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Specification of Summative Assessment
for term on the subject
“English”
Grade 6
Contents
1. Aim of the Summative Assessment for the term .................................................................................. 4
2. The document defining the content of the Summative Assessment for the term ................................. 4
3. Expected outcomes on the subject “English”, Grade 6 ........................................................................ 4
4. Level of thinking skills on the subject “English”, Grade 6 .................................................................. 5
5. Administration rules ................................................................................................................................. 7
6. Moderation and marking .......................................................................................................................... 7
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 ................................................... 8
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 ................................................. 21
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 ................................................. 34
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 ................................................. 48
1. Aim of the Summative Assessment for the term
Summative assessment is aimed to assess learners’ success in terms of the learning objectives
achievement and reveal their level of knowledge and skills acquired during the term within the
framework of updating the secondary education content.
Specification describes the content and procedure for the delivery of the Summative Assessment for
the term in “English” in Grade 6.
2. The document defining the content of the Summative Assessment for the term
Subject Program for "English" (within the framework of updating the content of secondary
education) secondary education (Grade 6)
3. Expected outcomes on the subject “English”, Grade 6
Content:
A learner develops skills needed for success in a range of academic subjects such as using
speaking and listening skills to solve problems, organising information clearly for others and
developing intercultural awareness through reading and discussion.
Listening:
A learner understands the main ideas of texts on curricular topics; identifies essential facts
distinguishing them from non-essential; understands details within the framework of familiar topics;
formulates complex questions based on listening material in order to obtain additional information;
deduces the meaning of listening material using context clues; identifies specific information within
the framework of familiar topics; recognizes inconsistencies in arguments within the framework of
familiar topics.
Speaking:
A learner conveys the main ideas of a text within the framework of familiar topics logically
organizing events; uses the formal and informal registers; presents information within the
framework of familiar topics; predicts the content of a text using the heading, pictures, key words,
extracts within the framework of familiar topics; asks simple and complex questions to obtain
specific information; interacts with peers (in a pair, group) to fulfill learning tasks; compares and
contrasts texts within the framework of familiar topics; expresses and opinion providing arguments.
Reading:
A learner identifies the main ideas of texts and details in texts of a range of styles and genres
within the framework of familiar topics; uses a range of information sources (reference materials,
dictionaries, the Internet); recognizes specific information in a text and a range of styles and genres
within the framework of familiar topics; predicts the content of a text using the heading, pictures,
key words, extracts; identifies the attitude and opinion of the author; evaluates information from
different texts.
Writing:
A learner fills in tables, diagrams, schemes, questionnaires, forms; plans, writes, edits and
proofreads texts within the framework of familiar topics; makes notes based on a text according to a
communicative task; describes real and/or imagined events of the past, present, and future using the
knowledge of topics studied before; links and coordinates sentences and paragraphs in a text within
the framework of familiar topics; correctly uses punctuation in a text within the framework of
familiar topics; creates texts of a range of styles and genres using appropriate rules and layout.
Use of English:
A learner expresses him/herself using a good lexical range and variety of language with a
generally high degree of accuracy. A learner develops ability to use a range of past, present and
future forms and a wider range of modals.
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4. Level of thinking skills on the subject “English”, Grade 6
Strand Level of Description Recommende
thinking d type of
skills question
Listening Knowledge Understand longer sequenceы of supported Questions with
and classroom instructions; multiple
comprehensunderstand more complex supported questions choice
ion which ask for personal information; answers.
understand more complex supported questions on Questions that
a growing range of general and curricular topics; require short
understand with limited support the main points answers.
of extended talk on a range of general and curricular Questions that
topics; require
understand most specific information and detail of detailed
supported, extended talk on a range general and answer.
curricular topics;
understand supported narratives including some
extended talk, on a range of general and curricular
topics;
recognise the opinion of the speaker(s) in
supported extended talk on a limited range of general
and curricular topics;
Higher deduce meaning from context in supported
order extended talk on a range of general and curricular
thinking topics;
skills
Speaking Application ask simple questions to get information about a Questions that
growing range of general topics; require short
use appropriate subject-specific vocabulary and answers.
syntax to talk about a limited range of general topics, Questions that
and some curricular topics; require
Higher provide basic information about themselves and detailed
order others at discourse level on a range of general topics; answer.
thinking give an opinion at sentence and discourse level on
skills an increasing range of general and curricular topics;
respond with limited flexibility at both sentence
and discourse level to unexpected comments on a
range of general and curricular topics;
keep interaction going in longer exchanges on a
range of general and curricular topics;
communicate meaning clearly at sentence and
discourse level during, pair, group and whole class
exchanges;
recount some extended stories and events on a
limited range of general and curricular topics;
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Reading Knowledge understand the main points in a growing range of Questions with
and short, simple texts on general and curricular topics; multiple
comprehensunderstand independently specific information choice
ion and detail in short, simple texts on a limited range of answers.
general and curricular topics; Questions that
understand the detail of an argument on a limited require short
range of familiar general and curricular topics, answers.
including some extended texts; Questions that
recognise the attitude or opinion of the writer in require
short texts on a growing range of general and detailed
curricular topics; answer.
recognise typical features at word, sentence and
text level in a range of written genres;
Application use independently familiar paper and digital
reference resources to check meaning and extend
understanding;
read independently a limited range of short simple
fiction and non-fiction texts;
Higher deduce meaning from context on a limited range
order of familiar general and curricular topics, including
thinking some extended texts;
skills recognise the difference between fact and opinion
in short, simple texts on a wide range of general and
curricular topics;
Writing Application plan, write, edit and proofread work at text level Questions that
with some support on a growing range of general require short
and curricular topics; answers.
write with some support topics with some Questions that
paragraphs to give basic personal information; require
link, with minimal support, sentences into detailed
coherent paragraphs using basic connectors on a answer.
growing range of familiar general topics;
use with some support appropriate layout at text
level for a growing range of written genres on
familiar general topics and some curricular topics;
spell most high-frequency vocabulary accurately
for a limited range of familiar general topics and
some curricular topics;
punctuate written work at text level on a limited
range of general topics and some curricular topics
with some accuracy;
Higher write with some support about real and imaginary
order past events, activities and experiences on a limited
thinking range of familiar general topics and some curricular
skills topics;
write with some support about personal feelings
and opinions on a limited range of familiar general
and curricular topics;
develop with support coherent arguments
supported when necessary by examples and reasons
for a limited range of written genres in familiar
general and curricular topics.
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5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps
that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about the
assessment duration. Remind learners that they are not allowed to talk with each other during the
Summative Assessment. After the instructions, make sure they have understood given instructions
and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the
Summative Assessment learners should not have any access to additional recourses that can help
them, for example, dictionary, and calculator (excluding the cases when it is allowed in
specification)
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the
assessment duration. You should not spell, paraphrase or provide any information that could give
the learner an advantage.
In case of finishing Listening section before than 10 minutes, feel free to come to Reading
section.
Always tell the learners that they have 15 and 5 minutes left before the end of the Summative
Assessment.
Tell the Learners to stop writing and put down their pens/pencils on the desks at the end of the
Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is
necessary to check learner sample papers with the marks awarded to ensure there are no deviations
from the standardized mark scheme.
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SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1
Review of summative assessment for term 1
Duration of the summative assessment– 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 22
The structure of the summative assessment
This Summative Assessment consists of 12 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Multiple choice tasks consist of several possible answers from which the correct one should
be selected.
Gap filling tasks is a task in which words/numbers are removed from a text and replaced
with spaces. Learners have to fill each space with the missing word/number or a suitable word.
True/False tasks require learners to indicate whether the provided option right or wrong.
Open-ended tasks require learners follow instructions of the task, answer questions in words,
expressions and sentences.
Tapescript for listening task can be found in CD3. And Transcript for listening task can be
found after the mark scheme.
The content of the summative assessment for the 1 term should be selected on topics “Our
Class” and “Helping and Heroes”.
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Characteristic of tasks for summative assessment for the 1 term
*Total *Que
Unit Strand Learning objective number of stions *Type of *Task description Time Total
questions № question marks
Our Class Listening 6.L5 Understand most 5 1 Multiple Each learner works individually. The task enables 10 5
Helping specific information 2 choice learners to find specific information in extended minutes
and Heroes and detail of 3 Gap talk. Learners listen to the recording twice on topic
supported, extended 4 filling ‘Our class’, having chance to look through the
talk on a range of 5 questions before the recording starts (1-2 min to
general and curricular read the questions before the recording starts). The
topics task consists of 5 questions. Learners choose the
right option for questions 1-3 and complete the
gaps for questions 4-5 with no more than 1 word
while listening.
Reading 6.R1 Understand the 5 1 Open Each learner works individually. The task enables 10 5
main points in a 2 ended learners to identify the main points of the text. minutes
growing range of 3 True / Learners read the text on topic ‘Helping and
short, simple texts on 4 False Heroes’ and answer the questions. This task
general and curricular 5 consists of 5 questions with one possible answer.
topics curricular topics In questions1-3 learners answer open ended
questions. In questions 4-5 learners indicate
sentences for True and False statements according
to the text.
Writing 6.W1Plan, write, edit 1 1 Open Each learner works individually. Learners should 20 6
and proofread work at ended choose one topic. They should write on topics ‘Our minutes
text level with some class’ or ‘Helping and Heroes’. They should
support on a growing answer the questions in full sentences expressing
range of general and their feelings on topic. Writing tasks can be
curricular topics differentiated by using pictures as a support for
6.W3 Write with some learners. Teachers can use own pictures for writing
support about personal tasks which are familiar to learners as a support.
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*Total *Que
Unit Strand Learning objective number of stions *Type of *Task description Time Total
questions № question marks
feelings and opinions
on a limited range of
familiar general and
curricular topics
Speaking 6.S1 Provide basic 1 1 Open Learners pair up and have a two-way conversation Each 6
information about ended on topics: ‘Our class’, ‘Helping and Heroes’. They pair
themselves and others have 1 minute to prepare and 2 minutes to talk on talks for
at discourse level on a the topic. Learners are provided with some 2
range of general topics questions for a discussion. They provide own minutes.
6.S3 Give an opinion points of view on topics, ask questions to clarify
at sentence and the answers and get the needed information,
discourse level on an explaining and justifying their positions and
increasing range of answers.
general and curricular Teacher can feel free to use topical pictures (from
topics own teacher’s resources/ classroom set of pictures)
to help learners to develop imagination. Teacher
can cut the number of the questions from the card
or ask additional questions to support learners if
necessary.
TOTAL: 40 22
minutes
Note: * - sections that can be changed
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Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
Listening
Task. Listen to the talk with Ben and Katy twice.
CD3. Tapescript 1.And transcript for listening task can be found after the mark scheme.
Choose the correct option to complete the sentences
1. Ben… [1]
A) does not study
B) studies and does well
C) studies but does not do well
D) does not go to school
2. Ben usually studies… [1]
A) in the library
B) at home
C) in his friend’s house
D) in the park
3. On Ben’s desk there are… [1]
A) papers, books and pens
B) pencils, books and pens
C) a pencil case and pens
D) copybooks and a laptop
Fill in the gaps with ONE WORD only.
4. Katy: Have lots of breaks. I always ___________ for thirty minutes. Then I have a break for
five minutes. [1]
5. Ben: I never have a ____________. I sometimes study for two or three hours. [1]
Total [5]
Reading
Task. Read the article about London police.
The History of the London Police
In 1700 London had no policemen at all. A few men protected the city streets at night.
Many people were poor and there were so many thieves who stole money in the streets that
people stayed in their homes as much as possible.
In 1750, Henry Fielding started to pay a group of people to stop thieves. They were like
policemen and were called ‘Bow Street Runners’ because they worked near Bow Street.
Fifty years later, there were 120 Bow Street Runners, but London had become very big and
needed more policemen. In 1829, the first London Police Force was started with 3000 officers.
Most of the men worked on foot, but a few rode horses.
Today, London police are quite well paid and for the few police officers who still ride horses,
the pay is even better than for the others.
Answer the questions.
1. Why did people stay in their homes as much as possible? [1]
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_____________________________________________________________
2. How did “Bow Street Runners” get their name? [1]
______________________________________________________________
Choose True or False.
3. In 1800, there were not enough policemen in London. [1]
True False
4. All of the first 3000 London Police Force rode horses. [1]
True False
5. Today, police officers who work with horses are paid more than their colleagues.
True False [1]
Total [5]
Writing
Task. Choose ONE of the topics below.
Topic 1. Our class
Think about your favourite class. Give some information
about the subject and classmates.
What is your favourite subject? Why?
What does a person do to be good at school?
Do you enjoy spending time with your classmates?
Why?
What clubs or sport activities do you like most at your school? Why?
Topic 2. Helping and Heroes
Think about heroes of modern life. Give some information about any hero.
Who do you think is a hero of modern life? Why?
What does a hero do?
Why do heroes enjoy helping the other people?
Who is your superhero or a hero in real life? Why?
Total [6]
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Speaking
Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own
opinion on topic, ask questions, explain your position and answer your partners’ questions.
You have 1 minute to prepare and 2 minutes to talk.
Card 1.Discuss with your partner the topic ‘Our class’. The following questions will help you
to organize your talk:
1) What grade are you in?
2) Do you have to wear a uniform?
3) What is your favourite subject at school?
4) What do you usually do after school?
5) Do you enjoy studying?
Card 2. Discuss with your partner the topic ‘Our class’. The following questions will help you
to organize your talk:
1) What do you like about your classroom?
2) What colour of classroom walls is the best for you?
3) Can you describe your classroom in five words? What are they?
4) What are five things you don’t like about your classroom?
5) What are five things you would like to change in your classroom?
Card 3. Discuss with your partner the topic ‘Our class’. The following questions will help you
to organize your talk:
1) How many students are there in your class?
2) Describe two of your classmates who attend your class
3) What subjects are you good at?
4) What subjects are you bad at?
5) Do you study a foreign language at school?
Card 4. Discuss with your partner the topic ‘Our class’. The following questions will help you
to organize your talk:
1) Are good grades important to student?
2) Which subject do you enjoy studying? Why?
3) What are the qualities of a good student?
4) How much free time do you have at school?
5) Do you go to any clubs at your school? What are they?
Card 5. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
will help you to organize your talk:
1) Do you believe in superheroes?
2) Who is your favourite male superhero? Why?
3) Who is your favourite female superhero? Why?
4) Do you think people need superheroes?
5) Do you want to be a superhero? Why?
Card 6. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
will help you to organize your talk:
1) Do you usually help other people?
2) What do you usually do to help other people?
3) How often do you help other people?
4) Who do you usually help?
5) Why do you think you should help other people?
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Card 7. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
will help you to organize your talk:
1) How can you help people in need?
2) How can you help the elderly people?
3) Did you do it alone, with friends or with your family?
4) Did you make new friends while you were doing the work?
5) How did you feel after finishing the work?
Card 8. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
will help you to organize your talk:
1) Did someone ever help you?
2) Who helped you?
3) When it happened?
4) Why did he / she help you?
5) How did you feel after this?
Total [6]
Total marks_ /22
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Mark scheme
Listening and Reading
№ Answer Mark Additional information
1 C 1
2 B 1
3 A 1
4 study 1
5 break 1
1 There were many thieves 1 Any other answers are
2 because they worked near Bow Street 1 acceptable if they answer
the questions correctly.
The answer can be shorter.
3 False 1
4 False 1
5 True 1
Total marks 10
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CRITERIA FOR MARKING WRITING*
Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a
mean to give an overall total out of 6.
Mark / Content: relevance, style and
Criterioregister, and development of Organization: cohesion, Vocabulary and Spelling Grammar and Punctuation:
n ideas paragraphing, and format range and accuracy
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task. connectors correctly and vocabulary appropriately; sentence forms correctly and
• The register completely attempts to use referencing, attempts to use less common demonstrates some variety in
corresponds to the but not always clearly or lexical items with occasional length.
requirements of the task; appropriately. inappropriacies. •
May attempt some complex
consistent and intentional •sentences, but they tend to be
Uses paragraphs to separate • Has good control of word
misuse of register* may ideas; all paragraphs revolve formation; may make less accurate, including
indicate a writer’s personal around one idea or a set of occasional errors in producing punctuation.
Errors in grammar and/or
6 style. like ideas; the size of each less common word forms. •
• All content points are fully paragraph allows for a proper • Spells common vocabulary punctuation do not distort
addressed and developed in a and balanced development of items correctly; very few (one meaning.
balanced way. ideas. or two) occasional spelling
*Such misuse of register should •mistakes may be present.
The format is appropriate, but
not harm the format of writing. may be modified for a better •
May occasionally misspell
reading experience. less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
All content is relevant to the •
Uses a range of basic • Uses a range of everyday • Writes simple and
task; insignificant content connectors correctly. vocabulary appropriately; compound sentence forms
omissions may be present. •
Uses paragraphs to separate attempts to use less common correctly, but does not
• The register on the whole ideas; most paragraphs lexical items, but may make demonstrate variety in
5 corresponds to the revolve around one idea or a frequent errors. length.
requirements of the task; set of like ideas; the size of •
Has good control of word • Occasional errors in
occasional and inconsistent each paragraph may reflect formation; may make errors grammar and/or punctuation
misuse of register may be imbalanced development of in producing less common do not distort meaning.
present. ideas. word forms.
16 ПРОЕКТ
• Most content points are • The format is appropriate. • Spells common vocabulary
addressed, but their items correctly; few (no
development may be slightly more than five) occasional
imbalanced. spelling mistakes may be
present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Most content is relevant to the • Uses some basic connectors, • Uses everyday vocabulary • Writes simple and some
task; insignificant content but these may be inaccurate generally appropriately, compound sentence
omissions may be present. or repetitive. while occasionally forms correctly.
• The register on the whole • Uses paragraphs to separate overusing certain lexical • While errors in grammar
corresponds to the ideas, but tends to misuse items. and/or punctuation are
Has good control of word noticeable, meaning is
requirements of the task. paragraphing (a script is a •
• Most content points are set of very short paragraphs formation; can produce rarely distorted.
4 addressed, but some content or some paragraphs may be common word forms
points may be more fully much longer than other ones correctly.
covered than others. for no apparent reason). •
May make infrequent errors
• The format is generally in spelling more difficult
appropriate. words.
• Errors in word choice and/or
spelling rarely distort
meaning.
• Some content is relevant to • Uses a very limited range of • Uses basic vocabulary • Writes simple sentence forms
the task; significant content basic cohesive devices reasonably appropriately. mostly correctly.
omissions may be present. correctly. •
Has some control of word • Errors in grammar and/or
• The register barely • Writes in paragraphs, but may formation; can produce some punctuation may distort
3 corresponds to the not use them to separate ideas common word forms meaning at times.
requirements of the task. (a script may have random correctly.
• Only some content points, breaks between paragraphs). • Makes frequent errors in
which are minimally •spelling more difficult words,
The format may be
addressed. inappropriate in places. but simple words are spelled
17 ПРОЕКТ
correctly.
• Errors in word choice and/or
spelling distort meaning at
times.
• Severe irrelevances and • May use a very limited range • Uses an extremely limited • Writes some simple sentence
misinterpretations of the task of basic cohesive devices, and range of vocabulary. forms correctly.
may be present. those used may not indicate a •
Has very limited control of • Frequent errors in grammar
• Only few content points, logical relationship between word formation; can produce a and/or punctuation distort
which are minimally ideas. few common word forms meaning.
Attempts to write in correctly.
2 addressed. •
paragraphs, but their use may •
Makes many errors in
be confusing (may start every spelling, including a range of
sentence with a new line). simple words.
• The format may be •
Errors in word choice and/or
inappropriate. spelling distort meaning.
