Cross curricular unit 4. Professions and Ways of Communication
| T opic | Body language | ||||||
| Learning objective s | 4.1.1.1 Understand an increasing range of classroom instructions 4.2.1.1 Make basic statements which provide information on an increasing range of general and some curricular topics | ||||||
| Assessment criteria | · React to classroom instructions · Give information using basic statements | ||||||
| Level of thinking skills | Knowledge and comprehension Application | ||||||
| Task 1. Listen to the teacher and react to commands using body language. Teacher reads the commands: 1. Show the class “angry”. . 5. Show the class “afraid”. 2. Show the class “surprised”. 6. Show the class “tired”. 3. Show the class “angry”. 7. Show the class “It’s OK”. 4. Show the class “sorry”. 8. Show the class “It’s bad”. Task 2. Tell about parts of our body that help us to express our emotions/ feelings. Example: You can rub your nose to show “I think”.
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| Descriptor: | A learner · follows the commands · tells about each part of the body. | ||||||
| T opic | Body language | ||||||
| Learning objective s | 4.2.1.1 Make basic statements which provide information on an increasing range of general and some curricular topics 4.4.2.1 Begin to use joined-up handwriting in a limited range of written work | ||||||
| Assessment criteria | · Tell information using basic statements · Write sentences using joined-up handwriting | ||||||
| Level of thinking skills | Knowledge and comprehension Application | ||||||
| Task 1. Make up sentences describing pictures. What feelings do they show?
Example:The girl is surprised.
Task 2. Write sentences. Use joined-up handwriting.
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| Descriptor: | A learner · makes up simple sentences using the pictures; · uses joined-up handwriting to describe feelings. | ||||||
| T opic | Communicating around the world | ||||||||||||||||||||||||||
| Learning objective s | 4.1.1.1 Understand an increasing range of classroom instructions 4.1.3.1 Understand the main points of short supported talk on an increasing range of general and some curricular topics | ||||||||||||||||||||||||||
| Assessment criteria | · Follow classroom instructions · Identify the main points of short talk with support | ||||||||||||||||||||||||||
| Level of thinking skills | Knowledge and comprehension | ||||||||||||||||||||||||||
| Task . Listen to the instructions.
Teacher reads the instructions: 1. Listen to a man talking about different professions. 2. Put the number in a small box next to the picture. 3. Then write the name of the profession in a big box. Number 1 is done as an example.
Follow the link: https://www.123listening.com/freeaudio/people1-5.mp3 . ! Listen to 1.40’
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| Descriptor: | A learner · follows instructions; · writes the numbers in the boxes under the pictures; · writes the names of the professions under the pictures. | ||||||||||||||||||||||||||
| T opic | Communicating around the world | ||||||||||||||||||||
| Learning objective s | 4.4.3.1 Write with support short sentences which describe people, places and objects 4.4.6.1 Use upper and lower case letters accurately when writing names, places and short sentences when writing independently | ||||||||||||||||||||
| Assessment criteria | · Give information using basic statements · Use upper and lower case letters accurately to write names, places and short sentences | ||||||||||||||||||||
| Level of thinking skills | Knowledge and comprehension Application | ||||||||||||||||||||
| Task . Complete the table and write sentences about countries. Example: The capital of Kazakhstan is Nur-Sultan. People speak Kazakh.
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| Descriptor: | A learner · writes the names of places and languages with the capital letter; · writes correct sentences. | ||||||||||||||||||||
| T opic | Communicating around the world | ||||
| Learning objective | 4.3.1.1 Recognise, identify and sound with support a growing range of language at text level | ||||
| Assessment criteria | · Identify and say words at text level with support | ||||
| Level of thinking skills | Knowledge and comprehension | ||||
| Task . Read the text. Underline the numbers and pronounce them. Answer the questions.
There are many different languages in the world. All languages have words. Chinese doesn’t have an alphabet. You write characters. Cambodian has the longest alphabet. It has 76 letters. In New Zealand, sign language is an official language. 231 languages are now completely extinct. English is an official language in more than 60 countries.
1. What language have no the ABC? 2. What language has lots of letters? 3. How many languages do not exist now? 4. How many countries have English as an official?
