+ФО Англ.яз 2кл англ PDF

A collection of tasks for Formative Assessment
English
Grade 2
Dear teacher!
The group of teachers designed this collection of tasks as a teaching aid to assist
teachers within the framework of updating the content of education. Tasks with assessment
criteria and descriptors are samples for assisting teachers in providing constructive feedback
to learners in terms of achievement of learning objectives; in selecting and designing similar
tasks, in planning lessons and carrying out Formative Assessment.
The advisory nature of the tasks collection allows teachers to adapt, add and make
changes in tasks according to learners’ capacities and requirements.
Additional materials (manuals, presentations, plans, etc.), the discussion possibility on
forums and video instructions can be found on the official website of «Nazarbayev
Intellectual Schools» Autonomous Educational Organisation smk.edu.kz.
We wish you creative work and success!
This collection of tasks is designed for primary school teachers, school

administrations, educational departments’ seniors, regional and school coordinators in
criteria-based assessment and others.
Freely available Internet resources such as pictures, cartoons, photos, texts, video and
audio materials, etc. have been used in designing this tasks collection. The collection of tasks
was designed for the uncommercial purposes.
2
Contents
TERM 1........................................................................................................................................... 4
Cross curricular unit: All about me ............................................................................................. 4
Cross curricular unit: My family and friends ............................................................................ 15
TERM 2......................................................................................................................................... 30
Cross curricular unit: My school ............................................................................................... 30
Cross curricular unit: The world around us ............................................................................... 48
TERM 3......................................................................................................................................... 67
Cross curricular unit: Health and body...................................................................................... 67
Cross curricular unit: Traditions and customs........................................................................... 82
TERM 4......................................................................................................................................... 93
Cross curricular unit: The natural environment ........................................................................ 93
Cross curricular unit: Travel.................................................................................................... 107
3
TERM 1
Cross curricular unit: All about me
Topic: Hello again
Learning objective 2.L2 Recognize with considerable support an increasing range

of common personal questions
Assessment criteria • Identify personal questions with considerable support
Level of thinking skills Knowledge and comprehension
Task
Listen to the teacher and answer the questions.
1. What is your name?

2. How are you?
3. How old are you?
4. Where are you from?
5. Have you got a family?
6. Can I have your pen?
7. What colours do you see?
8. What is your favourite animal?
9. What is your favourite food?
10. What is your hobby?
Descriptor: A learner
• answers questions appropriately;
• uses topic words.
4
Topic: Hello again
Learning objective 2.S6 Use short answers appropriately in short, basic exchanges
and take turns when speaking with others in a limited range of
short, basic exchanges
Assessment criteria • Interact with others in short conversation

• Use short answers appropriately in conversation
Level of thinking skills Application
Task
Work with a partner. Ask and answer the questions. Swap the roles.
Example:
Learner 1: Learner 2:
1. Q: What is your name? 1. A: My name is … .
2. Q: How are you? 2. A: I am fine. Thank you.
3. Q: How old are you? 3. A: Eight.
4. Q: Where are you from? 4. A: I am from Kazakhstan.
5. Q: Have you got a family? 5. A: Yes, I have got a family.
6. Q: What colours do you see? 6. A: I see yellow, pink ….
7. Q: What is your favourite 7. A: A dog.
animal? 8. A: Yes, I have.
8. Q: Do you have a friend?
• asks questions;
• answers shortly to the questions;
• uses topic words;
• pronounces words and expressions clearly.
5
Topic: Hello again
Learning objective 2.R2 Identify, remember and sound out high-frequency

sound and letter patterns
• Read and pronounce frequently used sound and letter

Assessment criteria patterns
Task
Underline the first letters of the words. Read the words.

Askhat bank Nurlan school Aru hospital cinema park Svetlana
Descriptor A learner
• underlines initial letters of the words;
• reads the words.
Topic: Hello again
Learning objective 2.W5 Write letters and familiar high frequency words
when read aloud or spelt out for learners
Assessment criteria • Write letters and frequently used familiar words
Task
Listen to the teacher. Write the words.
Teacher reads aloud: boy, pencil, banana, family, bus, dog.
Teacher spells the words aloud: b-o-y, p-e-n-c-i-l, b-a-n-a-n-a, f-a-m-i-l-y, b-u-s, d-o-g.
• writes down the words;
• completes the words with the missing letters.
6
Topic: Hello again
Learning objective 2.W6 Use with support upper and lower case letters
accurately when writing familiar high frequency words
Assessment criteria • Write familiar words using appropriate case of the letter
Task
Complete the words. Use letters from the box.
TaDktAd K
• completes words;
• uses the appropriate form of upper and lower case letters.
7
Topic: I can...
Learning objective 2.L1 Understand a range of short basic supported

classroom instructions
Assessment criteria • Recognise short classroom commands with support
Task
Listen and do. Repeat after your teacher.
Hop like a rabbit.

Jump like a frog.
Walk like a duck.
Run like a dog.
Fly like a bird.
Swim like a fish.
• follows the instructions accordingly;
• repeats the rhyme;
• pronounces the words and expressions clearly.
Topic: I can...
Learning objective 2.L2 Recognize with considerable support an

increasing range of common personal questions
• Identify personal questions with considerable
Assessment criteria support
Task
Listen and answer the questions.
1. Can you read?
2. Can you write?
3. Can you swim?
4. Can you fly?
5. Can you climb a tree?
6. Can you bring me your book, please?
7. Can you show me your pen, please?
8. Can you bring me your red marker, please?
9. Can you count to 20, please?
10. Can you write the letter B, please?
• responds to the questions;
8
Topic: I can...
Learning objective 2.S2 Ask questions in order to satisfy basic needs and
find information on familiar topics and classroom routines
Assessment criteria • Get information using questions on familiar topics

and classroom activities
• Make up questions properly
Task
Ask questions. Use the pictures below.
Example: Can cat run fast? Can’t cat swim?
Run fast Swim Sing Jump
• asks positive and negative questions using picture;
• uses can and can’t appropriately;
• pronounces word and expressions clearly.
9
Topic: I can …
Learning objective 2.S4 Respond to basic supported questions giving personal

and factual information
Assessment criteria • Answer basic questions with support

• Provide personal information and facts
Task
Answer the questions.
1. Can Alisher read?
2. Can Dana write?
3. Can Eldar swim?
4. Can you fly?
5. Can a cat climb a tree?
6. Can you give Sati your book, please?
7. Can you show Danil your pen, please?
8. Can you bring me your red pencil, please?
9. Can you count Arina’s pencils, please?
10. Can you write the letter F, please?
• answers questions;
Topic: I can
Learning objective 2.S8 Give simple instructions for others to follow
Assessment criteria • Give simple commands