• Attempts the task, but it is • Links are missing or incorrect. • Can only use a few isolated • No evidence of sentence
largely misinterpreted and the •words and/or memorized forms.
Does not write in paragraphs
response is barely relevant to at all (a script is a block of phrases.
Has essentially no control of
1 the task. text). •
• The format is not appropriate. word formation; can barely
produce any word forms.
• Displays few examples of
conventional spelling.
• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
0 OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
*Criteria for Marking Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work using
some of the criteria from each column. There is no need to take into account all the points of the criteria.
18 ПРОЕКТ
CRITERIA FOR MARKING SPEAKING*
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total
out of 6.
Mark /
CriterioDevelopment and Fluency Grammar and Vocabulary
n
• Shows sustained ability to maintain a conversation and to make • Produces error-free simple sentences.
relevant contributions at some length. •
Attempts some complex grammatical forms, but may make
Produces extended stretches of language despite some hesitation. errors, which rarely cause comprehension problems.
6 •
• Can respond to change in direction of the conversation. • Uses a range of appropriate vocabulary to give and exchange
• Pronunciation is intelligible. views on a growing range of general and curricular topics.
• Intonation is appropriate.
• Responds relevantly and at length which makes frequent • Produces error-free simple sentences.
prompting unnecessary, resulting in a competent conversation. •
Uses a range of appropriate vocabulary when talking about a
• Produces mostly extended stretches of language despite some range of general and curricular topics.
Occasional mistakes do not cause comprehension problems.
5 hesitation, although instances of using short phrases may be •
present.
• Can generally respond to change in direction of the conversation.
• Pronunciation is generally intelligible.
• Intonation is generally appropriate
• Attempts to respond to questions and prompts. • Frequently produces error-free simple sentences.
• Produces responses which are extended beyond short phrases, • Uses appropriate vocabulary to talk about a limited range of
despite hesitation. general and curricular topics.
4 •
Effort will need to be made to develop the conversation; only • Errors may cause comprehension problems.
partial success will be achieved.
• Pronunciation is mostly intelligible.
• May not follow English intonation patterns at times.
• Responses tend to be brief and are characterized by frequent • Produces basic sentence forms and some correct simple
hesitation. sentences.
3 •
Has to be encouraged to go beyond short responses and struggles • Uses a limited range of appropriate vocabulary to talk about a
to develop a conversation. limited range of general topics.
• There is a lack of intelligibility of pronunciation, but it is unlikely • Errors are frequent and may lead to misunderstanding.
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to impede communication.
• May not follow English intonation patterns frequently.
• Responses are so brief that little is communicated. • Attempts basic sentence forms, but with limited success.
• Barely engages in a conversation. OR
Heavily relies on apparently memorized utterances.
Pronunciation may cause some communication difficulty. •
2 •
Uses a limited range of appropriate vocabulary to talk about a
• Does not follow English intonation patterns. •
very limited range of general topics.
• Makes numerous errors except in memorized expressions.
• No communication possible. • Cannot produce basic sentence forms.
1 •
Pronunciation and intonation patterns cause difficulty for even the • Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
• No attempt at the response.
0 OR
• No rateable language.
*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some
of the criteria from each column. There is no need to take into account all the points of the criteria.
Term 1. Transcript for listening task.
Ben: You always get good marks at school. You’re lucky! I study but I don’t always get good marks.
Katy: I’m not lucky! I know how to study. I always do three things. Do you want to know them?
Ben: Yeah, please!
Katy: OK, number one. Always study in a quiet place.
Ben: I usually study in my bedroom. It’s very quiet.
Katy: Number two. Have a clear desk!
Ben: Right. A clear desk. My desk isn’t clear. There are lots of papers and books and pens on it.
Katy: Well, that isn’t very good!
Ben: What’s tip number three?
Katy: Have lots of breaks. I always study for thirty minutes. Then I have a break for five minutes. I move my arms and legs and drink some water.
Then I study again for thirty minutes.
Ben: I never have a break. I sometimes study for two or three hours.
Katy: That isn’t a good idea! It’s important to get up and move your body.
Ben: OK. Thanks. Next time I think I can get good marks! Copyright: learnenglishteens.britishcouncil.org
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SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2
Review of summative assessment for term 2
Duration of the summative assessment– 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 22
The structure of the summative assessment
This Summative Assessment consists of 12 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
True/False tasks require learners to indicate whether the provided option right or wrong.
Gap filling tasks is a task in which words/numbers are removed from a text and replaced
with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple selection tasks require learners to choose a set number of things mentioned in a text
from a wide range of options.
Sentence completion tasks require learners to complete the sentence with suitable
information taken from the text following the sentence structure.
Open-ended tasks require learners follow instructions of the task, answer questions in words,
expressions and sentences.
Transcript for listening task can be found after the mark scheme.
The content of the summative assessment for the 2 term should be selected on topics “Our
Countryside” and “Drama and Comedy”.
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Characteristic of tasks for summative assessment for the 2 term
*Total
numbe*Que
Unit Strand Learning objective r of stion *Type of *Task description Time Total
questi№ question marks
ons
Our Listening 6.L6 Deduce meaning from 5 1 True / Each learner works individually. The task 10 5
Countrysidcontext in supported 2 False enables learners to deduce meaning in minutes
e extended talk on a range of 3 Gap extended talk.
Drama and general and curricular topics 4 filling Learners listen to the recording twice on
Comedy 5 topic ‘Drama and Comedy’, having chance
to look through the questions before the
recording starts (1-2 min to read the
questions before the recording starts). The
task consists of 5 questions. Learners
choose the right option for questions 1-3
and complete the sentences with one word
for questions 4-5.
Reading 6.R3 Understand the detail 5 1 Multiple Each learner works individually. The task 10 5
of an argument on a limited 2 selection enables learners to identify the detail of an minutes
range of familiar general and 3 Sentence argument from the text. Learners read the
curricular topics, including 4 completitext on topic ‘Our Countryside’ and answer
some extended texts 5 on the questions. This task consists of 5
questions. In questions1-3 learners choose
three things mentioned in a text from a
wide range of options. In questions 4-5
learners complete the sentences following
the structure.
Writing 6.W2 Write with some 1 1 Open Each learner works individually. 20 6
support about real and ended Learner should choose one topic. They minutes
imaginary past events, should write on topics ‘Our countryside’ or
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*Total
numbe*Que
Unit Strand Learning objective r of stion *Type of *Task description Time Total
questi№ question marks
ons
activities and experiences on ‘Drama and Comedy’.
a limited range of familiar They should write with the support of
general topics and some questions about real past events, activities
curricular topics and experiences, spell high-frequency
6.W8 Spell most high-vocabulary accurately and use prepositions
frequency vocabulary of time, location and direction. Learners are
accurately for a limited range required to follow the structure and answer
of familiar general topics and the questions in full sentences.
some curricular topics Writing tasks can be differentiated by using
6.UE14 Use an increased pictures as a support for learners. Teachers
variety of prepositions of can use own pictures for writing tasks
time, location and direction; which are familiar to learners.
use by and with to denote
agent and instrument; use
prepositions before nouns
and adjectives in common
prepositional phrases on a
growing range of familiar
general and curricular topics
Speaking 6.S7 Use appropriate 1 1 Open Learners prepare an individual talk on Each 6
subject-specific vocabulary ended topics: ‘Our countryside’, ‘Drama and learner
and syntax to talk about a Comedy’. They have 1 minute to prepare talks for
limited range of general and 1-2 minutes to talk on the topic. 1-2
topics, and some curricular Learners are provided with some questions minutes.
topics to organize a monologue. They should
provide own experience on topics, using
appropriate subject-specific vocabulary.
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*Total
numbe*Que
Unit Strand Learning objective r of stion *Type of *Task description Time Total
questi№ question marks
ons
Teacher can feel free to use topical pictures
(from own teacher’s resources/ classroom
set of pictures) to help learners to develop
imagination. Teacher can cut the number of
the questions from the card or ask
additional questions to support learners if
necessary.
TOTAL: 40 22
minutes
Note: * - sections that can be changed
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Sample questions and mark scheme
Tasks for the Summative Assessment for the term 2
Listening
Task. Listen to the conversation between Harry and Elizabeth twice.
Transcript for listening task can be found after the mark scheme. Teacher reads the transcript.
Mark sentences as True or False.
1. A horror movie is scary. [1]
True False
2. Harry likes movies about love. [1]
True False
3. Harry really hates action and adventure movies [1]
True False
Fill in the gaps with ONE word.
4. Musicals do not sound too ___________________ for Harry. [1]
_______________________________________________________________
5. I heard it's pretty exciting because nobody can guess who the _____________ [1]
_________ is.
Total [5]
Reading
Task. Read the text about Alex’s hometown.
My town – Newquay
Newquay is a small town on the Atlantic coast in the south of England. It has got great
beaches and is the best place to surf in the United Kingdom. There are lots of surf schools where
you can learn how to surf. I go surfing with my friends every weekend.
I love Newquay because there are lots of other things to do as well as surfing. If you like
water sports, you can go kayaking, water-skiing or coasteering. Coasteering involves rock climbing,
jumping into the sea and swimming in the same activity. So, you should always go with a special
instructor.
If you like animals you can also visit the Blue Reef Aquarium and see lots of different fish
and even sharks. You can also go horse riding on the beach or visit Newquay Zoo. There are lots of
other attractions too like mini golf and bowling.
Circle the 3 things Alex writes about.
A) Rainy weather in Newquay
B) Water activities in Newquay
C) Interesting history of Newquay
D) Water attraction to visit in Newquay
E) Tasty meals in Newquay
F) Location of Newquay in England
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Complete the sentences below follow the sentence structure:
4. Alex likes Newquay because he can go … [1]
__________________________________________________________________
5. While coasteering you should always take a special instructor with you because it
involves… [1]
__________________________________________________________________
Total [5]
Writing
Task. Choose ONE of the topics below. Follow the tips for writing.
Answer all the questions.
Spell topical vocabulary accurately.
Use prepositions of time, location and direction.
Topic 1. Our countryside
Think about your home place (home town or village) and write some information about
it.
Where do you live? Write about its location.
Do you like this town / village? Why?
What is your favourite place in this town / village? Where is it located?
What can you do in your home town / village? Write about some winter or summer activities
and sports.
Topic 2. Drama and comedy
Think about your genre preferences and write some information about your experience.
Do you like watching films on the weekdays or on Sundays? Why?
Can you name your favourite cinema? Where is it located?
How do you usually get to your favourite cinema?
What is your favourite movie? Why do you like it?
Total [6]
Speaking
Task. Choose one of the cards and prepare an individual talk. Provide own experience on topics,
using appropriate subject-specific vocabulary. You have 1 minute to prepare and 1-2 minutes to
talk.
Card 1. Prepare an individual talk on the topic ‘Our countryside’. The following questions
will help you to organize your talk:
1) Do you know your hometown/village well?
2) Where is it situated?
3) What does it look like?
4) Do tourists like to visit your town/village?
5) Is your hometown a good place to live in? Why / Why not?
Card 2. Prepare an individual talk on the topic ‘Our countryside’. The following questions
will help you to organize your talk:
1) What is your favourite place in the countryside?
2) Where is it located?
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3) What is special about it?
4) What can you do in this area?
5) Why do you like it?
Card 3. Prepare an individual talk on the topic ‘Our countryside’. The following questions
will help you to organize your talk:
1) What is the most interesting part of your hometown/village?
2) What jobs are popular in your hometown / village?
3) Is your home town / village changing?
4) Is it a good place to live? Why?
5) What can you change to make it better to live in?
Card 4. Prepare an individual talk on the topic ‘Our countryside’. The following questions
will help you to organize your talk:
1) Do you live in a town or village?
2) What kind of place is it?
3) Do you like living there?
4) What are the main tourist attractions in your home town / village?
5) What place there do you like best? Why?
Card 5. Prepare an individual talk on the topic ‘Drama and Comedy’. The following
questions will help you to organize your talk:
1) Who are the famous actors and musicians in your country? Why do you think so?
2) Who are your favourite actors and actresses?
3) Why do you think so?
4) Who is your favourite producer?
5) Why do people like watching comedies?
Card 6. Prepare an individual talk on the topic ‘Drama and Comedy’. The following
questions will help you to organize your talk:
1) What is the most popular cartoon among teenagers?
2) Do you like it? Why or why not?
3) Who do you usually watch it with?
4) Do your friends like watching this cartoon?
5) Why do children prefer watching cartoons?
Card 7. Prepare an individual talk on the topic ‘Drama and Comedy’. The following
questions will help you to organize your talk:
1) What is your favourite comedy show?
2) Can you give its name and actors?
3) What is the program about?
4) How often do you watch it?
5) Why do you like it?
Card 8. Prepare an individual talk on the topic ‘Drama and Comedy’. The following
questions will help you to organize your talk:
1) Do you have a favourite animal TV show?
2) What is the name of this animal TV show?
3) Why do you like it?
4) Who do you usually watch it with?
5) How did you feel after watching it?
Total [6]
Total marks_ /22
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Mark scheme
Listening and Reading
№ Answer Mark Additional
information
1 True 1
2 False 1
3 False 1
4 exciting 1
5 killer 1
1 B) Water activities in Newquay 1 In any order
2 D) Water attraction to visit in 1
3 Newquay
4 F) Location of Newquay in 1
5 England
surfing 1
rock climbing, jumping into the sea, 1 Any of the three or all
swimming together
Total marks 10
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CRITERIA FOR MARKING WRITING*
Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a
mean to give an overall total out of 6.
Mark / Content: relevance, style and
Criterioregister, and development of Organization: cohesion, Vocabulary and Spelling Grammar and Punctuation:
n ideas paragraphing, and format range and accuracy
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task. connectors correctly and vocabulary appropriately; sentence forms correctly and
• The register completely attempts to use referencing, attempts to use less common demonstrates some variety in
corresponds to the but not always clearly or lexical items with occasional length.
requirements of the task; appropriately. inappropriacies. •
May attempt some complex
consistent and intentional •sentences, but they tend to be
Uses paragraphs to separate • Has good control of word
misuse of register* may ideas; all paragraphs revolve formation; may make less accurate, including
indicate a writer’s personal around one idea or a set of occasional errors in producing punctuation.
Errors in grammar and/or
6 style. like ideas; the size of each less common word forms. •
• All content points are fully paragraph allows for a proper • Spells common vocabulary punctuation do not distort
addressed and developed in a and balanced development of items correctly; very few (one meaning.
balanced way. ideas. or two) occasional spelling
*Such misuse of register should •mistakes may be present.
The format is appropriate, but
not harm the format of writing. may be modified for a better •
May occasionally misspell
reading experience. less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task; insignificant content connectors correctly. vocabulary appropriately; sentence forms correctly, but
omissions may be present. •attempts to use less common does not demonstrate variety
Uses paragraphs to separate
• The register on the whole ideas; most paragraphs lexical items, but may make in length.
5 corresponds to the revolve around one idea or a frequent errors. •
Occasional errors in grammar
requirements of the task; set of like ideas; the size of •
Has good control of word and/or punctuation do not
occasional and inconsistent each paragraph may reflect formation; may make errors in distort meaning.
misuse of register may be imbalanced development of producing less common word
present. ideas. forms.
29 ПРОЕКТ
• Most content points are • The format is appropriate. • Spells common vocabulary
addressed, but their items correctly; few (no more
development may be slightly than five) occasional spelling
imbalanced. mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Most content is relevant to the • Uses some basic connectors, • Uses everyday vocabulary • Writes simple and some
task; insignificant content but these may be inaccurate or generally appropriately, while compound sentence forms
omissions may be present. repetitive. occasionally overusing certain correctly.
• The register on the whole • Uses paragraphs to separate lexical items. • While errors in grammar
corresponds to the ideas, but tends to misuse • Has good control of word and/or punctuation are
requirements of the task. paragraphing (a script is a set formation; can produce noticeable, meaning is rarely
4 •
Most content points are of very short paragraphs or common word forms distorted.
addressed, but some content some paragraphs may be correctly.
points may be more fully much longer than other ones •
May make infrequent errors in
covered than others. for no apparent reason). spelling more difficult words.
• The format is generally •
Errors in word choice and/or
appropriate. spelling rarely distort
meaning.
• Some content is relevant to • Uses a very limited range of • Uses basic vocabulary • Writes simple sentence forms
the task; significant content basic cohesive devices reasonably appropriately. mostly correctly.
omissions may be present. correctly. •
Has some control of word • Errors in grammar and/or
• The register barely • Writes in paragraphs, but may formation; can produce some punctuation may distort
corresponds to the not use them to separate ideas common word forms meaning at times.
3 requirements of the task. (a script may have random correctly.
• Only some content points, breaks between paragraphs). •
Makes frequent errors in
which are minimally •
The format may be spelling more difficult words,
addressed. inappropriate in places. but simple words are spelled
correctly.
• Errors in word choice and/or
spelling distort meaning at
30 ПРОЕКТ
times.
• Severe irrelevances and • May use a very limited range • Uses an extremely limited • Writes some simple sentence
misinterpretations of the task of basic cohesive devices, and range of vocabulary. forms correctly.
may be present. those used may not indicate a •
Has very limited control of • Frequent errors in grammar
• Only few content points, logical relationship between word formation; can produce a and/or punctuation distort
which are minimally ideas. few common word forms meaning.
Attempts to write in correctly.
2 addressed. •
paragraphs, but their use may •
Makes many errors in
be confusing (may start every spelling, including a range of
sentence with a new line). simple words.
• The format may be •
Errors in word choice and/or
inappropriate. spelling distort meaning.
• Attempts the task, but it is • Links are missing or incorrect. • Can only use a few isolated • No evidence of sentence
largely misinterpreted and the •words and/or memorized forms.
Does not write in paragraphs
response is barely relevant to at all (a script is a block of phrases.
Has essentially no control of
1 the task. text). •
• The format is not appropriate. word formation; can barely
produce any word forms.
• Displays few examples of
conventional spelling.
• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
0 OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
*Criteria for Marking Writing may be adapted by teacher according to the type and format. Teacher can assess learners’ work using some of the
criteria from each column. There is no need to take into account all the points of the criteria.
31 ПРОЕКТ
CRITERIA FOR MARKING SPEAKING*
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total
out of 6.
Mark /
CriterioDevelopment and Fluency Grammar and Vocabulary
n
• Shows sustained ability to maintain a conversation and to make • Produces error-free simple sentences.
relevant contributions at some length. •
Attempts some complex grammatical forms, but may make
Produces extended stretches of language despite some hesitation. errors, which rarely cause comprehension problems.
6 •
• Can respond to change in direction of the conversation. • Uses a range of appropriate vocabulary to give and exchange
• Pronunciation is intelligible. views on a growing range of general and curricular topics.
• Intonation is appropriate.
• Responds relevantly and at length which makes frequent • Produces error-free simple sentences.
prompting unnecessary, resulting in a competent conversation. •
Uses a range of appropriate vocabulary when talking about a
• Produces mostly extended stretches of language despite some range of general and curricular topics.
Occasional mistakes do not cause comprehension problems.
5 hesitation, although instances of using short phrases may be •
present.
• Can generally respond to change in direction of the conversation.
• Pronunciation is generally intelligible.
• Intonation is generally appropriate
• Attempts to respond to questions and prompts. • Frequently produces error-free simple sentences.
• Produces responses which are extended beyond short phrases, • Uses appropriate vocabulary to talk about a limited range of
despite hesitation. general and curricular topics.
4 •
Effort will need to be made to develop the conversation; only • Errors may cause comprehension problems.
partial success will be achieved.
• Pronunciation is mostly intelligible.
• May not follow English intonation patterns at times.
• Responses tend to be brief and are characterized by frequent • Produces basic sentence forms and some correct simple
hesitation. sentences.
