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ENGLISH PLUS
(BEN WETZ, DIANA PYE)
OXFORD PRESS
Samples and specifications of Summative Assessment for term
on the subject “English”Grade 6
2018-2019
Aim of the summative assessment
A summative assessment is a formal method of testing student knowledge about a previously learned concept or unit of study. This type of evaluation is also commonly given at the end of the quarter, during the middle of the year and as a final exam. Summative assessments give the instructor an idea of how much content the students have retained and may use the results to determine effective learning and teaching techniques for the class.
Outcomes
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.
Rules for conducting the Assessment
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)
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.
Moderation and marking
As a ruleteachers 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.
Contents
Aim of the Summative Assessment for the term 3
Outcomes on the subject “English”, Grade 6 3
Administration rulesModeration and marking 4
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 5
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 21
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 27
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 36
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- 24
The structure of the summative assessment
This Summative Assessment consists of 14 tasks: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
The content of the summative assessment for the 1 term should be selected on topics“Our Class” or/and“Helping and Heroes”.
Characteristic of tasks for summative assessment for the 1 term
Unit Strand Learning objective *Total number of tasks *Task № *Type of question *Task description Time Total marks
Our Class
Helping and Heroes Listening 6.2.7.1 Recognize the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics 6 1
2
3
4
5
6
Open ended questions Each learner works individually. The task enables learners to elicit the opinion of speakers in supported extended talk.
Learners listen to the recording twice, 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 6 questions. Learners answer the open ended questions. 10 minutes 6
Reading 6.4.2.1 Understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6 1
2
3
4
5
6 Fill in the table
Each learner works individually. The task enables learners to elicit details.
Learners read the text on topic ‘Helping and Heroes’ and fill in the table according to the text. 10 minutes 6
Writing 6.5.2.1 Write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics
6.5.3.1 Write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics 1 1 Open ended
Each learner works individually.
Learner should write about 45-65 words on topics ‘Our class ‘or ‘Helping and Heroes’. They should answerthe questions in full sentences. Learnersshould expresstheir feelings on topic. Writing tasks can be differentiated by using pictures as a support for learners. Teachers can use own pictures for writing tasks which are familiar to learners as a support. 20 minutes 6
Speaking 6.3.7.1 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics
6.3.8.1 Recount some extended stories and events on a limited range of general and curricular topics 1 1 Open ended Learners pair up and have a two-way conversation on topics: ‘Our class, ‘Helping and Heroes’. They have 1 minute to prepare and 2 minutes to talk on the topic. Learners are provided with stories. They need to retell the information, explaining and justifying their positions and answers.
Teacher can feel free to use own stories for retelling. Each pair talks for 2 minutes. 6
TOTAL: 40 minutes 24
Note: * - sections that can be changed
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
Listening
Task
Listen to the conversationabout the exam preparation and answer the questions. You will listen to the recording twice.
Visit this link for listening:
learnenglishteens.britishcouncil.org
1. What does the teacher want the students to do?
___________________________________________________ [1]
2. What kind of a study place does the teacher suggest finding?
___________________________________________________ [1]
3. What are students advised to do?
___________________________________________________ [1]
4. Where can students do past exam papers?
___________________________________________________ [1]
5. What is important for the students?
___________________________________________________[1]
6. What is the teacher sure about the students?
___________________________________________________[1]
Total [6]
Reading
Task
Read the text and use the information in the text to complete the chart.
‘Heroes and sidekicks’
Sir Arthur Conan Doyle created Sherlock Holmes and his sidekick Doctor Watson in 1887. Holmes is an eccentric and untidy detective who smokes a pipe and shares a flat in London and solves mysteries with his assistant Dr. Watson. Dr. Watson is a reliable, ordinary man who has a moustache. Sherlock Holmes’s famous catchphrase is ‘Elementary my dear Watson’.
Wallace and Gromit were created for an animated comedy series, directed by Nick Park. Wallace is a good-natured, eccentric inventor, who loves eating cheese. Gromit is his pet dog, who is silent, but loyal and intelligent. Together they have lots of adventures. One of Wallace’s catchphrases is ‘’Cheese, Gromit!’’.