• Follow commands
Task
Work in a pair. Give commands to the classmate.
1. Alisher, read the word!
2. Erlan, write a letter.
3. Eldar, show how fish swim.
4. Fly, like a bird!
5. Climb a tree!
6. Give Sati your book, please!
7. Show Danil your pen!
8. Bring me red marker, please!
9. Count Arina’s pencils, please!
10. Write letter G, please!
• gives commands appropriately;
• follows commands accordingly.
10
Topic: I can …
Learning objective 2.UE13 Use can to talk about ability and to make requests
and offers; use can / can’t to talk about permission
Assessment criteria • Talk about ability, make requests and offers, and
ask for permission using can and can’t
Task
Work with a partner. Ask and answer questions. Use can and can’t.
• asks and answers questions;
Topic: My clothes and things

Task
Teacher prepares photocopies of a number of clothes.
1. Take a T-shirt, take a dress, take jeans, etc.
2. Write 10 on the T- shirt. Colour it green.
3. Say what colour your clothes.
• follows instructions appropriately;
• writes numbers on the clothes;
• colours clothes;
• talks about colours of his/ her clothes.
11
Learning objective 2.S1 Make basic statements related to personal

information, people and objects on familiar topics and
classroom routines
Assessment criteria • Talk about personal information, people and objects and
classroom activities
• Make up sentences on familiar topics and classroom
activities
Task
Say what clothes you and your classmates put on.
Example: I put on a … . She puts on a … . He puts on a … .
• makes up sentences correctly;
• says what clothes he/she is wearing;
• pronounces words and phrases intelligibly.
12
Learning objective 2.UE1 Use singular nouns, plural nouns – including some
common irregular plural forms in giving simple descriptions
Assessment criteria • Apply singular and plural nouns and some irregular
plural forms
Task
Look at the pictures. Divide clothes into two groups: plural nouns and singular
nouns. Make up sentences and say.
Singular Plural
It’s a blue cap. These are blue

shorts.
• divides clothes into 2 groups;
• makes up and says sentences;
• uses singular and plural nouns appropriately.
13
Learning objective 2.UE3 Use common adjectives in descriptions and talk about
simple feelings
Assessment criteria • Talk about feelings using simple feeling words

• Give description using common adjectives
Task
Look at the pictures. Describe clothes and people. Use adjectives red, grey, yellow,
happy, sad, proud, surprised etc.
Example: The boy is happy.
• describes clothes using adjectives;
• talks about feelings;
14
Cross curricular unit: My family and friends
Topic: Friends’ names
Learning objective 2.L3 Understand the main points of short, slow and
carefully articulated talk on routine and familiar topics
features such as colour and number
Assessment criteria • Recognise the main information in a short carefully

articulated talk on familiar topics
Task
Listen to the teacher. Write the number of the sentence in the box.
1. I am going to the shop with Mike on Thursday.

2. My friend Betty is going to the cinema on Sunday.
3. Mikey and Ben go to the park every evening.
4. Nancy with Mary goes to the library every day.
• numbers pictures accordingly.
15
Learning objective 2. R1 Read and spell out words for others
Assessment criteria • Read word

• Spell words for others
Task
Match the words with the pictures. Spell them.
• reads the words;
• matches the words with the pictures;
• pronounce the words clearly.
16
Learning objective 2.W2 Write letters and familiar high frequency words when
read aloud or spelt
Assessment criteria • Write letters and familiar frequently used words when
read aloud or spelt
Task
Listen to the teacher. Write the letters and the word.
• writes the letters;
• writes the word.
17
Topic Helping hands

Task
Listen and do. Answer the questions. Use sure, no problem, here you are, sorry I can’t, sorry
I need it.
1. Can you give me your ruler, please?
2. Go to the board and clean it, please.
3. Collect the copybooks, please.
4. Close/open the door, please.
5. Switch on/ off the light, please.
6. Can you bring the register, please?
7. Open your books on page 25, please.
8. Can you pass the paper, please?
9. Can you give me your book, please?
10. Can you tell me the time, please?
• answers the questions using sure, no problem, here you are, sorry I
can’t, sorry I need it;
18
Topic: Helping hands
Learning objective 2.S3 Use a limited range of basic words, phrases and short
sentences to describe objects, activities and classroom
routines
• Talk about objects, activities and classroom routines
Assessment criteria
using topic words, phrases and short sentences
Task
Make up the dialogues. Use questions and words.

1. Can I help you?
2. Can I, please, use your pen?
3. Can I, please, have your scissors?
sure here you are sorry I need it
no problem sorry I can’t with pleasure
• asks and answers questions;
• makes up the dialogue;
19
Learning objective 2.S5 Begin to articulate clearly the difference between

various sounds
Assessment criteria • Start to distinguish clearly the different sounds
Task
Work in a pair. Read the word. Show the right card.
• reads words clearly;
• shows the appropriate cards.
Learning objective 2.S6 Use short answers appropriately in short, basic

exchanges and take turns when speaking with others in a
limited range of short, basic exchanges
Assessment criteria • Interact with others in short conversation
• Use short answers appropriately in conversation
Task
Make up a dialogue. Use can and can’t.
Example: Ann, can you help me with my homework?
Yes, I can help you with pleasure.
Can you come to my house today afternoon?
Sure.
• asks and answers the questions;
• makes up short dialogue;
20
Learning objective 2.R1 Read and spell out words for others
Assessment criteria • Read words

• Spell out words for others
Task
Read the situations. Spell out the highlighted words.
• reads the sentences;
• spells out highlighted words;
21
Learning objective 2.W1 Write with support short responses at phrase level to
questions and other prompts
Assessment criteria • Answer to the questions with support

• Write short answers at phrases level
Task
Read the questions. Write the answers. Use this, these, that, those.
1. What is this? ____________________________
What are
2. ___________________________________________
those?
What are
3. _________________________________________
these?
4. What is that? ___________________________
• uses this, these, that and those appropriately;
• spells words properly.
22
Learning objective 2.UE6 Use demonstrative pronouns this, these, that, those
to make and respond to requests for information
Assessment criteria • Make requests for information

• Respond to requests
• Use pronouns this, these, that, those
Task
Make up sentences. Use This/ These, That/Those.
• writes sentences;
• uses this, these, that and those appropriately.
23
Learning objective 2.UE13 Use can to talk about ability and to make requests and
offers; use can / can’t to talk about permission
Assessment criteria • Talk about ability, make requests and offers, and ask for
permission using can and can’t
Task
Match sentences.
Can you , please, show me your photo album?

