A collection of tasks for Formative Assessment English Grade 1 · 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

A collection of tasks for Formative Assessment

English

Grade 1

3

CONTENTS

Term: 1 ........................................................................................................................... 5

Unit 1: All about me .................................................................................................... 6

Unit 2: My school ....................................................................................................... 22

Term: 2 ......................................................................................................................... 35

Unit 3: My family and friends ..................................................................................... 37

Unit 4: The world around us ...................................................................................... 56

Term: 3 ......................................................................................................................... 73

Unit 5: Travel ............................................................................................................. 74

Unit 6: Traditions and folklore .................................................................................... 98

Term: 4 ....................................................................................................................... 115

Unit 7: Food and drink ............................................................................................. 116

Unit 8: Health and body ........................................................................................... 139

4

5

TERM 1

6

Unit 1: All about me

Topic: Greetings and names

Learning objective: 1.L3 recognize with support common names and namesof places recognize the spoken form of a limited range of everyday and classroom words

Level of thinking skills: Knowledge and comprehension Application

Assessment criteria: Identify common names and names of places with

support;

Identify basic everyday and classroom words

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!


follows teacher’s instructions;

repeats the rhyme.

7


Learning objective: 1.S1 make basic personal statements about people,objects and classroom routines


Assessment criteria: Talk about people, objects and classroom routines

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)


answers questions about him/herself;

names the colours of the objects.

8


Learning objective: 1.S3 pronounce familiar words and expressions intelligibly


Assessment criteria: Say topic words with clear pronunciation Say expressions clearly

Task

Act out the situation in the picture. Use greetings and goodbye words: Hello, hi, good morning, good afternoon, good bye, nice to meet you, see you.


acts out the dialogue;

uses the greeting and goodbye words appropriately;

pronounces topic words and expressions intelligibly.

9


Learning objective: 1.UE3 use basic adjectives to describe people and things


Assessment criteria: Describe people and things using basic adjectives

Task

Say about pictures. Use long, short, green, red, fat, thin, big, small, little, fast etc. Example: This is a long dress. It is red.

1. 2.

3. 4.


talks about people using basic adjectives;

talks about things using basic adjectives

10


Learning objective: 1.UE6 use demonstrative pronouns this/ these, that/those to indicate things


Assessment criteria: Name objects using this/ these, that/ those

Task

Use this/ these, that/ those to name the objects. Example: These are flowers. That is an apple.

1. 2.

3.. 4.

5. 6.


makes up sentences using this/ these;

makes up sentences using that/ those.

11


Learning objective: 1.S6 make introductions and requests in basic interactionswith others

Level of thinking skills: Application

Assessment criteria: Interact using introductions and requests

Task

Look at the picture and listen to the teacher. Make up your own dialogue with your classmate. . Example: Hello!

Hi! My name is Nick. My name is Emma. Nice to meet you. Nice to meet you too.


greets his/ her classmate;

introduce him/ herself

12

Topic: Colours

Learning objective: 1.UE3 use basic adjectives to describe people andthings



Task 1

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


names the objects and their colours;

says the size of the objects.

13

Topic: Colours

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


Assessment criteria: Identify common names and names of places with support;

Identify basic everyday and classroom words

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.


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.


writes the correct numbers in the boxes.

1

14

Topic: Colours




Task

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


points to the school objects and names them;

names the colour of each school object clearly;


15

Topic: Colours

Learning objective: 1.UE6 use demonstrative pronouns this, these that, thoseto indicate things



Task

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


names objects in singular using this/ that;

names objects in plural using these /those

16

Topic: Colours

Learning objective: 1.S1 make basic personal statements about people, objectsand classroom routines



Task

Make up statements about objects. Colour the objects. Example: This is a tree. The tree is green.

1. 2. 3.

4. 5.

Descriptor A learner

makes up sentences using names of the objects and theircolours;

colours the objects.