They are both 10-year-old boys, have yellow skin and go the same school but apart from that these friends from the TV show the Simpsons don’t have much in common. Milhouse is well behaved at school and he is a bit nerdy. Bart is cool, popular, and rebellious and he is always in trouble at school. His catch phrases include ‘Eat my shorts!’, ‘I didn’t do it.’ and ‘Ay caramba!’
Name Appearance Personality Catchy phrase
Sherlock Holmes 1.
[1] eccentric and untidy 2.
[1]
Wallace loves eating cheese 3.
[1] 4.
[1]
Bart 5.
[1] cool, popular, and rebellious 6.
[1]
Total [6]
Writing
TaskChoose one of the topics below. Follow the tips for writing.
• Write about 45-65 words.
• Answer all the questions with appropriate details.
Topic 1 ‘Our class’:
Describe your best classmate
Tell about his/her personality ( what kind of person he or she is)
Tell about his/her appearance
Why he/she is your best friend
Topic 2‘Helping and Heroes’
Describe your favorite chore at home
Why you like doing it
How you help your parents
Why it is important to help people
Total [6]
Speaking
TaskWork in pairs. Read the story and retell it to your friend. You have 1 minute to prepare and 2 minutes to talk.Firstly one tells the story then another.
Learner A
Andrew got down on his hands and knees. He put a dry sponge into the bucket. The bucket was full of soapy water. He squeezed the sponge. He scrubbed the kitchen floor. There were marks on the floor. There were spots on the floor. There was old food on the floor. He scrubbed the floor clean. Then he took the bucket into the bathroom. He poured the soapy water into the tub. The water went down the drain. He turned on the shower. He rinsed the tub. He turned the bucket over so it would dry. He washed his hands.
Learner B
She inspected the carpet for small items. She saw a paper clip and a rubber band. She picked them up. She put them into a little box on the kitchen counter. She plugged in the vacuum cleaner. She turned on the switch. The cat ran out of the room. She vacuumed the living room. She went back and forth. She was finished ten minutes later. The green carpet looked clean. She pulled the vacuum cleaner plug out of the wall socket. She put the vacuum cleaner back into the hall closet. The cat returned to the living room. It climbed onto the back of the sofa. It looked out the window at the birds.
Total [6]
Total marks_ /24
Mark scheme
Listening and Reading
Task№ Answer Mark Additional information
1
2
3
4
5
6 take notes 1 while she is speaking
light 1
select the important things 1 to learn
at home 1 if they take photocopies
keep hydrated 1
do their best 1
1
2
3
4
5
6 smokes a pipe 1
‘Elementary my dear Watson’ 1
good-natured, eccentric 1
’Cheese, Gromit!’’ 1
he is always in trouble at school 1
‘Eat my shorts!’, ‘I didn’t do it.’ and ‘Ay caramba!’ 1
Total marks 12
Term 1
Transcript for listening task
Morning, everyone. Quiet, please. OK, I’m going to give you some advice to help you prepare for the exams next week. So make notes as I’m talking. Are you ready?
While you are studying, eat food that gives you energy. Don’t be tempted to eat sweets or drink cola. Sugar won’t help you study but fruit and cereals will. Apples are especially good. Find a comfortable place with plenty of light when you study. But not ‘too’ comfortable or you’ll fall asleep! Try and keep a positive mind. It is easier to study when you are positive and relaxed. If you start feeling anxious, have a break. Go out for a stroll around the block. Don’t try to learn everything. There isn’t time. Choose the ‘important’ things, the things that will get you most points in an exam. If you aren’t sure about this, ask me. First learn the main ideas and don’t worry too much about the details. If you have time, you can come
back later and read the details.
