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Methodological recommendations
for Summative Assessment
English
Grade 6
Methodological recommendations for Summative Assessment are designed to assist teachers
in planning, organizing and carrying out Summative Assessment in “English” for the Grade 6
learners. Methodological recommendations are aligned with the Subject Programme and Course
plan. Summative Assessment in Grade 6 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine
the level of the learning objectives achievement planned for the term. Methodological
recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also this document includes possible
levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be
considered as recommendations.
Methodological recommendations are designed for secondary school teachers, school
administrations, educational departments’ seniors, regional and school coordinators in criteria-based
assessment and others.
Contents
TERM 1 .............................................................................................................................................................. 4
Summative assessment for the unit «Our Class» ................................................................................................ 4
Summative assessment for the unit “Helping and heroes” ................................................................................. 7
TERM 2 .............................................................................................................................................................. 9
Summative assessment for the unit “Our countryside” ...................................................................................... 9
Summative assessment for the unit “Drama and Comedy” .............................................................................. 13
TERM 3 ............................................................................................................................................................ 16
Summative assessment for the unit “Our Health” ............................................................................................ 16
Summative assessment for the unit “Holidays and Travel” ............................................................................. 20
TERM 4 ............................................................................................................................................................ 23
Summative assessment for the unit “Our Neighbourhood” .............................................................................. 23
Summative assessment for the unit “Transport” .............................................................................................. 26
TERM 1
Summative assessment for the unit «Our Class»
Learning objectives 6.L2 Understand more complex supported questions which ask for
personal information
6.S2 Ask simple questions to get information about a growing range of
general topics
Assessment criteria •
Identify complex personal questions with support
• Make up simple interrogative sentences to get information about
the topic and ask questions
Level of thinking Knowledge and comprehension
skills Application
Duration 20 minutes
Listening
Task 1. Listen what Joshua tells about his school in Japan. Choose the correct answer.
Go to this link to listen: http://www.esl-lab.com/elem/elemrd1.html
Transcript can be found after the rubrics.
1. Which item did Joshua NOT take to school?
A) Backpack
B) Gym clothes
C) School hat
2. What is one of the first things Joshua does when he comes to school?
A) He stands and bows to the teacher.
B) He practices his reading and writing.
C) He puts on his gym clothes for class.
3. Where does Joshua eat lunch at school?
A) In his classroom
B) In the lunchroom
C) In the gymnasium
4. What time does Joshua get home from school?
A) at 1:00 PM and at 2:00 PM
B) at 2:00 PM and at 3:00 PM
C) at 3:00 PM and at 4:00 PM
Speaking
Task 2. Work in pairs. Read the examples and possible answers. Then make up your own 3
questions about your class or school and ask your partner. Swap the roles.
Example:
1. What subject’s homework do you like? Why?
2. What are good and bad things about your school? Explain your answer.
3. What do you enjoy doing at school and what do you dislike doing? Explain your
answer.
Possible answers:
1. I prefer doing homework in Biology because it is always interesting for me.
2. Good thing in my school is that on Saturday we always have clubs and lessons on
Music and Art. Bad in my school is that I should stay up to 5 o’clock at school.
3. I enjoy staying with my friends and I dislike doing difficult problems in Math.
4
Assessment criteria Task Descriptor Mark
A learner
Identify complex 1.chooses C ‘school hat’; 1
personal questions with 2. chooses A ‘He stands and bows to the teacher.’; 1
support. 1 3.chooses A ‘in his classroom’; 1
4. chooses B ‘at 2:00 PM and at 3:00 PM’; 1
Make up simple asks 3 grammatically correct questions; 1
interrogative sentences answers 3 questions properly; 1
to get information about 2
the topic and ask uses topic related vocabulary accurately; 1
questions. pronounces words and phrases clearly. 1
Total marks 8
Rubrics for providing information to parents on the results of Summative Assessment for the
unit “Our Class”
Learner’s name______________________________________________
Assessment Level of learning achievements
criteria Low Middle High
Identify complex Experiences Experiences some Correctly identifies
personal questions difficulties in difficulties in personal questions.
with support. identifying personal identifying personal Answers most of the
questions. Answers questions. Makes questions correctly.
most of the mistakes in answers:
questions school hat/He stands
incorrectly. and bows to the
teacher./in his
classroom/ at 2:00 PM
and at 3:00PM.
Make up simple Experiences Experiences some Confidently
interrogative difficulties in difficulties in interaction communicates with a
sentences to get interaction, in / asking questions/ partner, asks
information about asking and answering the questions/ grammatically correct
the topic and ask answering the using proper topical questions. Answers most
questions. questions. vocabulary in his or her of the questions
Pronounces most of speech/ pronouncing appropriately. Speaks
the words some words and phrases with clear pronunciation
inaccurately with clearly. of words.
use of topical
vocabulary. Has
many pronunciation
errors.
Transcript for listening task.
Randall: Now what kinds of things do you take to school?
Joshua: I take my taisofuku, that is gym clothes, and I take my backpack and my books [ Oh, okay. ]
and stuff like that.
5
Randall: Okay and what is the first thing you do when you get to school?
Joshua: We do "kiritsu, rei."
Randall: "Kiritsu" and "rei." Now what are those?
Joshua: It means "stand up, bow."
Randall: Stand up and bow.
Joshua: Uh-huh.
Randall: And what do you study at school?
Joshua: We study kokugo, that is writing and reading and stuff like that [ Okay ], and sansu, that's
math. [ Okay. ]. And, let's see . . . , we do gym too.
Randall: Okay, and where do you eat lunch? Do you have a lunchroom or cafeteria?
Joshua: No, we eat in our classroom.
Randall: You eat in your classroom! [ Yeah. ]. Oh wow. That is very interesting. Now what time do
you come home from school?
Joshua: We come home sometimes at 3:00 and sometimes at 2:00.
Randall: Okay, well thank you very much Joshua.
Joshua: You're welcome.
6
Summative assessment for the unit “Helping and heroes”
Learning objectives 6.R6 Recognise the attitude or opinion of the writer in short texts on a
growing range of general and curricular topics
6.W3 Write with some support about personal feelings and opinion on
a limited range of familiar general and curricular topics
6.W8 Spell most high-frequency vocabulary accurately for a limited
range of familiar general topics and some curricular topics
Assessment criteria •
Identify the author’s attitude and viewpoint in short texts
• Express personal feelings and opinion in written form with
little support
• Write high-frequency topic related words accurately
Level of thinking Application
skills Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the text and complete the tasks below.
Greg likes to help his mom make cookies. Chocolate chip cookies are
his favourite. His mom likes them too.
He adds the chocolate chips to the batter. Then he stirs them in. He
forms the batter into balls and places them on a baking sheet. His mom
places the baking sheet into the oven.
When the cookies are in the oven, Greg licks the last bits of batter from the bowl. He can
hardly wait for the cookies to be ready.
In 30 minutes the cookies are finished baking. The cookies are hot and yummy.
Answer the questions.
1. What kind of cookies are Greg’s favourite?
__________________________________________
2. What does he do when the chocolate chips are in the batter?
_____________________________________________
3. Where does he place the balls of batter?
____________________________________________
Choose the correct answer.
4. What is the best name for this text A) Mom’s help B) Greg’s Help
Writing
Task 2. Write about your Sunday household chores.
Follow the steps for writing:
Write one sentence about Sunday.
Write what household chores you can do at home to help your parents or elderly people.
Write about your feelings after help.
Explain why it is important to help people.
7
Assessment criteria Task Descriptor Mark
A learner
Identify the author’s 1.writes ‘chocolate chip cookies’; 1
attitude and viewpoint in 2.writes ‘he stirs them’; 1
short texts. 1 3.writes ‘on a baking sheet’; 1
4.chooses B ‘Greg’s Help’; 1
Express personal feelings writes introductory sentence about Sunday; 1
and opinions in written writes names of household activities; 1
form with little support.
