learner
• answers questions;
• puts the correct numbers under the pictures.
59

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Topic: Where is it from?
Learning objective
2.L5 Identify missing phonemes in incomplete words
Assessment criteria
• •
Recognise missing letters Complete the words
Level of thinking skills
Knowledge and comprehension Application
Task
Listen and write the missing letters. Read the words.
Teacher reads
1) Canada, China, Ireland, England, Kazakhstan, Japan, Germany, America.
2) C-a-n-a-d-a, C-h-i-n-a, I-r-e-l-a-n-d, E-n-g-l-a-n-d, K-a-z-a-k-h-s-t-a-n, J-a-p-a-n, A-m-e-r-i-c-a.
Canad _ Chin _ Irel_ _ _ Engla _ _
Kazakhs _ _ _
Japa _
Germa_ _
Am
Descriptor:
A learner
• completes the words,
• reads the words.
60

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Topic: Where is it from?
Learning objective
2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
Assessment criteria

Talk about objects, activities and classroom routines using topic words, phrases and short sentences
Level of thinking skills
Application
Task
Look at the pictures. Make up sentences. Use words. Example: The girl from Ireland.
Ireland
Australia
China
Kazakhstan
Descriptor:
A learner
• makes up sentences;
• uses topic words;
• pronounces words and expressions clearly.
61

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Topic: Where is it from?
Learning objective
2.R3 Read and follow with considerable support simple words, phrases and sentences on familiar topics
Assessment criteria
• Read and follow words, phrases and sentences with
considerable support
Level of thinking skills
Application
Task
Find the right picture for the sentences. Name the objects and show them.
1. It has fifty stars . It is red, blue and white. 2. It has two arms and legs. It is brown. 3. It eats bamboo leaves.
4. It is a man. It is golden.
5. It has a red leaf in the middle. It is red and white.
Descriptor:
A learner
• reads sentences;
• finds the right pictures;
• names the objects;
• shows the appropriate pictures.
62

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Topic: Days Out
Learning objective
2.L5 Identify missing phonemes in incomplete words
Assessment criteria
• Recognise missing letters • Complete the words
Level of thinking skills
Knowledge and comprehension Application
Task
Listen and match letters with incomplete words. Read the words. Example: Drive.
Sl
_ _ ay
Sk
Ju_ _
Dr
_ _ ate
mp
_ _ ive
Pl
_ _ edge
Descriptor:
A learner
• matches letters with incomplete words;
• pronounces words clearly.
63

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Topic: Days Out
Learning objective
2.S2 Ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines
Assessment criteria
• Get information using questions on familiar topics and
classroom activities
• Make up questions properly
Level of thinking skills
Application
Task
Choose the picture. Ask questions.
Descriptor:
A learner
• asks questions properly;
• uses topic words;
• pronounces words and expressions clearly.
64

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Topic: Days Out
Learning objective
2.R3 Read and follow with considerable support simple words, phrases and sentences on familiar topics
Assessment criteria
• Read and follow words, phrases and sentences with
considerable support
Level of thinking skills
Application
Task
Read the sentences.
We go to school every day.
They read a book.
She waters a flower.
He helps his mother in the house.
They swim in the swimming pool.
Descriptor:
A learner
• reads sentences intelligibly.
65

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Topic: Days Out
Learning objective
2.UE4 Use determiners a, an, the, some, any, this, these, that, those to identify things
Assessment criteria

Use a, an, some, the, this, these to indicate things
Level of thinking skills
Application
Task
Look at the pictures. Fill in the gaps with a, an, the, some, this, these, that and those. Read the sentences.
a, an, the, some, this, these, that, those
1. 2. 3. 4. 5. 6. 7. 8.
There is_____ cow in the farm. There are _____animals in the farm. _______ is a horse.
This is ___ elephant.
There are _____ children. ______are children.
_______are animals.
_______ is a circus.
Descriptor:
A learner
• writes the correct determiners;
• reads the sentences.
66

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TERM 3
Cross curricular unit: Health and body
Topic: Our body
Learning objective
2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
Assessment criteria
• Talk about objects, activities and classroom routines
using topic words, phrases and short sentences
Level of thinking skills
Application
Task
Look at the picture and describe it.
Example: This is a classroom. There is a teacher. She has a book.
Descriptor
A learner



makes up sentences about objects, activities and classroom routines; uses topic vocabulary;
pronounces words and phrases intelligibly.
67