17

Topic: 1-50

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

Task 1

Listen and write the correct number in the box under each picture. “The Three Bears” is 1; “The Snow White and the Seven Dwarfs” is 2; “The Three Piglets and the Wolf” is 3.


writes the correct numbers

18

Task 2

Listen and colour the picture. 1. The bag is blue.2. The pencil is black.3. Number 5 is red.4. The ruler is brown.5. The flower is yellow.6. The frog is green.


follows instructions;

uses the right colours.

19

Topic: 1-50

Learning objective: 1.UE2 use cardinal numbers 1 - 50 to count


Assessment criteria: Count numbers 1 – 50

Task

Count, write and say the answer.


counts and says the correct numbers;

pronounces the numbers intelligibly

20

Topic: 1-50

Learning objective: 1.L1 recognize short basic instructions for a limited rangeof classroom routines spoken slowly and distinctly


Assessment criteria: Follow basic classroom instructions spoken slowly and distinctly

Task

Listen and do. Repeat after your teacher.

Stand up, please.

Hands up, hands down.

Hands on hips, sit down.

Bent left, bent right

1, 2, 3 hop 1, 2, 3 stop!

Stand still, please.


follows instructions correctly;

repeats after the teacher.

21

Topic: 1-50 Learning objective:

1.S3 pronounce familiar words and expressions intelligibly



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.


counts the objects in each picture;

answers the question using There are…;


22

Unit 2: My school

Topic: Classroom objects

Learning objective: 1.UE1 use singular nouns, plural nouns – to talk aboutpeople and places


Assessment criteria: Talk about people and places using singular and plural forms

Task

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

1. 2.

3. 4.


makes up sentences about people;

makes up sentences about objects;

uses singular and plural nouns.

23


Learning objective: 1.UE4 use determiners a, an, some, the, this, these toindicate what /where something is


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

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.


names objects using determines a, an, the appropriately;

uses this / these appropriately

24

Topic: Classroom objects Learning objective:

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



Task

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

1. 2.

3. 4.

5. 6.

7. 8.

Descriptor:

A learner

uses this/ these to name the objects;

uses that/ those to name the objects.

25





Task

Take out all the school things from your bag. Talk about them. Example: These are my books. They are green and blue.

Look at the desk of your classmate and say what he/ she has got. Example: He/ she has got some pencils.


makes up sentences about classroom objects;

says what his/her friend has got.

26





Task

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


names school objects and their colours;

pronounces topic words and expressions clearly.

27




Assessment criteria: Follow basic classroom instructions spoken slowly and

distinctly

Task


Stand up and look around.

Shake your head and turn around.

Stamp your feet upon the ground.

Clap your hands and then sit down.



repeats the rhyme.

28


Learning objective: 1.L3 recognize with support common names and names ofplaces



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

Task 1

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


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.


points to the right picture.

29

Topic: Classroom routines




Task

Talk about objects. Use adjectives: yellow, green, blue, big, etc. Example: The bus is yellow.


talks about objects using basic adjectives.

30


Learning objective: 1.UE8 use simple imperative forms [positive] for basiccommands or instructions


Assessment criteria: Give classroom instructions or commands using imperative forms

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!


gives command to classmates;

follows instructions correctly.

31




Assessment criteria: Follow basic classroom instructions spoken slowly and

distinctly

Task


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 !



repeats the rhyme.

32





Assessment criteria: Identify common names and names of places with support Identify everyday and classroom words

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.


follows commands;

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.


finds and points to the right picture.

33





Task

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

1. 2.

3.


describes people and objects;

pronounces topic words and expressions clearly

34

Topic: Describing things




Task

Make up sentences. Use adjectives big, small, happy, sad, pink, yellow, etc. Example: This is a big ball. This is a beautiful house.

Happy Sad Thin Fat


describes objects and people using adjectives

35

Topic: Describing things




Task

Say what you can see. Use adjectives: red, white, pink, blue, etc. Example: It is a red apple. The boy has got the red apple.


talks about people and objects using adjectives;

talks what people have got

36

37

TERM 2

38

Unit 3: My family and friends

Topic: Family and friends

Learning objective: 1.UE7 use personal subject and object pronouns to givebasic personal information


Assessment criteria: Apply personal subject and object pronouns

Task

Talk about the students. Use the words.