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| T opic | Technology | ||||||||
| Learning objective s | 4.1.2.1 Understand an increasing range of supported questions which ask for personal information 4.4.4.1 Write with support a sequence of short sentences in a paragraph to give basic personal information | ||||||||
| Assessment criteria | · Identify personal questions with support · Write short sentences in a paragraph to give personal information | ||||||||
| Level of thinking skills | Knowledge and comprehension Application | ||||||||
| Task 1. Look at the pictures and answer the questions.
1. Which devices from the pictures do you have? 2. Which of them would you like to have? 3. Which of them can you use to do homework? 4. Do you like playing computer games? 5. How often do you watch TV / listen to music?
Task 2. Describe your favourite tech. Write what it is, why it is favourite, who gave you it, how does it help you.
Example: My favourite tech is my iPad. It is my favourite because it is a birthday gift. My Granny gave it to me. It helps me to read books, listen to the music, and find information.
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| Descriptor: Task 1 Task 2 | A learner · answers questions using pictures; · describes his/ her favourite tech; · writes grammatically correct sentences; · organises sentences in a paragraph. | ||||||||
| T opic | Technology | ||
| Learning objective s | 4.2.3.1 Give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics 4.5.3.1 Use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative and superlative] to make comparisons | ||
| Assessment criteria | · Describe people and objects · Use possessive adjectives to describe · Use one-syllable and some two-syllable adjectives to make comparisons | ||
| Level of thinking skills | Knowledge and comprehension Application | ||
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| Task . Look at the picture and describe people and objects in it. Use his/her and comparative and superlative adjectives. Example: This is Tom. He is a 4-th grade student. Tom has a smartphone. His smartphone is new. It is the best phone in his class.
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Descriptor: A learner
· describes people and objects;
· uses possessive adjectives;
· uses comparative adjectives;
· uses superlative adjectives.
| T opic | Technology | ||
| Learning objective | 4.5.11.1 Use has got/ have got, there is/ are statement, negative, question forms including short and full answers and contractions | ||
| Assessment criteria | · Use has got/ have got, there is/ are to make up positive and negative sentences | ||
| Level of thinking skills | Application | ||
| Task . Look at the picture and describe it. Write positive and negative sentences and questions by using have got, has got, there is, there are.
Example: There are six people in the picture. They have not got iPads. Have paul got a mobile?
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| Descriptor: | A learner · describes the picture; · writes positive and negative sentences and questions; · uses have got, has got; · uses there is, there are. | ||
TERM 3
| Cross curricular unit: Hot and Cold
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| Topic | Weather | ||||||||||||||||||||
| Learning objectives | 4.1.9.1 Recognise words that are spelt out from a limited range of general and curriculum topics 4.4.7.1 Spell most familiar high-frequency words accurately when writing independently | ||||||||||||||||||||
| Assessment criteria | · Recognise spelling of words from limited range of topics · Write high-frequency words accurately | ||||||||||||||||||||
| Level of thinking skills | Knowledge and comprehension Application | ||||||||||||||||||||
| Task. Listen to the teacher spelling the word and write the word you hear under the picture. Teacher reads: cold hot warm cloudy foggy sunny rainy snowy windy stormy Go to this link http://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/worksheets-weather-1.pdf
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| Descriptor: | A learner · recognises the spelt words; · spells the words accurately. | ||||||||||||||||||||
| Topic | Weather | ||
| Learning objectives | 4.3.5.1 Understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues 4.2.1.1 Make basic statements which provide information on an increasing range of general and some curricular topics | ||
| Assessment criteria | · Identify the main points of short simple text using context · Make up sentences on general topics | ||
| Level of thinking skills | Knowledge and comprehension Application | ||
| Task 1. Read the text. Match the suggestions to the country. Here is the forecast for tomorrow’s weather in the UK and Ireland! In Scotland it is snowy and the weather is very cold. In the North of England it is foggy, and in the centre and east it is rainy. In the South and South East of England it is very sunny and hot. In the South West it is warm but rainy. In Wales it is cloudy but warm. In Northern Ireland it is very sunny.
Task 2. Tell about the weather in: 1. Wales 2. Scotland 3. England 4. North of England Example: It will be very cold in Ireland. | |||
| Descriptor: Task1 Task2 | A learner · reads the text and matches the suggestions to the countries; · tells about weather in Wales using information from Task 1; · tells about weather in Scotland using information from Task 1; · tells about weather in England using information from Task 1; · tells about weather in the North of England using information from Task 1. | ||
In Ireland it is stormy and very windy.
| Topic | Weather | |||||||
| Learning objectives | 4.4.5.1 Link with some support sentences using basic coordinating connectors 4.5.16.1 Use conjunctions and, or, but, because to link words and phrases | |||||||
| Assessment criteria | · Use and, or, but, because to link words and phrases and sentences | |||||||
| Level of thinking skills | Application | |||||||
| Task. Use the words from the table to complete the sentences.