3 •
Has to be encouraged to go beyond short responses and struggles • Uses a limited range of appropriate vocabulary to talk about a
to develop a conversation. limited range of general topics.
• There is a lack of intelligibility of pronunciation, but it is unlikely • Errors are frequent and may lead to misunderstanding.
32 ПРОЕКТ
to impede communication.
• May not follow English intonation patterns frequently.
• Responses are so brief that little is communicated. • Attempts basic sentence forms, but with limited success.
• Barely engages in a conversation. OR
Heavily relies on apparently memorized utterances.
Pronunciation may cause some communication difficulty. •
2 •
Uses a limited range of appropriate vocabulary to talk about a
• Does not follow English intonation patterns. •
very limited range of general topics.
• Makes numerous errors except in memorized expressions.
• No communication possible. • Cannot produce basic sentence forms.
1 •
Pronunciation and intonation patterns cause difficulty for even the • Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
• No attempt at the response.
0 OR
• No rateable language.
*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some
of the criteria from each column. There is no need to take into account all the points of the criteria.
Term 2. Transcript for listening task
Harry: Hey, Elizabeth, how would you like to go see a movie tonight?
Elizabeth: Sounds great! What would you like to see?
Harry: I don't know... how about that new horror movie at the Arlington Theater?
Elizabeth: Oh, I heard about that. It sounds a little scary to me. I'm more into romantic movies. Or maybe a romantic comedy.
Harry: No way! I hate that kind of stuff!
Elizabeth: Really? Well then, what kinds of movies do you like?
Harry: I guess I'm really into action and adventure type of movies.
Elizabeth: Oh yeah, well I guess they are okay, as long as they aren't too bloody. I also heard about this great new musical that just came out. What do
you think about that?
Harry: Musical? I don't know. That doesn't sound too exciting. Is there anything we can agree on?
Elizabeth: It doesn't seem like it. Oh, I remember another movie that came out last week. It's a mystery and it had a little romance and some action, too.
I heard it's pretty exciting because nobody can guess who the killer is and it has a surprise ending. What do you think about that one?
Harry: I guess that doesn't sound too bad. What time does it start?
Copyright: http://www.5minuteenglish.com/apr23.htm - listening activity link
33 ПРОЕКТ
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3
Review of summative assessment for term 3
Duration of the summative assessment– 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 22
The structure of the summative assessment
This Summative Assessment consists of 12 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Reordering tasks require learners to put options in the order of mentioning.
Multiple choice tasks consist of several possible answers from which the correct one should
be selected.
True/False tasks require learners to indicate whether the provided option right or wrong.
Open-ended tasks require learners follow instructions of the task, answer questions in words,
expressions and sentences.
Tapescript for listening task can be found in CD3. And Transcript for listening task can be
found after the mark scheme.
The content of the summative assessment for the 3 term should be selected on topics “Our
Health” or/and “Holidays and Travel” or/and “Reading for Pleasure”.
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Characteristic of tasks for summative assessment for the 3 term
*Total
Unit Strand Learning objective number of *Quest*Type of *Task description Time Total
question marks
questions ion №
Our Health Listening 6.L8 Understand 5 1 ReorderinEach learner works individually. The 10 5
Holidays supported narratives 2 g task enables learners to identify minutes
and Travel including some 3 Multiple supported narratives in extended talk.
Reading extended talk, on a 4 choice Learners listen to the recording twice on
for range of general and 5 topic ‘Holidays and Travel’, having
Pleasure curricular topics chance to look through the questions
before the recording starts (1-2 min to
read the questions before the recording
starts). The task consists of 5 questions.
Learners put in order the three places
which will be visited first for questions
1-3 and choose the right option for
questions 4-5.
Reading 6.R4 Read 5 1 True / Each learner works individually. The 10 5
independently a limited 2 False task enables learners to work minutes
range of short simple 3 Open independently with the text and deduce
fiction and non-fiction 4 ended the meaning out of the context.
texts 5 Learners read the text on topic ‘Our
health’ and answer the questions. In
questions1-3 learners indicate True and
False options. In questions 4-5 learners
answer open ended questions.
Writing 6.W5 Develop with 1 1 Open Each learner works individually. 20 6
support coherent ended Learner should choose one topic. They minutes
arguments supported should write on topics ‘Our health’ or
when necessary by ‘Holidays and Travel’. While writing
examples and reasons they should provide arguments
35 ПРОЕКТ
*Total
Unit Strand Learning objective number of *Quest*Type of *Task description Time Total
question marks
questions ion №
for a limited range of supported by examples and link these
written genres in sentences into coherent paragraph with
familiar general and the use of future form ‘will’.
curricular topics They should follow the structure and
6.W6 Link, with answer the questions in full sentences.
minimal support, Learners should write with grammatical
sentences into coherent accuracy using a variety of topic related
paragraphs using basic vocabulary.
connectors on a Writing tasks can be differentiated by
growing range of using pictures as a support for learners.
familiar general topics Teachers can use own pictures for
6.UE8 Use future form writing tasks which are familiar to
will to make offers, learners as a support.
promises, and
predictions on a
growing range of
familiar general and
curricular topics
Speaking 6.S4 Respond with 1 1 Open Learners pair up and have a two-way Each pair 6
limited flexibility at ended conversation on topics: ‘Our health’, talks for 2
both sentence and ‘Holidays and Travel’. They have 1 minutes.
discourse level to minute to prepare and 2 minutes to talk
unexpected comments on the topic. Learners are provided with
on a range of general questions for a discussion. They should
and curricular topics ask each other questions and answer
6.S6 Communicate sufficiently to keep interaction going
meaning clearly at and make sure that the meaning is clear
sentence and discourse to each partner.
level during pair, group Teacher can feel free to use topical
36 ПРОЕКТ
*Total
Unit Strand Learning objective number of *Quest*Type of *Task description Time Total
question marks
questions ion №
and whole class pictures (from own teacher’s resources/
exchanges. classroom set of pictures) to help
learners to develop imagination.
Teacher can cut the number of the
questions from the card or ask
additional questions to support learners
if necessary.
TOTAL: 40 22
minutes
Note: * - sections that can be changed
37 ПРОЕКТ
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 3
Listening
Task. Listen to the conversation between the travel tour guide and the tourists twice.
CD3. Tapescript 2. And transcript for listening task can be found after the mark scheme.
Put in order three places that the tour guide will visit first. [3]
_____ London Eye
_____ Madame Tussauds, Museum
_____ Tower Bridge
_____ Tower of London
_____ Houses of Parliament
_____ Big Ben
_____ Buckingham Palace
_____ Oxford Street
Choose the right option.
4. Oxford Street is a famous street for… [1]
A) Drinking tea
B) Eating
C) Shopping
D) Taking pictures
5. The Queen lives at … [1]
A) Tower of London
B) Buckingham Palace
C) Tower Bridge
D) Big Ben
Total [5]
Reading
Task. Read the text about fast food.
Fast food
How did the hamburger become the most popular, most typical American food?
It got its name from the German town of Hamburg, which was famous for its steak. German
immigrants to the United States introduced the “hamburger steak”. McDonald’s sells hamburgers,
one of the world’s most famous fast food restaurants.
You can find them in Japan, Germany, Panama, Guatemala, Australia, Portugal, Hong Kong
and even Moscow. In fact, there are 13,000 in 120 countries.
What makes American fast food so popular?
Lee Cho, a South Korean, says: “I often go to MacDonald’s. It’s clean, less expensive than
other restaurants and saves time.”
Natalia Petrova, a girl from Moscow, says “I find the hamburgers very tasty”.
Older people are very critical of this sort of food. Lots of young people in the USA are
overweight and parents blame these high-calorie foods that their children eat in large quantities.
Mark sentences as True or False.
1. The hamburger is originally American. [1]
True False
2. People can eat hamburgers anywhere around the world. [1]
True False
3. Parents say fast food because their children don’t like it. [1]
38 ПРОЕКТ
True False
Write answers.
4. Who took the hamburger to the United States of America? [1]
________________________________________________________________
________________________________________________________________
5. Why do people go to MacDonald’s? [1]
________________________________________________________________
________________________________________________________________
Total [5]
Writing
Task. Choose ONE of the topics below.
Write answers in full sentences.
Give arguments supported by examples.
Link these sentences into a well-structured paragraph with some basic connectors.
Use future form ‘will’.
Topic 1. Our Health
What is it a healthy lifestyle?
What should you personally do to stay healthy?
How will you describe a healthy diet?
What will you do to stay healthy?
Topic 2. Holidays and Travel
What will your dream holiday look like?
Where would you like to go?
Why will you choose this place?
What kind of activities can you do there? Who will you go with?
Total [6]
Speaking
Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own points
of view on topics, ask questions to clarify the answers and get the needed information, explain and
justify your positions and answer your partner’s questions.
You have 1 minute to prepare and 2 minutes to talk.
Card 1. Discuss with your partner the topic ‘Our Health. The following questions will help
you to organize your talk:
1) Do you go in for sports?
2) What kind of sport do you do?
3) How often do you go in for sport?
4) Are you a member of a gym?
5) What can you advise for people to stay healthy?
Card 2. Discuss with your partner the topic ‘Our Health’. The following questions will help
you to organize your talk:
1) Do you sleep well?
2) How many hours of sleep do you usually get?
3) What do you do, if you can't get to sleep?
4) Have you ever drunk milk to get to sleep?
39 ПРОЕКТ
5) What do you do in order to sleep well?
Card 3. Discuss with your partner the topic ‘Our Health’. The following questions will help
you to organize your talk:
1) How often do you eat fast food?
2) What fast food do you eat?
3) Do we need to eat as much fast food as we do?
4) Why do you think people keep eating unhealthy food?
5) What foods do you think are healthy?
Card 4. Discuss with your partner the topic ‘Our Health’. The following questions will help
you to organize your talk:
1) Why is it important to visit a dentist?
2) When was the last time you went to a doctor? Why?
3) Have you ever been to a hospital?
4) When was the last time you were sick?
5) What do you do to stay healthy?
Card 5. Discuss with your partner the topic ‘Holidays and Travel’. The following questions
will help you to organize your talk:
1) Have you ever been in any foreign country?
2) Where have you been?
3) Are you planning to go anywhere for your next vacation?
4) If so, where and who with?
5) How long will you stay?
Card 6. Discuss with your partner the topic ‘Holidays and Travel’. The following questions
will help you to organize your talk:
1) What festival is the most exciting in your country?
2) When is the festival celebrated?
3) Why is this festival celebrated?
4) Does your family celebrate this festival?
5) Are there special foods connected with the festival?
Card 7. Discuss with your partner the topic ‘Holidays and Travel’. The following questions
will help you to organize your talk:
1) Are you afraid of going abroad alone?
2) Could you live in another country for the rest of your life?
3) What was the most interesting person you met on one of your travels?
4) What was your best trip? Why?
5) What was your worst trip? Why?
Card 8. Discuss with your partner the topic ‘Holidays and Travel’. The following questions
will help you to organize your talk:
1) What is your favourite holiday?
2) What do you like to do on the holidays?
3) Who do you usually spend the holidays with?
4) What is your parent's favourite holiday?
5) Do you think holidays are important? Why?
Total [6]
Total marks_ /22
40 ПРОЕКТ
Mark scheme
Listening and Reading
№ Answer Mark Additional
information
1 Madame Tussaud’s Museum 1
2 Oxford Street 1
3 Big Ben 1
4 C 1
5 B 1
1 False 1
2 True 1
3 False 1
4 German immigrants 1 Sentences
It’s clean/ less expensive than other restaurants / 1 structure can
5 saves time./ Hamburgers are very tasty. vary, but the
meaning should
be the same
Total marks 10
41 ПРОЕКТ
CRITERIA FOR MARKING WRITING*
Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a
mean to give an overall total out of 6.
Mark / Content: relevance, style and
Criterioregister, and development of Organization: cohesion, Vocabulary and Spelling Grammar and Punctuation:
n ideas paragraphing, and format range and accuracy
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task. connectors correctly and vocabulary appropriately; sentence forms correctly and
• The register completely attempts to use referencing, attempts to use less common demonstrates some variety in
corresponds to the but not always clearly or lexical items with occasional length.
requirements of the task; appropriately. inappropriacies. •
May attempt some complex
consistent and intentional •sentences, but they tend to be
Uses paragraphs to separate • Has good control of word
misuse of register* may ideas; all paragraphs revolve formation; may make less accurate, including
indicate a writer’s personal around one idea or a set of occasional errors in producing punctuation.
Errors in grammar and/or
6 style. like ideas; the size of each less common word forms. •
• All content points are fully paragraph allows for a proper • Spells common vocabulary punctuation do not distort
addressed and developed in a and balanced development of items correctly; very few (one meaning.
balanced way. ideas. or two) occasional spelling
*Such misuse of register should •mistakes may be present.
The format is appropriate, but
not harm the format of writing. may be modified for a better •
May occasionally misspell
reading experience. less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task; insignificant content connectors correctly. vocabulary appropriately; sentence forms correctly, but
omissions may be present. •attempts to use less common does not demonstrate variety
Uses paragraphs to separate
• The register on the whole ideas; most paragraphs lexical items, but may make in length.
5 corresponds to the revolve around one idea or a frequent errors. •
Occasional errors in grammar
requirements of the task; set of like ideas; the size of •
Has good control of word and/or punctuation do not
occasional and inconsistent each paragraph may reflect formation; may make errors in distort meaning.
misuse of register may be imbalanced development of producing less common word
present. ideas. forms.
42 ПРОЕКТ
• Most content points are • The format is appropriate. • Spells common vocabulary
addressed, but their items correctly; few (no more
development may be slightly than five) occasional spelling
imbalanced. mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Most content is relevant to the • Uses some basic connectors, • Uses everyday vocabulary • Writes simple and some
task; insignificant content but these may be inaccurate or generally appropriately, while compound sentence forms
omissions may be present. repetitive. occasionally overusing certain correctly.
• The register on the whole • Uses paragraphs to separate lexical items. • While errors in grammar
corresponds to the ideas, but tends to misuse • Has good control of word and/or punctuation are
requirements of the task. paragraphing (a script is a set formation; can produce noticeable, meaning is rarely
4 •
Most content points are of very short paragraphs or common word forms distorted.
addressed, but some content some paragraphs may be correctly.
points may be more fully much longer than other ones •
May make infrequent errors in
covered than others. for no apparent reason). spelling more difficult words.
• The format is generally •
Errors in word choice and/or
appropriate. spelling rarely distort
meaning.
• Some content is relevant to • Uses a very limited range of • Uses basic vocabulary • Writes simple sentence forms
the task; significant content basic cohesive devices reasonably appropriately. mostly correctly.
omissions may be present. correctly. •
Has some control of word • Errors in grammar and/or
• The register barely • Writes in paragraphs, but may formation; can produce some punctuation may distort
corresponds to the not use them to separate ideas common word forms meaning at times.
3 requirements of the task. (a script may have random correctly.
• Only some content points, breaks between paragraphs). •
Makes frequent errors in
which are minimally •
The format may be spelling more difficult words,
addressed. inappropriate in places. but simple words are spelled
correctly.
• Errors in word choice and/or
spelling distort meaning at
43 ПРОЕКТ
times.
• Severe irrelevances and • May use a very limited range • Uses an extremely limited • Writes some simple sentence
misinterpretations of the task of basic cohesive devices, and range of vocabulary. forms correctly.
may be present. those used may not indicate a •
Has very limited control of • Frequent errors in grammar
• Only few content points, logical relationship between word formation; can produce a and/or punctuation distort
which are minimally ideas. few common word forms meaning.
Attempts to write in correctly.
2 addressed. •
paragraphs, but their use may •
Makes many errors in
be confusing (may start every spelling, including a range of
sentence with a new line). simple words.
• The format may be •
Errors in word choice and/or
inappropriate. spelling distort meaning.
• Attempts the task, but it is • Links are missing or incorrect. • Can only use a few isolated • No evidence of sentence
largely misinterpreted and the •words and/or memorized forms.
Does not write in paragraphs
response is barely relevant to at all (a script is a block of phrases.
Has essentially no control of
1 the task. text). •
• The format is not appropriate. word formation; can barely
produce any word forms.
• Displays few examples of
conventional spelling.
• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
0 OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
*Criteria for Marking Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work using
some of the criteria from each column. There is no need to take into account all the points of the criteria.
44 ПРОЕКТ
CRITERIA FOR MARKING SPEAKING*
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total
out of 6.
Mark /
CriterioDevelopment and Fluency Grammar and Vocabulary
n
• Shows sustained ability to maintain a conversation and to make • Produces error-free simple sentences.
relevant contributions at some length. •
Attempts some complex grammatical forms, but may make
Produces extended stretches of language despite some hesitation. errors, which rarely cause comprehension problems.
6 •
• Can respond to change in direction of the conversation. • Uses a range of appropriate vocabulary to give and exchange
• Pronunciation is intelligible. views on a growing range of general and curricular topics.
• Intonation is appropriate.
• Responds relevantly and at length which makes frequent • Produces error-free simple sentences.
prompting unnecessary, resulting in a competent conversation. •
Uses a range of appropriate vocabulary when talking about a
• Produces mostly extended stretches of language despite some range of general and curricular topics.
Occasional mistakes do not cause comprehension problems.
5 hesitation, although instances of using short phrases may be •
present.
• Can generally respond to change in direction of the conversation.
• Pronunciation is generally intelligible.
• Intonation is generally appropriate
• Attempts to respond to questions and prompts. • Frequently produces error-free simple sentences.
• Produces responses which are extended beyond short phrases, • Uses appropriate vocabulary to talk about a limited range of
despite hesitation. general and curricular topics.
4 •
Effort will need to be made to develop the conversation; only • Errors may cause comprehension problems.
partial success will be achieved.
• Pronunciation is mostly intelligible.
• May not follow English intonation patterns at times.
• Responses tend to be brief and are characterized by frequent • Produces basic sentence forms and some correct simple
hesitation. sentences.
3 •
Has to be encouraged to go beyond short responses and struggles • Uses a limited range of appropriate vocabulary to talk about a
to develop a conversation. limited range of general topics.
• There is a lack of intelligibility of pronunciation, but it is unlikely • Errors are frequent and may lead to misunderstanding.
45 ПРОЕКТ
to impede communication.
• May not follow English intonation patterns frequently.
• Responses are so brief that little is communicated. • Attempts basic sentence forms, but with limited success.
• Barely engages in a conversation. OR
Heavily relies on apparently memorized utterances.
Pronunciation may cause some communication difficulty. •
2 •
Uses a limited range of appropriate vocabulary to talk about a
• Does not follow English intonation patterns. •
very limited range of general topics.
• Makes numerous errors except in memorized expressions.
• No communication possible. • Cannot produce basic sentence forms.
1 •
Pronunciation and intonation patterns cause difficulty for even the • Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
• No attempt at the response.
0 OR
• No rateable language.
*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some
of the criteria from each column. There is no need to take into account all the points of the criteria.
Term 3. Transcript for listening task
Tour guide: Good afternoon, ladies and gentlemen! And welcome to this fantastic tour of London by bus. My name’s Greg and I’m your guide this
afternoon on our tour of London. As you can see, we’re on an open-top bus, so you can see all the attractions from your seat and you don’t need to
walk anywhere. And please don’t worry about the rain; I’m sure it’ll stop soon. A-a-and please ask any questions at any time.
Tourist 1: I have a question.
Tour guide: Yes?
Tourist 1: Do you have extra umbrellas? I mean, if it rains a lot.