Write high-frequency 2 expresses personal feelings and opinions on topic; 1
topic related words writes about the importance to help people. 1
accurately. spells the topical vocabulary accurately. 1
Total marks 9
Rubrics for providing information to parents on the results of Summative
Assessment for the unit “Helping and heroes”
Learner’s name______________________________________________
Assessment criteria Level of learning achievements
Low Middle High
Identify the author’s Experiences Experiences some Correctly identifies
attitude and viewpoint difficulties in difficulties in identifying the author’s attitude
in short texts. identifying the the author’s attitude and and opinion in the
author’s attitude and opinion text. Answers most
opinion. Answers Makes mistakes in of the questions
most of questions answers: appropriately with
incorrectly with Chocolate chip cookies/ accurate spelling.
spelling errors. he stirs them/
on a baking sheet/ Greg’s
Help. Makes some
spelling mistakes.
Express personal Experience Experience some Presents a well-
feelings and opinions difficulties in writing difficulties in writing structured piece of
in written form with paragraphs on topic, paragraphs with writing with
little support. in expressing introductory sentence/in introductory
Write high-frequency feelings and giving the names for sentence and gives
topic related words importance to help household activities/ in the names for
accurately. people. Spells most expressing feelings/ in household activities.
of vocabulary words writing about importance Writes sentences
with mistakes. to help people. Spells expressing feelings
some of vocabulary and importance to
words with mistakes. help people. Spells
few words with
mistakes.
8
TERM 2
Summative assessment for the unit “Our countryside”
Learning objectives 6.L4 Understand with limited support the main points of extended
talk on a range of general and curricular topics
6.S3 Give an opinion at sentence and discourse level on an increasing
range of general and curricular topics
6.S8 Recount some extended stories and events on a limited range of
general and curricular topics
Assessment criteria •
Identify the main ideas in extended talk with some support
• Provide a point of view in conversations and discussions
• Retell extended stories and episodes on a given topic
Level of thinking Application
skills Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Listen to the story and choose the correct option.
Go to the link to listen information http://eslyes.com/easyread/es/easy027.htm. Transcript can
be found after the rubrics.
Example: The chicken and the duck were friends/enemies.
1. The speaker tells the story about farm friends/ city friends.
2. The speaker says that the cat is a good animal/a bad animal.
3. The speaker is sure that the dog is friendly/ angry.
Task 2. Listen to the second time and complete the sentences.
1. In the beginning the chicken and the duck are speaking about the ___________.
2. The second animal they speak about is the _______________.
3. At the end of the story they speak about the _______________.
Speaking
Task 3. Learners work in pairs. Each pair gets a picture. Learners describe the picture
participating in the discussion equally. Give some time to learners to get ready with questions
to the picture.
Look at the picture. Make a 2-3-minutes talk asking and answering the questions. Participate in
the conversation equally. You have 1 minute to prepare.
Possible questions for discussion.
What can you see on the picture?
Is it a city or a country?
How many animals can you see on the farm?
Can you name some animals?
9
What do people do in villages?
Do you want to live in a village? Why? / Why not?
10
Assessment criteria Task Descriptor Mark
A learner:
Identify the main ideas in 1. chooses ‘farm friends’; 1
extended talk with some 1 2. chooses ‘a bad animal; 1
support. 3. chooses ‘friendly’; 1
1. writes ‘Cat’; 1
2 2. writes ‘Dog’; 1
3. writes‘ Man/farmer’; 1
Provide a point of view in expresses his/her opinion in discussion clearly; 1
conversations and answers the questions properly; 1
discussions
Retell extended stories and 3 uses vocabulary words appropriately; 1
episodes on a given topic. conveys ideas clearly; 1
speaks with clear pronunciation of words. 1
uses grammatically correct sentences in speech; 1
Total marks 12
Rubrics for providing information to parents on the results of Summative
Assessment for the unit “Our countryside”
Learner’s name______________________________________________
Assessment criteria Level of learning achievements
Low Middle High
Identify the main Experiences Experiences some Properly identifies
ideas in extended difficulties in difficulties in identifying the main points of
talk with some identifying the main the main points of the the talk while
support. points of the talk. talk. Makes mistakes in listening.
Chooses most of the answers: Farm friends/ A Completes the tasks
answers incorrectly. bad animal/ friendly/ Cat/ correctly with proper
Completes most of the Dog/ Man or farmer. spelling of words
sentences
inappropriately.
Provide a point of Experiences Experiences some Accurately provides
view in difficulties in difficulties in providing a a point of view in
conversations and providing a point of point of view in discussion and
discussions. view in discussion and discussion / in asking answers a variety of
Retell extended in asking and questions on topic/ in questions. Uses
stories and episodes answering a variety of answering a variety of topical vocabulary
on a given topic. questions. Tries to tell appropriate questions/ in and grammatically
episodes on topic. using topical vocabulary correct sentences
Pronounces most of accurately and accurately.
the words unclear. grammatically correct Clearly presents
Uses many sentences. Gives some episodes on topic.
grammatically inaccuracies in episodes Pronounces most of
incorrect sentences on topic. Pronounces the words clearly.
and inappropriate some of the words
vocabulary. clearly.
11
Transcript for listening task.
The chicken and the duck were friends. They lived on a farm. They walked around together.
They swam in the pond together. They talked about many things. They talked about the cat. They
thought the cat was tricky. They thought the cat was dangerous. The cat looked at them a lot. They
didn't trust the cat. "We must always keep our eyes open when the cat is around," they both agreed.
They talked about the dog. The dog was very friendly. The dog wanted to play. The dog had lots of
energy. It barked a lot. It ran around a lot. They both liked the dog. They talked about the farmer.
The farmer brought them food. The farmer took care of them. The farmer took care of all the
animals. He fed the cow. He fed the pig. He fed the goat. He fed the sheep. He fed the rabbit. They
liked the farmer. He took good care of everyone. He was a nice man. "Farmers are good," said the
chicken. "We need farmers," said the duck.
Summative assessment for the unit “Drama and Comedy”
Learning objectives 6.R2 Understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics
6.W2 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.W5 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.UE15 Use common verbs followed by infinitive verb / verb + ing
patterns; use infinitive of purpose on a limited range of familiar general
and curricular topics
Assessment criteria •
Find particular facts and parts in short simple texts
• Write sentences about real and imaginary past events, activities
and experiences with support
• Write coherent arguments with support
• Give examples and reasons to support arguments
• Differentiate between the usage of infinitive and gerund forms
and infinitive of purpose after common verbs
Level of thinking Application
skills Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read about a famous movie’ Life of Pi’ and do the task below.
Life of Pi
When Pi is 16, his family decides to close the zoo and move to Canada. They sell some of
the animals to zoos in North America and the family takes the animals with them on a ship to
Canada. On the way, there is a terrible storm and the ship sinks. Pi finds himself in a lifeboat
with a hyena, zebra, orang-utan and a tiger. When he sees the animals, Pi is scared and he
jumps into the ocean. Then he remembers there are sharks in the ocean and he climbs back into
the lifeboat.
Pi and the tiger spend 227 days in the lifeboat. They live through terrible storms and are
burnt by the Pacific sun. They are often hungry and ill. Sometimes, Pi is happy and hopeful, but
sometimes he feels sad and lonely. Finally, they arrive at the coast of Mexico, but you will have
to read the book to find out what happens in the end!
Circle True or False for these sentences.
1. Pi helps his father look after the animals. True False
2. Pi is scared when he sees the animals in the lifeboat. True False
3. Pi fights with a big shark. True False
4. At the end they land in the USA. True False
13
Writing
Task 2. Look at the facts about a famous cartoon ‘Rio 2’. Write 2 paragraphs using the
information below.
General Information:
Directed by - Carlos Saldanha
Starring - Anne Hathaway, Jesse Eisenberg
Production company - 20th Century Fox Animation
Music by - John Powell
Release date - March 20, 2014
Running time - 101 minutes
Country - United States
Language - English
Tips for writing:
1. Write one sentence about this cartoon (Use structures as I like (to watch) and I would
like (to tell).
2. Write general facts about the cartoon.
3. Write about actors, music and the country of production.
4. Include information about company production, release date, running time and
language.