Askhat, 6 years old Kate, 8 years old

Damir, student, 10 years old Liz, student, 9 years old


talks about people using personal pronouns

39

Topic: Family and friends Learning objective:

1.S5 use words in short exchanges


Assessment criteria: Interact using topic words

Task Work in a pair. Answer the questions: Who is this? Who is he? Who is she? Example: Who is this? This is a father. Who is he? He is my granddad.

1. 2.

3. 4.

Descriptor:

A learner

asks and answers questions;

uses topic words

40





Task

Tell about your family and your friends. Example: This is my family. There is a grandfather, a grandmother, a father, a mother, a daughter and two sons. I have got a big family.


talks about his/her family;

pronounces topic words intelligibly.

41





Task

Look at the pictures and describe them. Example: Family. Happy family. This is a happy family.

1. 2.

3. 4.


describes pictures;


42


Learning objective: 1.UE1 use singular nouns, plural nouns – to talk aboutpeople and places



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.


describes pictures;

uses singular and plural noun forms appropriately

43


Learning objective: 1.L3 recognize with support common names and namesof places




Task 1

Look at the picture. Say where children are.

2. 1.

3.


says where children are using names of places

Task 2

Listen to the teacher, repeat and follow the commands

Pick up, put down, stand up, turn around.

Clap left, clap right, clap up, clap down.

Look left, look right, look up, look down.

Turn around, sit down, touch your friend.


follows commands;

repeats the rhyme.

44


Learning objective: 1.UE4 use determiners a, an, some, the, this, these toindicate what /where something is


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

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 appropriately.

45

Topic: In my house




Task

Look at the pictures. Name the objects. Say what colours they are. Example: This is a door. It is green.

1. 2. 3.

4. 5.

6. 7.


names objects;

says colours of the objects;


46

Topic: In my house

Learning objective: 1.UE11 use there is / there are to make short statementsand ask questions


Assessment criteria: Use there is / there are in statements and asking questions

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.


makes up sentences using there is/ there are;

asks questions using Is there / are there.

47

Topic: In my house

Learning objective: 1.L3 recognize with support common names and namesof places




Task 1

Listen and put the numbers in the boxes. 1. A chair is in the kitchen.2. A TV set is in the living - room.3. A bed is in the bedroom.4. A desk is in the study.


numbers pictures correctly

48

Task 2

Listen to the teacher. Point to the object.

Point to the window.

Point to the door.

Point to the board.

Point to the floor.

Point to the book.

Point to the pen.


identifies and points to the objects

49

Topic: In my house




Task

Look at the picture. Say what you have got in your house. Example: There is a sofa in my house.


uses there is/ there are to say about things he/she has got inthe house;

uses topic words.

50

Topic: In my house




Task

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.


uses there is/ there are to say about things his/her cousin has gotin the house;

uses topic words.

51

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



Task 1

Say what you see in the picture. Example: The school closes on Sundays.


uses topic words;

pronounces words and expressions intelligibly.

OPEN!!!

Monday

Tuesday

Wednesday

Thursday

Sunday

52

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.


demonstrates understanding by showing the appropriate cards.

53


Learning objective: 1.R1 recognize, sound and name the letters of the alphabet


Assessment criteria: Identify and say letters of the alphabet

Task

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

1. 2. Bank Zoo

3. 4. Airport Café


reads the words;

names the first letters in the names of places.

54





Task

Name the days of the week.


says the days of the week;

pronounces topic words clearly.

55





Task

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


makes up sentences using the days of the week

56

Unit 4: The world around us

Topic: Animals




Task

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


names animals and their colour;


57

Topic: Animals




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.


colours animals according to the instructions.

58

Topic: Animals Learning objective:

1.S5 use words in short exchanges

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.


answers questions using support pictures.

59

Topic: Animals





Task 1

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


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

60

Task 2

Listen and write the number in the box. 1. It is a bat.2. It is a camel.3. It is a snake.4. It is a hippo.5. It is a goat.

1. 2.

3. 4. 5.


numbers the pictures accordingly.

61

Topic: Animals




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.


names the animals;

finds the appropriate letters;

colours the letters appropriately.