Make notes of these key points and read them, then cover them up and try to remember all the points. It might be boring, but repetition helps you to remember. Use past exam papers to study. They will help you understand what kind of questions come up. There are plenty of past exam papers in the library. You can photocopy them and take them home. Take regular breaks while you are studying. A five-minute break every half hour is usually enough. Get some fresh air and stretch your arms and legs. Drink a glass of water too. It’s important to keep hydrated. And, last but not least, good luck! I’m sure you will all do your best.
Copyright: learnenglishteens.britishcouncil.org
CRITERIA FOR MARKING WRITING* are the same for all the writing types and four terms respectively
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.
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.
Mark /
Criterion Content: relevance, style and register, and development of ideas Organization: cohesion, paragraphing, and format Vocabulary and Spelling Grammar and Punctuation: range and accuracy
6 All content is relevant to the task.
The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style.
All content points are fully addressed and developed in a balanced way.
Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately.
Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas.
The format is appropriate, but may be modified for a better reading experience. Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional mistakes.
Has good control of word formation; may make occasional errors in producing less common word forms.
Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present.
May occasionally misspell less common lexical items.
Writes simple and compound sentence forms correctly and demonstrates some variety in length.
May attempt some complex sentences, but they tend to be less accurate, including punctuation.
Errors in grammar and/or punctuation do not distort meaning.
5 All content is relevant to the task; insignificant content omissions may be present.
The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register may be present.
Most content points are addressed, but their development may be slightly imbalanced. Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of each paragraph may reflect imbalanced development of ideas.
The format is appropriate. Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors.
Has good control of word formation; may make errors in producing less common word forms.
Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present.
May often misspell less common lexical items.
Errors in word choice and/or spelling do not distort meaning. Writes simple and compound sentence forms correctly, but does not demonstrate variety in length.
Occasional errors in grammar and/or punctuation do not distort meaning.
4 Most content is relevant to the task; insignificant content omissions may be present.
The register on the whole corresponds to the requirements of the task.
Most content points are addressed, but some content points may be more fully covered than others. Uses some basic connectors, but these may be inaccurate or repetitive.
Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason).
The format is generally appropriate. Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items.
Has good control of word formation; can produce common word forms correctly.
May make infrequent errors in spelling more difficult words.
Errors in word choice and/or spelling rarely distort meaning. Writes simple and some compound sentence forms correctly.
While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.
3 Some content is relevant to the task; significant content omissions may be present.
The register barely corresponds to the requirements of the task.
Only some content points, which are minimally addressed. Uses a very limited range of basic cohesive devices correctly.
Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs).
The format may be inappropriate in places. Uses basic vocabulary reasonably appropriately.
Has some control of word formation; can produce some common word forms correctly.
Makes frequent errors in spelling more difficult words, but simple words are spelled correctly.
Errors in word choice and/or spelling distort meaning at times. Writes simple sentence forms mostly correctly.
Errors in grammar and/or punctuation may distort meaning at times.
2 Severe irrelevances and misinterpretations of the task may be present.
Only few content points, which are minimally addressed. May use a very limited range of basic cohesive devices, and those used may not indicate a logical relationship between ideas.
Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line).
The format may be inappropriate. Uses an extremely limited range of vocabulary.
Has very limited control of word formation; can produce a few common word forms correctly.
Makes many errors in spelling, including a range of simple words.
Errors in word choice and/or spelling distort meaning. Writes some simple sentence forms correctly.
Frequent errors in grammar and/or punctuation distort meaning.
1 Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task. Links are missing or incorrect.
Does not write in paragraphs at all (a script is a block of text).
The format is not appropriate. Can only use a few isolated words and/or memorized phrases.
Has essentially no control of word formation; can barely produce any word forms.
Displays few examples of conventional spelling. No evidence of sentence forms.
0 Does not attempt the task in any way.
The response is completely irrelevant to the task.
There is too little language to assess.
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 SPEAKINGare the same for all the writing types and tour terms respectively
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.
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.
Mark /
Criterion Development and Fluency Grammar and Vocabulary
6 Shows sustained ability to maintain a conversation and to make relevant contributions at some length.
Produces extended stretches of language despite some hesitation.
Can respond to change in direction of the conversation.
