Circle the places and objects if you have them in your town/village.
Nbsp;
A collection of tasks
For Formative Assessment
English
Grade 5
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 secondary 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.
Contents
TERM 1. 4
TERM 2. 42
TERM 3. 83
TERM 4. 133
TERM 1
| Unit : Home and Away | ||||
| Learning objective | 5.C1 Use speaking and listening skills to solve problems creatively and cooperatively in groups 5.UE8 Use future forms “will” for predictions and “be going to” to talk about already decided plans on a limited range of familiar general and curricular topics 5.UE11 Use be/look/sound/feel/taste/smell like and use “be made of” on a limited range of familiar general and curricular topics | |||
| Assessment criteria | · Discuss a problem in groups and suggest a solution to this problem · Apply “will” for predictions · Apply “be going to” for already decided plans · Use be /look/smell /like and be made of | |||
| Level of thinking skills | Application | |||
| Task | ||||
| Work in small groups. You are going to build a new house. You need materials to build your house. There are some names of the materials in the box. Choose and discuss in your group what materials you will use in building the house. Explain your ideas.
For example: We will build a new house. Our house will be made of wood.
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| Descriptor | A learner · works cooperatively in a group; · tells about plans using future forms; · uses be made of when speaking about materials. |
| Unit: Home and Away (Cities and countries) | |||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | 5.L1 Understand a sequence of supported classroom instructions | ||||||||||||||||||||||||||||||||||||||||||||||||
| Assessment criteria | · Identify common classroom commands with support | ||||||||||||||||||||||||||||||||||||||||||||||||
| Levels of thinking skills | Knowledge and comprehension
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| Write words in the boxes under appropriate pictures in the space provided. Teacher reads the following instructions:
turn left round about next to go past take the second left turn right opposite go straight on take the second right traffic light
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| Unit: Home and away (Cities and countries) | |||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | 5.L7 Recognize the opinion of the speaker (s) in basic, supported talk on an increasing range of general and curricular topics.
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| Assessment criteria | · Identify the speaker's point of view in a simple conversation on general topics with some support · Interact with each other delivering content correctly and clearly to others | ||||||||||||||||||||||||||||||||||||||||||||||||
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Levels of thinking skills |
Higher order thinking skills
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| Listen to the story and complete the task. Go to the link to listen to the story https://learnenglishkids.britishcouncil.org/en/short-stories/pyramids-paris
Transcript for the teacher: Something very strange happened last month. A naughty, young giant moved all the world’s famous landmarks. People around the world were very confused. He put the Pyramids in Paris. “And on your left the … Pyramids?” He moved the Leaning Tower of Pisa to London. “Here we can see the famous… leaning tower of … London?” He swapped the Sydney Opera House with Stonehenge. “Hey, where are the stones, man?” When his mum saw the newspaper she was very angry. “Kevin! Go and put them back in the right place, you, naughty boy.” “Yes Mum.” So don’t worry. If you go to London, Cairo, Pisa or Paris today, you’ll see all the landmarks in their correct place.
Answer the questions. 1. Where did naughty young giant move the Pyramids? 2. Where did naughty young giant move the Leaning Tower of Pisa? 3. Where is the Sydney Opera and Stonehenge according to the giant? 4. Where did the landmarks come from?
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| Descriptor | A learner · answers the questions appropriately according to the story; · works in a pair; · asks and answers questions.
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| Unit : Home and Away | |||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | 5.S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics 5.UE14 Use prepositions to talk about time and location; use prepositions “like” to describe things and “about” to denote topic; use prepositions of direction “to, into, out of, from, towards” on a limited range of familiar general and curricular topics | ||||||||||||||||||||||||||||||||||||||||||||||||
| Assessment criteria | · Give basic information about themselves and others at sentence level · Demonstrate the correct use of prepositions of time, location and direction | ||||||||||||||||||||||||||||||||||||||||||||||||
| Levels of thinking skills | Application Higher order thinking skills | ||||||||||||||||||||||||||||||||||||||||||||||||
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| In the pictures there are rooms of Sponge Bob and Mickey Mouse. Draw a similar plan of your room. Describe your room to your partner.
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| Descriptor | A learner · draws a picture of his/her room; · describes the room using topic vocabulary; · uses prepositions correctly. |
| Unit : Homes and away | ||||
| Learning objective | 5.S2 Ask simple questions to get information about a limited range of general topics 5.L6 Deduce meaning from context in short, supported talk on an increasing range of general and curricular topics.
5.C6 Organize and present information clearly to others
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| Assessment criteria | · Make up basic interrogative sentences and get information about the topic · Figure out the content of a short conversation with some support · Organize information logically · Express ideas clearly
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| Level of thinking skills | Application Higher order thinking skills
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| Task
Work in pairs. Ask your partner questions about his/ her house. Draw your partner’s house according to his story. Present your findings to your classmates. | ||||
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| Descriptor | A learner · makes up questions using topic vocabulary; · draws the house according to the description; · presents the information to his/her partner. |
| Unit : Home and Away | |
| Learning objective | 5.S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.UE3 Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics 5.W3 Write with support factual descriptions at text level which describe people, places and objects |
| Assessment criteria | · Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences · Apply the rule for comparative and superlative adjectives · Use the information to write sentences which describe people, places and objects |
| Level of thinking skills | Application Higher order thinking skills |
| Task | |
| Describe the pictures. Talk with your classmates about rooms of your house. Write 3-4 sentences which describe your room. Example:Bedroom is bigger than kitchen. Living room is the biggest room in the house.