62

Topic: Hot and cold




Task

Look at the picture and answer the question: What is the weather like? Example: Sunny. It is sunny.


answers the question;

pronounces topic words and expressions intelligibly

63

Topic: Hot and cold



Assessment criteria: Describe people and objects using adjectives

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


matches pictures and words;

says about the weather

64

Topic: Hot and cold Learning objective

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

Level of thinking skills Application

Assessment criteria Apply personal subject and object pronouns

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.

65

Topic: Hot and cold

Learning objective: 1.S5 use words in short exchanges



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…..



uses topic words..

66

Topic: Hot and cold





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.

67

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 today 5. It is snowy today. 7. It is rainy today.3. It is sunny today.



68

Topic: In Kazakhstan




Task

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


makes up sentences using topic words;

pronounces topic words and expressions intelligibly

69


Learning objective: 1.UE11 use there is / there are to make short statements andask questions


Assessment criteria: Use there is / there are in statements and questions

Task

Fill in there is/ there are, is there/ are there.

… mountains in Kazakhstan … a tiger in the park.… rivers in Kazakhstan. … a fox in the forest.

… any desert in Kazakhstan? … any bears in the zoo?… any forest in Kazakhstan? … any pigs in the forest?


uses there is / there are in sentences;

asks questions using Is there/ Are there.

70





Task

Underline and name the first letter of the word.

Kazakhstan horse Astana mountains Forest trees River ducks Park sheep


underlines the first letters of the words;

names first letters of the words

71


Learning objective: 1.L4 recognize with support short basic questions aboutwhat something is


Assessment criteria: Identify basic questions with support

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.

72





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.


makes up sentences using there is / there are and words;

describes the pictures.

73

TERM 3

74

Unit 5: Travel

Topic: Getting to school




Task

Show and name the objects. Use “This is a … .”

Name the action:


shows the means of transport;

names transports correctly using: “This is a …”;

names the action “on foot”;


75





Task

Teacher shows the card with means of transport and asks questions. Answer the questions: Is it a bike?


answers the question;

uses topic words appropriately.

76





Task

Work in a pair. Point to the object. Ask and answer questions.

Example: What is this?

This is a car.


asks and answers questions.

77




Assessment criteria: Count numbers 1-50

Task

Count and say the number of objects. Example: There are nine cars.


counts the objects;

says the number of the objects.

78


Learning objective: 1. UE5 use interrogative pronouns which, what, where, howto ask basic questions;

use the question: What colour is it?

Level of thinking skills: Knowledge and comprehension Application.

Assessment criteria: Ask questions with which, what, where, how; what colour is it?

Task

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


asks questions appropriately with wh-questions;

says the colours of the transports.

79





Task

Look at the pictures. Say how students get to school.


says how students get to school;

names means of transport.

80





Task

Listen and follow the instructions.

1. Colour the bus yellow.2. Colour the bike blue.3. Colour the car black .4. Draw an apple near the box.


follows instructions appropriately.

81

Topic: This is the way…




Task

Look at the pictures. Name and show the actions Example: This is the way we wash our hands so early in the morning.

This is the way we …

… so early in the morning.


makes up sentences using the pictures and expressions;


82





Task

Answer the questions.

1. Is this “to washyour face”? 1. What’s this?

2. Is this “to brushyour teeth”?

2. What’s this?

3. Is this “to combyour hair”?

3. What’s this?

4. Is this “to washyour face”?

4. What’s this?

5. What’s this?5. What’s this?


answers questions;

uses topic words appropriately

83


Learning objective: 1.L2 recognize with support a limited range of basiccommon personal questions spoken slowly and distinctly


Assessment criteria: Identify personal questions spoken slowly and distinctly

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?


answers questions appropriately.

84


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 statements

Task

Answer the following questions:

1. Do you get to school by taxi?2. How do you get to school?3. Do you usually have breakfast in the morning?4. Do you brush your teeth before you go to bed?


answers questions using present simple.

85

Topic: Where is it?