Pronunciation is intelligible.
Intonation is appropriate. Produces error-free simple sentences.
Attempts some complex grammatical forms, but may make errors, which rarely cause comprehension problems.
Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics.
5 Responds relevantly and at length which makes frequent prompting unnecessary, resulting in a competent conversation.
Produces mostly extended stretches of language despite some 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 Produces error-free simple sentences.
Uses a range of appropriate vocabulary when talking about a range of general and curricular topics.
Occasional mistakes do not cause comprehension problems.
4 Attempts to respond to questions and prompts.
Produces responses which are extended beyond short phrases, despite hesitation.
Effort will need to be made to develop the conversation; only partial success will be achieved.
Pronunciation is mostly intelligible.
May not follow English intonation patterns at times. Frequently produces error-free simple sentences.
Uses appropriate vocabulary to talk about a limited range of general and curricular topics.
Errors may cause comprehension problems.
3 Responses tend to be brief and are characterized by frequent hesitation.
Has to be encouraged to go beyond short responses and struggles to develop a conversation.
There is a lack of intelligibility of pronunciation, but it is unlikely to impede communication.
May not follow English intonation patterns frequently. Produces basic sentence forms and some correct simple sentences.
Uses a limited range of appropriate vocabulary to talk about a limited range of general topics.
Errors are frequent and may lead to misunderstanding.
2 Responses are so brief that little is communicated.
Barely engages in a conversation.
Pronunciation may cause some communication difficulty.
Does not follow English intonation patterns. Attempts basic sentence forms, but with limited success.
Heavily relies on apparently memorized utterances.
Uses a limited range of appropriate vocabulary to talk about a very limited range of general topics.
Makes numerous errors except in memorized expressions.
1 No communication possible.
Pronunciation and intonation patterns cause difficulty for even the most sympathetic listener. Cannot produce basic sentence forms.
Can only produce isolated words and phrases or memorized utterances.
0 No attempt at the response.
No ratable language.
(BEN WETZ, DIANA PYE)
OXFORD PRESS
Samples and specifications of Summative Assessment for term
on the subject “English”Grade 6
2018-2019
Aim of the summative assessment
A summative assessment is a formal method of testing student knowledge about a previously learned concept or unit of study. This type of evaluation is also commonly given at the end of the quarter, during the middle of the year and as a final exam. Summative assessments give the instructor an idea of how much content the students have retained and may use the results to determine effective learning and teaching techniques for the class.
Outcomes
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.
Rules for conducting the Assessment
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)
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.
Moderation and marking
As a ruleteachers 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.
Contents
Aim of the Summative Assessment for the term 3
Outcomes on the subject “English”, Grade 6 3
Administration rulesModeration and marking 4
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 5
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 21
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 27
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 36
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- 24
The structure of the summative assessment
This Summative Assessment consists of 14 tasks: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
The content of the summative assessment for the 1 term should be selected on topics“Our Class” or/and“Helping and Heroes”.
Characteristic of tasks for summative assessment for the 1 term
Unit Strand Learning objective *Total number of tasks *Task № *Type of question *Task description Time Total marks
Our Class
Helping and Heroes Listening 6.2.7.1 Recognize the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics 6 1
2
3
4
5
6
Open ended questions Each learner works individually. The task enables learners to elicit the opinion of speakers in supported extended talk.
Learners listen to the recording twice, 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 6 questions. Learners answer the open ended questions. 10 minutes 6
Reading 6.4.2.1 Understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6 1
2
3
4
5
6 Fill in the table
Each learner works individually. The task enables learners to elicit details.
Learners read the text on topic ‘Helping and Heroes’ and fill in the table according to the text. 10 minutes 6
Writing 6.5.2.1 Write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics
6.5.3.1 Write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics 1 1 Open ended
Each learner works individually.