Tour guide: Err, no, we don’t have any extra umbrellas, but don’t worry, I’m sure the rain will stop soon. Right, OK, so where are we going on our
wonderful tour? Well, the tour takes two hours and we are going to visit all the famous sites. First we’ll see Madame Tussauds, the museum with wax
models of famous people and celebrities, and then we’ll drive along the most famous shopping street in the world, Oxford Street. After that we’ll see
the famous clock Big Ben and The Houses of Parliament. As we drive along the river you’ll see the popular attraction, the London Eye, from which
you can see the whole city on a sunny day. Then we’ll see Tower Bridge and the famous Tower of London before arriving at Buckingham Palace, just
in time for a cup of tea with the Queen.
Tourist 2: Is that included in the tour? A cup of tea with the Queen?
Tour guide: Err, well, no, not exactly, but there’s a lovely café near the palace where you can get a cup of tea. (Sound of a storm right overhead, loud
thunder and very heavy downpour)
46 ПРОЕКТ
Tourist 1: I have another question.
Tour guide: Yes?
Tourist 1: Can we have our money back? We’re getting off the bus.
Tour guide: Err, well, you see ... Quick! Run! Everyone off the bus! ... Copyright: learnenglishteens.britishcouncil.org
47 ПРОЕКТ
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4
Review of summative assessment for term 4
Duration of the summative assessment– 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks - 22
The structure of the summative assessment
This Summative Assessment consists of 12 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
True/False tasks require learners to indicate whether the provided option right or wrong.
Gap filling task is a task in which words/numbers are removed from a text and replaced with
spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should
be selected.
Short answers tasks require learners to write a brief answer with the use of key words.
Open-ended tasks require learners follow instructions of the task, answer questions in words,
expressions and sentences.
Tapescript for listening task can be found in CD3. And Transcript for listening task can be
found after the mark scheme.
The content of the summative assessment for the 4 term should be selected on topics “Our
Neighbourhood” or/and “Transport”.
48 ПРОЕКТ
Characteristic of tasks for Summative assessment for the 4 term
*Total
number *Que
Unit Strand Learning objective of stion *Type of *Task description Time Total
question№ question marks
s
Our Listening 6.L4 Understand with 5 1 True / Each learner works individually. The 10 5
Neighbourlimited support the main 2 False task enables learners to find specific minutes
hood points of extended talk on 3 Gap filling information and identify main idea in
Transport a range of general and 4 extended talk.
curricular topics 5 Learners listen to the recording twice on
6.L6 Deduce meaning topic ‘Our Neighbourhood’, having
from context in supported chance to look through the questions
extended talk on a range of before the recording starts (1-2 min to
general and curricular read the questions before the recording
topics starts). The task consists of 5 questions.
Learners indicate True or False option
for questions 1-3 and write no more
than one word in gaps for questions 4-5.
Reading 6.R2 Understand 5 1 Multiple Each learner works individually. The 10 5
independently specific 2 choice task enables learners to identify specific minutes
information and detail in 3 Short information from the text and recognize
short, simple texts on a 4 answers the writer’s opinion.
limited range of general 5 Learners read the text on topic
and curricular topics ‘Transport’ and answer the questions.
6.R6 Recognize the This task consists of 5 questions. In
attitude or opinion of the question 1-3 learners choose the best
writer in short texts on a option. In questions 4-5 learners
growing range of general provide a short answer.
and curricular topics
49 ПРОЕКТ
*Total
number *Que
Unit Strand Learning objective of stion *Type of *Task description Time Total
question№ question marks
s
Writing 6.W3 Write with some 1 1 Open Each learner works individually. 20 6
support about personal ended Learners should choose one topic. minutes
feelings and opinions on a They should write on topics ‘Our
limited range of familiar neighbourhood’ or ‘Transport’. They
general and curricular should write a short paragraph
topics explaining their personal feeling and
6.W9 Punctuate written opinions on the chosen topic, making
work at text level on a sure that they punctuate the work
limited range of general appropriately and use appropriate modal
topics and some curricular verbs. Learners should write with
topics with some accuracy grammatical accuracy using a variety of
6.UE13 Use modal forms topic related vocabulary.
including, mustn’t Writing tasks can be differentiated by
(prohibition), need using pictures as a support for learners.
(necessity), should (for Teachers can use own pictures for
advice) on a range of writing tasks which are familiar to
familiar general and learners.
curricular topics
Speaking 6.S7 Use appropriate 1 1 Open Learners have an individual talk on Each 6
subject-specific vocabulary ended topics: ‘Our neighbourhood’, learner
and syntax to talk about a ‘Transport’. They have 1 minute to talks for
limited range of general prepare and 1-2 minutes to talk on the 1-2
topics, and some curricular topic. Learners are provided with some minutes.
topics questions. They should use subject-
specific vocabulary while talking on a
given topic.
Teacher can feel free to use topical
50 ПРОЕКТ
*Total
number *Que
Unit Strand Learning objective of stion *Type of *Task description Time Total
question№ question marks
s
pictures (from own teacher’s resources/
classroom set of pictures) to help
learners to develop imagination.
Teacher can cut the number of the
questions from the card or ask
additional questions to support learners
if necessary.
TOTAL: 40 22
minutes
Note: * - sections that can be changed
51 ПРОЕКТ
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 4
Listening
Task. Listen to the talk twice.
CD3. Tapescript 3. And transcript for listening task can be found after the mark scheme.
Mark sentences as True or False.
1. Andreas and Maria go to their neighbor’s house because they want to invite her to the party.
[1]
True False
2. Andreas and Maria tell their neighbour that they are the Sanchez family. [1]
True False
3. Betty shares some spare crockery with Andreas and Maria . [1]
True False
Fill in the gaps.Write no more than ONE WORD OR A NUMBER for each answer.
4. The party is at the Fernandez’s new __________________. [1]
5. The party is on Saturday and it starts at___________ o’clock. [1]
Total [5]
Reading
Task. Read the dialogue about transportation.
Means of transportation dialogue
Bob: Hello, I’m sorry, but I am late. Can you help me?
Mark: Sure, no problem! How may I help you?
Bob: When is the next train to Ansonia?
Mark: I am not sure, but I think the next one leaves tomorrow at 8 pm.
Bob: What?! I can’t wait that long! What time is the next bus?
Mark: It should go by in about two hours. It leaves the bus station at about 5.30 pm.
Bob: Well, I don’t know. Isn’t there any other option?
Mark: You could take a taxi…
Bob: What’s faster, the bus or the taxi?
Mark: The taxi, of course! All you have to do is to call and ask for a taxi and it will come right
away.
Bob: You are right, but which is the cheapest one?
Mark: The cheapest means of transportation is the subway.
Bob: When have you ever seen a subway here in Connecticut?
Mark: You’re right. But anyway why don’t you just go walking? It’s only like 25 minutes away
from here.
Bob: You’re absolutely right. Thanks for your help.
Choose the right option.
1. Bob wants to go to … [1]
A) Connecticut
B) Ansonia
C) Bus station
D) Home
2. The train leaves … [1]
A) At 5.30 pm
52 ПРОЕКТ
B) In 25 minutes
C) At 8 pm
D) Right away
3. The fastest means of transportation is … [1]
A) Train
B) Bus
C) Taxi
D) Subway
Answer the questions. Write NO MORE THAN THREE WORDS OR A NUMBER for each
answer.
4. In Mark’s opinion which means of transportation is the cheapest? [1]
______________________________________
5. How long will it take Bob to walk? [1]
______________________________________
Total [5]
Writing
Task. Choose ONE of the topics below.
• Express your opinion on topic.
• Connect your ideas into a paragraph.
• Use present simple forms.
• Use correct form of modal verbs.
• Use appropriate punctuation.
Topic 1. Our neighbourhood
Write about the places you like in your neighbourhood. Write what you can do there and
explain why you like these places. Why your friends should visit these places one day.
Topic 2. Transport
Write what people can change to make transport system better in place where you live. Explain
why. Write why people need these changes.
Total [6]
Speaking
Task. Choose one of the cards and make up an individual talk. Use subject related vocabulary while
talking on a given topic. You have 1 minute to prepare and 1-2 minutes to talk
Card 1. Talk about the topic ‘Our neighbourhood’. The following questions will help you to
organize your talk:
1) Do you like living in your neighbourhood?
2) What are the advantages and disadvantages of your neighbourhood?
3) What would you change about your neighbourhood?
4) What types of services are popular near to you?
5) How far are you from the city center?
Card 2. Talk about the topic ‘Our neighbourhood’. The following questions will help you to
organize your talk:
1) Do you like the neighbourhood?
2) Where is the best place to eat in your city/village/country?
3) What is the best attraction in your city/village?
4) What are popular natural places in your neighbourhood?
53 ПРОЕКТ
5) Where is the best place to shop in your city/village?
Card 3. Talk about the topic ‘Our neighbourhood’. The following questions will help you to
organize your talk:
1) Are there many shops in your neighbourhood?
2) How far do you live to the city center /village center?
3) Are there any parks or playgrounds near where you live?
4) How near is the library/cultural center to where you live?
5) What sport clubs are there in your neighbourhood?
Card 4. Talk about the topic ‘Our neighbourhood’. The following questions will help you to
organize your talk:
1) Do you like your neighbourhood? What do you like about it?
2) Do you have friends, neighbours? How did you meet?
3) Do you have the same interests with your neighbours?
4) Do you help your neighbours? Do they help you?
5) What holidays do you celebrate with your neighbours?
Card 5. Talk about the topic ‘Transport’. The following questions will help you to organize
your talk:
1) Do you have a bicycle/roller skates/ segway?
2) When did you get it?
3) Is it difficult to ride it? Why?
4) How often do you ride it?
5) Why do you like it?
Card 6. Talk about the topic ‘Transport’. The following questions will help you to organize
your talk:
1) How do you get to school?
2) How long does it take?
3) Do you often use public transportation?
4) How much is the bus fare?
5) Do you think it is safe to travel by bus?
Card 7. Talk about the topic Transport’. The following questions will help you to organize
your talk:
1) What kind of transportation do you use most often?
2) What kind of transportation do you use least often?
3) Why do people sometimes take a taxi?
4) Do you feel safe when you use public transportation?
5) What kinds of transports are the most popular nowadays?
Card 8. Talk about the topic ‘Transport’. The following questions will help you to organize
your talk:
1) Have you ever travelled by train? If so, do you like it? If not, would you want to?
2) Have you ever travelled by plane? If so, do you like it? If not, would you want to?
3) Have you ever travelled by ship? If so, do you like it? If not, would you want to?
4) What do you think is the safest way to travel?
5) What is the most dangerous way to travel?
Total [6]
Total marks_ /22
54 ПРОЕКТ
Mark scheme
Listening and Reading
№ Answer Mark Additional
information
1 True 1
2 False 1
3 True 1
4 house 1
5 3 / three 1
1 B 1
2 C 1
3 C 1
4 Subway 1
5 25 minutes/ twenty five minutes 1
Total marks 10
55 ПРОЕКТ
CRITERIA FOR MARKING WRITING*
Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a
mean to give an overall total out of 6.
Mark / Content: relevance, style and
Criterioregister, and development of Organization: cohesion, Vocabulary and Spelling Grammar and Punctuation:
n ideas paragraphing, and format range and accuracy
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task. connectors correctly and vocabulary appropriately; sentence forms correctly and
• The register completely attempts to use referencing, attempts to use less common demonstrates some variety in
corresponds to the but not always clearly or lexical items with occasional length.
requirements of the task; appropriately. inappropriacies. •
May attempt some complex
consistent and intentional •sentences, but they tend to be
Uses paragraphs to separate • Has good control of word
misuse of register* may ideas; all paragraphs revolve formation; may make less accurate, including
indicate a writer’s personal around one idea or a set of occasional errors in producing punctuation.
Errors in grammar and/or
6 style. like ideas; the size of each less common word forms. •
• All content points are fully paragraph allows for a proper • Spells common vocabulary punctuation do not distort
addressed and developed in a and balanced development of items correctly; very few (one meaning.
balanced way. ideas. or two) occasional spelling
*Such misuse of register should •mistakes may be present.
The format is appropriate, but
not harm the format of writing. may be modified for a better •
May occasionally misspell
reading experience. less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task; insignificant content connectors correctly. vocabulary appropriately; sentence forms correctly, but
omissions may be present. •attempts to use less common does not demonstrate variety
Uses paragraphs to separate
• The register on the whole ideas; most paragraphs lexical items, but may make in length.
5 corresponds to the revolve around one idea or a frequent errors. •
Occasional errors in grammar
requirements of the task; set of like ideas; the size of •
Has good control of word and/or punctuation do not
occasional and inconsistent each paragraph may reflect formation; may make errors in distort meaning.
misuse of register may be imbalanced development of producing less common word
present. ideas. forms.
56 ПРОЕКТ
• Most content points are • The format is appropriate. • Spells common vocabulary
addressed, but their items correctly; few (no more
development may be slightly than five) occasional spelling
imbalanced. mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Most content is relevant to the • Uses some basic connectors, • Uses everyday vocabulary • Writes simple and some
task; insignificant content but these may be inaccurate or generally appropriately, while compound sentence forms
omissions may be present. repetitive. occasionally overusing certain correctly.
• The register on the whole • Uses paragraphs to separate lexical items. • While errors in grammar
corresponds to the ideas, but tends to misuse • Has good control of word and/or punctuation are
requirements of the task. paragraphing (a script is a set formation; can produce noticeable, meaning is rarely
4 •
Most content points are of very short paragraphs or common word forms distorted.
addressed, but some content some paragraphs may be correctly.
points may be more fully much longer than other ones •
May make infrequent errors in
covered than others. for no apparent reason). spelling more difficult words.
• The format is generally •
Errors in word choice and/or
appropriate. spelling rarely distort
meaning.
• Some content is relevant to • Uses a very limited range of • Uses basic vocabulary • Writes simple sentence forms
the task; significant content basic cohesive devices reasonably appropriately. mostly correctly.
omissions may be present. correctly. •
Has some control of word • Errors in grammar and/or
• The register barely • Writes in paragraphs, but may formation; can produce some punctuation may distort
corresponds to the not use them to separate ideas common word forms meaning at times.
3 requirements of the task. (a script may have random correctly.
• Only some content points, breaks between paragraphs). •
Makes frequent errors in
which are minimally •
The format may be spelling more difficult words,
addressed. inappropriate in places. but simple words are spelled
correctly.
• Errors in word choice and/or
spelling distort meaning at
57 ПРОЕКТ
times.
• Severe irrelevances and • May use a very limited range • Uses an extremely limited • Writes some simple sentence
misinterpretations of the task of basic cohesive devices, and range of vocabulary. forms correctly.
may be present. those used may not indicate a •
Has very limited control of • Frequent errors in grammar
• Only few content points, logical relationship between word formation; can produce a and/or punctuation distort
which are minimally ideas. few common word forms meaning.
Attempts to write in correctly.
2 addressed. •
paragraphs, but their use may •
Makes many errors in
be confusing (may start every spelling, including a range of
sentence with a new line). simple words.
• The format may be •
Errors in word choice and/or
inappropriate. spelling distort meaning.
• Attempts the task, but it is • Links are missing or incorrect. • Can only use a few isolated • No evidence of sentence
largely misinterpreted and the •words and/or memorized forms.
Does not write in paragraphs
response is barely relevant to at all (a script is a block of phrases.
Has essentially no control of
1 the task. text). •
• The format is not appropriate. word formation; can barely
produce any word forms.
• Displays few examples of
conventional spelling.
• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
0 OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
*Criteria for Marking Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work using
some of the criteria from each column. There is no need to take into account all the points of the criteria.
58 ПРОЕКТ
CRITERIA FOR MARKING SPEAKING*
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total
out of 6.
Mark /
CriterioDevelopment and Fluency Grammar and Vocabulary
n
• Shows sustained ability to maintain a conversation and to make • Produces error-free simple sentences.
relevant contributions at some length. •
Attempts some complex grammatical forms, but may make
Produces extended stretches of language despite some hesitation. errors, which rarely cause comprehension problems.
6 •
• Can respond to change in direction of the conversation. • Uses a range of appropriate vocabulary to give and exchange
• Pronunciation is intelligible. views on a growing range of general and curricular topics.
• Intonation is appropriate.
• Responds relevantly and at length which makes frequent • Produces error-free simple sentences.
prompting unnecessary, resulting in a competent conversation. •
Uses a range of appropriate vocabulary when talking about a
• Produces mostly extended stretches of language despite some range of general and curricular topics.
Occasional mistakes do not cause comprehension problems.
5 hesitation, although instances of using short phrases may be •
present.
• Can generally respond to change in direction of the conversation.
• Pronunciation is generally intelligible.
• Intonation is generally appropriate
• Attempts to respond to questions and prompts. • Frequently produces error-free simple sentences.
• Produces responses which are extended beyond short phrases, • Uses appropriate vocabulary to talk about a limited range of
despite hesitation. general and curricular topics.
4 •
Effort will need to be made to develop the conversation; only • Errors may cause comprehension problems.
partial success will be achieved.
• Pronunciation is mostly intelligible.
• May not follow English intonation patterns at times.
• Responses tend to be brief and are characterized by frequent • Produces basic sentence forms and some correct simple
hesitation. sentences.
3 •
Has to be encouraged to go beyond short responses and struggles • Uses a limited range of appropriate vocabulary to talk about a
to develop a conversation. limited range of general topics.
• There is a lack of intelligibility of pronunciation, but it is unlikely • Errors are frequent and may lead to misunderstanding.
59 ПРОЕКТ
to impede communication.
• May not follow English intonation patterns frequently.
• Responses are so brief that little is communicated. • Attempts basic sentence forms, but with limited success.
• Barely engages in a conversation. OR
Heavily relies on apparently memorized utterances.
Pronunciation may cause some communication difficulty. •
2 •
Uses a limited range of appropriate vocabulary to talk about a
• Does not follow English intonation patterns. •
very limited range of general topics.
• Makes numerous errors except in memorized expressions.
• No communication possible. • Cannot produce basic sentence forms.
1 •
Pronunciation and intonation patterns cause difficulty for even the • Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
• No attempt at the response.
0 OR
• No rateable language.
*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some
of the criteria from each column. There is no need to take into account all the points of the criteria.
Term 4. Transcript for listening task
When the workers and the removal van leave, Maria talks to Andreas.
Maria: How could they forget the crockery? Now we don't have anything to eat with!
Andreas: Calm down, honey. Why don't we ask our neighbours to lend us some plates, knives, forks, spoons and cups?
Maria: Good thinking! It will give us an opportunity to introduce ourselves!
Andreas: You know what; let's have a house-warming party this Saturday! We can invite all our neighbours.
Maria: That's a great idea!
They walk to the neighbour's house and ring the bell. A woman opens the door.
Maria: Hi! We're the Fernandez family. We're from next-door! My name is Maria.
Betty: Oh hi! Nice to meet you! I'm Betty.
Andreas: Nice to meet you too, Betty. I'm Andreas.
Maria: Betty, do you have some spare crockery?
Betty: Sure, I do. Do you need some?
Maria: Yes, please! The removal company forgot ours!
Betty: Sure, no problem! Just a second.
She goes inside and comes back with a box full of crockery.
60 ПРОЕКТ
Maria: That's so nice, thank you! Betty, would you like to come to our house-warming party this Saturday?
Betty: Sure, what time?
Maria: Around three in the afternoon.
Betty: Can I bring something? A salad may be?