5. Recommend this cartoon to your friends.
14
Assessment criteria Task Descriptor Mark
A learner
Find particular facts and parts in 1. chooses ‘False; 1
short simple texts. 2. chooses ‘True’; 1
1
3. chooses ‘False’; 1
4. chooses ‘False’; 1
Write sentences about real and writes strong lead sentence; 1
imaginary past events, activities provides evidence and/or reasons on topic; 1
and experiences with support.
Write coherent arguments with writes example of infinitive or/and gerund; 1
support. Give examples and 2 presents ideas clearly; 1
reasons to support arguments. writes grammatically correct sentences; 1
Differentiate between usage of includes general information on topic; 1
infinitive and gerund forms and
infinitive of purpose after uses linking words properly. 1
common verbs.
Total marks 11
Rubrics for providing information to parents on the results of Summative Assessment for the
unit “Drama and comedy”
Learner’s name______________________________________________
Assessment criteria Level of learning achievements
Low Middle High
Find particular facts Experiences Experiences some Confidently identifies
and parts in short difficulties in difficulties in facts and parts while
simple texts. identifying facts identifying facts while reading. Chooses
and parts while reading. appropriate True and
reading. Chooses Makes some mistakes False answers with
inappropriate True in True and False minor mistakes.
and False answers. answers.
Write sentences about Experiences Experiences some Writes a 2- paragraph
real and imaginary past difficulties in difficulties in writing a story, making
events, activities and writing a 2- 2-paragraph story/ in coherent sentences
experiences with paragraph story, in making coherent and producing
support. making coherent sentences / in grammatically correct
Write coherent lead sentence and producing sentences with gerund
arguments with producing grammatically correct and infinitive. Gives
support. Give examples grammatically sentences with evidence and reasons
and reasons to support correct sentences infinitive and gerund. on topic. Presents
arguments. with gerunds and Makes mistakes in ideas clearly.
Differentiate between infinitives, in providing general facts
usage of infinitive and providing evidence about cartoon/ in
gerund forms and and reasons. explaining ideas about
infinitive of purpose actors, music and place/
after common verbs. in expressing opinion
about the film.
15
TERM 3
Summative assessment for the unit “Our Health”
Learning objectives 6.L7 Recognise the opinion of the speaker(s) in supported extended talk
on a limited range of general and curricular topics
6.S5 Keep interaction going in longer exchanges on a range of general
and curricular topics
6.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics, and some curricular topics
Assessment criteria •
Identify the position of speakers in an extended talk with support
• Communicate with others in longer conversation on familiar
topics
• Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Level of thinking Application
skills Higher order thinking skills
Duration 20 minutes
Listening
Task 1.Listen to the talk twice and circle the correct answer.
Go to this link to listen: https://listenaminute.com/h/health.html. Transcript can be found after
the rubrics.
1. When he was a kid he______________.
A) trained a lot
B) never did any exercising
C) was good at sports
2. He was lucky because ___________.
A) he was young
B) he got cold
C) he was healthy
3. He thinks when people become older they__________.
A) have better health
B) worry about health
C) need medication
4. In his opinion, a good thing is that___________________.
A) he eats healthier food
B) he ate healthy food before
C) he does not care about food
5. Now he sleeps __________________________.
A) less
B) more
C) better
16
Speaking
Task 2. The learners are arranged in pairs.
It is a two-way conversation. You have 1 minute to prepare and 2 minutes to talk on the topic.
You should:
• Give own opinion (agree/disagree)
• Ask and answer questions (at least two questions)
• Use topical vocabulary
• Explain your answers
The following questions will help you organize the speech:
• What is your favourite sport? Why?
• What types of sport are popular among your friends?
• How do you try to keep fit?
• What do you think are the best tips for a long and healthy life?
Learner’s possible answer:
- My favourite sport is football. I like football since my childhood because it is a team
work. Going in for sports helps me to be sporty and keep fit. Also in my opinion, it is
important to have healthy food and be active. What about you?
Assessment criteria Task Descriptor Mark
A learner
Identify the position 1. circles A; 1
of speakers in an 2. circles C; 1
extended talk with 1 3. circles B; 1
support. 4. circles A; 1
5. circles B; 1
Communicate with others in asks grammatically correct questions; 1
longer conversation on
familiar topics. answers 2 questions appropriately; 1
Apply topic related expresses agreement/disagreement; 1
vocabulary in speech 2 uses topic related words accurately; 1
appropriately arranging
words and phrases into well-pronounces words clearly. 1
formed sentences.
Total marks 10
Rubrics for providing information to parents on the results of Summative Assessment for the
unit “Our Health”
Learner’s name ____________________________________________________
Level of learning achievements
Assessment criteria
Low Middle High
Identify the Experiences Experiences some Confidently determines
position of difficulties in difficulties in speaker’s attitude and
speakers in defining speaker’s determining speaker’s opinion. Completes the
an extended attitude and opinion. attitude and opinion task mostly correctly.
talk with Completes the task although with some
support with many errors. inaccuracies.
Communicate with Demonstrates Participates in Participates in
others in longer difficulties in discussion though discussion actively.
conversation on answering struggles to ask and Confidently asks and
familiar topics. classmates’ answer the questions. answers the questions.
Apply topic related questions. Presents some Presents logically
vocabulary in Hesitations in connected information, connected information
speech appropriately choosing appropriate some hesitations in while expressing
arranging words and vocabulary to choosing appropriate agreement/disagreement.
phrases into well-convey ideas, while vocabulary while Uses appropriate
formed sentences expressing expressing agreement/ vocabulary in
agreement/ disagreement. discussion. Speaks with
disagreement Makes mistakes in clear pronunciation most
Presents illogically selecting appropriate of words.
connected vocabulary in the
information with course of the
unclear discussion. Speaks with
pronunciation of clear pronunciation of
words. some words.
18
Transcript for listening task.
I never used to worry about my health until recently. When I was a kid, I did lots of exercise.
Even in my twenties and thirties I was very fit and never ill. I have been lucky all my life – always
in the best of health. I rarely get even a cold. I suppose time catches up with you. Now I seem to be
getting lots of little aches and pains. I should go to the doctor for a health check, but I’m too busy.
The older you get, the more you worry about your health. One good thing is that I’m eating more
healthily now than ever before. I no longer have fast food and midnight snacks. I also sleep a lot
more. I’ve read that getting seven or eight hours sleep every night is one of the best things you can
do for your health.
Summative assessment for the unit “Holidays and Travel”
Learning objectives 6.R5 Deduce meaning from context on a limited range of familiar
general and curricular topics, including some extended texts
6.W7 Use with some support appropriate layout at text level for a
growing range of written genres on familiar general topics and some
curricular topics
6.W8 Spell most high-frequency vocabulary accurately for a limited
range of familiar general topics and some curricular topics
6.UE10 Use present continuous forms with present and future
meaning and past continuous forms for background and interrupted
past actions on a limited range of familiar general and curricular
topics
Assessment criteria •
Identify the meaning and details of the reading texts
• Write a text adhering to the layout and format of a given
genre with some support
• Apply correct spelling of most high-frequency vocabulary
• Apply present continuous forms with present and future
meaning in the context and past continuous forms for
background and interrupted past actions
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1.Read the text below and complete the task.
Summer Holidays
I always enjoy summer. Do you? In summer, I like to relax and forget about school. I don't
have to get up early and I can see my friends any time I want.
I like to spend my holidays with my parents. We usually go somewhere with our parents. We
love to swim, lie in the sun, but most of all I prefer going camping. We go to different places in
Britain and sometimes abroad. In Britain, I like going to Devon, Somerset and Scotland – but my
favourite place of all is Yorkshire. It has a lovely countryside and fantastic old buildings. The only
problem is the weather!
Last summer, I had two holidays. One was in Somerset, in a little village by the sea, and
another was in Naples, in Italy. I went with my mother to Italy – by train! It was unforgettable!
Sam, 12 Britain
Mark the sentences True or False.
Example: Sam finds summer an enjoyable season. True
1. Sam usually has a relaxing timetable in summer. ____
2. Sam prefers not to remember about school during vacation time. ____
3. Sam wants to spend his holiday with his friends than with his parents. ____
4. Lying in the sun is Sam’s favourite activity during holiday. ____
20
5. He dislikes weather in Yorkshire. ____
6. The most exciting experience was a trip to Somerset. ____
Writing
Task 2. Write a postcard to a friend. Include Greeting and closing sentence. Use Present
Continuous tense.
