FA English 1grade

AUTONOMOUS EDUCATIONAL ORGANISATION
«NAZARBAYEV INTELLECTUAL SCHOOLS»
A collection
of tasks for
Formative Assessment
English
Grade 1
Astana, 2016
A collection of tasks
for Formative Assessment
English
Grade 1
A collection of tasks for Formative Assessment is designed to assist teachers in
planning, organizing and carrying out Formative Assessment in “English” for the Grade 1
learners. It is aligned with the Subject Programme and Course plan.
Tasks with assessment criteria and descriptors are samples for assisting teachers in
providing constructive feedback to learners in terms of achievement of learning objectives;
to select and design similar tasks. This document serves as guidance and will allow teachers
to adapt, add and make changes in tasks according to learners’ capacities and
requirements.
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.
Free access to the Internet resources such as pictures, cartoons, photos, texts, video
and audio materials, etc. have been used in designing this tasks collection.
2
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
3
4
TERM 1
5
Unit 1: All about me
Topic: Greetings and names
Learning objective: 1.L3 recognize with support common names and names
of places
recognize the spoken form of a limited range of everyday
and classroom words
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.
6
Learning objective: 1.S1 make basic personal statements about people,

objects and classroom routines

Application
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.
7
Learning objective: 1.S3 pronounce familiar words and expressions intelligibly

Application
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.
8
Learning objective: 1.UE3 use basic adjectives to describe people and things

Application
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
9
Learning objective: 1.UE6 use demonstrative pronouns this/ these, that/

those to indicate things

Application
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.
10
Learning objective: 1.S6 make introductions and requests in basic interactions

with 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
11
Topic: Colours
Learning objective: 1.UE3 use basic adjectives to describe people and

things

Application
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.
12
Topic: Colours
of places;recognize the spoken form of a limited range of
everyday and classroom words

Application
Assessment criteria: Identify common names and names of places with support;
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.
13
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;
14
Topic: Colours
Learning objective: 1.UE6 use demonstrative pronouns this, these that, those
to 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
15
Topic: Colours
Learning objective: 1.S1 make basic personal statements about people, objects
and classroom routines

Application
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 their
colours;
 colours the objects.
16
Topic: 1-50
Learning objective: 1.L3 recognize with support common names and names of
places;
recognize the spoken form of a limited range of

Application
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
17
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.
18
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
19
Topic: 1-50
Learning objective: 1.L1 recognize short basic instructions for a limited range
of classroom routines spoken slowly and distinctly

Application
Assessment criteria: Follow basic classroom instructions spoken slowly and

distinctly
Task
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.
20
Topic: 1-50

Application

Task
Look at the pictures. Answer the question: How many objects are there in the picture?
Example: There are four bags.
1. 2. 3.
4. 5.
 counts the objects in each picture;
 answers the question using There are…;
21
Unit 2: My school
Topic: Classroom objects
Learning objective: 1.UE1 use singular nouns, plural nouns – to talk about
people and places

Application
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.
22
Learning objective: 1.UE4 use determiners a, an, some, the, this, these to
indicate what /where something is

Application
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
23
Learning objective: 1.UE6 use demonstrative pronouns this, these, that, those
to indicate things

Application
Task
Use this, these, that, those to indicate the classroom objects.
1. 2.
3. 4.
5. 6.
7. 8.
 uses this/ these to name the objects;
 uses that/ those to name the objects.
24


Application
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.
25

Application

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.
26

Application

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.
27
places

Application
Assessment criteria: Identify common names and names of places with support
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.
28
Topic: Classroom routines

Application
Task
Talk about objects. Use adjectives: yellow, green, blue, big, etc.
Example: The bus is yellow.
 talks about objects using basic adjectives.
29
Learning objective: 1.UE8 use simple imperative forms [positive] for basic
commands or instructions

Application
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!
10. Show me the picture, please!
 gives command to classmates;
 follows instructions correctly.
30

Application

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 !
31
places

Application
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.
32

Application

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
33
Topic: Describing things

Application
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
34
Topic: Describing things

Application
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
35
36
TERM 2
37
Unit 3: My family and friends
Topic: Family and friends
Learning objective: 1.UE7 use personal subject and object pronouns to give
basic personal information

Application
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
38
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.
 asks and answers questions;
 uses topic words
39

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.
40

Task
Look at the pictures and describe them.