Can you, please, help me with this exercise?
Can I take your book?

Can I collect the copybooks?
Can you sing a song?

Can you draw a picture?
• matches two halves of sentences corretcly.
24
Topic: People I know
Assessment criteria
• Recognise the main information in a short carefully
Task
Look at the picture. Listen, find the described person and write the numbers.
1. Jane is wearing a grey skirt and a black blouse.

2. John is in blue trousers and a red T-shirt.
3. Mary is wearing white jeans and a blue and white T-shirt.
4. Nick is in a brown jacket, white shirt and green trousers.
5. Steven is wearing a green T-shirt.
6. Jill is wearing a pink top and blue jeans.
7. Sandy is in grey trousers and blue and yellow top.
8. Sandra is wearing a light green top, a pink skirt and dark green trousers.
Sandra Jill Steven Mary Sandy Nick John Jane
• writes the appropriate numbers under the name.
25
Learning objective 2.S1 Make basic statements related to personal

information, people and objects on familiar topics and
classroom routines
activities
Task
Talk about people and classroom objects in the pictures.

Example: There is a school.
• makes up sentences about people;
• makes up sentences about classroom objects and routines;
• uses topical vocabulary;
26
routines
Assessment criteria • Talk about objects, activities and classroom routines using
topic words, phrases and short sentences
Task
Make up phrases and sentences. Use pictures and words.

Example: There is a student. He is going to the school.
• makes up short sentences/phrases;
27
Learning objective 2.UE3 Use common adjectives in descriptions and to talk

about simple feelings

Task
Describe pictures. Use adjectives happy, sad young, old, long, short, slow and fast.
• describes each picture;
• uses appropriate adjectives;
28
Learning objective 2.UE13 Use can to talk about ability and to make requests
and offers; use can / can’t to talk about permission
Task
Look at the pictures. Make up sentences.
Examples:
I can’t fly.
I can help you to draw.
Can I take your pen?
• makes up sentences;
• uses can or can’t appropriately;
29
TERM 2
Cross curricular unit: My school
Topic: Counting and Measuring
Learning objective 2.L1 Understand a range of short basic supported classroom

instructions

Application
Task
Listen and do. Repeat after your teacher.
Stand up, please

Hands up, please
Hands down, please
Hands on the hips, please
Turn left, please
Turn right, please
Stand still, please
Sit down, please.
• follows instructions accordingly;
30
Topic: Counting and measuring
features such as color and number

Task
Take a set of flashcards. Listen and follow.
1. Put on the desk your green “13” card first.

2. Then put next to it your blue “15”card.
3. Then put your blue “13” card.
4. Put your red “15” card under the blue “13” card.
5. Put your red “19” card next to the red “15” card.
6. Then put your green “18” card under the blue “15”card.
7. Put your purple “17” card under red “19”.
8. Put your purple“11” card next to the purple “17” card.
9. Say the numbers in order you put them.
13 15 13 15 19 18 17 11
• arranges flashcards in an instructed order;
• says the numbers in appropriate order;
31
Learning objective 2.L5 Identify missing phonemes in incomplete words
Assessment criteria • Recognise missing letters

• Complete the words

Application
Task
Listen and write the letters. Use letters from the
box.
th tw f s ty
__elve __irty–four __ive twen____ __ixteen
• chooses the appropriate letters for the words;
• completes the words.
32
Topic: Counting and Measuring
Learning objective 2.S4 Respond to basic supported questions giving

personal and factual information

Task
Look at the picture and answer the questions.
1. How many pupils are there in the classroom?

2. How many windows are there in the room?
3. What colour is teacher’s desk?
4. Are there nine students?
5. Is there one teacher?
6. How many students are there raise their hands?
• answers questions using supporting picture;
• uses topic words appropriately;
33
Learning objective 2.R4 Begin to use with support a simple picture dictionary
Assessment criteria • Use a picture dictionary with support
Task
Read the words for numbers from 13 to 19. Use pictures as prompts.
• reads words intelligibly.
Learning objective 2.UE2 Use cardinal numbers 1 -50 to count
Assessment criteria • Count numbers 1-50
Task
Count objects in the pictures. Use “There are …”.
• counts objects in the pictures;
• says the number of the objects using “There are …”;
34
Learning objective 2.UE11 Use have got + noun to describe and ask about
possessions
Assessment criteria • Apply have got + noun in a talk for possessions
Task
Make up statements. Use have got + noun.

Example: The girl has got six books.
• makes up statements using have got+ noun;
35
Topic: Around school
Learning objective 2.L4 Recognize with support short basic questions relating to
Assessment criteria • Identify basic questions with support

• Recognize colours and numbers
Task

1. How many days are there in a week?
2. How many months are there in the year?
3. What is your favourite color?
4. How many people are in your family?
5. How many students in your class?
• responds to the questions;
36


Application
Task
Listen and fill in the missing letters. Use letters from the box.
br mp nt nt nf
ca _____ een
li _____ ary
co _____ erence hall
co _____ uter room
17 seve _____ een
• completes words;
• uses appropriate letters.
37
routines
Assessment criteria • Talk about objects, activities and classroom routines

Task
Look at the pictures and describe them.
Example: This is a gym. There are balls in the gym.
1. 2.
3. 4.
5. 6.
• names the room of the school;
• describes the pictures;
38
Learning objective 2.W3 Write short phrases to identify people, places and
objects
Assessment criteria • Identify people, places and objects;

• Write short phrases
Task
Look at the pictures. Write short phrases. Use words from the box.
Example: Happy boy.
Happy beautiful nice orange blue red
________ ________ ________ ________ ________ ________
• uses words from the box;
• writes short phrase;
• spells words correctly.
39
Learning objective 2.UE14 Use basic prepositions of location and position

at, behind, between, in, in front of, near, next to, on, to to
describe where people and things are; use prepositions of time:
on, in, at to talk about days and times
Assessment criteria • Describe position and location of people and things
• Speak about days and time
• Use at, behind, between, in, in front of, near, next to, on
Task 1. Look at the pictures and say. Use at, behind, in, in front of, near,
next to, on.
Example: The cat is in the box.
Task 2. Tell what you do every day. Use on, in and at.
Example: On Sundays I play football at school.
• talks about location of the objects;
• uses appropriate prepositions.
• talks about activity;
• uses appropriate prepositions and days of the
week.
40
Topic: School days
Learning objective 2.L2 Recognize with considerable support an increasing

range of common personal questions
Assessment criteria • Identify personal questions with considerable support
Task