The following questions will help you to organize your writing:
• What are you doing at the moment?
• Where are you staying?
• What’s the weather like?
• What are you going to do this evening/ tomorrow?
Example: My friends and I are leaving for Canada soon.
Dear …………………………..
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………………………………………………………………………………………
…………………………………………………………………………………………………………
……………………………….
……………………………….
Assessment criteria Task Descriptor Mark
A learner
Identify the meaning and details of the 1. writes ‘True’; 1
reading texts. 2. writes ‘True’; 1
3. writes ‘False’; 1
1
4. writes ‘False’; 1
5. writes ‘True’; 1
6. writes ‘False’; 1
Write a text adhering to the layout and follows the structure of a postcard; 1
format of a given genre with some writes greetings and closing sentence; 1
support. spells most of the words correctly; 1
Apply correct spelling of most high-uses present continuous tense in 1
frequency vocabulary. answers;
Apply present continuous forms with 2 uses topical vocabulary accurately. 1
present and future meaning in the
context and past continuous forms for
background and interrupted past
actions.
Total marks 11
Rubrics for providing information to parents on the results of Summative Assessment for
the unit “Holidays and Travel”
Learner’s name _____________________________________________
Assessment criteria Level of learning achievements
Low Middle High
Identify the meaning and Experiences Experiences some Correctly finds the
details of the reading difficulties in difficulties in finding meaning and details
texts. identifying the the meaning and in the reading text.
meaning and details in the reading Completes the task
details in the text. text. Makes some mostly
Completes the task mistakes in True and appropriately.
mostly incorrect. False answers.
Write a text adhering to Experiences Makes some Follows the postcard
the layout and format of a challenges in inaccuracies in the structure with
given genre with some keeping to the structure. Answers greeting and closing
support. format of a with a good choice of sentence.
Apply correct spelling of postcard. vocabulary. Uses Demonstrates good
most high-frequency Answers with Present Continuous use of topical
vocabulary. limited vocabulary. tense with some vocabulary.
Apply present continuous Misuses tenses and mistakes. Spells some Correctly uses
forms with present and spells the most topical words Present Continuous
future meaning in the topical words incorrectly. tense and spells
context and past inaccurately. most of topical
continuous forms for words accurately.
background and
interrupted past actions.
TERM 4
Summative assessment for the unit “Our Neighbourhood”
Learning objectives 6.L5 Understand most specific information and detail of supported,
extended talk on a range general and curricular topics
6.S1 Provide basic information about themselves and others at
discourse level on a range of general topics
6.S2 Ask simple questions to get information about a growing range
of general topics
Assessment criteria •
Recognise detailed information in extended conversation with
support
• Give basic information about themselves and others in a talk
• Make up simple interrogative sentences to get information
about the topic and ask questions
Level of thinking Knowledge and comprehension
skills Application
Duration 20 minutes
Listening
Task 1.Listen to the conversation and fill in the gaps. Use NO MORE THAN ONE WORD
and a NUMBER.
Go to this link to listen: http://www.listenaminute.com/h/homes.html
“Home is where the 0. heart_ is.” That’s so true. I’ve lived in many different houses
during my 1._________ but not all of them have been home. When you are growing up, home
is where your 2.__________lives. I left home when I was 3.__________ and slowly my
childhood home was no longer. Now it’s my parents’ house and not my home. I moved around
a lot and only 4.__________a year or so in most places I lived. They never really felt like home.
A home is somewhere you feel totally 5.____________ and want to come home to. The
expression “Home Sweet Home” is also true. You have to have nice feelings about it to call it
home. Home doesn’t have to be in your home 6._____________. I’ve lived in several countries
and have had a home in all of them.
Speaking
Task 2. Work with your partner and tell him/her about the neighbourhood you live in. You
have 1 minute to prepare and 2-3 minutes to talk.
The following questions will help you to organise your speaking:
What do you like about your neighbourhood? Why?
What are the popular places in your neighbourhood?
What is the difference between a town and a city?
What is the difference between rural and urban? Give examples.
Do people like to live in rural or urban areas these days? Why?
Assessment criteria Task Descriptor Mark
A learner
Recognise detailed 1. writes ‘life’; 1
information in extended 2. writes ‘family’; 1
conversation with support. 3. writes ‘18’or eighteen; 1
1 4. writes ‘spent’; 1
5. writes ‘relaxed’; 1
6. writes ‘country’; 1
Give basic information uses appropriate topical vocabulary in a 1
about themselves and others talk;
in a talk. speaks clearly; 1
Make up simple 2 asks grammatically correct questions on 1
interrogative sentences to topic;
get information about the responds to classmates’ questions 1
topic and ask questions. appropriately.
Total marks 10
Rubrics for providing information to parents on the results of Summative Assessment for the
unit ‘Our Neighbourhood’
Learner’s name __________________________________________________
Level of learning achievements
Assessment criteria
Low Middle
High
Recognise detailed Experiences Experiences some Cofidently identifies
information in extended difficulties in difficulties in the content of the
conversation with identifying the identifying the content conversation and
support. content of the of the conversation details of the
conversation and and details of the talk. talk.Completes the
details of the talk. Makes mistakes in task mostly correctly.
Completes the task answers: ‘life’/
with detailed ‘family’/ ‘18’ or
information mostly eighteen/ ‘spent’/
incorrectly. ‘relaxed’/ ‘country’.
Give basic information Demonstrates Conveys ideas with Presents logically
about themselves and difficulties in some inaccuracy. connected
others in a talk. conveying ideas, in Makes mistakes in information.
Make up simple asking and asking and answering Demonstrates fluent
interrogative sentences answering the the questions on topic. speech while giving
to get information about questions on topic. Uses vocabulary with basic information.
the topic and ask Uses vocabulary some errors. Asks and answers the
questions. with frequent questions most of the
errors. time correctly. Uses
appropriate topical
vocabulary.
Transcript for listening task
“Home is where the heart is.” That’s so true. I’ve lived in many different houses during my
life but not all of them have been home. When you are growing up, home is where your family
lives. I left home when I was 18 and slowly my childhood home was no longer. Now it’s my
parents’ house and not my home. I moved around a lot and only spent a year or so in most places I
lived. They never really felt like home. A home is somewhere you feel totally relaxed and want to
come home to. The expression “Home Sweet Home” is also true. You have to have nice feelings
about it to call it home. Home doesn’t have to be in your home country. I’ve lived in several
countries and have had a home in all of them.
Summative assessment for the unit “Transport”
Learning objectives 6.R8 Use independently familiar paper and digital reference resources to
check meaning and extend understanding
6.W6 Link, with minimal support, sentences into coherent paragraphs
using basic connectors on a growing range of familiar general topics
6.W9 Punctuate written work at text level on a limited range of general
topics and some curricular topics with some accuracy
Assessment criteria •
Provide meaning of the words using different reference
resources and extend vocabulary
• Connect sentences into paragraphs with basic connectors
and linking words with minimal support
• Use punctuation marks appropriately in a piece of writing
Level of thinking Application
skills
Duration 20 minutes
Reading
Task 1.Read the text and definitions below. Find the proper word in the text and insert it into the
table. Look up the words in the dictionary and check the answers.
Learners should use dictionaries or digital on-line tools to check their answers.
Example: A means of conveying such as a track or a bus Transport
1. any netlike combination of lines
2. the extent or amount of space between two things
3 a person who is travelling in a vehicle but is not driving it
4. a railroad, especially one operating over short distances
5. a machine that uses the energy from liquid fuel or steam
to produce movement
The Railways
Many countries have a network of railways to help transport different types of products.
The earliest system was in Ancient Greece in 600 BC. Later rail inks were built to connect short
distances. In the 19th century, this changed very much. Many countries developed their own
network. They had private links between different towns with Germany and Britain. Britain had
the best links. These links allowed carrying heavy goods such as coal, iron, ore, and wood.
Building a railway was a hard work for labourers. Railways are very expensive to construct but
important to transport raw materials and such goods as textiles quickly and cheaply.