Example: Family. Happy family. This is a happy family.
1. 2.
3. 4.
 describes pictures;
41
Learning objective: 1.UE1 use singular nouns, plural nouns – to talk about
people and places
forms
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
42
of places

support
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.
43
Learning objective: 1.UE4 use determiners a, an, some, the, this, these to
indicate what /where something is
Assessment criteria: Name objects using a, an, this, these, some, the and say
where they are
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.
44
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;
45
Topic: In my house
Learning objective: 1.UE11 use there is / there are to make short statements
and ask questions
Assessment criteria: Use there is / there are in statements and 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.
46
Topic: In my house
of places

support
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
47
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
48
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 in
the house;
 uses topic words.
49
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 got
in the house;
50
Topic: Days of the week
places
and classroom words
Task 1
Say what you see in the picture.

Example: The school closes on Sundays.
Sunday
OPEN!!!
Monday
Tuesday
Wednesday
 uses topic words;
Thursday
 pronounces words and expressions intelligibly.
51
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.
52
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.
53

Task
Name the days of the week.
 says the days of the week;
 pronounces topic words clearly.
54

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
55
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;
56
Topic: Animals

distinctly
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.
57
Topic: Animals
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.
58
Topic: Animals
places
Task 1
Look at the pictures. Listen and circle True or False.
1. We can see elephants in the Zoo. True False

2. We can see lions in the Zoo and Circus True False
3. We can see a giraffe in the Circus. True False
4. We can see monkeys in the circus. True False
5. We can see an elephant in the Circus. True False
 circles True /False answers correctly.
59
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.
60
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.
61
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
62
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
63
Topic: Hot and cold
Learning objective 1.UE7 use personal subject and object pronouns to give
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.
 uses subject and objects pronouns to make up sentences
64
Topic: Hot and cold
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…..
.
65
Topic: Hot and cold
places;
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.
.
 matches sentences to the pictures.
66
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.
67
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
68
Learning objective: 1.UE11 use there is / there are to make short statements and
ask questions
Assessment criteria: Use there is / there are in statements and questions
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.
69
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
70
Learning objective: 1.L4 recognize with support short basic questions about
what 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.
71

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.
72
TERM 3
73
Unit 5: Travel
Topic: Getting to school

Application

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”;
74

Application
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.
75
what something is

Application
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.
76

Application
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.
77
Learning objective: 1. UE5 use interrogative pronouns which, what, where, how
to ask basic questions;
use the question: What colour is it?

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.
78

Application
Task
Look at the pictures. Say how students get to school.
 says how students get to school;
 names means of transport.
79

Application

distinctly
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.
80
Topic: This is the way…

Application

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;
81

Application
Task
Answer the questions.
1. Is this “to wash

your face”? 1. What’s this?
2. Is this “to brush

2. What’s this?
your teeth”?
3. Is this “to comb 3. What’s this?

your hair”?
4. Is this “to wash

4. What’s this?
your face”?
5. What’s this? 5. What’s this?
 answers questions;
 uses topic words appropriately
82
Learning objective: 1.L2 recognize with support a limited range of basic

common personal questions spoken slowly and distinctly

Application
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.
83
Learning objective: 1.UE9 use common present simple forms [positive,

negative and question] to give basic personal information

Application
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.
84
Topic: Where is it?
Learning objective: 1.S3 pronounce familiar words and expressions

intelligibly
Application

Task
Say where the mouse is.

Example: Behind the box. The mouse is behind the box.
 says where mouse is using prepositions;
85
Topic: Where is it?
Learning objective: 1.L3 recognise with support common names and names
of places;
recognise the spoken form of a limited range of
Application

support;
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.
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.
86
Topic: Where is it?