Maria: Yes, please! That's so nice, thank you! Copyright http://www.learning-english-online.ne
for term on the subject
“English”
Grade 6
Contents
1. Aim of the Summative Assessment for the term .................................................................................. 4
2. The document defining the content of the Summative Assessment for the term ................................. 4
3. Expected outcomes on the subject “English”, Grade 6 ........................................................................ 4
4. Level of thinking skills on the subject “English”, Grade 6 .................................................................. 5
5. Administration rules ................................................................................................................................. 7
6. Moderation and marking .......................................................................................................................... 7
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 ................................................... 8
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 ................................................. 21
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 ................................................. 34
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 ................................................. 48
1. Aim of the Summative Assessment for the term
Summative assessment is aimed to assess learners’ success in terms of the learning objectives
achievement and reveal their level of knowledge and skills acquired during the term within the
framework of updating the secondary education content.
Specification describes the content and procedure for the delivery of the Summative Assessment for
the term in “English” in Grade 6.
2. The document defining the content of the Summative Assessment for the term
Subject Program for "English" (within the framework of updating the content of secondary
education) secondary education (Grade 6)
3. Expected outcomes on the subject “English”, Grade 6
Content:
A learner develops skills needed for success in a range of academic subjects such as using
speaking and listening skills to solve problems, organising information clearly for others and
developing intercultural awareness through reading and discussion.
Listening:
A learner understands the main ideas of texts on curricular topics; identifies essential facts
distinguishing them from non-essential; understands details within the framework of familiar topics;
formulates complex questions based on listening material in order to obtain additional information;
deduces the meaning of listening material using context clues; identifies specific information within
the framework of familiar topics; recognizes inconsistencies in arguments within the framework of
familiar topics.
Speaking:
A learner conveys the main ideas of a text within the framework of familiar topics logically
organizing events; uses the formal and informal registers; presents information within the
framework of familiar topics; predicts the content of a text using the heading, pictures, key words,
extracts within the framework of familiar topics; asks simple and complex questions to obtain
specific information; interacts with peers (in a pair, group) to fulfill learning tasks; compares and
contrasts texts within the framework of familiar topics; expresses and opinion providing arguments.
Reading:
A learner identifies the main ideas of texts and details in texts of a range of styles and genres
within the framework of familiar topics; uses a range of information sources (reference materials,
dictionaries, the Internet); recognizes specific information in a text and a range of styles and genres
within the framework of familiar topics; predicts the content of a text using the heading, pictures,
key words, extracts; identifies the attitude and opinion of the author; evaluates information from
different texts.
Writing:
A learner fills in tables, diagrams, schemes, questionnaires, forms; plans, writes, edits and
proofreads texts within the framework of familiar topics; makes notes based on a text according to a
communicative task; describes real and/or imagined events of the past, present, and future using the
knowledge of topics studied before; links and coordinates sentences and paragraphs in a text within
the framework of familiar topics; correctly uses punctuation in a text within the framework of
familiar topics; creates texts of a range of styles and genres using appropriate rules and layout.
Use of English:
A learner expresses him/herself using a good lexical range and variety of language with a
generally high degree of accuracy. A learner develops ability to use a range of past, present and
future forms and a wider range of modals.
4 ПРОЕКТ
4. Level of thinking skills on the subject “English”, Grade 6
Strand Level of Description Recommende
thinking d type of
skills question
Listening Knowledge Understand longer sequenceы of supported Questions with
and classroom instructions; multiple
comprehensunderstand more complex supported questions choice
ion which ask for personal information; answers.
understand more complex supported questions on Questions that
a growing range of general and curricular topics; require short
understand with limited support the main points answers.
of extended talk on a range of general and curricular Questions that
topics; require
understand most specific information and detail of detailed
supported, extended talk on a range general and answer.
curricular topics;
understand supported narratives including some
extended talk, on a range of general and curricular
topics;
recognise the opinion of the speaker(s) in
supported extended talk on a limited range of general
and curricular topics;
Higher deduce meaning from context in supported
order extended talk on a range of general and curricular
thinking topics;
skills
Speaking Application ask simple questions to get information about a Questions that
growing range of general topics; require short
use appropriate subject-specific vocabulary and answers.
syntax to talk about a limited range of general topics, Questions that
and some curricular topics; require
Higher provide basic information about themselves and detailed
order others at discourse level on a range of general topics; answer.
thinking give an opinion at sentence and discourse level on
skills an increasing range of general and curricular topics;
respond with limited flexibility at both sentence
and discourse level to unexpected comments on a
range of general and curricular topics;
keep interaction going in longer exchanges on a
range of general and curricular topics;
communicate meaning clearly at sentence and
discourse level during, pair, group and whole class
exchanges;
recount some extended stories and events on a
limited range of general and curricular topics;
5 ПРОЕКТ
Reading Knowledge understand the main points in a growing range of Questions with
and short, simple texts on general and curricular topics; multiple
comprehensunderstand independently specific information choice
ion and detail in short, simple texts on a limited range of answers.
general and curricular topics; Questions that
understand the detail of an argument on a limited require short
range of familiar general and curricular topics, answers.
including some extended texts; Questions that
recognise the attitude or opinion of the writer in require
short texts on a growing range of general and detailed
curricular topics; answer.
recognise typical features at word, sentence and
text level in a range of written genres;
Application use independently familiar paper and digital
reference resources to check meaning and extend
understanding;
read independently a limited range of short simple
fiction and non-fiction texts;
Higher deduce meaning from context on a limited range
order of familiar general and curricular topics, including
thinking some extended texts;
skills recognise the difference between fact and opinion
in short, simple texts on a wide range of general and
curricular topics;
Writing Application plan, write, edit and proofread work at text level Questions that
with some support on a growing range of general require short
and curricular topics; answers.
write with some support topics with some Questions that
paragraphs to give basic personal information; require
link, with minimal support, sentences into detailed
coherent paragraphs using basic connectors on a answer.
growing range of familiar general topics;
use with some support appropriate layout at text
level for a growing range of written genres on
familiar general topics and some curricular topics;
spell most high-frequency vocabulary accurately
for a limited range of familiar general topics and
some curricular topics;
punctuate written work at text level on a limited
range of general topics and some curricular topics
with some accuracy;
Higher write with some support about real and imaginary
order past events, activities and experiences on a limited
thinking range of familiar general topics and some curricular
skills topics;
write with some support about personal feelings
and opinions on a limited range of familiar general
and curricular topics;
develop with support coherent arguments
supported when necessary by examples and reasons
for a limited range of written genres in familiar
general and curricular topics.
6 ПРОЕКТ
5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps
that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about the
assessment duration. Remind learners that they are not allowed to talk with each other during the
Summative Assessment. After the instructions, make sure they have understood given instructions
and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the
Summative Assessment learners should not have any access to additional recourses that can help
them, for example, dictionary, and calculator (excluding the cases when it is allowed in
specification)
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the
assessment duration. You should not spell, paraphrase or provide any information that could give
the learner an advantage.
In case of finishing Listening section before than 10 minutes, feel free to come to Reading
section.
Always tell the learners that they have 15 and 5 minutes left before the end of the Summative
Assessment.
Tell the Learners to stop writing and put down their pens/pencils on the desks at the end of the
Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is
necessary to check learner sample papers with the marks awarded to ensure there are no deviations
from the standardized mark scheme.
7 ПРОЕКТ
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1
Review of summative assessment for term 1
Duration of the summative assessment– 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 22
The structure of the summative assessment
This Summative Assessment consists of 12 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Multiple choice tasks consist of several possible answers from which the correct one should
be selected.
Gap filling tasks is a task in which words/numbers are removed from a text and replaced
with spaces. Learners have to fill each space with the missing word/number or a suitable word.
True/False tasks require learners to indicate whether the provided option right or wrong.
Open-ended tasks require learners follow instructions of the task, answer questions in words,
expressions and sentences.
Tapescript for listening task can be found in CD3. And Transcript for listening task can be
found after the mark scheme.
The content of the summative assessment for the 1 term should be selected on topics “Our
Class” and “Helping and Heroes”.
8 ПРОЕКТ
Characteristic of tasks for summative assessment for the 1 term
*Total *Que
Unit Strand Learning objective number of stions *Type of *Task description Time Total
questions № question marks
Our Class Listening 6.L5 Understand most 5 1 Multiple Each learner works individually. The task enables 10 5
Helping specific information 2 choice learners to find specific information in extended minutes
and Heroes and detail of 3 Gap talk. Learners listen to the recording twice on topic
supported, extended 4 filling ‘Our class’, having chance to look through the
talk on a range of 5 questions before the recording starts (1-2 min to
general and curricular read the questions before the recording starts). The
topics task consists of 5 questions. Learners choose the
right option for questions 1-3 and complete the
gaps for questions 4-5 with no more than 1 word
while listening.
Reading 6.R1 Understand the 5 1 Open Each learner works individually. The task enables 10 5
main points in a 2 ended learners to identify the main points of the text. minutes
growing range of 3 True / Learners read the text on topic ‘Helping and
short, simple texts on 4 False Heroes’ and answer the questions. This task
general and curricular 5 consists of 5 questions with one possible answer.
topics curricular topics In questions1-3 learners answer open ended
questions. In questions 4-5 learners indicate
sentences for True and False statements according
to the text.
Writing 6.W1Plan, write, edit 1 1 Open Each learner works individually. Learners should 20 6
and proofread work at ended choose one topic. They should write on topics ‘Our minutes
text level with some class’ or ‘Helping and Heroes’. They should
support on a growing answer the questions in full sentences expressing
range of general and their feelings on topic. Writing tasks can be
curricular topics differentiated by using pictures as a support for
6.W3 Write with some learners. Teachers can use own pictures for writing
support about personal tasks which are familiar to learners as a support.
9 ПРОЕКТ
*Total *Que
Unit Strand Learning objective number of stions *Type of *Task description Time Total
questions № question marks
feelings and opinions
on a limited range of
familiar general and
curricular topics
Speaking 6.S1 Provide basic 1 1 Open Learners pair up and have a two-way conversation Each 6
information about ended on topics: ‘Our class’, ‘Helping and Heroes’. They pair
themselves and others have 1 minute to prepare and 2 minutes to talk on talks for
at discourse level on a the topic. Learners are provided with some 2
range of general topics questions for a discussion. They provide own minutes.
6.S3 Give an opinion points of view on topics, ask questions to clarify
at sentence and the answers and get the needed information,
discourse level on an explaining and justifying their positions and
increasing range of answers.
general and curricular Teacher can feel free to use topical pictures (from
topics own teacher’s resources/ classroom set of pictures)
to help learners to develop imagination. Teacher
can cut the number of the questions from the card
or ask additional questions to support learners if
necessary.
TOTAL: 40 22
minutes
Note: * - sections that can be changed
10 ПРОЕКТ
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
Listening
Task. Listen to the talk with Ben and Katy twice.
CD3. Tapescript 1.And transcript for listening task can be found after the mark scheme.
Choose the correct option to complete the sentences
1. Ben… [1]
A) does not study
B) studies and does well
C) studies but does not do well
D) does not go to school
2. Ben usually studies… [1]
A) in the library
B) at home
C) in his friend’s house
D) in the park
3. On Ben’s desk there are… [1]
A) papers, books and pens
B) pencils, books and pens
C) a pencil case and pens
D) copybooks and a laptop
Fill in the gaps with ONE WORD only.
4. Katy: Have lots of breaks. I always ___________ for thirty minutes. Then I have a break for
five minutes. [1]
5. Ben: I never have a ____________. I sometimes study for two or three hours. [1]
Total [5]
Reading
Task. Read the article about London police.
The History of the London Police
In 1700 London had no policemen at all. A few men protected the city streets at night.
Many people were poor and there were so many thieves who stole money in the streets that
people stayed in their homes as much as possible.
In 1750, Henry Fielding started to pay a group of people to stop thieves. They were like
policemen and were called ‘Bow Street Runners’ because they worked near Bow Street.
Fifty years later, there were 120 Bow Street Runners, but London had become very big and
needed more policemen. In 1829, the first London Police Force was started with 3000 officers.
Most of the men worked on foot, but a few rode horses.
Today, London police are quite well paid and for the few police officers who still ride horses,
the pay is even better than for the others.
Answer the questions.
1. Why did people stay in their homes as much as possible? [1]
11 ПРОЕКТ
_____________________________________________________________
2. How did “Bow Street Runners” get their name? [1]
______________________________________________________________
Choose True or False.
3. In 1800, there were not enough policemen in London. [1]
True False
4. All of the first 3000 London Police Force rode horses. [1]
True False
5. Today, police officers who work with horses are paid more than their colleagues.
True False [1]
Total [5]
Writing
Task. Choose ONE of the topics below.
Topic 1. Our class
Think about your favourite class. Give some information
about the subject and classmates.
What is your favourite subject? Why?
What does a person do to be good at school?
Do you enjoy spending time with your classmates?
Why?
What clubs or sport activities do you like most at your school? Why?
Topic 2. Helping and Heroes
Think about heroes of modern life. Give some information about any hero.
Who do you think is a hero of modern life? Why?
What does a hero do?
Why do heroes enjoy helping the other people?
Who is your superhero or a hero in real life? Why?
Total [6]
12 ПРОЕКТ
Speaking
Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own
opinion on topic, ask questions, explain your position and answer your partners’ questions.
You have 1 minute to prepare and 2 minutes to talk.
Card 1.Discuss with your partner the topic ‘Our class’. The following questions will help you
to organize your talk:
1) What grade are you in?
2) Do you have to wear a uniform?
3) What is your favourite subject at school?
4) What do you usually do after school?
5) Do you enjoy studying?
Card 2. Discuss with your partner the topic ‘Our class’. The following questions will help you
to organize your talk:
1) What do you like about your classroom?
2) What colour of classroom walls is the best for you?
3) Can you describe your classroom in five words? What are they?
4) What are five things you don’t like about your classroom?
5) What are five things you would like to change in your classroom?
Card 3. Discuss with your partner the topic ‘Our class’. The following questions will help you
to organize your talk:
1) How many students are there in your class?
2) Describe two of your classmates who attend your class
3) What subjects are you good at?
4) What subjects are you bad at?
5) Do you study a foreign language at school?
Card 4. Discuss with your partner the topic ‘Our class’. The following questions will help you
to organize your talk:
1) Are good grades important to student?
2) Which subject do you enjoy studying? Why?
3) What are the qualities of a good student?
4) How much free time do you have at school?
5) Do you go to any clubs at your school? What are they?
Card 5. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
will help you to organize your talk:
1) Do you believe in superheroes?
2) Who is your favourite male superhero? Why?
3) Who is your favourite female superhero? Why?
4) Do you think people need superheroes?
5) Do you want to be a superhero? Why?
Card 6. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
will help you to organize your talk:
1) Do you usually help other people?
2) What do you usually do to help other people?
3) How often do you help other people?
4) Who do you usually help?
5) Why do you think you should help other people?
13 ПРОЕКТ
Card 7. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
will help you to organize your talk:
1) How can you help people in need?
2) How can you help the elderly people?
3) Did you do it alone, with friends or with your family?
4) Did you make new friends while you were doing the work?
5) How did you feel after finishing the work?
Card 8. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
will help you to organize your talk:
1) Did someone ever help you?
2) Who helped you?
3) When it happened?
4) Why did he / she help you?
5) How did you feel after this?
Total [6]
Total marks_ /22
14 ПРОЕКТ
Mark scheme
Listening and Reading
№ Answer Mark Additional information
1 C 1
2 B 1
3 A 1
4 study 1
5 break 1
1 There were many thieves 1 Any other answers are
2 because they worked near Bow Street 1 acceptable if they answer
the questions correctly.
The answer can be shorter.
3 False 1
4 False 1
5 True 1
Total marks 10
15 ПРОЕКТ
CRITERIA FOR MARKING WRITING*
Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a
mean to give an overall total out of 6.
Mark / Content: relevance, style and
Criterioregister, and development of Organization: cohesion, Vocabulary and Spelling Grammar and Punctuation:
n ideas paragraphing, and format range and accuracy
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task. connectors correctly and vocabulary appropriately; sentence forms correctly and
• The register completely attempts to use referencing, attempts to use less common demonstrates some variety in
corresponds to the but not always clearly or lexical items with occasional length.
requirements of the task; appropriately. inappropriacies. •
May attempt some complex
consistent and intentional •sentences, but they tend to be
Uses paragraphs to separate • Has good control of word
misuse of register* may ideas; all paragraphs revolve formation; may make less accurate, including
indicate a writer’s personal around one idea or a set of occasional errors in producing punctuation.
Errors in grammar and/or
6 style. like ideas; the size of each less common word forms. •
• All content points are fully paragraph allows for a proper • Spells common vocabulary punctuation do not distort
addressed and developed in a and balanced development of items correctly; very few (one meaning.
balanced way. ideas. or two) occasional spelling
*Such misuse of register should •mistakes may be present.
The format is appropriate, but
not harm the format of writing. may be modified for a better •
May occasionally misspell
reading experience. less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
All content is relevant to the •
Uses a range of basic • Uses a range of everyday • Writes simple and
task; insignificant content connectors correctly. vocabulary appropriately; compound sentence forms
omissions may be present. •
Uses paragraphs to separate attempts to use less common correctly, but does not
• The register on the whole ideas; most paragraphs lexical items, but may make demonstrate variety in
5 corresponds to the revolve around one idea or a frequent errors. length.
requirements of the task; set of like ideas; the size of •
Has good control of word • Occasional errors in
occasional and inconsistent each paragraph may reflect formation; may make errors grammar and/or punctuation
misuse of register may be imbalanced development of in producing less common do not distort meaning.
present. ideas. word forms.
16 ПРОЕКТ
• Most content points are • The format is appropriate. • Spells common vocabulary
addressed, but their items correctly; few (no
development may be slightly more than five) occasional
imbalanced. spelling mistakes may be
present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Most content is relevant to the • Uses some basic connectors, • Uses everyday vocabulary • Writes simple and some
task; insignificant content but these may be inaccurate generally appropriately, compound sentence
omissions may be present. or repetitive. while occasionally forms correctly.
• The register on the whole • Uses paragraphs to separate overusing certain lexical • While errors in grammar
corresponds to the ideas, but tends to misuse items. and/or punctuation are
Has good control of word noticeable, meaning is
requirements of the task. paragraphing (a script is a •
• Most content points are set of very short paragraphs formation; can produce rarely distorted.
4 addressed, but some content or some paragraphs may be common word forms
points may be more fully much longer than other ones correctly.
covered than others. for no apparent reason). •
May make infrequent errors
• The format is generally in spelling more difficult
appropriate. words.
• Errors in word choice and/or
spelling rarely distort
meaning.
• Some content is relevant to • Uses a very limited range of • Uses basic vocabulary • Writes simple sentence forms
the task; significant content basic cohesive devices reasonably appropriately. mostly correctly.
omissions may be present. correctly. •
Has some control of word • Errors in grammar and/or
• The register barely • Writes in paragraphs, but may formation; can produce some punctuation may distort
3 corresponds to the not use them to separate ideas common word forms meaning at times.
requirements of the task. (a script may have random correctly.
• Only some content points, breaks between paragraphs). • Makes frequent errors in
which are minimally •spelling more difficult words,
The format may be
addressed. inappropriate in places. but simple words are spelled
17 ПРОЕКТ
correctly.
• Errors in word choice and/or
spelling distort meaning at
times.
• Severe irrelevances and • May use a very limited range • Uses an extremely limited • Writes some simple sentence
misinterpretations of the task of basic cohesive devices, and range of vocabulary. forms correctly.
may be present. those used may not indicate a •
Has very limited control of • Frequent errors in grammar
• Only few content points, logical relationship between word formation; can produce a and/or punctuation distort
which are minimally ideas. few common word forms meaning.
Attempts to write in correctly.
2 addressed. •
paragraphs, but their use may •
Makes many errors in
be confusing (may start every spelling, including a range of
sentence with a new line). simple words.
• The format may be •
Errors in word choice and/or
inappropriate. spelling distort meaning.