In the early 19th century, the first passengers travelled on the railways with horse-drawn
carriages. From 1840-1850 Britain was connected by railways and used steam engine to pull
carriages.
Writing
Task 2. Write a factual or fictitious story about your way to school. You can use the picture
below or you can write about your own route to school.
You should:
• Write two paragraphs.
• Use connectors but, and, or.
• Use punctuation marks correctly.
Assessment criteria Task Descriptor Mark
A learner
Provide meaning of the words 1.writes ‘network’; 1
using different reference 2.writes ‘distance’; 1
resources and extend 1 3.writes ‘railway’; 1
vocabulary. 4. writes ‘passenger’; 1
5.writes ‘engine’; 1
Connect sentences into presents ideas clearly; 1
paragraphs with basic uses but, and, or; 1
connectors and linking words uses punctuation marks appropriately; 1
with minimal support. 2 uses grammatically correct sentences. 1
Use punctuation marks
appropriately in a piece of
writing.
Total marks 9
Rubrics for providing information to parents on the results of Summative Assessment for the
unit “Transport”
Learner’s name _______________________________________________________
Level of learning achievements
Assessment criteria
Low Middle High
Provide meaning of Makes many Experiences some Confidently matches
the words using mistakes in difficulties in matching a a definition with a
different reference answers while definition with a proper proper word from the
resources and extend checking the words word. Makes some text. Completes the
vocabulary. in a dictionary. mistakes in answers while task mostly correctly.
checking the words in a
dictionary network/
distance/ railway/
passenger/ engine.
Connect Experiences Writes paragraphs on Writes coherent
sentences into difficulties in topic. Makes some paragraphs with
paragraphs writing paragraphs mistakes in using proper use of
with basic with appropriate punctuation marks. connectors.
connectors and linking words. Puts Uses some of connectors Confidently applies
linking words punctuation marks and grammar structures punctuation marks.
with minimal inaccurately. inaccurately. Provides
support. Makes many errors grammatically correct
Use punctuation in using sentences.
marks appropriately grammatically
in a piece of writing. correct sentences.
for Summative Assessment
English
Grade 6
Methodological recommendations for Summative Assessment are designed to assist teachers
in planning, organizing and carrying out Summative Assessment in “English” for the Grade 6
learners. Methodological recommendations are aligned with the Subject Programme and Course
plan. Summative Assessment in Grade 6 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine
the level of the learning objectives achievement planned for the term. Methodological
recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also this document includes possible
levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be
considered as recommendations.
Methodological recommendations are designed for secondary school teachers, school
administrations, educational departments’ seniors, regional and school coordinators in criteria-based
assessment and others.
Contents
TERM 1 .............................................................................................................................................................. 4
Summative assessment for the unit «Our Class» ................................................................................................ 4
Summative assessment for the unit “Helping and heroes” ................................................................................. 7
TERM 2 .............................................................................................................................................................. 9
Summative assessment for the unit “Our countryside” ...................................................................................... 9
Summative assessment for the unit “Drama and Comedy” .............................................................................. 13
TERM 3 ............................................................................................................................................................ 16
Summative assessment for the unit “Our Health” ............................................................................................ 16
Summative assessment for the unit “Holidays and Travel” ............................................................................. 20
TERM 4 ............................................................................................................................................................ 23
Summative assessment for the unit “Our Neighbourhood” .............................................................................. 23
Summative assessment for the unit “Transport” .............................................................................................. 26
TERM 1
Summative assessment for the unit «Our Class»
Learning objectives 6.L2 Understand more complex supported questions which ask for
personal information
6.S2 Ask simple questions to get information about a growing range of
general topics
Assessment criteria •
Identify complex personal questions with support
• Make up simple interrogative sentences to get information about
the topic and ask questions
Level of thinking Knowledge and comprehension
skills Application
Duration 20 minutes
Listening
Task 1. Listen what Joshua tells about his school in Japan. Choose the correct answer.
Go to this link to listen: http://www.esl-lab.com/elem/elemrd1.html
Transcript can be found after the rubrics.
1. Which item did Joshua NOT take to school?
A) Backpack
B) Gym clothes
C) School hat
2. What is one of the first things Joshua does when he comes to school?
A) He stands and bows to the teacher.
B) He practices his reading and writing.
C) He puts on his gym clothes for class.
3. Where does Joshua eat lunch at school?
A) In his classroom
B) In the lunchroom
C) In the gymnasium
4. What time does Joshua get home from school?
A) at 1:00 PM and at 2:00 PM
B) at 2:00 PM and at 3:00 PM
C) at 3:00 PM and at 4:00 PM
Speaking
Task 2. Work in pairs. Read the examples and possible answers. Then make up your own 3
questions about your class or school and ask your partner. Swap the roles.
Example:
1. What subject’s homework do you like? Why?
2. What are good and bad things about your school? Explain your answer.
3. What do you enjoy doing at school and what do you dislike doing? Explain your
answer.
Possible answers:
1. I prefer doing homework in Biology because it is always interesting for me.
2. Good thing in my school is that on Saturday we always have clubs and lessons on
Music and Art. Bad in my school is that I should stay up to 5 o’clock at school.
3. I enjoy staying with my friends and I dislike doing difficult problems in Math.
4
Assessment criteria Task Descriptor Mark
A learner
Identify complex 1.chooses C ‘school hat’; 1
personal questions with 2. chooses A ‘He stands and bows to the teacher.’; 1
support. 1 3.chooses A ‘in his classroom’; 1
4. chooses B ‘at 2:00 PM and at 3:00 PM’; 1
Make up simple asks 3 grammatically correct questions; 1
interrogative sentences answers 3 questions properly; 1
to get information about 2
the topic and ask uses topic related vocabulary accurately; 1
questions. pronounces words and phrases clearly. 1
Total marks 8
Rubrics for providing information to parents on the results of Summative Assessment for the
unit “Our Class”
Learner’s name______________________________________________
Assessment Level of learning achievements
criteria Low Middle High
Identify complex Experiences Experiences some Correctly identifies
personal questions difficulties in difficulties in personal questions.
with support. identifying personal identifying personal Answers most of the
questions. Answers questions. Makes questions correctly.
most of the mistakes in answers:
questions school hat/He stands
incorrectly. and bows to the
teacher./in his
classroom/ at 2:00 PM
and at 3:00PM.
Make up simple Experiences Experiences some Confidently
interrogative difficulties in difficulties in interaction communicates with a
sentences to get interaction, in / asking questions/ partner, asks
information about asking and answering the questions/ grammatically correct
the topic and ask answering the using proper topical questions. Answers most
questions. questions. vocabulary in his or her of the questions
Pronounces most of speech/ pronouncing appropriately. Speaks
the words some words and phrases with clear pronunciation
inaccurately with clearly. of words.
use of topical
vocabulary. Has
many pronunciation
errors.
Transcript for listening task.
Randall: Now what kinds of things do you take to school?
Joshua: I take my taisofuku, that is gym clothes, and I take my backpack and my books [ Oh, okay. ]
and stuff like that.
5
Randall: Okay and what is the first thing you do when you get to school?
Joshua: We do "kiritsu, rei."
Randall: "Kiritsu" and "rei." Now what are those?
Joshua: It means "stand up, bow."
Randall: Stand up and bow.
Joshua: Uh-huh.
Randall: And what do you study at school?
Joshua: We study kokugo, that is writing and reading and stuff like that [ Okay ], and sansu, that's
math. [ Okay. ]. And, let's see . . . , we do gym too.
Randall: Okay, and where do you eat lunch? Do you have a lunchroom or cafeteria?
Joshua: No, we eat in our classroom.
Randall: You eat in your classroom! [ Yeah. ]. Oh wow. That is very interesting. Now what time do
you come home from school?
Joshua: We come home sometimes at 3:00 and sometimes at 2:00.
Randall: Okay, well thank you very much Joshua.
Joshua: You're welcome.