1. How many days are there in a week?
2. What are they?
3. When is your birthday?
4. What grade are you in?
5. Do you have friends at school?
6. When do you go to the school?
41
Topic: School days
Learning objective 2.L3 Understand the main points of short, slow and carefully
articulated talk on routine and familiar topics features such
as color and number

Task
Listen and circle the correct answer. Tell your answer.
1. There are green and red apples. a. 8 green and 6 red apples
Count them. b. 7 green and 6 red apples
c. 7 green and 8 red apples
2. What colour are bananas? red yellow orange
3. Where do you eat at school?
4. Do you wear the uniform at

school? What colour is it?
5. How many pupils are there 20 25 18

in your class?
• circles the correct answers;
• says his/ her answers;
42
Topic: School days
routines

Task
Describe the objects in the picture.

Example: There is a ruler. It is grey.
• describes pictures;
43
Topic: School days

Assessment criteria • Read and pronounce frequently used sound and letter
patterns
Task
Complete the words. Use letters from the box. Read the words.
pai_ _ _ all _ aper _en _ ike
B p b p nt b
• completes the words using letters from the box;
Topic: School days
Learning objective 2.W7 Spell some familiar high-frequency words accurately

during guided writing activities
Assessment criteria • Write familiar frequently used words accurately
Task
Answer the questions. Write down your answers.

Example:
What class are you in? Two.
Where do you eat your lunch in the school? Canteen.
When do you go to the park? On Tuesday.
Where are Azamat and Diana? In library.
• answers the questions;
• writes down his/ her answers correctly.
44
Topic: Class Photos
Learning objective 2.S2 Ask questions in order to satisfy basic needs and find
information on familiar topics and classroom routines
Assessment criteria • Get information using questions on familiar topics and

Task
Look at the pictures. Ask questions. Use what, where, who and how.
Example: What students are doing?
• asks questions;
• uses wh-questions and how;
45
Topic: Class Photos


Task
Imagine this is your photo. Answer the questions.
1. When was it?

2. What was it?
3. Who are in the picture?
4. What are they doing?
5. Where is it?
6. What was the weather like?
• answers questions using supporting picture;
46
Topic: Class Photos

Assessment criteria • Read and pronounce frequently used sound and letter
patterns
Task
Read the words.
Hello, dance, sing, trousers, cap, one, four, eighteen, gym, ball, aunt, ice – cream, jacket, lemon.
• reads the words with clear pronunciation.
Topic: Class Photos
Learning objective 2.UE7 Use personal subject and object pronouns to

describe people and things
Assessment criteria • Apply personal subject and object pronouns

• Describe people and things
Task. Make up sentences. Use subject and object pronouns. Read sentences.
Example: My friend has got coloured pensils.

Give me a red pencil, please.
• makes up sentences using subject pronouns;
• makes up sentences using object pronounces;
• reads sentences.
47
Cross curricular unit: The world around us
Topic: Different places
articulated talk on routine and familiar topics features such as
color and number

Task
Listen and colour the shapes on the flags.

1. Colour the Sun on the flag of Kazakhstan yellow.
2. Colour the circle on the flag of Japan red.
3. Colour the big star on the flag China yellow.
4. Colour the first stripe on the flag of Germany black.
5. Colour the leaf on the flag of Canada red.
Kazakhstan China Canada
Japan Germany
• colours shapes of the flags accordingly.
48


Application
Task
Listen and write the missing letters. Use letters from the box. Read the
words.
_ anada Kaza_ _ stan _ apan _ ermany _ _ ina _ _ _ USA
C J Ch kh G The
• chooses the appropriate letters;
• completes the words;
49
sentences to describe objects, activities and classroom routines

Task 1
Look at the pictures and say what it is, what colour it is, where it is from.
Task 2
Look at the pictures and say what they are doing.
Task 1 • names animals, their colours and the country they are from;
• pronounces words and expressions clearly;
Task 2 • says about activities;
50
Learning objective 2.S4 Respond to basic supported questions giving personal and
factual information

Task
Answer the questions.

2. Where are you from?
3. How old are you?
4. When is your birthday?
5. What colour is flag of your country?
6. What colour is your passport?
• uses appropriate topical vocabulary;
51
Learning objective 2.UE5 Use interrogative pronouns including which, what,

where, whose to ask who people are and what they are doing
Assessment criteria • Talk about people and their activity using questions
which, what where, whose
Task
Ask questions. Use what, which, where and whose.

Example: Where is she from? What is she doing?
• asks the questions;
• uses which, what where, whose appropriately;
52
Learning objective 2.UE12 Use basic adverbs of place here / there to say where
things are
Assessment criteria • Talk about objects using adverbs here/ there

• Say where things are
Task
Look at the pictures. Use adverbs here or there to complete the sentences. Read sentences.
1. This is __________ . 2. That is
________.
3. This is 4. That is
_________. ________.
• writes here/there in sentences;
• reads sentences.
53
Topic: Reading signs
Learning objective 2.S1 Make basic statements related to personal information,

people and objects on familiar topics and classroom routines
activities
Task
Look at the pictures and answer the questions.
What does this sign mean? What does this sign mean? What does this sign mean?
What is he doing? What is she doing? What does it mean?
• responds to the questions appropriately;
54

Task
Ask questions. Use where, what and which.

Example: What do these signs mean? Where can we see this sign? Which sign is “You cannot
go”?
• asks questions;
• uses wh-questions appropriately;
55
Learning objective 2.R3 Read and follow with considerable support simple
words, phrases and sentences on familiar topics
Assessment criteria • Read and follow words, phrases and sentences with
considerable support
Task
Match the road signs with the words. Read the words.
Bicycle
Bus station
Stop!
Danger!
Go!
• matches the road signs with the words;
• reads words.
56
Learning objective 2.UE8 Use simple imperative forms [positive and negative] for
basic commands and instructions
Assessment criteria • Give commands and instructions using imperative forms
Task
Match the pictures with the words. Make up commands and address your peer.
Example: Aida, write, please!
Silence!
Write!
Read!
Listen!
Think!
Speak!
• matches the pictures with the words;
• gives commands classmates;
57
Task
Look at the pictures. Make up sentences. Use can and can’t.
58
Topic: Where is it from?
color and number

Task
Listen and answer the questions. Put the numbers under the each picture.
1. Can you find an animal which eats bamboo?