• Attempts the task, but it is • Links are missing or incorrect. • Can only use a few isolated • No evidence of sentence
largely misinterpreted and the •words and/or memorized forms.
Does not write in paragraphs
response is barely relevant to at all (a script is a block of phrases.
Has essentially no control of
1 the task. text). •
• The format is not appropriate. word formation; can barely
produce any word forms.
• Displays few examples of
conventional spelling.
• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
0 OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
*Criteria for Marking Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work using
some of the criteria from each column. There is no need to take into account all the points of the criteria.
18 ПРОЕКТ
CRITERIA FOR MARKING SPEAKING*
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total
out of 6.
Mark /
CriterioDevelopment and Fluency Grammar and Vocabulary
n
• Shows sustained ability to maintain a conversation and to make • Produces error-free simple sentences.
relevant contributions at some length. •
Attempts some complex grammatical forms, but may make
Produces extended stretches of language despite some hesitation. errors, which rarely cause comprehension problems.
6 •
• Can respond to change in direction of the conversation. • Uses a range of appropriate vocabulary to give and exchange
• Pronunciation is intelligible. views on a growing range of general and curricular topics.
• Intonation is appropriate.
• Responds relevantly and at length which makes frequent • Produces error-free simple sentences.
prompting unnecessary, resulting in a competent conversation. •
Uses a range of appropriate vocabulary when talking about a
• Produces mostly extended stretches of language despite some range of general and curricular topics.
Occasional mistakes do not cause comprehension problems.
5 hesitation, although instances of using short phrases may be •
present.
• Can generally respond to change in direction of the conversation.
• Pronunciation is generally intelligible.
• Intonation is generally appropriate
• Attempts to respond to questions and prompts. • Frequently produces error-free simple sentences.
• Produces responses which are extended beyond short phrases, • Uses appropriate vocabulary to talk about a limited range of
despite hesitation. general and curricular topics.
4 •
Effort will need to be made to develop the conversation; only • Errors may cause comprehension problems.
partial success will be achieved.
• Pronunciation is mostly intelligible.
• May not follow English intonation patterns at times.
• Responses tend to be brief and are characterized by frequent • Produces basic sentence forms and some correct simple
hesitation. sentences.
3 •
Has to be encouraged to go beyond short responses and struggles • Uses a limited range of appropriate vocabulary to talk about a
to develop a conversation. limited range of general topics.
• There is a lack of intelligibility of pronunciation, but it is unlikely • Errors are frequent and may lead to misunderstanding.
19 ПРОЕКТ
to impede communication.
• May not follow English intonation patterns frequently.
• Responses are so brief that little is communicated. • Attempts basic sentence forms, but with limited success.
• Barely engages in a conversation. OR
Heavily relies on apparently memorized utterances.
Pronunciation may cause some communication difficulty. •
2 •
Uses a limited range of appropriate vocabulary to talk about a
• Does not follow English intonation patterns. •
very limited range of general topics.
• Makes numerous errors except in memorized expressions.
• No communication possible. • Cannot produce basic sentence forms.
1 •
Pronunciation and intonation patterns cause difficulty for even the • Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
• No attempt at the response.
0 OR
• No rateable language.
*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some
of the criteria from each column. There is no need to take into account all the points of the criteria.
Term 1. Transcript for listening task.
Ben: You always get good marks at school. You’re lucky! I study but I don’t always get good marks.
Katy: I’m not lucky! I know how to study. I always do three things. Do you want to know them?
Ben: Yeah, please!
Katy: OK, number one. Always study in a quiet place.
Ben: I usually study in my bedroom. It’s very quiet.
Katy: Number two. Have a clear desk!
Ben: Right. A clear desk. My desk isn’t clear. There are lots of papers and books and pens on it.
Katy: Well, that isn’t very good!
Ben: What’s tip number three?
Katy: Have lots of breaks. I always study for thirty minutes. Then I have a break for five minutes. I move my arms and legs and drink some water.
Then I study again for thirty minutes.
Ben: I never have a break. I sometimes study for two or three hours.
Katy: That isn’t a good idea! It’s important to get up and move your body.
Ben: OK. Thanks. Next time I think I can get good marks! Copyright: learnenglishteens.britishcouncil.org
20 ПРОЕКТ
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2
Review of summative assessment for term 2
Duration of the summative assessment– 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 22
The structure of the summative assessment
This Summative Assessment consists of 12 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
True/False tasks require learners to indicate whether the provided option right or wrong.
Gap filling tasks is a task in which words/numbers are removed from a text and replaced
with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple selection tasks require learners to choose a set number of things mentioned in a text
from a wide range of options.
Sentence completion tasks require learners to complete the sentence with suitable
information taken from the text following the sentence structure.
Open-ended tasks require learners follow instructions of the task, answer questions in words,
expressions and sentences.
Transcript for listening task can be found after the mark scheme.
The content of the summative assessment for the 2 term should be selected on topics “Our
Countryside” and “Drama and Comedy”.
21 ПРОЕКТ
Characteristic of tasks for summative assessment for the 2 term
*Total
numbe*Que
Unit Strand Learning objective r of stion *Type of *Task description Time Total
questi№ question marks
ons
Our Listening 6.L6 Deduce meaning from 5 1 True / Each learner works individually. The task 10 5
Countrysidcontext in supported 2 False enables learners to deduce meaning in minutes
e extended talk on a range of 3 Gap extended talk.
Drama and general and curricular topics 4 filling Learners listen to the recording twice on
Comedy 5 topic ‘Drama and Comedy’, having chance
to look through the questions before the
recording starts (1-2 min to read the
questions before the recording starts). The
task consists of 5 questions. Learners
choose the right option for questions 1-3
and complete the sentences with one word
for questions 4-5.
Reading 6.R3 Understand the detail 5 1 Multiple Each learner works individually. The task 10 5
of an argument on a limited 2 selection enables learners to identify the detail of an minutes
range of familiar general and 3 Sentence argument from the text. Learners read the
curricular topics, including 4 completitext on topic ‘Our Countryside’ and answer
some extended texts 5 on the questions. This task consists of 5
questions. In questions1-3 learners choose
three things mentioned in a text from a
wide range of options. In questions 4-5
learners complete the sentences following
the structure.
Writing 6.W2 Write with some 1 1 Open Each learner works individually. 20 6
support about real and ended Learner should choose one topic. They minutes
imaginary past events, should write on topics ‘Our countryside’ or
22 ПРОЕКТ
*Total
numbe*Que
Unit Strand Learning objective r of stion *Type of *Task description Time Total
questi№ question marks
ons
activities and experiences on ‘Drama and Comedy’.
a limited range of familiar They should write with the support of
general topics and some questions about real past events, activities
curricular topics and experiences, spell high-frequency
6.W8 Spell most high-vocabulary accurately and use prepositions
frequency vocabulary of time, location and direction. Learners are
accurately for a limited range required to follow the structure and answer
of familiar general topics and the questions in full sentences.
some curricular topics Writing tasks can be differentiated by using
6.UE14 Use an increased pictures as a support for learners. Teachers
variety of prepositions of can use own pictures for writing tasks
time, location and direction; which are familiar to learners.
use by and with to denote
agent and instrument; use
prepositions before nouns
and adjectives in common
prepositional phrases on a
growing range of familiar
general and curricular topics
Speaking 6.S7 Use appropriate 1 1 Open Learners prepare an individual talk on Each 6
subject-specific vocabulary ended topics: ‘Our countryside’, ‘Drama and learner
and syntax to talk about a Comedy’. They have 1 minute to prepare talks for
limited range of general and 1-2 minutes to talk on the topic. 1-2
topics, and some curricular Learners are provided with some questions minutes.
topics to organize a monologue. They should
provide own experience on topics, using
appropriate subject-specific vocabulary.
23 ПРОЕКТ
*Total
numbe*Que
Unit Strand Learning objective r of stion *Type of *Task description Time Total
questi№ question marks
ons
Teacher can feel free to use topical pictures
(from own teacher’s resources/ classroom
set of pictures) to help learners to develop
imagination. Teacher can cut the number of
the questions from the card or ask
additional questions to support learners if
necessary.
TOTAL: 40 22
minutes
Note: * - sections that can be changed
24 ПРОЕКТ
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 2
Listening
Task. Listen to the conversation between Harry and Elizabeth twice.
Transcript for listening task can be found after the mark scheme. Teacher reads the transcript.
Mark sentences as True or False.
1. A horror movie is scary. [1]
True False
2. Harry likes movies about love. [1]
True False
3. Harry really hates action and adventure movies [1]
True False
Fill in the gaps with ONE word.
4. Musicals do not sound too ___________________ for Harry. [1]
_______________________________________________________________
5. I heard it's pretty exciting because nobody can guess who the _____________ [1]
_________ is.
Total [5]
Reading
Task. Read the text about Alex’s hometown.
My town – Newquay
Newquay is a small town on the Atlantic coast in the south of England. It has got great
beaches and is the best place to surf in the United Kingdom. There are lots of surf schools where
you can learn how to surf. I go surfing with my friends every weekend.
I love Newquay because there are lots of other things to do as well as surfing. If you like
water sports, you can go kayaking, water-skiing or coasteering. Coasteering involves rock climbing,
jumping into the sea and swimming in the same activity. So, you should always go with a special
instructor.
If you like animals you can also visit the Blue Reef Aquarium and see lots of different fish
and even sharks. You can also go horse riding on the beach or visit Newquay Zoo. There are lots of
other attractions too like mini golf and bowling.
Circle the 3 things Alex writes about.
A) Rainy weather in Newquay
B) Water activities in Newquay
C) Interesting history of Newquay
D) Water attraction to visit in Newquay
E) Tasty meals in Newquay
F) Location of Newquay in England
25 ПРОЕКТ
Complete the sentences below follow the sentence structure:
4. Alex likes Newquay because he can go … [1]
__________________________________________________________________
5. While coasteering you should always take a special instructor with you because it
involves… [1]
__________________________________________________________________
Total [5]
Writing
Task. Choose ONE of the topics below. Follow the tips for writing.
Answer all the questions.
Spell topical vocabulary accurately.
Use prepositions of time, location and direction.
Topic 1. Our countryside
Think about your home place (home town or village) and write some information about
it.
Where do you live? Write about its location.
Do you like this town / village? Why?
What is your favourite place in this town / village? Where is it located?
What can you do in your home town / village? Write about some winter or summer activities
and sports.
Topic 2. Drama and comedy
Think about your genre preferences and write some information about your experience.
Do you like watching films on the weekdays or on Sundays? Why?
Can you name your favourite cinema? Where is it located?
How do you usually get to your favourite cinema?
What is your favourite movie? Why do you like it?
Total [6]
Speaking
Task. Choose one of the cards and prepare an individual talk. Provide own experience on topics,
using appropriate subject-specific vocabulary. You have 1 minute to prepare and 1-2 minutes to
talk.
Card 1. Prepare an individual talk on the topic ‘Our countryside’. The following questions
will help you to organize your talk:
1) Do you know your hometown/village well?
2) Where is it situated?
3) What does it look like?
4) Do tourists like to visit your town/village?
5) Is your hometown a good place to live in? Why / Why not?
Card 2. Prepare an individual talk on the topic ‘Our countryside’. The following questions
will help you to organize your talk:
1) What is your favourite place in the countryside?
2) Where is it located?
26 ПРОЕКТ
3) What is special about it?
4) What can you do in this area?
5) Why do you like it?
Card 3. Prepare an individual talk on the topic ‘Our countryside’. The following questions
will help you to organize your talk:
1) What is the most interesting part of your hometown/village?
2) What jobs are popular in your hometown / village?
3) Is your home town / village changing?
4) Is it a good place to live? Why?
5) What can you change to make it better to live in?
Card 4. Prepare an individual talk on the topic ‘Our countryside’. The following questions
will help you to organize your talk:
1) Do you live in a town or village?
2) What kind of place is it?
3) Do you like living there?
4) What are the main tourist attractions in your home town / village?
5) What place there do you like best? Why?
Card 5. Prepare an individual talk on the topic ‘Drama and Comedy’. The following
questions will help you to organize your talk:
1) Who are the famous actors and musicians in your country? Why do you think so?
2) Who are your favourite actors and actresses?
3) Why do you think so?
4) Who is your favourite producer?
5) Why do people like watching comedies?
Card 6. Prepare an individual talk on the topic ‘Drama and Comedy’. The following
questions will help you to organize your talk:
1) What is the most popular cartoon among teenagers?
2) Do you like it? Why or why not?
3) Who do you usually watch it with?
4) Do your friends like watching this cartoon?
5) Why do children prefer watching cartoons?
Card 7. Prepare an individual talk on the topic ‘Drama and Comedy’. The following
questions will help you to organize your talk:
1) What is your favourite comedy show?
2) Can you give its name and actors?
3) What is the program about?
4) How often do you watch it?
5) Why do you like it?
Card 8. Prepare an individual talk on the topic ‘Drama and Comedy’. The following
questions will help you to organize your talk:
1) Do you have a favourite animal TV show?
2) What is the name of this animal TV show?
3) Why do you like it?
4) Who do you usually watch it with?
5) How did you feel after watching it?
Total [6]
Total marks_ /22
27 ПРОЕКТ
Mark scheme
Listening and Reading
№ Answer Mark Additional
information
1 True 1
2 False 1
3 False 1
4 exciting 1
5 killer 1
1 B) Water activities in Newquay 1 In any order
2 D) Water attraction to visit in 1
3 Newquay
4 F) Location of Newquay in 1
5 England
surfing 1
rock climbing, jumping into the sea, 1 Any of the three or all
swimming together
Total marks 10
28 ПРОЕКТ
CRITERIA FOR MARKING WRITING*
Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a
mean to give an overall total out of 6.
Mark / Content: relevance, style and
Criterioregister, and development of Organization: cohesion, Vocabulary and Spelling Grammar and Punctuation:
n ideas paragraphing, and format range and accuracy
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task. connectors correctly and vocabulary appropriately; sentence forms correctly and
• The register completely attempts to use referencing, attempts to use less common demonstrates some variety in
corresponds to the but not always clearly or lexical items with occasional length.
requirements of the task; appropriately. inappropriacies. •
May attempt some complex
consistent and intentional •sentences, but they tend to be
Uses paragraphs to separate • Has good control of word
misuse of register* may ideas; all paragraphs revolve formation; may make less accurate, including
indicate a writer’s personal around one idea or a set of occasional errors in producing punctuation.
Errors in grammar and/or
6 style. like ideas; the size of each less common word forms. •
• All content points are fully paragraph allows for a proper • Spells common vocabulary punctuation do not distort
addressed and developed in a and balanced development of items correctly; very few (one meaning.
balanced way. ideas. or two) occasional spelling
*Such misuse of register should •mistakes may be present.
The format is appropriate, but
not harm the format of writing. may be modified for a better •
May occasionally misspell
reading experience. less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task; insignificant content connectors correctly. vocabulary appropriately; sentence forms correctly, but
omissions may be present. •attempts to use less common does not demonstrate variety
Uses paragraphs to separate
• The register on the whole ideas; most paragraphs lexical items, but may make in length.
5 corresponds to the revolve around one idea or a frequent errors. •
Occasional errors in grammar
requirements of the task; set of like ideas; the size of •
Has good control of word and/or punctuation do not
occasional and inconsistent each paragraph may reflect formation; may make errors in distort meaning.
misuse of register may be imbalanced development of producing less common word
present. ideas. forms.
29 ПРОЕКТ
• Most content points are • The format is appropriate. • Spells common vocabulary
addressed, but their items correctly; few (no more
development may be slightly than five) occasional spelling
imbalanced. mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Most content is relevant to the • Uses some basic connectors, • Uses everyday vocabulary • Writes simple and some
task; insignificant content but these may be inaccurate or generally appropriately, while compound sentence forms
omissions may be present. repetitive. occasionally overusing certain correctly.
• The register on the whole • Uses paragraphs to separate lexical items. • While errors in grammar
corresponds to the ideas, but tends to misuse • Has good control of word and/or punctuation are
requirements of the task. paragraphing (a script is a set formation; can produce noticeable, meaning is rarely
4 •
Most content points are of very short paragraphs or common word forms distorted.
addressed, but some content some paragraphs may be correctly.
points may be more fully much longer than other ones •
May make infrequent errors in
covered than others. for no apparent reason). spelling more difficult words.
• The format is generally •
Errors in word choice and/or
appropriate. spelling rarely distort
meaning.
• Some content is relevant to • Uses a very limited range of • Uses basic vocabulary • Writes simple sentence forms
the task; significant content basic cohesive devices reasonably appropriately. mostly correctly.
omissions may be present. correctly. •
Has some control of word • Errors in grammar and/or
• The register barely • Writes in paragraphs, but may formation; can produce some punctuation may distort
corresponds to the not use them to separate ideas common word forms meaning at times.
3 requirements of the task. (a script may have random correctly.
• Only some content points, breaks between paragraphs). •
Makes frequent errors in
which are minimally •
The format may be spelling more difficult words,
addressed. inappropriate in places. but simple words are spelled
correctly.
• Errors in word choice and/or
spelling distort meaning at
30 ПРОЕКТ
times.
• Severe irrelevances and • May use a very limited range • Uses an extremely limited • Writes some simple sentence
misinterpretations of the task of basic cohesive devices, and range of vocabulary. forms correctly.
may be present. those used may not indicate a •
Has very limited control of • Frequent errors in grammar
• Only few content points, logical relationship between word formation; can produce a and/or punctuation distort
which are minimally ideas. few common word forms meaning.
Attempts to write in correctly.
2 addressed. •
paragraphs, but their use may •
Makes many errors in
be confusing (may start every spelling, including a range of
sentence with a new line). simple words.
• The format may be •
Errors in word choice and/or
inappropriate. spelling distort meaning.
• Attempts the task, but it is • Links are missing or incorrect. • Can only use a few isolated • No evidence of sentence
largely misinterpreted and the •words and/or memorized forms.
Does not write in paragraphs
response is barely relevant to at all (a script is a block of phrases.
Has essentially no control of
1 the task. text). •
• The format is not appropriate. word formation; can barely
produce any word forms.
• Displays few examples of
conventional spelling.
• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
0 OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
*Criteria for Marking Writing may be adapted by teacher according to the type and format. Teacher can assess learners’ work using some of the
criteria from each column. There is no need to take into account all the points of the criteria.
31 ПРОЕКТ
CRITERIA FOR MARKING SPEAKING*
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total
out of 6.
Mark /
CriterioDevelopment and Fluency Grammar and Vocabulary
n
• Shows sustained ability to maintain a conversation and to make • Produces error-free simple sentences.
relevant contributions at some length. •
Attempts some complex grammatical forms, but may make
Produces extended stretches of language despite some hesitation. errors, which rarely cause comprehension problems.
6 •
• Can respond to change in direction of the conversation. • Uses a range of appropriate vocabulary to give and exchange
• Pronunciation is intelligible. views on a growing range of general and curricular topics.
• Intonation is appropriate.
• Responds relevantly and at length which makes frequent • Produces error-free simple sentences.
prompting unnecessary, resulting in a competent conversation. •
Uses a range of appropriate vocabulary when talking about a
• Produces mostly extended stretches of language despite some range of general and curricular topics.
Occasional mistakes do not cause comprehension problems.
5 hesitation, although instances of using short phrases may be •
present.
• Can generally respond to change in direction of the conversation.
• Pronunciation is generally intelligible.
• Intonation is generally appropriate
• Attempts to respond to questions and prompts. • Frequently produces error-free simple sentences.
• Produces responses which are extended beyond short phrases, • Uses appropriate vocabulary to talk about a limited range of
despite hesitation. general and curricular topics.
4 •
Effort will need to be made to develop the conversation; only • Errors may cause comprehension problems.
partial success will be achieved.