6
Summative assessment for the unit “Helping and heroes”
Learning objectives 6.R6 Recognise the attitude or opinion of the writer in short texts on a
growing range of general and curricular topics
6.W3 Write with some support about personal feelings and opinion on
a limited range of familiar general and curricular topics
6.W8 Spell most high-frequency vocabulary accurately for a limited
range of familiar general topics and some curricular topics
Assessment criteria •
Identify the author’s attitude and viewpoint in short texts
• Express personal feelings and opinion in written form with
little support
• Write high-frequency topic related words accurately
Level of thinking Application
skills Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the text and complete the tasks below.
Greg likes to help his mom make cookies. Chocolate chip cookies are
his favourite. His mom likes them too.
He adds the chocolate chips to the batter. Then he stirs them in. He
forms the batter into balls and places them on a baking sheet. His mom
places the baking sheet into the oven.
When the cookies are in the oven, Greg licks the last bits of batter from the bowl. He can
hardly wait for the cookies to be ready.
In 30 minutes the cookies are finished baking. The cookies are hot and yummy.
Answer the questions.
1. What kind of cookies are Greg’s favourite?
__________________________________________
2. What does he do when the chocolate chips are in the batter?
_____________________________________________
3. Where does he place the balls of batter?
____________________________________________
Choose the correct answer.
4. What is the best name for this text A) Mom’s help B) Greg’s Help
Writing
Task 2. Write about your Sunday household chores.
Follow the steps for writing:
Write one sentence about Sunday.
Write what household chores you can do at home to help your parents or elderly people.
Write about your feelings after help.
Explain why it is important to help people.
7
Assessment criteria Task Descriptor Mark
A learner
Identify the author’s 1.writes ‘chocolate chip cookies’; 1
attitude and viewpoint in 2.writes ‘he stirs them’; 1
short texts. 1 3.writes ‘on a baking sheet’; 1
4.chooses B ‘Greg’s Help’; 1
Express personal feelings writes introductory sentence about Sunday; 1
and opinions in written writes names of household activities; 1
form with little support.
Write high-frequency 2 expresses personal feelings and opinions on topic; 1
topic related words writes about the importance to help people. 1
accurately. spells the topical vocabulary accurately. 1
Total marks 9
Rubrics for providing information to parents on the results of Summative
Assessment for the unit “Helping and heroes”
Learner’s name______________________________________________
Assessment criteria Level of learning achievements
Low Middle High
Identify the author’s Experiences Experiences some Correctly identifies
attitude and viewpoint difficulties in difficulties in identifying the author’s attitude
in short texts. identifying the the author’s attitude and and opinion in the
author’s attitude and opinion text. Answers most
opinion. Answers Makes mistakes in of the questions
most of questions answers: appropriately with
incorrectly with Chocolate chip cookies/ accurate spelling.
spelling errors. he stirs them/
on a baking sheet/ Greg’s
Help. Makes some
spelling mistakes.
Express personal Experience Experience some Presents a well-
feelings and opinions difficulties in writing difficulties in writing structured piece of
in written form with paragraphs on topic, paragraphs with writing with
little support. in expressing introductory sentence/in introductory
Write high-frequency feelings and giving the names for sentence and gives
topic related words importance to help household activities/ in the names for
accurately. people. Spells most expressing feelings/ in household activities.
of vocabulary words writing about importance Writes sentences
with mistakes. to help people. Spells expressing feelings
some of vocabulary and importance to
words with mistakes. help people. Spells
few words with
mistakes.
8
TERM 2
Summative assessment for the unit “Our countryside”
Learning objectives 6.L4 Understand with limited support the main points of extended
talk on a range of general and curricular topics
6.S3 Give an opinion at sentence and discourse level on an increasing
range of general and curricular topics
6.S8 Recount some extended stories and events on a limited range of
general and curricular topics
Assessment criteria •
Identify the main ideas in extended talk with some support
• Provide a point of view in conversations and discussions
• Retell extended stories and episodes on a given topic
Level of thinking Application
skills Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Listen to the story and choose the correct option.
Go to the link to listen information http://eslyes.com/easyread/es/easy027.htm. Transcript can
be found after the rubrics.
Example: The chicken and the duck were friends/enemies.
1. The speaker tells the story about farm friends/ city friends.
2. The speaker says that the cat is a good animal/a bad animal.
3. The speaker is sure that the dog is friendly/ angry.
Task 2. Listen to the second time and complete the sentences.
1. In the beginning the chicken and the duck are speaking about the ___________.
2. The second animal they speak about is the _______________.
3. At the end of the story they speak about the _______________.
Speaking
Task 3. Learners work in pairs. Each pair gets a picture. Learners describe the picture
participating in the discussion equally. Give some time to learners to get ready with questions
to the picture.
Look at the picture. Make a 2-3-minutes talk asking and answering the questions. Participate in
the conversation equally. You have 1 minute to prepare.
Possible questions for discussion.
What can you see on the picture?
Is it a city or a country?
How many animals can you see on the farm?
Can you name some animals?
9
What do people do in villages?
Do you want to live in a village? Why? / Why not?
10
Assessment criteria Task Descriptor Mark
A learner:
Identify the main ideas in 1. chooses ‘farm friends’; 1
extended talk with some 1 2. chooses ‘a bad animal; 1
support. 3. chooses ‘friendly’; 1
1. writes ‘Cat’; 1
2 2. writes ‘Dog’; 1
3. writes‘ Man/farmer’; 1
Provide a point of view in expresses his/her opinion in discussion clearly; 1
conversations and answers the questions properly; 1
discussions
Retell extended stories and 3 uses vocabulary words appropriately; 1
episodes on a given topic. conveys ideas clearly; 1
speaks with clear pronunciation of words. 1
uses grammatically correct sentences in speech; 1
Total marks 12
Rubrics for providing information to parents on the results of Summative
Assessment for the unit “Our countryside”
Learner’s name______________________________________________
Assessment criteria Level of learning achievements
Low Middle High
Identify the main Experiences Experiences some Properly identifies
ideas in extended difficulties in difficulties in identifying the main points of
talk with some identifying the main the main points of the the talk while
support. points of the talk. talk. Makes mistakes in listening.
Chooses most of the answers: Farm friends/ A Completes the tasks
answers incorrectly. bad animal/ friendly/ Cat/ correctly with proper
Completes most of the Dog/ Man or farmer. spelling of words
sentences
inappropriately.
Provide a point of Experiences Experiences some Accurately provides
view in difficulties in difficulties in providing a a point of view in
conversations and providing a point of point of view in discussion and
discussions. view in discussion and discussion / in asking answers a variety of
Retell extended in asking and questions on topic/ in questions. Uses
stories and episodes answering a variety of answering a variety of topical vocabulary
on a given topic. questions. Tries to tell appropriate questions/ in and grammatically
episodes on topic. using topical vocabulary correct sentences
Pronounces most of accurately and accurately.
the words unclear. grammatically correct Clearly presents
Uses many sentences. Gives some episodes on topic.
grammatically inaccuracies in episodes Pronounces most of
incorrect sentences on topic. Pronounces the words clearly.
and inappropriate some of the words
vocabulary. clearly.
11
Transcript for listening task.
The chicken and the duck were friends. They lived on a farm. They walked around together.
They swam in the pond together. They talked about many things. They talked about the cat. They
thought the cat was tricky. They thought the cat was dangerous. The cat looked at them a lot. They
didn't trust the cat. "We must always keep our eyes open when the cat is around," they both agreed.
They talked about the dog. The dog was very friendly. The dog wanted to play. The dog had lots of
energy. It barked a lot. It ran around a lot. They both liked the dog. They talked about the farmer.
The farmer brought them food. The farmer took care of them. The farmer took care of all the
animals. He fed the cow. He fed the pig. He fed the goat. He fed the sheep. He fed the rabbit. They
liked the farmer. He took good care of everyone. He was a nice man. "Farmers are good," said the
chicken. "We need farmers," said the duck.
Summative assessment for the unit “Drama and Comedy”
Learning objectives 6.R2 Understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics
6.W2 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.W5 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.UE15 Use common verbs followed by infinitive verb / verb + ing
patterns; use infinitive of purpose on a limited range of familiar general
and curricular topics
Assessment criteria •
Find particular facts and parts in short simple texts
• Write sentences about real and imaginary past events, activities
and experiences with support
• Write coherent arguments with support
• Give examples and reasons to support arguments
• Differentiate between the usage of infinitive and gerund forms
and infinitive of purpose after common verbs
Level of thinking Application
skills Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read about a famous movie’ Life of Pi’ and do the task below.