Learning objective: 1.S3 pronounce familiar words and expressionsintelligibly



Task

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


says where mouse is using prepositions;


86

Topic: Where is it?

Learning objective: 1.L3 recognise with support common names and namesof places;

recognise the spoken form of a limited range of everyday and classroom words


Assessment criteria: Identify common names and names of places with support; Identify everyday and classroom words

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.


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.


writes the correct numbers;

says the numbers.

87

Topic: Where is it?




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.


gives commands to classmate;

follows the classmate’s instructions.

88

Topic: Where is it?

Learning objective: 1.L1 recognize short basic instructions for a limited range ofclassroom routines spoken slowly and distinctly



Task

Listen and follow. Repeat after your teacher.

Hands on shoulders,

Hands on knees.

Hands behind you,

If you please;

Touch your shoulders,

Now your nose,

Now your hair and now your toes

Hands up high in the air,

Down at your sides, and touch your hair;

Hands up high as before,

Now clap your hands, one-two-three-four!



repeats the rhyme.

89

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 and time;

use with to indicate accompaniment


Assessment criteria: Use prepositions in, next to, on,at, on, in , with

Task 1

Make up sentences. Use in, next to, in front of, at, under, on. Example: Children are in the bus.


makes up sentences using prepositions.Task 2

Say with whom you go to school.


says who she /he goes to school with.

90

Topic: Where is it?

Learning objective: 1.UE5 use interrogative pronouns which, what, where, howto ask basic questions

use the question: What color is it?


Assessment criteria: Ask questions with which, what, where, how; what color is it?

Task

Ask questions. Use What? Which? Where? How? What colour is it? Example: What color is your school bus?


asks questions with wh-questions.

91

Topic: The big red bus

Learning objective: 1.L3 recognize with support common names andnames of places




Task 1

Listen to the sentences. Put the pictures in order you hear the information. Write the numbers.

1. Hello, Pam, Ann, Sam. We are at the school bus stop.2. Bus stops at the Parking.3. We go to the children’s book club.4. We go to the café.5. We move to the bus stop.


writes the numbers in the boxes.

92

Task 2

Listen to the song. What transports are extra? Cross them.

Go to the link to listen recording: https://www.youtube.com/watch?v=Ks-M4Ns6Q6A


crosses the means of transport that are extra

https://www.youtube.com/watch?v=Ks-M4Ns6Q6A

93


Learning objective: 1.L5 recognize the sounds of phonemes and phonemeblends


Assessment criteria: Identify phonemes and phoneme blends

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


shows the correct cards.

94




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.


shows the right cards

95





Task

The teacher reads question and shows the card. Listen and answer the questions.

1. Is it a mini bus?2. Is this Ferrari?3. Is this a plane?4. What is this? It is a helicopter.5. What is this? It is a rocket.6. What is this? This is a motorbike.7. Is this a digger?8. Is this a fire truck?


answers the questions.

96




Assessment criteria Interact using topic words

Task

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



uses means of transport appropriately

97





Task

Say what you see in the picture. Use “This is a …”.


names the means of transport;


98

Unit 6: Traditions and folklore

Topic: Happy birthday

Learning objective: 1.R3 recognize and identify some familiar sightwords from local environment


Assessment criteria: Identify familiar words

Task

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

Balloons

Birthday cake

Ice cream

Gift

Birthday hat

Candles


reads words;

matches words with the objects.

99




Assessment criteria: Count numbers 1-50

Task 1

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


counts the objects and circle the numbers;

says the number of flowers.

100


Learning objective: 1.S6 make introductions and requests in basic interactions withothers


Assessment criteria: Interact using introduction and request

Task

Make up your own dialogue. Use the pictures. Example:

- Hello! - Hi! - Happy birthday to you! - Thank you! - This is a birthday gift. - Thank you. Would you like an ice-cream? - Yes, please.


makes up a dialogue using pictures.

101





Task

Say what you see. Use This is a … . These are … .


names the objects;


102





Task

Work with a partner. Ask questions: Is this a…? What is this?



uses topic words.

103





Task

Use the worksheet. Read the ideas and make statements about yourself.


makes personal statements using supporting pictures.