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Topic: Our body
Learning objective
2.R1 Read and spell out words for others
Assessment criteria
• Read words
• Spell out words for others
Level of thinking skills
Application
Task
Fill in the missing letters. Spell and read the words.
Example:
Eye
e_r
_and
_rm
_eg
n_se
mo_th
ha_r
he_d
f_ _ t
Descriptor
A learner
• completes the words with the missing letters; • spells out and reads words appropriately.
68

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Topic: Our body
Learning objective
2.UE6 Use demonstrative pronouns this, these, that, those to make and respond to requests for information
Assessment criteria
• Make requests for information • Respond to requests
• Use pronouns this, these, that, those
Level of thinking skills
Application
Task
Fill in the gaps. Use this, these, that, those where necessary.
Whose pencils are _____ ones?
Whose brush is _____ one?
I can take _____ apples.
I can sit at _____ desk.
Descriptor
A learner
• uses this, these, that, those correctly;
• completes sentences.
69

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

Recognise short classroom commands with support
Level of thinking skills
Knowledge and comprehension
Task
Listen to the teacher and solve the measuring problems about your body. Fill in the table.
1. Take a ruler or a tape measure.
2. Measure your forefinger. How long is your forefinger? 3. Measure your middle finger. How long is your middle finger? 4. Measure your leg. How long is your leg?
5. Measure your arm. How long is your arm?
Part of the body forefinger middle finger leg
arm
cm
mm
Descriptor
A learner
• follows instructions accordingly; • makes measurements; • completes the table correctly.
70

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Topic: Let’s measure
Learning objective
2.L4 Recognize with support short basic questions relating to features such as color and number
Assessment criteria
• •
Identify basic questions with support Recognize colour and number
Level of thinking skills
Knowledge and comprehension
Task
Listen to the teacher and circle the correct answer.
1. How long is the red ruler?
20cm 23cm 25cm
2. How long is the yellow pencil? 10cm 18cm 8cm
3. How long is t his tape measure? 1m 1.5m 10m
Descriptor
A learner
• circles the correct answers.
71

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Topic: Let’s measure
Learning objective
2.UE2 Use cardinal numbers 1 -50 to count
Assessment criteria

Count numbers 1-50
Level of thinking skills
Application
Task
Take a tape measure or a ruler. Measure your parts of the body. Answer the following questions:
Example: How long are your two forefingers? My two forefingers are 10 cm.
1. How long are your two steps? 2. How long are your outstretched arms? 3. How long are your five little fingers? 4. How long are your two feet? 5. How long are your two legs?
Descriptor
A learner




uses a tape measure or a ruler; makes measurement parts of the body; calculates the findings;
answers the questions.
72

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Topic: Hats and Bats
Learning objective
2.L4 Recognize with support short basic questions relating to features such as color and number
Assessment criteria
• •
Identify basic questions with support Recognize colour and number
Level of thinking skills
Knowledge and comprehension
Task
Listen to the teacher and circle the correct answer.
1. What colours is the football?
2. How many players are in a football team?
12 11 15
3. How many goalkeepers are in a team?
2 1 3
4. What colour is the costume of Kazakhstan’s cycling team?
black and white blue and red blue and yellow
Descriptor
A learner
• chooses the correct answer.
73

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Topic: Hats and Bats
Learning objective
2.S8 Give simple instructions for others to follow
Assessment criteria
• •
Give simple commands Follow commands
Level of thinking skills
Knowledge and comprehension Application
Task
Look at the pictures and give the instructions.
Example: Show me ‘running’. Show me ‘throwing the ball’.
1.
2.
3.
4.
5.
Descriptor
A learner
• uses topic vocabulary;
• gives appropriate instructions;
• follows instructions accordingly.
74

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Topic: Hats and Bats
Learning objective
2.R1 Read and spell out words for others
Assessment criteria
• •
Read words
Spell out words for others
Level of thinking skills
Application
Task
Fill in the first letters in the names of sports. Read and spell the words.
Example: Football
_ aseball _ olf _ kiing _ adminton _ ockey _ olleyball _ ennis __ ugby _ ycling
Descriptor
A learner
• writes the missing letters; • reads the words;
• spells out the words appropriately.
75