Life of Pi
When Pi is 16, his family decides to close the zoo and move to Canada. They sell some of
the animals to zoos in North America and the family takes the animals with them on a ship to
Canada. On the way, there is a terrible storm and the ship sinks. Pi finds himself in a lifeboat
with a hyena, zebra, orang-utan and a tiger. When he sees the animals, Pi is scared and he
jumps into the ocean. Then he remembers there are sharks in the ocean and he climbs back into
the lifeboat.
Pi and the tiger spend 227 days in the lifeboat. They live through terrible storms and are
burnt by the Pacific sun. They are often hungry and ill. Sometimes, Pi is happy and hopeful, but
sometimes he feels sad and lonely. Finally, they arrive at the coast of Mexico, but you will have
to read the book to find out what happens in the end!
Circle True or False for these sentences.
1. Pi helps his father look after the animals. True False
2. Pi is scared when he sees the animals in the lifeboat. True False
3. Pi fights with a big shark. True False
4. At the end they land in the USA. True False
13
Writing
Task 2. Look at the facts about a famous cartoon ‘Rio 2’. Write 2 paragraphs using the
information below.
General Information:
Directed by - Carlos Saldanha
Starring - Anne Hathaway, Jesse Eisenberg
Production company - 20th Century Fox Animation
Music by - John Powell
Release date - March 20, 2014
Running time - 101 minutes
Country - United States
Language - English
Tips for writing:
1. Write one sentence about this cartoon (Use structures as I like (to watch) and I would
like (to tell).
2. Write general facts about the cartoon.
3. Write about actors, music and the country of production.
4. Include information about company production, release date, running time and
language.
5. Recommend this cartoon to your friends.
14
Assessment criteria Task Descriptor Mark
A learner
Find particular facts and parts in 1. chooses ‘False; 1
short simple texts. 2. chooses ‘True’; 1
1
3. chooses ‘False’; 1
4. chooses ‘False’; 1
Write sentences about real and writes strong lead sentence; 1
imaginary past events, activities provides evidence and/or reasons on topic; 1
and experiences with support.
Write coherent arguments with writes example of infinitive or/and gerund; 1
support. Give examples and 2 presents ideas clearly; 1
reasons to support arguments. writes grammatically correct sentences; 1
Differentiate between usage of includes general information on topic; 1
infinitive and gerund forms and
infinitive of purpose after uses linking words properly. 1
common verbs.
Total marks 11
Rubrics for providing information to parents on the results of Summative Assessment for the
unit “Drama and comedy”
Learner’s name______________________________________________
Assessment criteria Level of learning achievements
Low Middle High
Find particular facts Experiences Experiences some Confidently identifies
and parts in short difficulties in difficulties in facts and parts while
simple texts. identifying facts identifying facts while reading. Chooses
and parts while reading. appropriate True and
reading. Chooses Makes some mistakes False answers with
inappropriate True in True and False minor mistakes.
and False answers. answers.
Write sentences about Experiences Experiences some Writes a 2- paragraph
real and imaginary past difficulties in difficulties in writing a story, making
events, activities and writing a 2- 2-paragraph story/ in coherent sentences
experiences with paragraph story, in making coherent and producing
support. making coherent sentences / in grammatically correct
Write coherent lead sentence and producing sentences with gerund
arguments with producing grammatically correct and infinitive. Gives
support. Give examples grammatically sentences with evidence and reasons
and reasons to support correct sentences infinitive and gerund. on topic. Presents
arguments. with gerunds and Makes mistakes in ideas clearly.
Differentiate between infinitives, in providing general facts
usage of infinitive and providing evidence about cartoon/ in
gerund forms and and reasons. explaining ideas about
infinitive of purpose actors, music and place/
after common verbs. in expressing opinion
about the film.
15
TERM 3
Summative assessment for the unit “Our Health”
Learning objectives 6.L7 Recognise the opinion of the speaker(s) in supported extended talk
on a limited range of general and curricular topics
6.S5 Keep interaction going in longer exchanges on a range of general
and curricular topics
6.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics, and some curricular topics
Assessment criteria •
Identify the position of speakers in an extended talk with support
• Communicate with others in longer conversation on familiar
topics
• Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Level of thinking Application
skills Higher order thinking skills
Duration 20 minutes
Listening
Task 1.Listen to the talk twice and circle the correct answer.
Go to this link to listen: https://listenaminute.com/h/health.html. Transcript can be found after
the rubrics.
1. When he was a kid he______________.
A) trained a lot
B) never did any exercising
C) was good at sports
2. He was lucky because ___________.
A) he was young
B) he got cold
C) he was healthy
3. He thinks when people become older they__________.
A) have better health
B) worry about health
C) need medication
4. In his opinion, a good thing is that___________________.
A) he eats healthier food
B) he ate healthy food before
C) he does not care about food
5. Now he sleeps __________________________.
A) less
B) more
C) better
16
Speaking
Task 2. The learners are arranged in pairs.
It is a two-way conversation. You have 1 minute to prepare and 2 minutes to talk on the topic.
You should:
• Give own opinion (agree/disagree)
• Ask and answer questions (at least two questions)
• Use topical vocabulary
• Explain your answers
The following questions will help you organize the speech:
• What is your favourite sport? Why?
• What types of sport are popular among your friends?
• How do you try to keep fit?
• What do you think are the best tips for a long and healthy life?
Learner’s possible answer:
- My favourite sport is football. I like football since my childhood because it is a team
work. Going in for sports helps me to be sporty and keep fit. Also in my opinion, it is
important to have healthy food and be active. What about you?
Assessment criteria Task Descriptor Mark
A learner
Identify the position 1. circles A; 1
of speakers in an 2. circles C; 1
extended talk with 1 3. circles B; 1
support. 4. circles A; 1
5. circles B; 1
Communicate with others in asks grammatically correct questions; 1
longer conversation on
familiar topics. answers 2 questions appropriately; 1
Apply topic related expresses agreement/disagreement; 1
vocabulary in speech 2 uses topic related words accurately; 1
appropriately arranging
words and phrases into well-pronounces words clearly. 1
formed sentences.
Total marks 10
Rubrics for providing information to parents on the results of Summative Assessment for the
unit “Our Health”
Learner’s name ____________________________________________________
Level of learning achievements
Assessment criteria
Low Middle High
Identify the Experiences Experiences some Confidently determines
position of difficulties in difficulties in speaker’s attitude and
speakers in defining speaker’s determining speaker’s opinion. Completes the
an extended attitude and opinion. attitude and opinion task mostly correctly.
talk with Completes the task although with some
support with many errors. inaccuracies.
Communicate with Demonstrates Participates in Participates in
others in longer difficulties in discussion though discussion actively.
conversation on answering struggles to ask and Confidently asks and
familiar topics. classmates’ answer the questions. answers the questions.
Apply topic related questions. Presents some Presents logically
vocabulary in Hesitations in connected information, connected information
speech appropriately choosing appropriate some hesitations in while expressing
arranging words and vocabulary to choosing appropriate agreement/disagreement.
phrases into well-convey ideas, while vocabulary while Uses appropriate
formed sentences expressing expressing agreement/ vocabulary in
agreement/ disagreement. discussion. Speaks with
disagreement Makes mistakes in clear pronunciation most
Presents illogically selecting appropriate of words.
connected vocabulary in the
information with course of the
unclear discussion. Speaks with
pronunciation of clear pronunciation of
words. some words.
18
Transcript for listening task.
I never used to worry about my health until recently. When I was a kid, I did lots of exercise.
Even in my twenties and thirties I was very fit and never ill. I have been lucky all my life – always
in the best of health. I rarely get even a cold. I suppose time catches up with you. Now I seem to be
getting lots of little aches and pains. I should go to the doctor for a health check, but I’m too busy.