Application
Assessment criteria: Give classroom instructions or commands using

imperative forms
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.
87
Topic: Where is it?
Learning objective: 1.L1 recognize short basic instructions for a limited range of
classroom routines spoken slowly and distinctly

Application

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!
88
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

Application
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.
89
Topic: Where is it?
Learning objective: 1.UE5 use interrogative pronouns which, what, where, how
to ask basic questions
use the question: What color is it?

Application
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.
90
Topic: The big red bus
Learning objective: 1.L3 recognize with support common names and

names of places

Application

support;
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.
91
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
92
Learning objective: 1.L5 recognize the sounds of phonemes and phoneme

blends

Application
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.
93
Level of thinking Knowledge and comprehension

skills: Application

distinctly
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
94
what something is

Application
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.
95

Application
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
96

intelligibly

Application

Task
Say what you see in the picture. Use “This is a …”.
 names the means of transport;
97
Unit 6: Traditions and folklore
Topic: Happy birthday
Learning objective: 1.R3 recognize and identify some familiar sight

words from local environment

Application
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.
98

Application
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.
99
Learning objective: 1.S6 make introductions and requests in basic interactions with
others

Application
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.
100

Application

Task
Say what you see. Use This is a … . These are … .
 names the objects;
101

Application
Task
Work with a partner. Ask questions: Is this a…? What is this?
102

Application
Task
Use the worksheet. Read the ideas and make statements about yourself.
 makes personal statements using supporting pictures.
103
Topic: Springtime in Kazakhstan

Application

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.
104
places;

Application
Task
Look at the pictures. Listen to the teacher and show the right picture.
1. This is Baiterek. It is a symbol of Astana.
2. It is an apple. It is in Almaty.
3. It is the Piramida. In the in Astana.
4. I like walking in the park.
5. We go to Medeu every Sunday.
6. My friends like going to Khan Shatyr.
 finds and shows the right picture according to the description.
105

Application

distinctly
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.
106
Topic: Hats and masks

intelligibly

Application

Task
Look at the pictures. Say what you can see. Use cut, fold, stick, draw, open, colour,
write, clip.
Example: Cut a sheet.
107

Application

distinctly
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.
108
Learning objective: 1.UE11 use there is / there are to make short statements
and ask questions

Application
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
109

Application
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;
110
Learning objective: 1.S6 make introductions and requests in basic

interactions with others

Application
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.
111
Topic: Story time
Learning objective: 1.L3 recognize with support common names and

names of places;

Application

support;
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.
112
Topic: Story time
Learning objective 1.S4 respond to basic supported questions about people,

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.
113
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.
114
TERM 4
115
Unit 7: Food and drink
Topic: Things I like
Learning objective: 1.R1 recognise, sound and name the letters of the
alphabet

Application
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
 spells the words correctly.
116


Application
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.
117
Learning objective: 1.S2 ask questions in basic exchanges about people,


Application
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.
118

intelligibly

Application

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;
119

Application
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.
120


Application
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.
121
what something is

Application
Task
Listen to the teacher. Put a number in the box.
1. Is this soup?
2. Are these oranges?
3. Is this cheese.
4. Are these grapes?
5. Is this a salad?
6. Are these bananas?
122
Topic: Hot and cold
places

Application
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.
123
Topic: Hot and cold


Application
Task
Look at the pictures. Say what Ben and Penny like and don’t like. Talk about them.
Example: Ben likes chicken. He doesn’t like beans.
Kim likes salad. She doesn’t like fish.
Ben Kim
Likes Doesn’t like
 talks about likes and dislikes;
 uses present simple forms correctly;
124
Topic: Hot and cold
Learning objective: 1.UE7 use personal subject and object pronouns to give