• Pronunciation is mostly intelligible.
• May not follow English intonation patterns at times.
• Responses tend to be brief and are characterized by frequent • Produces basic sentence forms and some correct simple
hesitation. sentences.
3 •
Has to be encouraged to go beyond short responses and struggles • Uses a limited range of appropriate vocabulary to talk about a
to develop a conversation. limited range of general topics.
• There is a lack of intelligibility of pronunciation, but it is unlikely • Errors are frequent and may lead to misunderstanding.
32 ПРОЕКТ
to impede communication.
• May not follow English intonation patterns frequently.
• Responses are so brief that little is communicated. • Attempts basic sentence forms, but with limited success.
• Barely engages in a conversation. OR
Heavily relies on apparently memorized utterances.
Pronunciation may cause some communication difficulty. •
2 •
Uses a limited range of appropriate vocabulary to talk about a
• Does not follow English intonation patterns. •
very limited range of general topics.
• Makes numerous errors except in memorized expressions.
• No communication possible. • Cannot produce basic sentence forms.
1 •
Pronunciation and intonation patterns cause difficulty for even the • Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
• No attempt at the response.
0 OR
• No rateable language.
*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some
of the criteria from each column. There is no need to take into account all the points of the criteria.
Term 2. Transcript for listening task
Harry: Hey, Elizabeth, how would you like to go see a movie tonight?
Elizabeth: Sounds great! What would you like to see?
Harry: I don't know... how about that new horror movie at the Arlington Theater?
Elizabeth: Oh, I heard about that. It sounds a little scary to me. I'm more into romantic movies. Or maybe a romantic comedy.
Harry: No way! I hate that kind of stuff!
Elizabeth: Really? Well then, what kinds of movies do you like?
Harry: I guess I'm really into action and adventure type of movies.
Elizabeth: Oh yeah, well I guess they are okay, as long as they aren't too bloody. I also heard about this great new musical that just came out. What do
you think about that?
Harry: Musical? I don't know. That doesn't sound too exciting. Is there anything we can agree on?
Elizabeth: It doesn't seem like it. Oh, I remember another movie that came out last week. It's a mystery and it had a little romance and some action, too.
I heard it's pretty exciting because nobody can guess who the killer is and it has a surprise ending. What do you think about that one?
Harry: I guess that doesn't sound too bad. What time does it start?
Copyright: http://www.5minuteenglish.com/apr23.htm - listening activity link
33 ПРОЕКТ
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3
Review of summative assessment for term 3
Duration of the summative assessment– 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 22
The structure of the summative assessment
This Summative Assessment consists of 12 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Reordering tasks require learners to put options in the order of mentioning.
Multiple choice tasks consist of several possible answers from which the correct one should
be selected.
True/False tasks require learners to indicate whether the provided option right or wrong.
Open-ended tasks require learners follow instructions of the task, answer questions in words,
expressions and sentences.
Tapescript for listening task can be found in CD3. And Transcript for listening task can be
found after the mark scheme.
The content of the summative assessment for the 3 term should be selected on topics “Our
Health” or/and “Holidays and Travel” or/and “Reading for Pleasure”.
34 ПРОЕКТ
Characteristic of tasks for summative assessment for the 3 term
*Total
Unit Strand Learning objective number of *Quest*Type of *Task description Time Total
question marks
questions ion №
Our Health Listening 6.L8 Understand 5 1 ReorderinEach learner works individually. The 10 5
Holidays supported narratives 2 g task enables learners to identify minutes
and Travel including some 3 Multiple supported narratives in extended talk.
Reading extended talk, on a 4 choice Learners listen to the recording twice on
for range of general and 5 topic ‘Holidays and Travel’, having
Pleasure curricular topics chance to look through the questions
before the recording starts (1-2 min to
read the questions before the recording
starts). The task consists of 5 questions.
Learners put in order the three places
which will be visited first for questions
1-3 and choose the right option for
questions 4-5.
Reading 6.R4 Read 5 1 True / Each learner works individually. The 10 5
independently a limited 2 False task enables learners to work minutes
range of short simple 3 Open independently with the text and deduce
fiction and non-fiction 4 ended the meaning out of the context.
texts 5 Learners read the text on topic ‘Our
health’ and answer the questions. In
questions1-3 learners indicate True and
False options. In questions 4-5 learners
answer open ended questions.
Writing 6.W5 Develop with 1 1 Open Each learner works individually. 20 6
support coherent ended Learner should choose one topic. They minutes
arguments supported should write on topics ‘Our health’ or
when necessary by ‘Holidays and Travel’. While writing
examples and reasons they should provide arguments
35 ПРОЕКТ
*Total
Unit Strand Learning objective number of *Quest*Type of *Task description Time Total
question marks
questions ion №
for a limited range of supported by examples and link these
written genres in sentences into coherent paragraph with
familiar general and the use of future form ‘will’.
curricular topics They should follow the structure and
6.W6 Link, with answer the questions in full sentences.
minimal support, Learners should write with grammatical
sentences into coherent accuracy using a variety of topic related
paragraphs using basic vocabulary.
connectors on a Writing tasks can be differentiated by
growing range of using pictures as a support for learners.
familiar general topics Teachers can use own pictures for
6.UE8 Use future form writing tasks which are familiar to
will to make offers, learners as a support.
promises, and
predictions on a
growing range of
familiar general and
curricular topics
Speaking 6.S4 Respond with 1 1 Open Learners pair up and have a two-way Each pair 6
limited flexibility at ended conversation on topics: ‘Our health’, talks for 2
both sentence and ‘Holidays and Travel’. They have 1 minutes.
discourse level to minute to prepare and 2 minutes to talk
unexpected comments on the topic. Learners are provided with
on a range of general questions for a discussion. They should
and curricular topics ask each other questions and answer
6.S6 Communicate sufficiently to keep interaction going
meaning clearly at and make sure that the meaning is clear
sentence and discourse to each partner.
level during pair, group Teacher can feel free to use topical
36 ПРОЕКТ
*Total
Unit Strand Learning objective number of *Quest*Type of *Task description Time Total
question marks
questions ion №
and whole class pictures (from own teacher’s resources/
exchanges. classroom set of pictures) to help
learners to develop imagination.
Teacher can cut the number of the
questions from the card or ask
additional questions to support learners
if necessary.
TOTAL: 40 22
minutes
Note: * - sections that can be changed
37 ПРОЕКТ
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 3
Listening
Task. Listen to the conversation between the travel tour guide and the tourists twice.
CD3. Tapescript 2. And transcript for listening task can be found after the mark scheme.
Put in order three places that the tour guide will visit first. [3]
_____ London Eye
_____ Madame Tussauds, Museum
_____ Tower Bridge
_____ Tower of London
_____ Houses of Parliament
_____ Big Ben
_____ Buckingham Palace
_____ Oxford Street
Choose the right option.
4. Oxford Street is a famous street for… [1]
A) Drinking tea
B) Eating
C) Shopping
D) Taking pictures
5. The Queen lives at … [1]
A) Tower of London
B) Buckingham Palace
C) Tower Bridge
D) Big Ben
Total [5]
Reading
Task. Read the text about fast food.
Fast food
How did the hamburger become the most popular, most typical American food?
It got its name from the German town of Hamburg, which was famous for its steak. German
immigrants to the United States introduced the “hamburger steak”. McDonald’s sells hamburgers,
one of the world’s most famous fast food restaurants.
You can find them in Japan, Germany, Panama, Guatemala, Australia, Portugal, Hong Kong
and even Moscow. In fact, there are 13,000 in 120 countries.
What makes American fast food so popular?
Lee Cho, a South Korean, says: “I often go to MacDonald’s. It’s clean, less expensive than
other restaurants and saves time.”
Natalia Petrova, a girl from Moscow, says “I find the hamburgers very tasty”.
Older people are very critical of this sort of food. Lots of young people in the USA are
overweight and parents blame these high-calorie foods that their children eat in large quantities.
Mark sentences as True or False.
1. The hamburger is originally American. [1]
True False
2. People can eat hamburgers anywhere around the world. [1]
True False
3. Parents say fast food because their children don’t like it. [1]
38 ПРОЕКТ
True False
Write answers.
4. Who took the hamburger to the United States of America? [1]
________________________________________________________________
________________________________________________________________
5. Why do people go to MacDonald’s? [1]
________________________________________________________________
________________________________________________________________
Total [5]
Writing
Task. Choose ONE of the topics below.
Write answers in full sentences.
Give arguments supported by examples.
Link these sentences into a well-structured paragraph with some basic connectors.
Use future form ‘will’.
Topic 1. Our Health
What is it a healthy lifestyle?
What should you personally do to stay healthy?
How will you describe a healthy diet?
What will you do to stay healthy?
Topic 2. Holidays and Travel
What will your dream holiday look like?
Where would you like to go?
Why will you choose this place?
What kind of activities can you do there? Who will you go with?
Total [6]
Speaking
Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own points
of view on topics, ask questions to clarify the answers and get the needed information, explain and
justify your positions and answer your partner’s questions.
You have 1 minute to prepare and 2 minutes to talk.
Card 1. Discuss with your partner the topic ‘Our Health. The following questions will help
you to organize your talk:
1) Do you go in for sports?
2) What kind of sport do you do?
3) How often do you go in for sport?
4) Are you a member of a gym?
5) What can you advise for people to stay healthy?
Card 2. Discuss with your partner the topic ‘Our Health’. The following questions will help
you to organize your talk:
1) Do you sleep well?
2) How many hours of sleep do you usually get?
3) What do you do, if you can't get to sleep?
4) Have you ever drunk milk to get to sleep?
39 ПРОЕКТ
5) What do you do in order to sleep well?
Card 3. Discuss with your partner the topic ‘Our Health’. The following questions will help
you to organize your talk:
1) How often do you eat fast food?
2) What fast food do you eat?
3) Do we need to eat as much fast food as we do?
4) Why do you think people keep eating unhealthy food?
5) What foods do you think are healthy?
Card 4. Discuss with your partner the topic ‘Our Health’. The following questions will help
you to organize your talk:
1) Why is it important to visit a dentist?
2) When was the last time you went to a doctor? Why?
3) Have you ever been to a hospital?
4) When was the last time you were sick?
5) What do you do to stay healthy?
Card 5. Discuss with your partner the topic ‘Holidays and Travel’. The following questions
will help you to organize your talk:
1) Have you ever been in any foreign country?
2) Where have you been?
3) Are you planning to go anywhere for your next vacation?
4) If so, where and who with?
5) How long will you stay?
Card 6. Discuss with your partner the topic ‘Holidays and Travel’. The following questions
will help you to organize your talk:
1) What festival is the most exciting in your country?
2) When is the festival celebrated?
3) Why is this festival celebrated?
4) Does your family celebrate this festival?
5) Are there special foods connected with the festival?
Card 7. Discuss with your partner the topic ‘Holidays and Travel’. The following questions
will help you to organize your talk:
1) Are you afraid of going abroad alone?
2) Could you live in another country for the rest of your life?
3) What was the most interesting person you met on one of your travels?
4) What was your best trip? Why?
5) What was your worst trip? Why?
Card 8. Discuss with your partner the topic ‘Holidays and Travel’. The following questions
will help you to organize your talk:
1) What is your favourite holiday?
2) What do you like to do on the holidays?
3) Who do you usually spend the holidays with?
4) What is your parent's favourite holiday?
5) Do you think holidays are important? Why?
Total [6]
Total marks_ /22
40 ПРОЕКТ
Mark scheme
Listening and Reading
№ Answer Mark Additional
information
1 Madame Tussaud’s Museum 1
2 Oxford Street 1
3 Big Ben 1
4 C 1
5 B 1
1 False 1
2 True 1
3 False 1
4 German immigrants 1 Sentences
It’s clean/ less expensive than other restaurants / 1 structure can
5 saves time./ Hamburgers are very tasty. vary, but the
meaning should
be the same
Total marks 10
41 ПРОЕКТ
CRITERIA FOR MARKING WRITING*
Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a
mean to give an overall total out of 6.
Mark / Content: relevance, style and
Criterioregister, and development of Organization: cohesion, Vocabulary and Spelling Grammar and Punctuation:
n ideas paragraphing, and format range and accuracy
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task. connectors correctly and vocabulary appropriately; sentence forms correctly and
• The register completely attempts to use referencing, attempts to use less common demonstrates some variety in
corresponds to the but not always clearly or lexical items with occasional length.
requirements of the task; appropriately. inappropriacies. •
May attempt some complex
consistent and intentional •sentences, but they tend to be
Uses paragraphs to separate • Has good control of word
misuse of register* may ideas; all paragraphs revolve formation; may make less accurate, including
indicate a writer’s personal around one idea or a set of occasional errors in producing punctuation.
Errors in grammar and/or
6 style. like ideas; the size of each less common word forms. •
• All content points are fully paragraph allows for a proper • Spells common vocabulary punctuation do not distort
addressed and developed in a and balanced development of items correctly; very few (one meaning.
balanced way. ideas. or two) occasional spelling
*Such misuse of register should •mistakes may be present.
The format is appropriate, but
not harm the format of writing. may be modified for a better •
May occasionally misspell
reading experience. less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task; insignificant content connectors correctly. vocabulary appropriately; sentence forms correctly, but
omissions may be present. •attempts to use less common does not demonstrate variety
Uses paragraphs to separate
• The register on the whole ideas; most paragraphs lexical items, but may make in length.
5 corresponds to the revolve around one idea or a frequent errors. •
Occasional errors in grammar
requirements of the task; set of like ideas; the size of •
Has good control of word and/or punctuation do not
occasional and inconsistent each paragraph may reflect formation; may make errors in distort meaning.
misuse of register may be imbalanced development of producing less common word
present. ideas. forms.
42 ПРОЕКТ
• Most content points are • The format is appropriate. • Spells common vocabulary
addressed, but their items correctly; few (no more
development may be slightly than five) occasional spelling
imbalanced. mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Most content is relevant to the • Uses some basic connectors, • Uses everyday vocabulary • Writes simple and some
task; insignificant content but these may be inaccurate or generally appropriately, while compound sentence forms
omissions may be present. repetitive. occasionally overusing certain correctly.
• The register on the whole • Uses paragraphs to separate lexical items. • While errors in grammar
corresponds to the ideas, but tends to misuse • Has good control of word and/or punctuation are
requirements of the task. paragraphing (a script is a set formation; can produce noticeable, meaning is rarely
4 •
Most content points are of very short paragraphs or common word forms distorted.
addressed, but some content some paragraphs may be correctly.
points may be more fully much longer than other ones •
May make infrequent errors in
covered than others. for no apparent reason). spelling more difficult words.
• The format is generally •
Errors in word choice and/or
appropriate. spelling rarely distort
meaning.
• Some content is relevant to • Uses a very limited range of • Uses basic vocabulary • Writes simple sentence forms
the task; significant content basic cohesive devices reasonably appropriately. mostly correctly.
omissions may be present. correctly. •
Has some control of word • Errors in grammar and/or
• The register barely • Writes in paragraphs, but may formation; can produce some punctuation may distort
corresponds to the not use them to separate ideas common word forms meaning at times.
3 requirements of the task. (a script may have random correctly.
• Only some content points, breaks between paragraphs). •
Makes frequent errors in
which are minimally •
The format may be spelling more difficult words,
addressed. inappropriate in places. but simple words are spelled
correctly.
• Errors in word choice and/or
spelling distort meaning at
43 ПРОЕКТ
times.
• Severe irrelevances and • May use a very limited range • Uses an extremely limited • Writes some simple sentence
misinterpretations of the task of basic cohesive devices, and range of vocabulary. forms correctly.
may be present. those used may not indicate a •
Has very limited control of • Frequent errors in grammar
• Only few content points, logical relationship between word formation; can produce a and/or punctuation distort
which are minimally ideas. few common word forms meaning.
Attempts to write in correctly.
2 addressed. •
paragraphs, but their use may •
Makes many errors in
be confusing (may start every spelling, including a range of
sentence with a new line). simple words.
• The format may be •
Errors in word choice and/or
inappropriate. spelling distort meaning.
• Attempts the task, but it is • Links are missing or incorrect. • Can only use a few isolated • No evidence of sentence
largely misinterpreted and the •words and/or memorized forms.
Does not write in paragraphs
response is barely relevant to at all (a script is a block of phrases.
Has essentially no control of
1 the task. text). •
• The format is not appropriate. word formation; can barely
produce any word forms.
• Displays few examples of
conventional spelling.
• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
0 OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
*Criteria for Marking Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work using
some of the criteria from each column. There is no need to take into account all the points of the criteria.
44 ПРОЕКТ
CRITERIA FOR MARKING SPEAKING*
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total
out of 6.
Mark /
CriterioDevelopment and Fluency Grammar and Vocabulary
n
• Shows sustained ability to maintain a conversation and to make • Produces error-free simple sentences.
relevant contributions at some length. •
Attempts some complex grammatical forms, but may make
Produces extended stretches of language despite some hesitation. errors, which rarely cause comprehension problems.
6 •
• Can respond to change in direction of the conversation. • Uses a range of appropriate vocabulary to give and exchange
• Pronunciation is intelligible. views on a growing range of general and curricular topics.
• Intonation is appropriate.
• Responds relevantly and at length which makes frequent • Produces error-free simple sentences.
prompting unnecessary, resulting in a competent conversation. •
Uses a range of appropriate vocabulary when talking about a
• Produces mostly extended stretches of language despite some range of general and curricular topics.
Occasional mistakes do not cause comprehension problems.
5 hesitation, although instances of using short phrases may be •
present.
• Can generally respond to change in direction of the conversation.
• Pronunciation is generally intelligible.
• Intonation is generally appropriate
• Attempts to respond to questions and prompts. • Frequently produces error-free simple sentences.
• Produces responses which are extended beyond short phrases, • Uses appropriate vocabulary to talk about a limited range of
despite hesitation. general and curricular topics.
4 •
Effort will need to be made to develop the conversation; only • Errors may cause comprehension problems.
partial success will be achieved.
• Pronunciation is mostly intelligible.
• May not follow English intonation patterns at times.
• Responses tend to be brief and are characterized by frequent • Produces basic sentence forms and some correct simple
hesitation. sentences.
3 •
Has to be encouraged to go beyond short responses and struggles • Uses a limited range of appropriate vocabulary to talk about a
to develop a conversation. limited range of general topics.
• There is a lack of intelligibility of pronunciation, but it is unlikely • Errors are frequent and may lead to misunderstanding.
45 ПРОЕКТ
to impede communication.
• May not follow English intonation patterns frequently.
• Responses are so brief that little is communicated. • Attempts basic sentence forms, but with limited success.
• Barely engages in a conversation. OR
Heavily relies on apparently memorized utterances.
Pronunciation may cause some communication difficulty. •
2 •
Uses a limited range of appropriate vocabulary to talk about a
• Does not follow English intonation patterns. •
very limited range of general topics.
• Makes numerous errors except in memorized expressions.
• No communication possible. • Cannot produce basic sentence forms.
1 •
Pronunciation and intonation patterns cause difficulty for even the • Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
• No attempt at the response.
0 OR
• No rateable language.
*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some
of the criteria from each column. There is no need to take into account all the points of the criteria.
Term 3. Transcript for listening task
Tour guide: Good afternoon, ladies and gentlemen! And welcome to this fantastic tour of London by bus. My name’s Greg and I’m your guide this
afternoon on our tour of London. As you can see, we’re on an open-top bus, so you can see all the attractions from your seat and you don’t need to
walk anywhere. And please don’t worry about the rain; I’m sure it’ll stop soon. A-a-and please ask any questions at any time.
Tourist 1: I have a question.
Tour guide: Yes?