Learner should write about 45-65 words on topics ‘Our class ‘or ‘Helping and Heroes’. They should answerthe questions in full sentences. Learnersshould expresstheir feelings on topic. Writing tasks can be differentiated by using pictures as a support for learners. Teachers can use own pictures for writing tasks which are familiar to learners as a support. 20 minutes 6
Speaking 6.3.7.1 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics
6.3.8.1 Recount some extended stories and events on a limited range of general and curricular topics 1 1 Open ended Learners pair up and have a two-way conversation on topics: ‘Our class, ‘Helping and Heroes’. They have 1 minute to prepare and 2 minutes to talk on the topic. Learners are provided with stories. They need to retell the information, explaining and justifying their positions and answers.
Teacher can feel free to use own stories for retelling. Each pair talks for 2 minutes. 6
TOTAL: 40 minutes 24
Note: * - sections that can be changed
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
Listening
Task
Listen to the conversationabout the exam preparation and answer the questions. You will listen to the recording twice.
Visit this link for listening:
Advice for exams
Listen to the teacher giving students advice for exams and do the exercises to practise and improve your listening skills.
learnenglishteens.britishcouncil.org
1. What does the teacher want the students to do?
___________________________________________________ [1]
2. What kind of a study place does the teacher suggest finding?
___________________________________________________ [1]
3. What are students advised to do?
___________________________________________________ [1]
4. Where can students do past exam papers?
___________________________________________________ [1]
5. What is important for the students?
___________________________________________________[1]
6. What is the teacher sure about the students?
___________________________________________________[1]
Total [6]
Reading
Task
Read the text and use the information in the text to complete the chart.
‘Heroes and sidekicks’
Sir Arthur Conan Doyle created Sherlock Holmes and his sidekick Doctor Watson in 1887. Holmes is an eccentric and untidy detective who smokes a pipe and shares a flat in London and solves mysteries with his assistant Dr. Watson. Dr. Watson is a reliable, ordinary man who has a moustache. Sherlock Holmes’s famous catchphrase is ‘Elementary my dear Watson’.
Wallace and Gromit were created for an animated comedy series, directed by Nick Park. Wallace is a good-natured, eccentric inventor, who loves eating cheese. Gromit is his pet dog, who is silent, but loyal and intelligent. Together they have lots of adventures. One of Wallace’s catchphrases is ‘’Cheese, Gromit!’’.
They are both 10-year-old boys, have yellow skin and go the same school but apart from that these friends from the TV show the Simpsons don’t have much in common. Milhouse is well behaved at school and he is a bit nerdy. Bart is cool, popular, and rebellious and he is always in trouble at school. His catch phrases include ‘Eat my shorts!’, ‘I didn’t do it.’ and ‘Ay caramba!’
Name Appearance Personality Catchy phrase
Sherlock Holmes 1.
[1] eccentric and untidy 2.
[1]
Wallace loves eating cheese 3.
[1] 4.
[1]
Bart 5.
[1] cool, popular, and rebellious 6.
[1]
Total [6]
Writing
TaskChoose one of the topics below. Follow the tips for writing.
• Write about 45-65 words.
• Answer all the questions with appropriate details.
Topic 1 ‘Our class’:
Describe your best classmate
Tell about his/her personality ( what kind of person he or she is)
Tell about his/her appearance
Why he/she is your best friend
Topic 2‘Helping and Heroes’
Describe your favorite chore at home
Why you like doing it
How you help your parents
Why it is important to help people
Total [6]
Speaking
TaskWork in pairs. Read the story and retell it to your friend. You have 1 minute to prepare and 2 minutes to talk.Firstly one tells the story then another.
Learner A
Andrew got down on his hands and knees. He put a dry sponge into the bucket. The bucket was full of soapy water. He squeezed the sponge. He scrubbed the kitchen floor. There were marks on the floor. There were spots on the floor. There was old food on the floor. He scrubbed the floor clean. Then he took the bucket into the bathroom. He poured the soapy water into the tub. The water went down the drain. He turned on the shower. He rinsed the tub. He turned the bucket over so it would dry. He washed his hands.