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Topic: Hats and Bats
Learning objective
2.R4 Begin to use with support a simple picture dictionary
Assessment criteria
• Use a picture dictionary with support
Level of thinking skills
Application
Task
Read the names of the sports and match them to their pictures.
football
tennis
golf
skiing
skating
Descriptor
A learner
• reads the words;
• matches the words to the right pictures.
76

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Topic: Reading time
Learning objective
2.L5 Identify missing phonemes in incomplete words
Assessment criteria
• Recognise missing letters • Complete the words
Level of thinking skills
Knowledge and comprehension Application
Task
Listen to the teacher and complete the words. Teacher reads: clap, raise, jump
C l__p
Rais_
J__mp
Descriptor
A learner

writes the missing letters.
77

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Topic: Reading time
Learning objective
2.S4 Respond to basic supported questions giving personal and factual information
Assessment criteria
• •
Answer basic questions with support Provide personal information and facts
Level of thinking skills
A pplication
Task
Listen to the teacher and answer the questions.
1. What is your name?
2. What do you like to eat?
3. Can you cook?
4. Can you cook salad?
5. Can you cook pizza?
6. Who cooks in your family?
7. Do you help your mother to cook? 8. What can you cook together with your mum? 9. What is your favourite food?
10. What food don’t you like?
Descriptor
A learner
• answers the questions appropriately;
• uses topic vocabulary;
• pronounces the words and phrases clearly.
78

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Topic: Reading time
Learning objective
2.R3 Read and follow with considerable support simple, words, phrases and sentences on familiar topics
Assessment criteria

Read and follow words, phrases and sentences with considerable support
Level of thinking skills
A pplication
Task
Read the sentences and put a tick  in the box next to the right picture.
1.
It is a salad.
2.
Run.
3.
Play football.
4.
This is a bike.
5.
Eat fruits.
Descriptor
A learner
• reads the words, phrases and sentences;
• puts a tick next to the appropriate picture.
79

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Topic: Reading time
Learning objective
2.W3 Write short phrases to identify people, place and objects
Assessment criteria
• Identify people, places and objects; • Write short phrases
Level of thinking skills
Application
Task
Write short phrases. What can you see in the picture? Example: Play football.
1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________
Descriptor
A learner
• describes pictures; • writes phrases or sentences.
80

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Topic: Reading time
Learning objective
2.UE13 Use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
Assessment criteria
• Talk about ability, make requests and offers, and ask for permission using can and can’t
Level of thinking skills
Application
Task
Look at the pictures. Tell what children are doing. What you can and cannot do? Example: They are drawing. I can draw. I cannot sign.
Descriptor:
A learner
• talks about people;
• tells what he/she can and cannot do;
• uses can and cannot;
• pronounces words and expressions clearly.
81

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Cross curricular unit: Traditions and customs
Topic: Special Days
Learning objective
2.L1 Understand a range of short basic supported classroom instructions
Assessment criteria
• Recognise short classroom commands with support
Level of thinking skills
Knowledge and comprehension
Task
Listen to the teacher and follow instructions.
1. Take the paper.
2. Make a signal at both sides.
3. Take a ruler and draw lines from both sides.
4. Draw a big heart.
5. Take a green pencil and write Happy New Year/Happy Birthday. 6. Decorate the card with stars.
Teacher can use this link to listen to the instructions https://www.youtube.com/watch?v=2l7S4iqOik0
Descriptor
A learner
• follows instructions appropriately;
• makes a card.
82

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Topic: Special Days
Learning objective
2.S4 Respond to basic supported questions giving personal and factual information
Assessment criteria
• •
Answer basic questions with support Provide personal information and facts
Level of thinking skills
A pplication
Task
Listen to the teacher and answer the questions.
1. What special days do you know? 2. When is Nauryz?
3. Can you see fireworks on Nauryz? 4. What can you see on Independence Day? 5. Do you like to get presents?
6. When do we have New Year’s Day? 7. What do you do on New Year’s Day?
Descriptor
A learner
• answers the questions appropriately;
• uses topic words;
• pronounces the words and phrases intelligibly.
83