2. Can you find an animal which has long ears?
3. Which animal has a brown colour?
4. Which animal has white and black colours?
• puts the correct numbers under the pictures.
59


Application
Task
Listen and write the missing letters. Read the words.
Teacher reads
1) Canada, China, Ireland, England, Kazakhstan, Japan, Germany, America.
2) C-a-n-a-d-a, C-h-i-n-a, I-r-e-l-a-n-d, E-n-g-l-a-n-d, K-a-z-a-k-h-s-t-a-n, J-a-p-a-n,
A-m-e-r-i-c-a.
Canad _ Chin _ Irel_ _ _ Engla _ _ Kazakhs _ _ _ Japa _ Germa_ _ Am
• completes the words,
60
routines

Task
Look at the pictures. Make up sentences. Use words.

Example: The girl from Ireland.
Ireland Australia China Kazakhstan
61
Learning objective 2.R3 Read and follow with considerable support simple words,
phrases and sentences on familiar topics
Task
Find the right picture for the sentences. Name the objects and show them.
1. It has fifty stars. It is red, blue and white.

2. It has two arms and legs. It is brown.
3. It eats bamboo leaves.
4. It is a man. It is golden.
5. It has a red leaf in the middle. It is red and white.
• reads sentences;
• finds the right pictures;
• names the objects;
• shows the appropriate pictures.
62
Topic: Days Out


Application
Task
Listen and match letters with incomplete words. Read the words.
Example: Drive.
Sl _ _ ay
Sk Ju_ _
_ _ ate
Dr
mp _ _ ive
Pl
_ _ edge
• matches letters with incomplete words;
• pronounces words clearly.
63
Topic: Days Out

Task
Choose the picture. Ask questions.
• asks questions properly;
64
Topic: Days Out
Task
Read the sentences.
We go to school every day.
They read a book.
She waters a flower.
He helps his mother in the house.
They swim in the swimming pool.
• reads sentences intelligibly.
65
Topic: Days Out
Learning objective 2.UE4 Use determiners a, an, the, some, any, this, these, that,
those to identify things
Assessment criteria • Use a, an, some, the, this, these to indicate things
Task
Look at the pictures. Fill in the gaps with a, an, the, some, this, these, that and those. Read the
sentences.
a, an, the, some, this, these, that, those
1. There is_____ cow in the farm.

2. There are _____animals in the farm.
3. _______ is a horse.
4. This is ___ elephant.
5. There are _____ children.
6. ______are children.
7. _______are animals.
8. _______ is a circus.
• writes the correct determiners;
• reads the sentences.
66
TERM 3
Cross curricular unit: Health and body
Topic: Our body

Task
Look at the picture and describe it.
Example: This is a classroom. There is a teacher. She has a book.
• makes up sentences about objects, activities and classroom routines;
• uses topic vocabulary;
67
Topic: Our body

Task
Fill in the missing letters. Spell and read the words.
Example:
Eye
e_r _and _rm _eg
n_se mo_th ha_r he_d f_ _ t
• completes the words with the missing letters;
• spells out and reads words appropriately.
68
Topic: Our body
Learning objective 2.UE6 Use demonstrative pronouns this, these, that, those to
make and respond to requests for information
Assessment criteria • Make requests for information

• Respond to requests
• Use pronouns this, these, that, those
Task
Fill in the gaps. Use this, these, that, those where necessary.
Whose pencils are _____ ones?
Whose brush is _____ one?
I can take _____ apples.
I can sit at _____ desk.
• uses this, these, that, those correctly;
• completes sentences.
69
Topic: Let’s measure

instructions
Task
Listen to the teacher and solve the measuring problems about your body.
Fill in the table.
1. Take a ruler or a tape measure.

2. Measure your forefinger. How long is your forefinger?
3. Measure your middle finger. How long is your middle finger?
4. Measure your leg. How long is your leg?
5. Measure your arm. How long is your arm?
Part of the body cm mm

forefinger
middle finger
leg
arm
• follows instructions accordingly;
• makes measurements;
• completes the table correctly.
70

• Recognize colour and number
Task
Listen to the teacher and circle the correct answer.
1. How long is the red ruler? 20cm 23cm 25cm
2. How long is the yellow pencil? 10cm 18cm 8cm
3. How long is this tape measure? 1m 1.5m 10m
• circles the correct answers.
71
Learning objective 2.UE2 Use cardinal numbers 1 -50 to count
Assessment criteria • Count numbers 1-50
Task
Take a tape measure or a ruler. Measure your parts of the body. Answer the following
questions:
Example: How long are your two forefingers? My two forefingers are 10 cm.
1. How long are your two steps?

2. How long are your outstretched arms?
3. How long are your five little fingers?
4. How long are your two feet?
5. How long are your two legs?
• uses a tape measure or a ruler;
• makes measurement parts of the body;
• calculates the findings;
• answers the questions.
72
Topic: Hats and Bats

Task
Listen to the teacher and circle the correct answer.
1. What colours is the football?
2. How many players are in a football team?
12 11 15
3. How many goalkeepers are in a team?
2 1 3
4. What colour is the costume of Kazakhstan’s cycling team?
black and white blue and red blue and yellow
• chooses the correct answer.
73
Learning objective 2.S8 Give simple instructions for others to follow
Assessment criteria • Give simple commands

• Follow commands

Application
Task
Look at the pictures and give the instructions.
Example: Show me ‘running’. Show me ‘throwing the ball’.
1. 2.
3. 4.
5.
• gives appropriate instructions;
• follows instructions accordingly.
74

Task
Fill in the first letters in the names of sports. Read and spell the words.
Example: Football
_ aseball _ olf _ kiing

_ adminton _ ockey _ olleyball
_ ennis __ ugby _ ycling
• writes the missing letters;
• spells out the words appropriately.
75
Learning objective 2.R4 Begin to use with support a simple picture dictionary
Assessment criteria • Use a picture dictionary with support
Task
Read the names of the sports and match them to their pictures.
football
tennis
golf
skiing
skating
• matches the words to the right pictures.
76
Topic: Reading time


Application
Task
Listen to the teacher and complete the words.