104

Topic: Springtime in Kazakhstan




Task

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


says about pictures using This is a … There are ;

pronounce topic words and expressions clearly.

105






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.


finds and shows the right picture according to the description.

106





Task

Listen and follow the instructions. Repeat after your teacher.

Two little feet go tap tap tap.

Two little hands go clap clap clap.

Two little feet go jump jump jump.

Two little hands go thump thump thump.



repeats the rhyme.

107

Topic: Hats and masks




Task

Look at the pictures. Say what you can see. Use cut, fold, stick, draw, open, colour, write, clip.

Example: Cut a sheet.


uses topic words;


108





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.


draws items on a paper according to the instructions;

colours the mask;

cuts the mask and holes for eyes;

ties a string.

109


Learning objective: 1.UE11 use there is / there are to make short statementsand ask questions


Assessment criteria: Use there is / there are in statements and questions

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.


asks questions using is there/ are there;

makes up sentences using there is/ there are;

Uses topic words

110





Task

Look at the pictures. Describe the hats. Example: It is a round hat. It is white. It has red flowers.


talks about the hats;

uses topic words.

111


Learning objective: 1.S6 make introductions and requests in basicinteractions with others


Assessment criteria: Interact using introductions and request

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.


makes up a dialogue;

roles plays it.

112

Topic: Story time

Learning objective: 1.L3 recognize with support common names andnames of places;




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!


arranges the pictures in a logical sequence.

113

Topic: Story time

Learning objective 1.S4 respond to basic supported questions about people,objects and classroom routines

Level of thinking skills Application

Assessment criteria Answer basic questions with support

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?


answers questions based on the pictures.

114

Topic: Story time


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



uses topic words appropriately;

pronounces words intelligibly.

115

TERM 4

116

Unit 7: Food and drink

Topic: Things I like

Learning objective: 1.R1 recognise, sound and name the letters of thealphabet



Task

Look at the pictures. Read and spell the words. Example: Milk – m-i-l-k.

Milk Bread Butter

Pasta Beans Cheese

Café Bank House


reads the words;

spells the words correctly.

117





Task

Look at the pictures. Say what you like and don’t like. Example: It is an apple. It’s red. I like milk. I don’t like eggs.

Juice Ice cream Milk Egg

Orange Apple Banana


says what he/ she like;

says what he/she doesn’t like.

118


Learning objective: 1.S2 ask questions in basic exchanges about people,objects and classroom routines


Assessment criteria: Interact using question

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?




pronounces words and expressions clearly.

119





Task 1

Say what you can see. Example: Chocolate. Red apples. These are bananas.


names the food;

pronounces topic words and expressions clearly

Task 2

Point to the picture and say what you like and don’t like.

Example: I like juice but I don’t like tea.


says what he/she likes;

says what he/ she doesn’t like;

uses topic words;


120





Task

Ask and answer the questions. Use hmm, nice, yuk, urghhh. Example: Do you like grapes? Hmm, yes.


asks questions using pictures;

answers questions, use hmm, nice, yuk, urghhh appropriately.

121




Assessment criteria: Apply present simple in personal statement

Task

Work with a partner. Make up a dialogue. Example: What is this? It is soup.

Do you like it? Yes, I do. I like soup. Do you like cake or salad? I don’t like cake, I like salad.


asks questions using present simple appropriately

gives positive and negative answers in present simple.

122





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?



123

Topic: Hot and cold




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

Task

Listen to the recording. Circle the correct answer in the worksheet. Appendix 1. Go to the link http://www.123listening.com/freeaudio/dailyroutines1-1.mp3


circles the correct answers;

says the answers.

http://www.123listening.com/freeaudio/dailyroutines1-1.mp3

124

Topic: Hot and cold




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


talks about likes and dislikes;

uses present simple forms correctly;

uses topic words.

125

Topic: Hot and cold

Learning objective: 1.UE7 use personal subject and object pronouns to givebasic personal information


Assessment criteria: Apply personal subject and object pronounce

Task

Look at the pictures. Answer the teacher’s questions.