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Topic: Special Days
Learning objective
2.UE8 Use simple imperative forms [positive and negative] for basic commands and instructions
Assessment criteria
• Give commands and instructions using imperative
forms
Level of thinking skills
Application
Task
Look at the pictures. Put the verb to the proper place to make up a command.
Eat
Watch
Take
Sing
Play
Cook
Example: __Play___
a game.
1. ___________
salad.
2. ___________
pictures.
3. ___________
ice-cream.
4. ___________
a cartoon.
5. ___________
songs.
Descriptor
A learner
• makes up imperative sentences or commands;
• puts the verb to the proper place.
84

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Topic: Special Days
Learning objective
2.UE9 Use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts
Assessment criteria


Talk about wishes and likes, habits and facts in positive, negative and interrogative sentences in Present Simple Use contraction forms in a talk in Present Simple
Level of thinking skills
Application
Task
Look at the pictures. Talk about what you like and/or don’t like. Use words from the box.
Example: I like to eat a birthday cake.
eat play make dance sing watch
Descriptor
A learner
• talks about what he/she likes and doesn’t like;
• uses appropriate topic words from the box;
• pronounces the words and expressions clearly.
85

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Topic: Home cooking
Learning objective
2.L9 Recognize the spoken form of familiar words and expressions
Assessment criteria

Identify familiar words and expressions
Level of thinking skills
Knowledge and comprehension
Task
Listen to the teacher and put a tick  in the box next to the right picture.
1.Take grapes.
2. Add strawberries.
3.Cut a banana.
4. Peel an orange.
5.Cut an apple.
6.Add yogurt.
7.Enjoy your salad!
Descriptor
A learner
• marks the pictures correctly.
86

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Topic: Home cooking
Learning objective
2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
Assessment criteria
• •
Talk about objects, activities and classroom routines Apply topical vocabulary, phrases and short sentences
Level of thinking skills
A pplication
Task
Look at the pictures. Tell about things and activities using the ideas. Example: It is a birthday cake. It is blue and tasty.
Descriptor
A learner
• describes the pictures;
• uses topic words;
• pronounces words and phrases intelligibly.
87

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Topic: Home cooking
Learning objective
2.R1 Read and spell out words for others
Assessment criteria
• •
Read words
Spell out words for others
Level of thinking skills
A pplication
Task
Read the sentence and spell the underlined word.
Bake a cake.
Peel the banana.
Cut the orange.
Beat eggs.
Add some milk.
Drink juice.
Eat pizza.
88

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Cook soup.
Enjoy your meal.
Descriptor
A learner
• reads the words appropriately;
• names the letters of the underlined words.
89

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Topic: What’s it for?
Learning objective
2.L3 Understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
Assessment criteria

Recognize the main information in a short carefully articulated talk on familiar topics
Level of thinking skills
Knowledge and comprehension
Task
Listen to the teacher and write the number of the sentence in the right box.
Example: 1. We use a yellow pencil to colour the Sun.
2. We colour our flag with a blue pencil. 3.You can write your name with a pen. 4.You sleep in a bed.
5.We use a spoon for eating soup. 6.We use a comb to brush our hair. 7.A knife is for cutting things. 8.A pencil case is for keeping pencils. 9.A cap is for wearing on the head. 10.Salad is for health.
1
Descriptor
A learner
• writes the number of the sentence in the proper box.
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Topic: What’s it for?
Learning objective
2.S4 Respond to basic supported questions giving personal and factual information
Assessment criteria
• •
Answer basic questions with support Provide personal information and facts
Level of thinking skills
A pplication
Task
Look at the pictures and listen to the teacher. Answer the questions.
I am Asel. A-S-E-L
pen
pencil
chair
bed
sofa
spoon
1. What is your name?
2. Can you spell your name, please? 3. What do you use to write a letter? 4. What do you use to draw a picture? 5. Can you draw with a pen? 6. Can you sit on the table? 7. Where can you sleep?
8. Can you sleep on the sofa? 9. What is your favourite food? 10. What can you eat your soup with?
Descriptor
A learner
• answers the questions properly;
• uses topic words;
• pronounces the words and phrases intelligibly.
91