1. In the South of Kazakhstan the weather is sunny______________ hot in summer. 2. In the North of Kazakhstan it is cold _________________ windy in winter. 3. In Astana the weather is hot in summer __________________ it is cold in winter. 4. In the East of Kazakhstan the weather is warm_______________ hot. 5. In the West of Kazakhstan the weather is warm and rainy______________ windy and hot in summer. 6. In Almaty the weather is warm and sunny____________________ it is in the South of Kazakhstan.
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| Descriptor: | A learner · uses conjunctions to link words and phrases; · uses conjunctions to connect sentences. | |||||||
| Topic | Weather | |
| Learning objective | 4.2.1.1 Make basic statements which provide information on an increasing range of general and some curricular topics 4.5.10.1 Use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics; use –ing forms swimming, spelling as nouns to describe familiar and classroom activities | |
| Assessment criteria | · Provide information about people and objects · Use present continuous forms, including short answers and contractions, to talk about what is happening now | |
| Level of thinking skills | Application | |
| Task. Look at the pictures. Talk to a partner about what is happening (seasons, weather, clothes, activities). Ask and answer the questions.
1. What season is it now? 2. What is the weather like? 3. Is it raining/snowing now? 4. What is the boy wearing? 5. What is the boy doing/going to do?
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| Descriptor: | A learner · talks to a partner, asks and answers questions; · uses present continuous forms to talk about what is happening now; · uses present continuous forms to talk about future arrangements. | |
| Topic | Weather | ||||||||
| Learning objectives | 4.3.6.1 Understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics 4.1.4.1 Understand an increasing range of short supported questions on general and some curricular topics | ||||||||
| Assessment criteria | · Identify detailed information in short text with support · Answer short questions with support | ||||||||
| Level of thinking skills | Knowledge and comprehension | ||||||||
| Task. Read the texts. Listen to the teacher’s questions and answer them. Teacher asks questions after the learners read the texts. 1. How many seasons are there in a year? 2. What are winter/spring/ summer/ autumn months? 3. What is the weather like in winter/spring/ summer/ autumn? 4. What do children like to do in winter/spring/ summer/ autumn? 5. What is the coldest/ hottest season in the year?
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| Descriptor: | A learner · reads the texts; · answers the questions about months and weather in different seasons; · tells about activities and favourite season; · names the hottest and the coldest seasons. | ||||||||
| Topic | Weather | ||||||
| Learning objectives | 4.2.2.1 Ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics 4.2.4.1 Respond to questions on an increasing range of general and some curricular topics 4.2.7.1 Contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges | ||||||
| Assessment criteria | · Make up questions about present and past experiences · Give answers to the questions · Make a short conversation in a pair, in a group and in whole class work using appropriate words, phrases and sentences | ||||||
| Level of thinking skills | Application | ||||||
| Task. Look at the pictures. Discuss with your partner/ partners about them by asking and answering questions. Teacher can organise learners to work in pairs, small group or as a whole class. Learners should ask each other questions and answer them according t o the pictures. They should use simple present and past forms in their talk.
Example: 1. What season is it? 2. What is the weather like? 3. What are the children wearing? 4. What do the children do in the picture? 5. What other games or activities can they organise? 6. What is your favourite season? 7. What did you do in your favourite season? 8. What clothes did you wear last summer? | |||||||
| Descriptor: | A learner · asks questions about the picture; · asks personal questions; · answers the questions appropriately; · uses correct words, phrases to make up sentences; · uses proper verb forms in simple present and past tenses. | ||||||
| Topic | Weather | ||
| Learning objectives | 4.4.7.1 Spell most familiar high-frequency words accurately when writing independently 4.4.8.1 To include appropriate use of full stops and question marks, at sentence level with some accuracy when writing independently | ||
| Assessment criteria | · Write frequently used topical vocabulary with correct spelling · Use punctuation marks full stops and questions accordingly | ||
| Level of thinking skills | Application | ||
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Task 1. Use the letters to make up words. Spell the words correctly.
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