You Kim

Ben

1. Do you like hotmilk?

2. Do you like meatand vegetables?

3. Do you like fish andrice?

4. What would youlike to eat?

1. Does Kim likesalad?

2. Does she like hotchicken?

3. Does she likecheeseburger?

4. Does she drinkorange juice?

1. Does Ben likebeans?

2. Does he like ice –cream?

3. Does he like pasta?4. What does he do?


answers questions using pronouns.

126

Topic: Hot and cold




Task

Look at the pictures. Say what you can see. Use hot and cold. Example: It is cold.


makes up sentences using topic words.

127

Topic: Hot and cold




Task

Work in a pair. Look at the pictures. Ask and answer the questions. Example: What’s this? This is a salad.




128

Topic: Animals like




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?


responds to the questions correctly;


129

Topic: Animals like




Task

Match the pictures and say what animals eat and drink. Example: Cats drink milk.


matches animals and food;

uses topic words;

makes up sentences with “like” correctly;

says words and expressions clearly.

130

Topic: Animals like




Task

Look at the picture. Say what animals you see. Talk about them. Example: This is a cow. It says moo. It likes grass.


names and describes animals;

pronounce topic words and expressions clearly.

131

Topic: Animals like




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

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.


Identify and draws what animals like.

132

Topic: Animals like




Task

Think and say what animals eat and don’t eat. Example: Bears eat fish. They don’t eat bananas.


uses present simple to talk about animals;

uses topic words;


133

Topic: Nice or nasty

Learning objective: 1.UE5 use interrogative pronouns which, what, where, howto ask basic questions


Assessment criteria: Ask questions with what, where, how and which; what colour is it?

Task

Ask questions to each picture. Example: What colour is a fox? Where do they live? How do they move?


asks questions using interrogative pronouns.

134


Learning objective: 1.L2 recognise with support a limited range of basiccommon personal questions spoken slowly and distinctly



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?


answers the questions;

uses topic words;


135


Learning objective: 1.S1 make basic personal statements and simplestatements about objects



Task

Use ideas to speak about yourself. Example: I am from Kazakhstan. I am 6 years old. I like English.


uses prompts pictures to speak about himself/herself;


136



Level of thinking skills; Knowledge and comprehension Application


Task

Ask your classmate. Use pictures. Example: Where do you live? How old are you?


asks questions using pictures;

uses topic words;


137





Task

Say what you can see in the picture.


says topic words and expressions clearly;

uses topic words.

138


Learning objective: 1.S4 respond to basic supported questions aboutpeople, objects and classroom routines


Assessment criteria: Answer basic questions with support

Task

Listen and answer questions.

1. Where are you from?2.How old are you?3. Have you got a family?4. What do you like?5. What is your favourite colour?6. What toys do you have?7. What do you do at school?8. Can you play table tennis?9. What is your favourite subject?10. What is your friend’s name?


answers questions appropriately;


139

Unit 8: Health and body

Topic: Hands and Head

Learning objective: 1.UE1 use singular nouns, plural nouns – to talk about peopleand places



Task

Speak about the pictures. Example: I have got two eyes.


speaks about himself/ herself;

uses topic words;


140

Topic:Hands and Head

Learning objective: 1.L2 recognize with support a limited range of basic commonpersonal questions spoken slowly and distinctly



Task

Listen and answer the questions.

1. How many eyes have you got?2. How many fingers have you got?3. What color are your eyes?4. How many hands have you got?5. How many ears have you got?6. Have you got two legs?7. How many knees have you got?8. What color is your hair?


answers questions;


141





Task

Listen & do. Repeat the words of the song after your teacher.

Head shoulders knees and toes, knees and toes

Eyes and ears and mouse and nose.

Head shoulders knees and toes, knees and toes


repeats the words of the song;


follows commands;

142


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



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.


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.


identifies correctly True and False sentences.

143





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?



uses present simple correctly;

uses topic words;


144





Task

Make up sentences about your toy monsters. Example: I have got a monster. It is blue. It has got three eyes.


makes up sentences about his/her toy monsters;

uses topic words;


145

Topic: Let’s move




Task


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.



repeats the rhyme;


146

Topic: Let’s move





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!


follows instructions correctly.