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Topic: What’s it for?
Learning objective
2.W7 Spell some familiar high-frequency words accurately during guided writing activities
Assessment criteria
• Write familiar frequently used words accurately
Level of thinking skills
Application
Task
Make up a sentence. Fill in the gap and spell the word. Read the sentence.
Example: We use a__pencil__
to draw.
I use a __________
to drink tea.
We use a __________
to cut things.
People use a __________
to ride a horse.
A woman uses a _________
to wear.
We use a ___________
to brush teeth.
People use __________
to live.
We use a __________
to eat soup.
Descriptor
A learner
• writes th e w ords c orrectly;
• reads the sentences.
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TERM 4
Cross curricular unit: The natural environment
Topic: The weather
Learning objective
2.L3 Understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
Assessment criteria

Recognize the main information in a short carefully articulated talk on familiar topics
Level of thinking skills
Knowledge and comprehension
Task
Listen to the teacher. Find the correct picture and put a tick  in the box.
Autumn
It is autumn now. The trees are yellow, green and brown. Sometimes it is very windy. There are some clouds in the sky. There are many apples in autumn.
Descriptor A learner
• marks the correct picture.
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Topic: The weather
Learning objective
2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
Assessment criteria

Talk about objects, activities and classroom routines using topic words, phrases and short sentences
Level of thinking skills
Application
Task
Look at the pictures. Begin sentences with “I need … when it is ….”. Example: I need pink sunglasses when it is sunny.
1. Show and name the clothes you need for a rainy weather. 2. Look and tell what you need for a cold weather. 3. Tell about the clothes you need for a hot weather. 4. Tell what you put on when it is sunny.
5. Tell what you put on when it is windy.
Descriptor A learner
• names the clothes;
• talks about the weather;
• tells what clothes he/she needs to put on.
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Topic: The weather
Learning objective
2.UE3 Use common adjectives in descriptions and to talk about simple feelings
Assessment criteria
• •
Talk about feelings using simple feeling words Give description using common adjectives
Level of thinking skills
Application
Task
Look at the pictures and describe them. Tell what people feel. Example: The boy is happy.
Descriptor A learner


talks about feelings of people; uses adjectives appropriately.
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Topic: Changing seasons
Learning objective
2.L4 Recognise with support short basic questions relating to features such as colour and number
Assessment criteria
• •
Identify basic questions with support Recognize colour and number
Level of thinking skills
Knowledge and comprehension
Task
Listen to the teacher and answer the questions. Example: How many months are there in a year?
There are twelve months in a year.
1. How many months are there in winter? 2. What colour are the snowflakes? 3. How many months are there in spring? 4. What colour are the trees in spring? 5. How many months are there in summer? 6. What colour are the flowers in summer? 7. How many months are there in autumn? 8. What colour are the leaves in autumn?
Descriptor
A learner
• answers the questions; • counts the months of the year; • names the colours.
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Topic: Changing seasons
Learning objective
2.R3 Read and follow with considerable support simple, words, phrases and sentences on familiar topics
Assessment criteria

Read and follow words, phrases and sentences with considerable support
Level of thinking skills
Application
Task
Read the instructions. Follow them. Example: January
1. Fill in the missing letters.
2. Put the months into alphabetical order. 3. Read the names of the months of the year. 4. Read three months beginning with J. 5. Name the month having the least letters. 6. Read two months beginning with A. 7. Name two months beginning with M. 8. Name summer months.
_ ebruary _ arch _ pril _ ay _ une _ uly _ ugust _ eptember _ ctober _ ovember _ ecember
Descriptor A learner
• reads the sentences properly;
• fills in the missing letters;
• follows instructions;
• reads the names of the months clearly.
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Topic: Changing seasons
Learning objective
2.UE9 Use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts
Assessment criteria