Application
Assessment criteria: Apply personal subject and object pronounce
Task
Look at the pictures. Answer the teacher’s questions.
You Ben
Kim
1. Do you like hot 1. Does Kim like 1. Does Ben like
milk? salad? beans?
2. Do you like meat 2. Does she like hot 2. Does he like ice –
and vegetables? chicken? cream?
3. Do you like fish and 3. Does she like 3. Does he like pasta?
rice? cheeseburger? 4. What does he do?
4. What would you 4. Does she drink
like to eat? orange juice?
 answers questions using pronouns.
125
Topic: Hot and cold

Application
Task
Look at the pictures. Say what you can see. Use hot and cold.
Example: It is cold.
 makes up sentences using topic words.
126
Topic: Hot and cold

Application
Task
Work in a pair. Look at the pictures. Ask and answer the questions.
Example: What’s this? This is a salad.
127
Topic: Animals like

Application
Task
Work in a pair. Answer the questions.
1. Do pandas eat bananas?

2. Do bears eat cheese?
3. What do monkeys like?
4. Do cat drink milk?
5. What do bears like?
 responds to the questions correctly;
128
Topic: Animals like


Application
Task
Match the pictures and say what animals eat and drink.
Example: Cats drink milk.
 matches animals and food;
 makes up sentences with “like” correctly;
 says words and expressions clearly.
129
Topic: Animals like

Application

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.
130
Topic: Animals like
places;
Application
Assessment criteria Identify common names and names of places with support;
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.
131
Topic: Animals like


Application
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;
132
Topic: Nice or nasty
Learning objective: 1.UE5 use interrogative pronouns which, what, where, how
to ask basic questions

Application
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.
133
Learning objective: 1.L2 recognise with support a limited range of basic


Application
Task
Listen to the teacher. Answer the questions.
1. What is your favourite colour?

2. What is your favourite food?
3. What is your favourite song?
4. What is your favourite animal?
5. What is your favourite toy?
6. What is your favourite sport?
7. What is your favourite holiday?
 answers the questions;
134
Learning objective: 1.S1 make basic personal statements and simple

statements about objects

Application
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;
135

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;
136

Application

Task
Say what you can see in the picture.
 says topic words and expressions clearly;
137
Learning objective: 1.S4 respond to basic supported questions about

people, objects and classroom routines

Application
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;
138
Unit 8: Health and body
Topic: Hands and Head
Learning objective: 1.UE1 use singular nouns, plural nouns – to talk about people
and places

Application
forms
Task
Speak about the pictures.

Example: I have got two eyes.
 speaks about himself/ herself;
139
Topic:Hands and Head
Learning objective: 1.L2 recognize with support a limited range of basic common
personal questions spoken slowly and distinctly

Application
Task
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;
140

Application

distinctly
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;
141
places;
and classroom words

Application
Task 1
Greet Ginger Bread Man. Show the appropriate picture of places.

- Hello, I am Ginger Bread Man.
- Hi, I am Adelina.
- How are you, Adelina?
- I am fine, thank you.
- Where do you live, Ginger Bread Man?
- I live in a café. And you?
- I live in a house next to the ZOO.
- Is there a park near it?
- Yes. There is a beautiful park with attractions.
 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.
142


Application
Task
Work in a pair. Use have got/ has got, haven’t got/ hasn’t got to tell about your toy. Ask
questions about your friend’s toys.
Example: My toy has got two eyes. Has your toy got two ears?
 uses present simple correctly;
143


Application
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;
144
Topic: Let’s move
Application
distinctly
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;
145
Topic: Let’s move
skills: Application
Assessment criteria: Give classroom instructions or commands using imperative
forms
Task
Listen to the teacher. Follow the instructions.

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.
146
Topic: Let’s move
Learning objective: 1.S4 respond to basic supported questions about people,


skills: Application
Assessment criteria: Answer basic questions with support
Task

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;
147
Topic: Let’s move
Learning objective: 1.L2 recognize with support a limited range of basic


Application
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;
148
Topic: Let’s move

Application
Task
Say what you see in the picture.
 names objects and people in the picture;
149
Topic: Let’s move
Learning objective: 1.R1 recognize, sound and name the letters of the
alphabet

Application
Task 1
Read the words. Name the initial letters of the words.
 names the initial letters of the words correctly
150
Topic: Let’s move

Application
Task
Ask question. Name the actions.
Example: What is she/he doing? Jumping.
151
Topic: Making a puppet
of places;
everyday and classroom words.