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| Descriptor | A learner · talks about his/her room; · uses topic vocabulary; · uses adjectives in the comparative and superlative forms; · describes his/her room in 3-4 sentences |
| Unit: Home and Away (Cities and countries) | |||||||||||||||
| Learning objective | 5.R1 Understand the main points in a limited range of short simple texts on general and curricular topics.
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| Assessment criteria | · Read and identify the main idea in the text
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| Levels of thinking skills | Knowledge and comprehension
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| Task Read the text. Look at the map and answer the questions. This is my home city. It is not very big and it is cozy. We have a very nice Furniture store and a school just next to it. There is a Stadium in the centre of the city. There is a fountain to the right of the Café.
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Questions: 1. What is to the left of the Furniture store? 2. Are there any houses in front of the Bank? 3. Are there any buildings at the back of the Stadium? 4. Are there any houses in front of the Café? Descriptor A learner · reads the text; · answers the questions using the information from the text and picture.
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| Unit : Home and Away | |||||||||||||||
| Learning objective | 5.R2 Understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.C8 Develop intercultural awareness through reading and discussion | ||||||||||||||
| Assessment criteria | · Identify details in a text with little support · Talk about cultural diversity | ||||||||||||||
| Level of thinking skills | Knowledge and comprehension Application | ||||||||||||||
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Task | |||||||||||||||
| Read the texts and then answer the questions. Discuss them with the whole class.
Questions: 1. Does Sasha live in a block of flats? 2. Who likes to visit his Granny? 3. Who lives in the countryside? 4. Where did Rosa go last year? 5. Where did Rosa live in Thailand? 6. Do you like travelling? Why?
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| Descriptor | A learner · reads the text; · gives full answers to the questions; · interacts with peers while answering the questions. | ||||||||||||||
| Unit: Home and Away (Weather and climate) | |
| Learning objective | 5.R5 Deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.UE12 Use common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time: last week, yesterday on a limited range of familiar general and curricular topics 5.W6 Link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics |
| Assessment criteria | · Figure out the content of a short text with some support; · Use main regular and irregular adverbs and their comparative forms, adverbs of frequency and adverbs of definite time accurately · Connect sentences into paragraphs with basic connectors with some support |
| Level of thinking skills | Application Higher order thinking skills |
Task 1
Read the weather forecast for the UK and Ireland and draw weather symbols on the map.
Task 2
Write a weather forecast of the last week in your country.
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| Descriptor Task 1 Task 2 | A learner · reads the text; · identifies the meaning of the words related to weather and draws the right symbols on the map; · writes weather forecast for Kazakhstan; · uses adverbs appropriately; · uses topical vocabulary. |
| Unit : Home and Away | ||
| Learning objective | 5.W1 Plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics | |
| Assessment criteria | · Make a clear plan of writing · Write a text · Check the written draft | |
| Level of thinking skills | Higher order thinking skills | |
| Task | ||
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Write your daily routines. Start with a plan. Use the phrases below.
Get up have lunch have breakfast go to school get dressed do homework go to bed play volleyball go home morning exercise
Check your written work.
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| Descriptor | A learner · plans what to write; · writes daily routine using the phrases; · checks the written sentences. | |
| Unit: Home and Away (Cities and countries) | ||||||||||||||||||||||||||||||||
| Learning objective | 5.W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 5.C9 Use imagination to express thoughts, ideas, experiences and feelings
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| Assessment criteria | · Write short sentences on familiar topics · Connect sentences into a paragraph · Convey fantasy ideas including emotions and senses
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| Level of thinking skills | Higher order thinking skills
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| Task Look at the pictures and match them to their descriptions. Add some sentences in the space provided expressing your opinions and wishes.
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Descriptor A learner: · matches descriptions with their pictures correctly; · writes 1-2 sentences to the descriptions.
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| Unit : Home and Away | ||||||||||||||||||||||||||||||||
| Learning objective | 5.W7 Use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics
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| Assessment criteria | · Write a text keeping the register and format of a given genre
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| Levels of thinking skills | Application
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| Task | ||||||||||||||||||||||||||||||||
| Write a report about a place where you live. Exercises below will help you to organize your ideas. Write a djectives and write them in the right place. Big, expensive, small, calm, cheap, busy, traditional, horrible, modern, old, new, dirty, clean, lovely, packed with tourists, cosmopolitan, lively, boring, noisy, touristy.
What’s your town/village like? Write 3, 4 sentences. _________________ is _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
Circle the places and objects if you have them in your town/village.
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