Talk about wishes and likes, habits and facts in positive, negative and interrogative sentences in Present Simple Use contraction forms in a talk in Present Simple
Level of thinking skills
Application
Task
Answer the questions below. Give full answers.
Example: What month comes after January?
February comes after January.
1. Are there eleven months in a year?
2. Do you like to play snowballs?
3. Does your brother or sister like to go to school? 4. When can you swim in a lake?
5. What do you like to do in summer? 6. What colours can you see in autumn? 7. Do we have snow in winter?
Descriptor A learner
• answers the questions appropriately;
• uses topic vocabulary;
• speaks intelligibly.
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Topic: What can animals do?
Learning objective
2.L4 Recognise with support short basic questions relating t features such as colour and number
o
Assessment criteria
• •
Identify simple questions with support Recognize colour and number
Level of thinking skills
Knowledge and comprehension
Task
Listen to the teacher and answer the questions.
Example: What colours are the tigers?
The tigers are orange and black.
1. How many legs do crocodile have? 2. What colours are zebra?
3. How many wings do dragonflies have? 4. What colours are the ladybirds? 5. How many tails do monkey have?
Descriptor A learner
• asks and answers the questions;
• names colours, numbers and animals properly;
• pronounces the words and expressions intelligibly.
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Topic: What can animals do?
Learning objective
2.UE10 Use common present continuous forms [positive, negative, question]
Assessment criteria

Apply the rule for present continuous tense
Level of thinking skills
Application
Task
Use the verbs in the box to describe the actions.
climb bark sing fly swim eat jump run
Example: The bird is singing.
1.
2.
3.
4.
5.
6.
7.
8.
Descriptor A learner
• names animals properly;
• chooses the right verbs;
• says the actions of the animals;
• uses present continuous tense correctly.
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Topic: What can animals do?
Learning objective
2.UE13 Use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
Assessment criteria
• Talk about ability, make requests and offers, and ask for permission using can and can’t
Level of thinking skills
Application
Task
Look at the pictures and describe them. Use can to talk about ability. Example: I can draw animals.
Talk about permission. Use can or can’t. Example: You cannot feed the animals in the Zoo.
Use can to talk about requests and offers. Example: I can take a dog for a walk.
Descriptor A learner
• names animals properly;
• uses topic related vocabulary;
• uses can and cannot to express ability, permission, offers and requests.
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Topic: What can animals do?
Learning objective
2.UE17 Use me, too to give short answers
Assessment criteria
• •
Respond to the questions Use me and too in respond
Level of thinking skills
Application
Task
Work in pairs. Look at the pictures and make up a dialogue. Say what animals can do. Tell what you can do too. Use “me, too”.
Example:
Q: What can monkeys do? A: They can jump. Q: And you? A: Me, too.
Descriptor A learner
• asks and answers the questions;
• says what animals do in the picture;
• says what he/ she can do using me, too;
• pronounces the words and expressions properly.
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Topic: Sea Adventures
Learning objective
2.L3 Understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
Assessment criteria

Recognize the main information in a short carefully articulated talk on familiar topics
Level of thinking skills
Knowledge and comprehension
Task
Listen to the teacher. Put the numbers under the right picture as you listen.
1. Hello, my name is Leo. I can swim, swim and swim in a blue ocean. 2. I am going to sleep, says Grandpa. Be a good boy, do not go far away. 3. Hello, says green Timmels, the Turtle. Let’s go.
4. Oh, no! It’s a Black shark! It will eat us!
5. Dori comes and helps her friends. Thank you, Beautiful Dori!
Descriptor A learner
• finds the correct picture according to heard information;
• puts the right number under the pictures.
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Topic: Sea Adventures
Learning objective
2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
Assessment criteria

Talk about objects, activities and classroom routines using topic words, phrases and short sentences
Level of thinking skills
Application
Task
Look at the picture. Colour the picture as you like. Work with your partner, ask and answer questions.
Example: What colour is the water in the river?
It is blue.
1. What colour is the boy’s hair? 2. What colour are the boy’s trousers? 3. Is the boy’s shirt yellow? 4. What colour is the fish? 5. Is the fishing rod black?
Descriptor A learner
• asks and answers the questions;
• names the colours correctly;
• colours the picture;
• pronounces the sentences intelligibly.
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Topic: Sea Adventures
Learning objective
2.R1 Read and spell out words for others
Assessment criteria
• •
Read words
Spell out words for others
Level of thinking skills
Application
Task
Look at the picture and jumbled words in the box.
Put the letters in the correct order. Read and spell your answer to the class.
octuosp
whela
hsfirats
ssihhefor
lettur
____________
_____________
_____________
_____________
_____________
Descriptor A learner
• arranges letters in proper order;
• reads the words;
• spells out the words.
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Topic: Sea Adventures
Learning objective
2.W5 Write letters and familiar high frequency words when read aloud or spelt out for learners
Assessment criteria
• Write letters and frequently used familiar words
Level of thinking skills
Application
Task
Fill in the missing letters in the names of underwater animals. Read them. Example: The shell is on the beach.
1. The o _ _ _ _ _ _ is very clever. 2. The s _ _ _ _ is very angry.
3. The w _ _ _ _ is very kind.
4. There are many s _ _ _ _ _ on the beach. 5. The water in the sea is b _ _ _ .
Descriptor A learner
• completes sentences with proper words;
• reads the sentences intelligibly.
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Cross curricular unit: Travel
Topic: A-B
Learning objective
2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
Assessment criteria
• Talk about objects, activities and classroom routines using
topic words, phrases and short sentences
Level of thinking skills
A pplication
Task
Look at the pictures. Use the ideas to tell about special vehicles. Example: It is a car. It is blue. It moves fast.
Descriptor
A learner
• names special vehicles;
• uses topic words;
• pronounces the words and phrases intelligibly.
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Topic: A-B
Learning objective
2.UE9 Use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts
Assessment criteria