Application

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;
152
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.
153


Application
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;
154
Learning objective: 1.L5 recognize the sounds of phonemes and phoneme blends

Application
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]
 underlines the correct initial sounds of the words;
 pronounces the sounds correctly;
 repeats the words.
155

Application
Assessment criteria: Give classroom instructions or commands using

imperative forms
Task
Work with a partner. Give commands. Use pictures below as a support.

Example: Show me, please, how birds fly.
 gives commands correctly;
156
Topic: A special dance

Application

distinctly
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;
157
what something is

Application
Task
Listen and show the right card.
Question: Q Statement: S
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.
158
places;

Application
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;
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;
159

Application
Task
Look at the picture and name the actions.
 names actions in the pictures;
160

Application

Task
Teacher shows the picture with animal.

Say what the animal can do.
Example: Fish. Fish can swim.
 says topic words and expressions intelligibly.
161
Appendix 1.
Circle the correct picture.
1 2
3 4
5 6
7 8
9 10
162
Links to the websites
1. www.coloringprintables.net
2. www.all-free-download.com
3. www.sketchite.com
4. www.pinterest.com
5. www.clipartpanda.com
6. www.clipartix.com
7. www.canstockPhoto
8. www.fotosearch.com
9. www.allday.ru
10. www.123listening.com
11. www.iSLcollection.com
12. www.agendaweb.org
13. www.ESLgold.com
14. www.ATH-Salamanders.com
15. www.worksheetfun.com
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AUTONOMOUS EDUCATIONAL ORGANISATION

«NAZARBAYEV INTELLECTUAL SCHOOLS»

This collection of tasks is designed for primary school teachers, school

Topic: Greetings and names

Level of thinking skills: Knowledge and comprehension

Come to the center and make a circle. Listen and do.

Listen and do. Repeat after your teacher.

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

Level of thinking skills: Knowledge and comprehension

Answer the questions

1. What is your name?

(*Teacher shows objects of different colours)

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

Level of thinking skills: Knowledge and comprehension

Level of thinking skills: Knowledge and comprehension

Assessment criteria: Describe people and things using basic adjectives

Learning objective: 1.UE6 use demonstrative pronouns this/ these, that/

Level of thinking skills: Knowledge and comprehension

Use this/ these, that/ those to name the objects.

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

Level of thinking skills: Application

Assessment criteria: Interact using introductions and requests

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

Level of thinking skills: Knowledge and comprehension

Assessment criteria: Describe people and things using basic adjectives

Look at the picture and describe it.

Level of thinking skills: Knowledge and comprehension

Listen and put the number next to the picture.

Orange is 1, green is 2, white is 3, brown is 4, purple is 5, red is 6, yellow is 7, blue is 8.

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

Level of thinking skills: Application

Assessment criteria: Say topic words with clear pronunciation

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

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

Level of thinking skills: Knowledge and comprehension

Assessment criteria: Talk about people, objects and classroom routines

Make up statements about objects. Colour the objects.

Level of thinking skills: Knowledge and comprehension

Listen and colour the picture.

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

Level of thinking skills: Application

Assessment criteria: Count numbers 1 – 50

Count, write and say the answer.

Level of thinking skills: Knowledge and comprehension

Assessment criteria: Follow basic classroom instructions spoken slowly and

Listen and do. Repeat after your teacher.

Stand up, please.

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

Level of thinking skills: Knowledge and comprehension

Assessment criteria: Say topic words with clear pronunciation

Topic: Classroom objects

Level of thinking skills: Knowledge and comprehension

Level of thinking skills: Knowledge and comprehension

Level of thinking skills: Knowledge and comprehension

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

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

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

Level of thinking skills: Knowledge and comprehension

Assessment criteria: Talk about people, objects and classroom routines

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