Teacher reads: clap, raise, jump
Cl__p Rais_ J__mp
• writes the missing letters.
77
Topic: Reading time
factual information

Task

2. What do you like to eat?
3. Can you cook?
4. Can you cook salad?
5. Can you cook pizza?
6. Who cooks in your family?
7. Do you help your mother to cook?
8. What can you cook together with your mum?
10. What food don’t you like?
• answers the questions appropriately;
• pronounces the words and phrases clearly.
78
Topic: Reading time
Learning objective 2.R3 Read and follow with considerable support simple, words,
Task
Read the sentences and put a tick  in the box next to the right picture.
1. It is a salad.
2. Run.
3. Play football.
4. This is a bike.
5. Eat fruits.
• reads the words, phrases and sentences;
• puts a tick next to the appropriate picture.
79
Topic: Reading time
Learning objective 2.W3 Write short phrases to identify people, place and objects
Assessment criteria • Identify people, places and objects;

• Write short phrases
Task
Write short phrases. What can you see in the picture?

Example: Play football.
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
• describes pictures;
• writes phrases or sentences.
80
Topic: Reading time
Assessment criteria • Talk about ability, make requests and offers, and
ask for permission using can and can’t
Task
Look at the pictures. Tell what children are doing. What you can and cannot do?
Example: They are drawing. I can draw. I cannot sign.
• talks about people;
• tells what he/she can and cannot do;
• uses can and cannot;
81
Cross curricular unit: Traditions and customs
Topic: Special Days

instructions
Task
Listen to the teacher and follow instructions.
1. Take the paper.

2. Make a signal at both sides.
3. Take a ruler and draw lines from both sides.
4. Draw a big heart.
5. Take a green pencil and write Happy New Year/Happy Birthday.
6. Decorate the card with stars.
Teacher can use this link to listen to the instructions

https://www.youtube.com/watch?v=2l7S4iqOik0
• makes a card.
82
Topic: Special Days
factual information

Task
1. What special days do you know?

2. When is Nauryz?
3. Can you see fireworks on Nauryz?
4. What can you see on Independence Day?
5. Do you like to get presents?
6. When do we have New Year’s Day?
7. What do you do on New Year’s Day?
• pronounces the words and phrases intelligibly.
83
Topic: Special Days
Learning objective 2.UE8 Use simple imperative forms [positive and

negative] for basic commands and instructions
Assessment criteria • Give commands and instructions using imperative

forms
Task
Look at the pictures. Put the verb to the proper place to make up a command.
Eat Watch Take Sing Play Cook
Example: __Play___ a game.
1. ___________
salad.
2. ___________
pictures.
3. ___________
ice-cream.
4. ___________
a cartoon.
5. ___________
songs.
• makes up imperative sentences or commands;
• puts the verb to the proper place.
84
Topic: Special Days
Learning objective 2.UE9 Use common present simple forms [positive, negative,
question] and contractions to talk about what you want and like
and habits and facts
Assessment criteria • Talk about wishes and likes, habits and facts in positive,
negative and interrogative sentences in Present Simple
• Use contraction forms in a talk in Present Simple
Task
Look at the pictures. Talk about what you like and/or don’t like. Use words from the box.
Example: I like to eat a birthday cake.
eat play make dance sing watch
• talks about what he/she likes and doesn’t like;
• uses appropriate topic words from the box;
• pronounces the words and expressions clearly.
85
Topic: Home cooking
Learning objective 2.L9 Recognize the spoken form of familiar words and
expressions
Assessment criteria • Identify familiar words and expressions
Task
Listen to the teacher and put a tick  in the box next to the right picture.
1.Take grapes.
2. Add
strawberries.
3.Cut a banana.
4. Peel an orange.
5.Cut an apple.
6.Add yogurt.
7.Enjoy your salad!
• marks the pictures correctly.
86
Topic: Home cooking

• Apply topical vocabulary, phrases and short sentences
Task
Look at the pictures. Tell about things and activities using the ideas.
Example: It is a birthday cake. It is blue and tasty.
• describes the pictures;
87
Topic: Home cooking

Task
Read the sentence and spell the underlined word.
Bake a cake.
Peel the banana.
Cut the orange.
Beat eggs.
Add some milk.
Drink juice.
Eat pizza.
88
Cook soup.
Enjoy your meal.
• reads the words appropriately;
• names the letters of the underlined words.
89
Topic: What’s it for?
colour and number
Assessment criteria • Recognize the main information in a short carefully

Task
Listen to the teacher and write the number of the sentence in the right box.
Example: 1. We use a yellow pencil to colour the Sun.
2. We colour our flag with a blue pencil.

3.You can write your name with a pen.
4.You sleep in a bed.
5.We use a spoon for eating soup.
6.We use a comb to brush our hair.
7.A knife is for cutting things.
8.A pencil case is for keeping pencils.
9.A cap is for wearing on the head.
10.Salad is for health.
• writes the number of the sentence in the proper box.
90
factual information

Task
Look at the pictures and listen to the teacher. Answer the questions.
I am Asel.
A-S-E-L pen pencil chair bed sofa spoon

2. Can you spell your name, please?
3. What do you use to write a letter?
4. What do you use to draw a picture?
5. Can you draw with a pen?
6. Can you sit on the table?
7. Where can you sleep?
8. Can you sleep on the sofa?
10. What can you eat your soup with?
• answers the questions properly;
91
Learning objective 2.W7 Spell some familiar high-frequency words accurately

during guided writing activities
Assessment criteria • Write familiar frequently used words accurately
Task
Make up a sentence. Fill in the gap and spell the word. Read the sentence.
Example: We use a__pencil__ to draw.
I use a __________ to drink tea.
We use a __________ to cut things.
People use a __________ to ride a horse.
A woman uses a _________ to wear.
We use a ___________ to brush teeth.
People use __________ to live.
We use a __________ to eat soup.
• writes the words correctly;
• reads the sentences.
92
TERM 4
Cross curricular unit: The natural environment
Topic: The weather
colour and number

Task
Listen to the teacher. Find the correct picture and put a tick  in the box.
Autumn
It is autumn now. The trees are yellow, green and brown. Sometimes it is very windy. There are
some clouds in the sky. There are many apples in autumn.
• marks the correct picture.
93
Topic: The weather

Task
Look at the pictures. Begin sentences with “I need … when it is ….”.

Example: I need pink sunglasses when it is sunny.
1. Show and name the clothes you need for a rainy weather.
2. Look and tell what you need for a cold weather.
3. Tell about the clothes you need for a hot weather.
4. Tell what you put on when it is sunny.
5. Tell what you put on when it is windy.
• names the clothes;
• talks about the weather;
• tells what clothes he/she needs to put on.
94
Topic: The weather
Learning objective 2.UE3 Use common adjectives in descriptions and to talk about
simple feelings

Task
Look at the pictures and describe them. Tell what people feel.
Example: The boy is happy.
• talks about feelings of people;
• uses adjectives appropriately.
95
Topic: Changing seasons
Learning objective 2.L4 Recognise with support short basic questions relating to

Task

Example: How many months are there in a year?
There are twelve months in a year.
1. How many months are there in winter?