Tourist 1: Do you have extra umbrellas? I mean, if it rains a lot.
Tour guide: Err, no, we don’t have any extra umbrellas, but don’t worry, I’m sure the rain will stop soon. Right, OK, so where are we going on our
wonderful tour? Well, the tour takes two hours and we are going to visit all the famous sites. First we’ll see Madame Tussauds, the museum with wax
models of famous people and celebrities, and then we’ll drive along the most famous shopping street in the world, Oxford Street. After that we’ll see
the famous clock Big Ben and The Houses of Parliament. As we drive along the river you’ll see the popular attraction, the London Eye, from which
you can see the whole city on a sunny day. Then we’ll see Tower Bridge and the famous Tower of London before arriving at Buckingham Palace, just
in time for a cup of tea with the Queen.
Tourist 2: Is that included in the tour? A cup of tea with the Queen?
Tour guide: Err, well, no, not exactly, but there’s a lovely café near the palace where you can get a cup of tea. (Sound of a storm right overhead, loud
thunder and very heavy downpour)
46 ПРОЕКТ
Tourist 1: I have another question.
Tour guide: Yes?
Tourist 1: Can we have our money back? We’re getting off the bus.
Tour guide: Err, well, you see ... Quick! Run! Everyone off the bus! ... Copyright: learnenglishteens.britishcouncil.org
47 ПРОЕКТ
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4
Review of summative assessment for term 4
Duration of the summative assessment– 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks - 22
The structure of the summative assessment
This Summative Assessment consists of 12 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
True/False tasks require learners to indicate whether the provided option right or wrong.
Gap filling task is a task in which words/numbers are removed from a text and replaced with
spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should
be selected.
Short answers tasks require learners to write a brief answer with the use of key words.
Open-ended tasks require learners follow instructions of the task, answer questions in words,
expressions and sentences.
Tapescript for listening task can be found in CD3. And Transcript for listening task can be
found after the mark scheme.
The content of the summative assessment for the 4 term should be selected on topics “Our
Neighbourhood” or/and “Transport”.
48 ПРОЕКТ
Characteristic of tasks for Summative assessment for the 4 term
*Total
number *Que
Unit Strand Learning objective of stion *Type of *Task description Time Total
question№ question marks
s
Our Listening 6.L4 Understand with 5 1 True / Each learner works individually. The 10 5
Neighbourlimited support the main 2 False task enables learners to find specific minutes
hood points of extended talk on 3 Gap filling information and identify main idea in
Transport a range of general and 4 extended talk.
curricular topics 5 Learners listen to the recording twice on
6.L6 Deduce meaning topic ‘Our Neighbourhood’, having
from context in supported chance to look through the questions
extended talk on a range of before the recording starts (1-2 min to
general and curricular read the questions before the recording
topics starts). The task consists of 5 questions.
Learners indicate True or False option
for questions 1-3 and write no more
than one word in gaps for questions 4-5.
Reading 6.R2 Understand 5 1 Multiple Each learner works individually. The 10 5
independently specific 2 choice task enables learners to identify specific minutes
information and detail in 3 Short information from the text and recognize
short, simple texts on a 4 answers the writer’s opinion.
limited range of general 5 Learners read the text on topic
and curricular topics ‘Transport’ and answer the questions.
6.R6 Recognize the This task consists of 5 questions. In
attitude or opinion of the question 1-3 learners choose the best
writer in short texts on a option. In questions 4-5 learners
growing range of general provide a short answer.
and curricular topics
49 ПРОЕКТ
*Total
number *Que
Unit Strand Learning objective of stion *Type of *Task description Time Total
question№ question marks
s
Writing 6.W3 Write with some 1 1 Open Each learner works individually. 20 6
support about personal ended Learners should choose one topic. minutes
feelings and opinions on a They should write on topics ‘Our
limited range of familiar neighbourhood’ or ‘Transport’. They
general and curricular should write a short paragraph
topics explaining their personal feeling and
6.W9 Punctuate written opinions on the chosen topic, making
work at text level on a sure that they punctuate the work
limited range of general appropriately and use appropriate modal
topics and some curricular verbs. Learners should write with
topics with some accuracy grammatical accuracy using a variety of
6.UE13 Use modal forms topic related vocabulary.
including, mustn’t Writing tasks can be differentiated by
(prohibition), need using pictures as a support for learners.
(necessity), should (for Teachers can use own pictures for
advice) on a range of writing tasks which are familiar to
familiar general and learners.
curricular topics
Speaking 6.S7 Use appropriate 1 1 Open Learners have an individual talk on Each 6
subject-specific vocabulary ended topics: ‘Our neighbourhood’, learner
and syntax to talk about a ‘Transport’. They have 1 minute to talks for
limited range of general prepare and 1-2 minutes to talk on the 1-2
topics, and some curricular topic. Learners are provided with some minutes.
topics questions. They should use subject-
specific vocabulary while talking on a
given topic.
Teacher can feel free to use topical
50 ПРОЕКТ
*Total
number *Que
Unit Strand Learning objective of stion *Type of *Task description Time Total
question№ question marks
s
pictures (from own teacher’s resources/
classroom set of pictures) to help
learners to develop imagination.
Teacher can cut the number of the
questions from the card or ask
additional questions to support learners
if necessary.
TOTAL: 40 22
minutes
Note: * - sections that can be changed
51 ПРОЕКТ
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 4
Listening
Task. Listen to the talk twice.
CD3. Tapescript 3. And transcript for listening task can be found after the mark scheme.
Mark sentences as True or False.
1. Andreas and Maria go to their neighbor’s house because they want to invite her to the party.
[1]
True False
2. Andreas and Maria tell their neighbour that they are the Sanchez family. [1]
True False
3. Betty shares some spare crockery with Andreas and Maria . [1]
True False
Fill in the gaps.Write no more than ONE WORD OR A NUMBER for each answer.
4. The party is at the Fernandez’s new __________________. [1]
5. The party is on Saturday and it starts at___________ o’clock. [1]
Total [5]
Reading
Task. Read the dialogue about transportation.
Means of transportation dialogue
Bob: Hello, I’m sorry, but I am late. Can you help me?
Mark: Sure, no problem! How may I help you?
Bob: When is the next train to Ansonia?
Mark: I am not sure, but I think the next one leaves tomorrow at 8 pm.
Bob: What?! I can’t wait that long! What time is the next bus?
Mark: It should go by in about two hours. It leaves the bus station at about 5.30 pm.
Bob: Well, I don’t know. Isn’t there any other option?
Mark: You could take a taxi…
Bob: What’s faster, the bus or the taxi?
Mark: The taxi, of course! All you have to do is to call and ask for a taxi and it will come right
away.
Bob: You are right, but which is the cheapest one?
Mark: The cheapest means of transportation is the subway.
Bob: When have you ever seen a subway here in Connecticut?
Mark: You’re right. But anyway why don’t you just go walking? It’s only like 25 minutes away
from here.
Bob: You’re absolutely right. Thanks for your help.
Choose the right option.
1. Bob wants to go to … [1]
A) Connecticut
B) Ansonia
C) Bus station
D) Home
2. The train leaves … [1]
A) At 5.30 pm
52 ПРОЕКТ
B) In 25 minutes
C) At 8 pm
D) Right away
3. The fastest means of transportation is … [1]
A) Train
B) Bus
C) Taxi
D) Subway
Answer the questions. Write NO MORE THAN THREE WORDS OR A NUMBER for each
answer.
4. In Mark’s opinion which means of transportation is the cheapest? [1]
______________________________________
5. How long will it take Bob to walk? [1]
______________________________________
Total [5]
Writing
Task. Choose ONE of the topics below.
• Express your opinion on topic.
• Connect your ideas into a paragraph.
• Use present simple forms.
• Use correct form of modal verbs.
• Use appropriate punctuation.
Topic 1. Our neighbourhood
Write about the places you like in your neighbourhood. Write what you can do there and
explain why you like these places. Why your friends should visit these places one day.
Topic 2. Transport
Write what people can change to make transport system better in place where you live. Explain
why. Write why people need these changes.
Total [6]
Speaking
Task. Choose one of the cards and make up an individual talk. Use subject related vocabulary while
talking on a given topic. You have 1 minute to prepare and 1-2 minutes to talk
Card 1. Talk about the topic ‘Our neighbourhood’. The following questions will help you to
organize your talk:
1) Do you like living in your neighbourhood?
2) What are the advantages and disadvantages of your neighbourhood?
3) What would you change about your neighbourhood?
4) What types of services are popular near to you?
5) How far are you from the city center?
Card 2. Talk about the topic ‘Our neighbourhood’. The following questions will help you to
organize your talk:
1) Do you like the neighbourhood?
2) Where is the best place to eat in your city/village/country?
3) What is the best attraction in your city/village?
4) What are popular natural places in your neighbourhood?
53 ПРОЕКТ
5) Where is the best place to shop in your city/village?
Card 3. Talk about the topic ‘Our neighbourhood’. The following questions will help you to
organize your talk:
1) Are there many shops in your neighbourhood?
2) How far do you live to the city center /village center?
3) Are there any parks or playgrounds near where you live?
4) How near is the library/cultural center to where you live?
5) What sport clubs are there in your neighbourhood?
Card 4. Talk about the topic ‘Our neighbourhood’. The following questions will help you to
organize your talk:
1) Do you like your neighbourhood? What do you like about it?
2) Do you have friends, neighbours? How did you meet?
3) Do you have the same interests with your neighbours?
4) Do you help your neighbours? Do they help you?
5) What holidays do you celebrate with your neighbours?
Card 5. Talk about the topic ‘Transport’. The following questions will help you to organize
your talk:
1) Do you have a bicycle/roller skates/ segway?
2) When did you get it?
3) Is it difficult to ride it? Why?
4) How often do you ride it?
5) Why do you like it?
Card 6. Talk about the topic ‘Transport’. The following questions will help you to organize
your talk:
1) How do you get to school?
2) How long does it take?
3) Do you often use public transportation?
4) How much is the bus fare?
5) Do you think it is safe to travel by bus?
Card 7. Talk about the topic Transport’. The following questions will help you to organize
your talk:
1) What kind of transportation do you use most often?
2) What kind of transportation do you use least often?
3) Why do people sometimes take a taxi?
4) Do you feel safe when you use public transportation?
5) What kinds of transports are the most popular nowadays?
Card 8. Talk about the topic ‘Transport’. The following questions will help you to organize
your talk:
1) Have you ever travelled by train? If so, do you like it? If not, would you want to?
2) Have you ever travelled by plane? If so, do you like it? If not, would you want to?
3) Have you ever travelled by ship? If so, do you like it? If not, would you want to?
4) What do you think is the safest way to travel?
5) What is the most dangerous way to travel?
Total [6]
Total marks_ /22
54 ПРОЕКТ
Mark scheme
Listening and Reading
№ Answer Mark Additional
information
1 True 1
2 False 1
3 True 1
4 house 1
5 3 / three 1
1 B 1
2 C 1
3 C 1
4 Subway 1
5 25 minutes/ twenty five minutes 1
Total marks 10
55 ПРОЕКТ
CRITERIA FOR MARKING WRITING*
Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a
mean to give an overall total out of 6.
Mark / Content: relevance, style and
Criterioregister, and development of Organization: cohesion, Vocabulary and Spelling Grammar and Punctuation:
n ideas paragraphing, and format range and accuracy
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task. connectors correctly and vocabulary appropriately; sentence forms correctly and
• The register completely attempts to use referencing, attempts to use less common demonstrates some variety in
corresponds to the but not always clearly or lexical items with occasional length.
requirements of the task; appropriately. inappropriacies. •
May attempt some complex
consistent and intentional •sentences, but they tend to be
Uses paragraphs to separate • Has good control of word
misuse of register* may ideas; all paragraphs revolve formation; may make less accurate, including
indicate a writer’s personal around one idea or a set of occasional errors in producing punctuation.
Errors in grammar and/or
6 style. like ideas; the size of each less common word forms. •
• All content points are fully paragraph allows for a proper • Spells common vocabulary punctuation do not distort
addressed and developed in a and balanced development of items correctly; very few (one meaning.
balanced way. ideas. or two) occasional spelling
*Such misuse of register should •mistakes may be present.
The format is appropriate, but
not harm the format of writing. may be modified for a better •
May occasionally misspell
reading experience. less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• All content is relevant to the • Uses a range of basic • Uses a range of everyday • Writes simple and compound
task; insignificant content connectors correctly. vocabulary appropriately; sentence forms correctly, but
omissions may be present. •attempts to use less common does not demonstrate variety
Uses paragraphs to separate
• The register on the whole ideas; most paragraphs lexical items, but may make in length.
5 corresponds to the revolve around one idea or a frequent errors. •
Occasional errors in grammar
requirements of the task; set of like ideas; the size of •
Has good control of word and/or punctuation do not
occasional and inconsistent each paragraph may reflect formation; may make errors in distort meaning.
misuse of register may be imbalanced development of producing less common word
present. ideas. forms.
56 ПРОЕКТ
• Most content points are • The format is appropriate. • Spells common vocabulary
addressed, but their items correctly; few (no more
development may be slightly than five) occasional spelling
imbalanced. mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Most content is relevant to the • Uses some basic connectors, • Uses everyday vocabulary • Writes simple and some
task; insignificant content but these may be inaccurate or generally appropriately, while compound sentence forms
omissions may be present. repetitive. occasionally overusing certain correctly.
• The register on the whole • Uses paragraphs to separate lexical items. • While errors in grammar
corresponds to the ideas, but tends to misuse • Has good control of word and/or punctuation are
requirements of the task. paragraphing (a script is a set formation; can produce noticeable, meaning is rarely
4 •
Most content points are of very short paragraphs or common word forms distorted.
addressed, but some content some paragraphs may be correctly.
points may be more fully much longer than other ones •
May make infrequent errors in
covered than others. for no apparent reason). spelling more difficult words.
• The format is generally •
Errors in word choice and/or
appropriate. spelling rarely distort
meaning.
• Some content is relevant to • Uses a very limited range of • Uses basic vocabulary • Writes simple sentence forms
the task; significant content basic cohesive devices reasonably appropriately. mostly correctly.
omissions may be present. correctly. •
Has some control of word • Errors in grammar and/or
• The register barely • Writes in paragraphs, but may formation; can produce some punctuation may distort
corresponds to the not use them to separate ideas common word forms meaning at times.
3 requirements of the task. (a script may have random correctly.
• Only some content points, breaks between paragraphs). •
Makes frequent errors in
which are minimally •
The format may be spelling more difficult words,
addressed. inappropriate in places. but simple words are spelled
correctly.
• Errors in word choice and/or
spelling distort meaning at
57 ПРОЕКТ
times.
• Severe irrelevances and • May use a very limited range • Uses an extremely limited • Writes some simple sentence
misinterpretations of the task of basic cohesive devices, and range of vocabulary. forms correctly.
may be present. those used may not indicate a •
Has very limited control of • Frequent errors in grammar
• Only few content points, logical relationship between word formation; can produce a and/or punctuation distort
which are minimally ideas. few common word forms meaning.
Attempts to write in correctly.
2 addressed. •
paragraphs, but their use may •
Makes many errors in
be confusing (may start every spelling, including a range of
sentence with a new line). simple words.
• The format may be •
Errors in word choice and/or
inappropriate. spelling distort meaning.
• Attempts the task, but it is • Links are missing or incorrect. • Can only use a few isolated • No evidence of sentence
largely misinterpreted and the •words and/or memorized forms.
Does not write in paragraphs
response is barely relevant to at all (a script is a block of phrases.
Has essentially no control of
1 the task. text). •
• The format is not appropriate. word formation; can barely
produce any word forms.
• Displays few examples of
conventional spelling.
• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
0 OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
*Criteria for Marking Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work using
some of the criteria from each column. There is no need to take into account all the points of the criteria.
58 ПРОЕКТ
CRITERIA FOR MARKING SPEAKING*
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total
out of 6.
Mark /
CriterioDevelopment and Fluency Grammar and Vocabulary
n
• Shows sustained ability to maintain a conversation and to make • Produces error-free simple sentences.
relevant contributions at some length. •
Attempts some complex grammatical forms, but may make
Produces extended stretches of language despite some hesitation. errors, which rarely cause comprehension problems.
6 •
• Can respond to change in direction of the conversation. • Uses a range of appropriate vocabulary to give and exchange
• Pronunciation is intelligible. views on a growing range of general and curricular topics.
• Intonation is appropriate.
• Responds relevantly and at length which makes frequent • Produces error-free simple sentences.
prompting unnecessary, resulting in a competent conversation. •
Uses a range of appropriate vocabulary when talking about a
• Produces mostly extended stretches of language despite some range of general and curricular topics.
Occasional mistakes do not cause comprehension problems.
5 hesitation, although instances of using short phrases may be •
present.
• Can generally respond to change in direction of the conversation.
• Pronunciation is generally intelligible.
• Intonation is generally appropriate
• Attempts to respond to questions and prompts. • Frequently produces error-free simple sentences.
• Produces responses which are extended beyond short phrases, • Uses appropriate vocabulary to talk about a limited range of
despite hesitation. general and curricular topics.
4 •
Effort will need to be made to develop the conversation; only • Errors may cause comprehension problems.
partial success will be achieved.
• Pronunciation is mostly intelligible.
• May not follow English intonation patterns at times.
• Responses tend to be brief and are characterized by frequent • Produces basic sentence forms and some correct simple
hesitation. sentences.
3 •
Has to be encouraged to go beyond short responses and struggles • Uses a limited range of appropriate vocabulary to talk about a
to develop a conversation. limited range of general topics.
• There is a lack of intelligibility of pronunciation, but it is unlikely • Errors are frequent and may lead to misunderstanding.
59 ПРОЕКТ
to impede communication.
• May not follow English intonation patterns frequently.
• Responses are so brief that little is communicated. • Attempts basic sentence forms, but with limited success.
• Barely engages in a conversation. OR
Heavily relies on apparently memorized utterances.
Pronunciation may cause some communication difficulty. •
2 •
Uses a limited range of appropriate vocabulary to talk about a
• Does not follow English intonation patterns. •
very limited range of general topics.
• Makes numerous errors except in memorized expressions.
• No communication possible. • Cannot produce basic sentence forms.
1 •
Pronunciation and intonation patterns cause difficulty for even the • Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
• No attempt at the response.
0 OR
• No rateable language.
*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some
of the criteria from each column. There is no need to take into account all the points of the criteria.
Term 4. Transcript for listening task
When the workers and the removal van leave, Maria talks to Andreas.
Maria: How could they forget the crockery? Now we don't have anything to eat with!
Andreas: Calm down, honey. Why don't we ask our neighbours to lend us some plates, knives, forks, spoons and cups?
Maria: Good thinking! It will give us an opportunity to introduce ourselves!
Andreas: You know what; let's have a house-warming party this Saturday! We can invite all our neighbours.
Maria: That's a great idea!
They walk to the neighbour's house and ring the bell. A woman opens the door.
Maria: Hi! We're the Fernandez family. We're from next-door! My name is Maria.
Betty: Oh hi! Nice to meet you! I'm Betty.
Andreas: Nice to meet you too, Betty. I'm Andreas.
Maria: Betty, do you have some spare crockery?
Betty: Sure, I do. Do you need some?
Maria: Yes, please! The removal company forgot ours!
Betty: Sure, no problem! Just a second.
She goes inside and comes back with a box full of crockery.
60 ПРОЕКТ
Maria: That's so nice, thank you! Betty, would you like to come to our house-warming party this Saturday?
Betty: Sure, what time?
Maria: Around three in the afternoon.
Betty: Can I bring something? A salad may be?
Maria: Yes, please! That's so nice, thank you! Copyright http://www.learning-english-online.ne