Learner B
She inspected the carpet for small items. She saw a paper clip and a rubber band. She picked them up. She put them into a little box on the kitchen counter. She plugged in the vacuum cleaner. She turned on the switch. The cat ran out of the room. She vacuumed the living room. She went back and forth. She was finished ten minutes later. The green carpet looked clean. She pulled the vacuum cleaner plug out of the wall socket. She put the vacuum cleaner back into the hall closet. The cat returned to the living room. It climbed onto the back of the sofa. It looked out the window at the birds.
Total [6]
Total marks_ /24
Mark scheme
Listening and Reading
Task№ Answer Mark Additional information
1
2
3
4
5
6 take notes 1 while she is speaking
light 1
select the important things 1 to learn
at home 1 if they take photocopies
keep hydrated 1
do their best 1
1
2
3
4
5
6 smokes a pipe 1
‘Elementary my dear Watson’ 1
good-natured, eccentric 1
’Cheese, Gromit!’’ 1
he is always in trouble at school 1
‘Eat my shorts!’, ‘I didn’t do it.’ and ‘Ay caramba!’ 1
Total marks 12
Term 1
Transcript for listening task
Morning, everyone. Quiet, please. OK, I’m going to give you some advice to help you prepare for the exams next week. So make notes as I’m talking. Are you ready?
While you are studying, eat food that gives you energy. Don’t be tempted to eat sweets or drink cola. Sugar won’t help you study but fruit and cereals will. Apples are especially good. Find a comfortable place with plenty of light when you study. But not ‘too’ comfortable or you’ll fall asleep! Try and keep a positive mind. It is easier to study when you are positive and relaxed. If you start feeling anxious, have a break. Go out for a stroll around the block. Don’t try to learn everything. There isn’t time. Choose the ‘important’ things, the things that will get you most points in an exam. If you aren’t sure about this, ask me. First learn the main ideas and don’t worry too much about the details. If you have time, you can come
back later and read the details.
Make notes of these key points and read them, then cover them up and try to remember all the points. It might be boring, but repetition helps you to remember. Use past exam papers to study. They will help you understand what kind of questions come up. There are plenty of past exam papers in the library. You can photocopy them and take them home. Take regular breaks while you are studying. A five-minute break every half hour is usually enough. Get some fresh air and stretch your arms and legs. Drink a glass of water too. It’s important to keep hydrated. And, last but not least, good luck! I’m sure you will all do your best.
Copyright: learnenglishteens.britishcouncil.org
CRITERIA FOR MARKING WRITING* are the same for all the writing types and four terms respectively
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.
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.
Mark /
Criterion Content: relevance, style and register, and development of ideas Organization: cohesion, paragraphing, and format Vocabulary and Spelling Grammar and Punctuation: range and accuracy
6 All content is relevant to the task.
The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style.
All content points are fully addressed and developed in a balanced way.
Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately.
Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas.
The format is appropriate, but may be modified for a better reading experience. Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional mistakes.
Has good control of word formation; may make occasional errors in producing less common word forms.
Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present.
May occasionally misspell less common lexical items.
Writes simple and compound sentence forms correctly and demonstrates some variety in length.
May attempt some complex sentences, but they tend to be less accurate, including punctuation.
Errors in grammar and/or punctuation do not distort meaning.
5 All content is relevant to the task; insignificant content omissions may be present.
The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register may be present.
Most content points are addressed, but their development may be slightly imbalanced. Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of each paragraph may reflect imbalanced development of ideas.
The format is appropriate. Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors.
Has good control of word formation; may make errors in producing less common word forms.
Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present.
May often misspell less common lexical items.
Errors in word choice and/or spelling do not distort meaning. Writes simple and compound sentence forms correctly, but does not demonstrate variety in length.
Occasional errors in grammar and/or punctuation do not distort meaning.
4 Most content is relevant to the task; insignificant content omissions may be present.
The register on the whole corresponds to the requirements of the task.
Most content points are addressed, but some content points may be more fully covered than others. Uses some basic connectors, but these may be inaccurate or repetitive.
Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason).
The format is generally appropriate. Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items.