Talk about wishes and likes, habits and facts in positive, negative and interrogative sentences in Present Simple Use contraction forms in a talk in Present Simple
Level of thinking skills
Application
Task
Look at the pictures. Read and make up a sentence. Use words from the box. Example: Do you go to school by bus?
don’t like want want doesn’t like don’t want
Example: Do you _go__ to school by bus?
1.
I _______________to ride a bike.
2.
I _________ to go to Astana by car.
3.
He _________ to go to Almaty by train.
4.
They _________ to go home by taxi.
5.
We __________ to Italy by ship.
Descriptor
A learner
• uses words from the box;
• makes up correct sentences;
• uses present simple tense appropriately.
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Topic: A-B
Learning objective
2.UE14 Use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are; use prepositions of time: on, in, at to talk about days and times
Assessment criteria
• • •
Describe position and location of people and things Speak about days and time
Use at, behind, between, in, in front of, near, next to, on
Level of thinking skills
A pplication
Task
Look at the pictures. Use the ideas to tell where the vehicles are. Use a preposition to make a sentence.
Example: The school bus is at the bus stop.
in
between
near
in
at
in front of
Descriptor
A learner
• tells the location of the vehicles;
• uses prepositions from the box;
• pronounces the words and phrases intelligibly.
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Topic: Types of vehicle
Learning objective
2.S4 Respond to basic supported questions giving personal and factual information
Assessment criteria

Answer basic questions with support Provide personal information and facts
Level of thinking skills
A pplication
Task
Listen to the teacher and answer the questions.
1. What is your name?
2. How old are you?
3. What types of vehicles do you know? 4. Do you go to school by bus? 5. Can you ride a bike?
6. Can you go to Astana by car? 7. Do you like to go by train? 8. Where can you fly?
9. How can you get to Africa?
Descriptor
A learner
• answers the questions appropriately;
• uses topic related words;
• pronounces words and phrases clearly.
110

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Topic: Types of vehicle
Learning objective
2.R3 Read and follow with considerable support simple, words, phrases and sentences on familiar topics
Assessment criteria

Read and follow words, phrases, sentences with considerable support
Level of thinking skills
Application
Task
Read sentences and follow instructions.
1.
We go to school by bu s.
Colour the bus yellow.
2.
I don’t go home by bike.
Cross the bike.
3.
They play with cars.
Circle the car.
4.
He doesn’t play with a boat.
Cross the boat.
5.
We fly to London.
Circle the plane.
Descriptor
A learner
• reads the sentences;
• pronounces the words and phrases properly;
• colours the bus;
• crosses appropriate vehicles;
• circles the right vehicle.
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Topic: Types of vehicle
Learning objective
2.UE13 Use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
Assessment criteria

Talk about ability, make requests and offers, and ask for permission using can and can’t
Level of thinking skills
Application
Task
Look at the pictures. Put the verb to the proper place and read the sentences.
Can Can’t
1. _________
I have your
?
2. _________
you give me a
?
3. You _______
go to school by
.
4. We _______
play with our
.
5. __________
you ride a
?
6. You _______
take my
.
Descriptor
A learner
• talks about ability;
• asks for permission;
• fills in can and can’t to the proper place;
• reads the sentences with clear pronunciation.
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Topic: My plane
Learning objective
2.S1 Make basic statements related to personal information, people and objects on familiar topics and classroom routines
Assessment criteria