147

Topic: Let’s move

Learning objective: 1.S4 respond to basic supported questions about people,objects and classroom routines



Assessment criteria: Answer basic questions with support

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?


answers questions correctly;

uses topic words;


148

Topic: Let’s move

Learning objective: 1.L2 recognize with support a limited range of basiccommon personal questions spoken slowly and distinctly



Task

Listen and answer the question. Use next to, on, behind, in front of, between.

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?


answers questions using prepositions of place;


149

Topic: Let’s move




Task

Say what you see in the picture.


names objects and people in the picture;


150

Topic: Let’s move

Learning objective: 1.R1 recognize, sound and name the letters of thealphabet



Task 1

Read the words. Name the initial letters of the words.


reads the words;

names the initial letters of the words correctly

151

Topic: Let’s move




Task

Ask question. Name the actions. Example: What is she/he doing? Jumping.





152

Topic: Making a puppet

Learning objective: 1.L3 recognize with support common names and namesof places;

recognize the spoken form of a limited range of everyday and classroom words.


Assessment criteria: Identify common names and names of places with support. Identify everyday and classroom words.

Task 1

Listen to the dialogue. Take 2 puppets and repeat the dialogue in a pair.

Hello, I am a rabbit.

Hi, I am a dog.

How are you, dog?

I am fine, thank you.

Do you live in the ZOO?

No, I work in a circus.

Do you like going to the Theatre?

Yes, I do. And you?

I like going to the cinema.

Do you like going to the museum?

Yes. I like it.


repeat the dialogue;


153

Task 2

Listen and do with the pensil puppets.. Can you hop like a rabbit? Can you jump like a frog? Can you walk like a duck? Can you run like a dog? Can you fly like a bird? Can you swim like a fish? Can you be like a good child? As still as you wish.


does actions using the puppets.

154





Task

Work in a pair. Make up short dialogues. Example: - Is this a hand puppet?

- Yes, it is. This is a hand puppet.


makes up the short dialogue using question;



155

Topic: Making a puppet Learning objective:

1.L5 recognize the sounds of phonemes and phoneme blends


Assessment criteria: Identify the phonemes and phoneme blends

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.

156





Task

Work with a partner. Give commands. Use pictures below as a support. Example: Show me, please, how birds fly.


gives commands correctly;

follows commands;


157

Topic: A special dance




Task


1. Touch your head.

2. Touch your nose.

3. Hop onto your right foot.

4. Hop onto your left foot.

5. Bend and turn your right knee in.

6. Bend and turn your left knee in.

7. Clasp your right wrist with your left hand.

8. Clasp your left wrist with your right hand.

9. Turn around your right shoulder.

10. Turn around your left shoulder.


follows the instructions;

repeats the rhyme;


158





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?


chooses “Q” for questions;

chooses “S” for statement.

Q S

159






Task 1 Work in a pair. Listen to the dialogue. Make up your own dialogue.

- Hello Dina, how are you? - Hi, I am fine. Thank you. - Can you dance? - Yes, I can. Can you teach me? - Sure! Come to my house. - Where do you live? - My house is near the cinema.


makes up a dialogue using pictures;


pronounces words and expressions clearly.Task 2 Listen and follow the instructions. Repeat after your teacher

Put your feet together.

Step your right foot out to the side.

Step your right foot back.

Step your left foot out to the side.

Step your left foot back.

Hop onto your right foot and bend to the right.

Hop onto your left foot and bend to the left.

Tap your right foot and raise your left hand.

Tap your left hand and raise your right hand.

Put your feet together.


demonstrates the movements correctly;

repeats after the teacher;


160





Task

Look at the picture and name the actions.


names actions in the pictures;



161





Task

Teacher shows the picture with animal. Say what the animal can do. Example: Fish. Fish can swim.



says topic words and expressions intelligibly.

162

1 2

3 4

5 6

7 8

9 10

Appendix 1.Circle the correct picture.

Documents

A collection of tasks for Formative Assessment English Grade 1 · 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