Has good control of word formation; can produce common word forms correctly.
May make infrequent errors in spelling more difficult words.
Errors in word choice and/or spelling rarely distort meaning. Writes simple and some compound sentence forms correctly.
While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.
3 Some content is relevant to the task; significant content omissions may be present.
The register barely corresponds to the requirements of the task.
Only some content points, which are minimally addressed. Uses a very limited range of basic cohesive devices correctly.
Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs).
The format may be inappropriate in places. Uses basic vocabulary reasonably appropriately.
Has some control of word formation; can produce some common word forms correctly.
Makes frequent errors in spelling more difficult words, but simple words are spelled correctly.
Errors in word choice and/or spelling distort meaning at times. Writes simple sentence forms mostly correctly.
Errors in grammar and/or punctuation may distort meaning at times.
2 Severe irrelevances and misinterpretations of the task may be present.
Only few content points, which are minimally addressed. May use a very limited range of basic cohesive devices, and those used may not indicate a logical relationship between ideas.
Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line).
The format may be inappropriate. Uses an extremely limited range of vocabulary.
Has very limited control of word formation; can produce a few common word forms correctly.
Makes many errors in spelling, including a range of simple words.
Errors in word choice and/or spelling distort meaning. Writes some simple sentence forms correctly.
Frequent errors in grammar and/or punctuation distort meaning.
1 Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task. Links are missing or incorrect.
Does not write in paragraphs at all (a script is a block of text).
The format is not appropriate. Can only use a few isolated words and/or memorized phrases.
Has essentially no control of word formation; can barely produce any word forms.
Displays few examples of conventional spelling. No evidence of sentence forms.
0 Does not attempt the task in any way.
The response is completely irrelevant to the task.
There is too little language to assess.
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 SPEAKINGare the same for all the writing types and tour terms respectively
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.
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.
Mark /
Criterion Development and Fluency Grammar and Vocabulary
6 Shows sustained ability to maintain a conversation and to make relevant contributions at some length.
Produces extended stretches of language despite some hesitation.
Can respond to change in direction of the conversation.
Pronunciation is intelligible.
Intonation is appropriate. Produces error-free simple sentences.
Attempts some complex grammatical forms, but may make errors, which rarely cause comprehension problems.
Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics.
5 Responds relevantly and at length which makes frequent prompting unnecessary, resulting in a competent conversation.
Produces mostly extended stretches of language despite some 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 Produces error-free simple sentences.
Uses a range of appropriate vocabulary when talking about a range of general and curricular topics.
Occasional mistakes do not cause comprehension problems.
4 Attempts to respond to questions and prompts.
Produces responses which are extended beyond short phrases, despite hesitation.
Effort will need to be made to develop the conversation; only partial success will be achieved.
Pronunciation is mostly intelligible.
May not follow English intonation patterns at times. Frequently produces error-free simple sentences.
Uses appropriate vocabulary to talk about a limited range of general and curricular topics.
Errors may cause comprehension problems.
3 Responses tend to be brief and are characterized by frequent hesitation.
Has to be encouraged to go beyond short responses and struggles to develop a conversation.
There is a lack of intelligibility of pronunciation, but it is unlikely to impede communication.
May not follow English intonation patterns frequently. Produces basic sentence forms and some correct simple sentences.
Uses a limited range of appropriate vocabulary to talk about a limited range of general topics.
Errors are frequent and may lead to misunderstanding.
2 Responses are so brief that little is communicated.
Barely engages in a conversation.
Pronunciation may cause some communication difficulty.
Does not follow English intonation patterns. Attempts basic sentence forms, but with limited success.
Heavily relies on apparently memorized utterances.
Uses a limited range of appropriate vocabulary to talk about a very limited range of general topics.
Makes numerous errors except in memorized expressions.
1 No communication possible.
Pronunciation and intonation patterns cause difficulty for even the most sympathetic listener. Cannot produce basic sentence forms.
Can only produce isolated words and phrases or memorized utterances.
0 No attempt at the response.
No ratable language.