Talk about personal information, people and objects and classroom activities
Make up sentences on familiar topics and classroom activities
Level of thinking skills
A pplication
Task
Look at the pictures. Describe the plane. Answer the questions.
1. Is it a big or a small plane? 2. What colour is it?
3. Is it new or old?
4. Can you play with a toy plane? 5. Where can you go by plane?
Descriptor
A learner
• talks about planes;
• answers the questions;
• uses the words appropriately;
• speaks intelligibly.
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Topic: My plane
Learning objective
2.UE11 Use have got + noun to describe and ask about possessions
Assessment criteria

Apply have got + noun in a talk for possessions
Level of thinking skills
Knowledge and comprehension Application
Task
Look at the pictures. Put the verb to the proper place to make a sentence.
have got
has got
are there
1.
I _________
many planes
.
2.
She _________
a helicopter
to play.
3.
How many children _____
____ in a bus
?
4.
He _________
a new bike
.
5.
How many boats
____ ____ in the picture?
6.
How many stars
____ ______ in a line?
Descriptor
A learner
• makes up sentences;
• puts the verb to the proper place.
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Topic: Bike Story
Learning objective
2.L3 Understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
Assessment criteria

Identify the main information in a short carefully articulated talk on familiar topics
Level of thinking skills
Knowledge and comprehension
Task
Look at the pictures. Listen to the teacher and write the number of the sentence under the right picture.
1. Nick likes to ride a bike, but he doesn’t wear his helmet. 2. He crashed the bike.
3. His parents buy him a new bike.
4. Father teaches Nick to ride a new bike.
5. He wears a helmet when he rides his bike.
6. He is riding a bike with his friends.
1
Descriptor
A learner
• writes the number of the sentence under the proper picture.
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Topic: Bike Story
Learning objective
2.UE10 Use common present continuous forms [positive, negative, question]
Assessment criteria

Apply the rule for present continuous tense
Level of thinking skills
Application
Task
Look at the picture. Answer the questions.
1. Are the children riding horses? 2. What colour bike is the boy riding? 3. What is he wearing?
4. Is the girl wearing a green helmet? 5. What colour bike is she riding?
Descriptor
A learner
• answers the questions appropriately;
• uses present continuous forms properly.
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Topic: All together now
Learning objective
2.S4 Respond to basic supported questions giving personal and factual information
Assessment criteria
• •
Answer basic questions with support Provide personal information and facts
Level of thinking skills
Application
Task
Answer the following questions:
1. What part of your body do you use to skip the rope? 2. What part of your body do you use to look? 3. What part of your body do you use to speak? 4. What part of your body do you need to write? 5. What part of your body do you need to smell? 6. Can you sing the “All together now” song?
Descriptor
A learner
• answers the questions;
• uses topic vocabulary;
• pronounces words and phrases intelligibly.
117

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Topic: All together now
Learning objective
2.R3 Read and follow with considerable support simple words, phrases and sentences on familiar topics
Assessment criteria

Read and follow words, phrases and sentences with considerable support
Level of thinking skills
Application
Task
Read the questions and answer them. Write down your answer and spell them.
For teacher: learners listen to the song “All together now” by The Beatles before the questions.
Example: Which number 1 – 10 sounds like ‘more’? __Four___
1. Which colour sounds like ‘bed’?Spell the word. 2. Which letter sounds like ‘tea’? Name the letters. 3. Cross the colours which are in the song “All together now”.
4. Which numbers are in the song “All together now”? Write the numbers.
__ __ __ __ __ __ __ __ __ __
Descriptor
A learner
• reads questions;
• answers the answers;
• follows instructions appropriately.
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Сдано в набор 19.07.2017. Подписано в печать 20.07.2017. Формат
60х84/8. Бумага офисная 80 гр/м2. Печать цифровая.
Усл. печ. л. 13,9. Тираж 18 экз. Заказ № 1574 Отпечатано в типографии ЧУ «Центр педагогического мастерства»
010000. г. Астана, ул. №31, дом 37а.
e-mail: http://josparik.kz/

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