2. What colour are the snowflakes?
3. How many months are there in spring?
4. What colour are the trees in spring?
5. How many months are there in summer?
6. What colour are the flowers in summer?
7. How many months are there in autumn?
8. What colour are the leaves in autumn?
• counts the months of the year;
• names the colours.
96
Task
Read the instructions. Follow them.

Example: January
1. Fill in the missing letters.

2. Put the months into alphabetical order.
3. Read the names of the months of the year.
4. Read three months beginning with J.
5. Name the month having the least letters.
6. Read two months beginning with A.
7. Name two months beginning with M.
8. Name summer months.
_ ebruary _ arch _ pril _ ay _ une

_ uly _ ugust _ eptember _ ctober
_ ovember _ ecember
• reads the sentences properly;
• fills in the missing letters;
• follows instructions;
• reads the names of the months clearly.
97
Task
Answer the questions below. Give full answers.
Example: What month comes after January?

February comes after January.
1. Are there eleven months in a year?

2. Do you like to play snowballs?
3. Does your brother or sister like to go to school?
4. When can you swim in a lake?
5. What do you like to do in summer?
6. What colours can you see in autumn?
7. Do we have snow in winter?
• speaks intelligibly.
98
Topic: What can animals do?
Learning objective 2.L4 Recognise with support short basic questions relating to
Assessment criteria • Identify simple questions with support

Task
Example: What colours are the tigers?

The tigers are orange and black.
1. How many legs do crocodile have?

2. What colours are zebra?
3. How many wings do dragonflies have?
4. What colours are the ladybirds?
5. How many tails do monkey have?
• names colours, numbers and animals properly;
• pronounces the words and expressions intelligibly.
99
Learning objective 2.UE10 Use common present continuous forms [positive,

negative, question]
Assessment criteria • Apply the rule for present continuous tense
Task
Use the verbs in the box to describe the actions.
climb bark sing fly swim eat jump run
Example: The bird is singing.
1. 2. 3. 4.
5. 6. 7. 8.
• names animals properly;
• chooses the right verbs;
• says the actions of the animals;
• uses present continuous tense correctly.
100
Task
Look at the pictures and describe them. Use can to talk about ability.
Example: I can draw animals.
Talk about permission. Use can or can’t.

Example: You cannot feed the animals in the Zoo.
Use can to talk about requests and offers.

Example: I can take a dog for a walk.
• names animals properly;
• uses topic related vocabulary;
• uses can and cannot to express ability, permission, offers and requests.
101
Learning objective 2.UE17 Use me, too to give short answers
Assessment criteria • Respond to the questions

• Use me and too in respond
Task
Work in pairs. Look at the pictures and make up a dialogue. Say what animals can do. Tell what
you can do too. Use “me, too”.
Example:
Q: What can monkeys do? A: They can jump.

Q: And you? A: Me, too.
• says what animals do in the picture;
• says what he/ she can do using me, too;
• pronounces the words and expressions properly.
102
Topic: Sea Adventures
colour and number

Task
Listen to the teacher. Put the numbers under the right picture as you listen.
1. Hello, my name is Leo. I can swim, swim and swim in a blue ocean.
2. I am going to sleep, says Grandpa. Be a good boy, do not go far away.
3. Hello, says green Timmels, the Turtle. Let’s go.
4. Oh, no! It’s a Black shark! It will eat us!
5. Dori comes and helps her friends. Thank you, Beautiful Dori!
• finds the correct picture according to heard information;
• puts the right number under the pictures.
103

Task
Look at the picture. Colour the picture as you like. Work with your partner, ask and answer
questions.
Example: What colour is the water in the river?

It is blue.
1. What colour is the boy’s hair?

2. What colour are the boy’s trousers?
3. Is the boy’s shirt yellow?
4. What colour is the fish?
5. Is the fishing rod black?
• names the colours correctly;
• colours the picture;
• pronounces the sentences intelligibly.
104

Task
Look at the picture and jumbled words in the box.

Put the letters in the correct order. Read and spell your answer to the class.
octuosp whela hsfirats ssihhefor lettur
____________ _____________ _____________ _____________ _____________
• arranges letters in proper order;
• spells out the words.
105
Learning objective 2.W5 Write letters and familiar high frequency words when read
aloud or spelt out for learners
Assessment criteria • Write letters and frequently used familiar words
Task
Fill in the missing letters in the names of underwater animals. Read them.
Example: The shell is on the beach.
1. The o _ _ _ _ _ _ is very clever.

2. The s _ _ _ _ is very angry.
3. The w _ _ _ _ is very kind.
4. There are many s _ _ _ _ _ on the beach.
5. The water in the sea is b _ _ _ .
• completes sentences with proper words;
• reads the sentences intelligibly.
106
Cross curricular unit: Travel
Topic: A-B
Assessment criteria • Talk about objects, activities and classroom routines using
topic words, phrases and short sentences
Task
Look at the pictures. Use the ideas to tell about special vehicles.
Example: It is a car. It is blue. It moves fast.
• names special vehicles;
107
Topic: A-B
Task
Look at the pictures. Read and make up a sentence. Use words from the box.
Example: Do you go to school by bus?
don’t like want want doesn’t like don’t want
Example: Do you _go__ to school by bus?
1. I _______________to ride a bike.
2. I _________ to go to Astana by car.
3. He _________ to go to Almaty by train.
4. They _________ to go home by taxi.
5. We __________ to Italy by ship.
• uses words from the box;
• makes up correct sentences;
• uses present simple tense appropriately.
108
Topic: A-B
Learning objective 2.UE14 Use basic prepositions of location and position: at,
behind, between, in, in front of, near, next to, on, to
to describe where people and things are; use prepositions of
time: on, in, at to talk about days and times
Assessment criteria • Describe position and location of people and things

• Speak about days and time
• Use at, behind, between, in, in front of, near, next to, on
Task
Look at the pictures. Use the ideas to tell where the vehicles are.
Use a preposition to make a sentence.
Example: The school bus is at the bus stop.
in between near in at in front of
• tells the location of the vehicles;
• uses prepositions from the box;
109
Topic: Types of vehicle
factual information

Provide personal information and facts
Task

2. How old are you?
3. What types of vehicles do you know?
4. Do you go to school by bus?
5. Can you ride a bike?
6. Can you go to Astana by car?
7. Do you like to go by train?
8. Where can you fly?
9. How can you get to Africa?
• uses topic related words;
• pronounces words and phrases clearly.
110
Assessment criteria • Read and follow words, phrases, sentences with

Task
Read sentences and follow instructions.
Colour the bus

1. We go to school by bus. yellow.
2. I don’t go home by bike. Cross the bike.
3. They play with cars. Circle the car.
4. He doesn’t play with a boat. Cross the boat.
5. We fly to London. Circle the plane.
• reads the sentences;
• pronounces the words and phrases properly;
• colours the bus;
• crosses appropriate vehicles;
• circles the right vehicle.
111
Task
Look at the pictures. Put the verb to the proper place and read the sentences.
Can Can’t
1. _________ I have your

?
2. _________ you give me a

?
3. You _______ go to school by
4. We _______ play with our

.
5. __________ you ride a

?
6. You _______ take my

.
• talks about ability;
• asks for permission;
• fills in can and can’t to the proper place;
• reads the sentences with clear pronunciation.
112
Topic: My plane
Learning objective 2.S1 Make basic statements related to personal information,

people and objects on familiar topics and classroom routines
activities
Task
Look at the pictures. Describe the plane. Answer the questions.
1. Is it a big or a small plane?

2. What colour is it?
3. Is it new or old?
4. Can you play with a toy plane?
5. Where can you go by plane?
• talks about planes;
• uses the words appropriately;
• speaks intelligibly.
113
Topic: My plane
Learning objective 2.UE11 Use have got + noun to describe and ask about
possessions
Assessment criteria • Apply have got + noun in a talk for possessions

Application
Task
Look at the pictures. Put the verb to the proper place to make a sentence.
have got has got are there
1. I _________ many planes .
2. She _________ a helicopter to play.
3. How many children _____ ____ in a bus ?
4. He _________ a new bike .
5. How many boats ____ ____ in the picture?
6. How many stars ____ ______ in a line?
• puts the verb to the proper place.
114
Topic: Bike Story
colour and number
Assessment criteria • Identify the main information in a short carefully

Task
Look at the pictures. Listen to the teacher and write the number of the sentence under the right
picture.
1. Nick likes to ride a bike, but he doesn’t wear his helmet.

2. He crashed the bike.
3. His parents buy him a new bike.
4. Father teaches Nick to ride a new bike.
5. He wears a helmet when he rides his bike.
6. He is riding a bike with his friends.
• writes the number of the sentence under the proper picture.
115
Topic: Bike Story
Learning objective 2.UE10 Use common present continuous forms [positive,

negative, question]
Assessment criteria • Apply the rule for present continuous tense
Task
Look at the picture. Answer the questions.
1. Are the children riding horses?

2. What colour bike is the boy riding?
3. What is he wearing?
4. Is the girl wearing a green helmet?
5. What colour bike is she riding?
• uses present continuous forms properly.
116
Topic: All together now


Task
Answer the following questions:
1. What part of your body do you use to skip the rope?

2. What part of your body do you use to look?
3. What part of your body do you use to speak?
4. What part of your body do you need to write?
5. What part of your body do you need to smell?
6. Can you sing the “All together now” song?
117
Topic: All together now
Task
Read the questions and answer them. Write down your answer and spell them.
For teacher: learners listen to the song “All together now” by The Beatles before the questions.
Example: Which number 1 – 10 sounds like ‘more’? __Four___
1. Which colour sounds like ‘bed’?Spell the word.

2. Which letter sounds like ‘tea’? Name the letters.
3. Cross the colours which are in the song “All together now”.
4. Which numbers are in the song “All together now”? Write the numbers.
__ __ __ __ __ __ __ __ __ __
• reads questions;
• answers the answers;
• follows instructions appropriately.
118
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A collection of tasks for Formative Assessment

We wish you creative work and success!

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

Topic: Hello again

Learning objective 2.L2 Recognize with considerable support an increasing range

Assessment criteria • Identify personal questions with considerable support

Level of thinking skills Knowledge and comprehension

Listen to the teacher and answer the questions.

1. What is your name?

Assessment criteria • Interact with others in short conversation

Level of thinking skills Application

Learning objective 2.R2 Identify, remember and sound out high-frequency

• Read and pronounce frequently used sound and letter

Level of thinking skills Application

Underline the first letters of the words. Read the words.

Topic: Hello again

Assessment criteria • Write letters and frequently used familiar words

Level of thinking skills Application

Level of thinking skills Application

Learning objective 2.L1 Understand a range of short basic supported

Assessment criteria • Recognise short classroom commands with support

Level of thinking skills Knowledge and comprehension

Hop like a rabbit.

Learning objective 2.L2 Recognize with considerable support an

Level of thinking skills Application

Assessment criteria • Get information using questions on familiar topics

Level of thinking skills Application

Run fast Swim Sing Jump

Learning objective 2.S4 Respond to basic supported questions giving personal

Assessment criteria • Answer basic questions with support

Level of thinking skills Application

Assessment criteria • Give simple commands

Level of thinking skills Application

Level of thinking skills Application

Learning objective 2.L1 Understand a range of short basic supported

Assessment criteria • Recognise short classroom commands with support

Level of thinking skills Knowledge and comprehension

Learning objective 2.S1 Make basic statements related to personal

Level of thinking skills Application

Level of thinking skills Application

It’s a blue cap. These are blue

Assessment criteria • Talk about feelings using simple feeling words

Level of thinking skills Application

Topic: Friends’ names

Assessment criteria • Recognise the main information in a short carefully

Level of thinking skills Knowledge and comprehension

1. I am going to the shop with Mike on Thursday.

Learning objective 2. R1 Read and spell out words for others

Assessment criteria • Read word

Level of thinking skills Application

Match the words with the pictures. Spell them.

Level of thinking skills Application

Listen to the teacher. Write the letters and the word.

Learning objective 2.L1 Understand a range of short basic supported

Assessment criteria • Recognise short classroom commands with support

Level of thinking skills Knowledge and comprehension

Level of thinking skills Application

Make up the dialogues. Use questions and words.

Learning objective 2.S5 Begin to articulate clearly the difference between

Assessment criteria • Start to distinguish clearly the different sounds

Level of thinking skills Application

Topic: Helping hands

elve irty–four ive twen ixteen