The older you get, the more you worry about your health. One good thing is that I’m eating more
healthily now than ever before. I no longer have fast food and midnight snacks. I also sleep a lot
more. I’ve read that getting seven or eight hours sleep every night is one of the best things you can
do for your health.
Summative assessment for the unit “Holidays and Travel”
Learning objectives 6.R5 Deduce meaning from context on a limited range of familiar
general and curricular topics, including some extended texts
6.W7 Use with some support appropriate layout at text level for a
growing range of written genres on familiar general topics and some
curricular topics
6.W8 Spell most high-frequency vocabulary accurately for a limited
range of familiar general topics and some curricular topics
6.UE10 Use present continuous forms with present and future
meaning and past continuous forms for background and interrupted
past actions on a limited range of familiar general and curricular
topics
Assessment criteria •
Identify the meaning and details of the reading texts
• Write a text adhering to the layout and format of a given
genre with some support
• Apply correct spelling of most high-frequency vocabulary
• Apply present continuous forms with present and future
meaning in the context and past continuous forms for
background and interrupted past actions
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1.Read the text below and complete the task.
Summer Holidays
I always enjoy summer. Do you? In summer, I like to relax and forget about school. I don't
have to get up early and I can see my friends any time I want.
I like to spend my holidays with my parents. We usually go somewhere with our parents. We
love to swim, lie in the sun, but most of all I prefer going camping. We go to different places in
Britain and sometimes abroad. In Britain, I like going to Devon, Somerset and Scotland – but my
favourite place of all is Yorkshire. It has a lovely countryside and fantastic old buildings. The only
problem is the weather!
Last summer, I had two holidays. One was in Somerset, in a little village by the sea, and
another was in Naples, in Italy. I went with my mother to Italy – by train! It was unforgettable!
Sam, 12 Britain
Mark the sentences True or False.
Example: Sam finds summer an enjoyable season. True
1. Sam usually has a relaxing timetable in summer. ____
2. Sam prefers not to remember about school during vacation time. ____
3. Sam wants to spend his holiday with his friends than with his parents. ____
4. Lying in the sun is Sam’s favourite activity during holiday. ____
20
5. He dislikes weather in Yorkshire. ____
6. The most exciting experience was a trip to Somerset. ____
Writing
Task 2. Write a postcard to a friend. Include Greeting and closing sentence. Use Present
Continuous tense.
The following questions will help you to organize your writing:
• What are you doing at the moment?
• Where are you staying?
• What’s the weather like?
• What are you going to do this evening/ tomorrow?
Example: My friends and I are leaving for Canada soon.
Dear …………………………..
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………………………………………………………………………………………
…………………………………………………………………………………………………………
……………………………….
……………………………….
Assessment criteria Task Descriptor Mark
A learner
Identify the meaning and details of the 1. writes ‘True’; 1
reading texts. 2. writes ‘True’; 1
3. writes ‘False’; 1
1
4. writes ‘False’; 1
5. writes ‘True’; 1
6. writes ‘False’; 1
Write a text adhering to the layout and follows the structure of a postcard; 1
format of a given genre with some writes greetings and closing sentence; 1
support. spells most of the words correctly; 1
Apply correct spelling of most high-uses present continuous tense in 1
frequency vocabulary. answers;
Apply present continuous forms with 2 uses topical vocabulary accurately. 1
present and future meaning in the
context and past continuous forms for
background and interrupted past
actions.
Total marks 11
Rubrics for providing information to parents on the results of Summative Assessment for
the unit “Holidays and Travel”
Learner’s name _____________________________________________
Assessment criteria Level of learning achievements
Low Middle High
Identify the meaning and Experiences Experiences some Correctly finds the
details of the reading difficulties in difficulties in finding meaning and details
texts. identifying the the meaning and in the reading text.
meaning and details in the reading Completes the task
details in the text. text. Makes some mostly
Completes the task mistakes in True and appropriately.
mostly incorrect. False answers.
Write a text adhering to Experiences Makes some Follows the postcard
the layout and format of a challenges in inaccuracies in the structure with
given genre with some keeping to the structure. Answers greeting and closing
support. format of a with a good choice of sentence.
Apply correct spelling of postcard. vocabulary. Uses Demonstrates good
most high-frequency Answers with Present Continuous use of topical
vocabulary. limited vocabulary. tense with some vocabulary.
Apply present continuous Misuses tenses and mistakes. Spells some Correctly uses
forms with present and spells the most topical words Present Continuous
future meaning in the topical words incorrectly. tense and spells
context and past inaccurately. most of topical
continuous forms for words accurately.
background and
interrupted past actions.
TERM 4
Summative assessment for the unit “Our Neighbourhood”
Learning objectives 6.L5 Understand most specific information and detail of supported,
extended talk on a range general and curricular topics
6.S1 Provide basic information about themselves and others at
discourse level on a range of general topics
6.S2 Ask simple questions to get information about a growing range
of general topics
Assessment criteria •
Recognise detailed information in extended conversation with
support
• Give basic information about themselves and others in a talk
• Make up simple interrogative sentences to get information
about the topic and ask questions
Level of thinking Knowledge and comprehension
skills Application
Duration 20 minutes
Listening
Task 1.Listen to the conversation and fill in the gaps. Use NO MORE THAN ONE WORD
and a NUMBER.
Go to this link to listen: http://www.listenaminute.com/h/homes.html
“Home is where the 0. heart_ is.” That’s so true. I’ve lived in many different houses
during my 1._________ but not all of them have been home. When you are growing up, home
is where your 2.__________lives. I left home when I was 3.__________ and slowly my
childhood home was no longer. Now it’s my parents’ house and not my home. I moved around
a lot and only 4.__________a year or so in most places I lived. They never really felt like home.
A home is somewhere you feel totally 5.____________ and want to come home to. The
expression “Home Sweet Home” is also true. You have to have nice feelings about it to call it
home. Home doesn’t have to be in your home 6._____________. I’ve lived in several countries
and have had a home in all of them.
Speaking
Task 2. Work with your partner and tell him/her about the neighbourhood you live in. You
have 1 minute to prepare and 2-3 minutes to talk.
The following questions will help you to organise your speaking:
What do you like about your neighbourhood? Why?
What are the popular places in your neighbourhood?
What is the difference between a town and a city?
What is the difference between rural and urban? Give examples.
Do people like to live in rural or urban areas these days? Why?
Assessment criteria Task Descriptor Mark
A learner
Recognise detailed 1. writes ‘life’; 1
information in extended 2. writes ‘family’; 1
conversation with support. 3. writes ‘18’or eighteen; 1
1 4. writes ‘spent’; 1
5. writes ‘relaxed’; 1
6. writes ‘country’; 1
Give basic information uses appropriate topical vocabulary in a 1
about themselves and others talk;
in a talk. speaks clearly; 1
Make up simple 2 asks grammatically correct questions on 1
interrogative sentences to topic;
get information about the responds to classmates’ questions 1
topic and ask questions. appropriately.
Total marks 10
Rubrics for providing information to parents on the results of Summative Assessment for the
unit ‘Our Neighbourhood’
Learner’s name __________________________________________________
Level of learning achievements
Assessment criteria
Low Middle
High
Recognise detailed Experiences Experiences some Cofidently identifies
information in extended difficulties in difficulties in the content of the
conversation with identifying the identifying the content conversation and
support. content of the of the conversation details of the
conversation and and details of the talk. talk.Completes the
details of the talk. Makes mistakes in task mostly correctly.
Completes the task answers: ‘life’/
with detailed ‘family’/ ‘18’ or
information mostly eighteen/ ‘spent’/
incorrectly. ‘relaxed’/ ‘country’.
Give basic information Demonstrates Conveys ideas with Presents logically
about themselves and difficulties in some inaccuracy. connected
others in a talk. conveying ideas, in Makes mistakes in information.
Make up simple asking and asking and answering Demonstrates fluent
interrogative sentences answering the the questions on topic. speech while giving
to get information about questions on topic. Uses vocabulary with basic information.
the topic and ask Uses vocabulary some errors. Asks and answers the
questions. with frequent questions most of the
errors. time correctly. Uses
appropriate topical
vocabulary.
Transcript for listening task
“Home is where the heart is.” That’s so true. I’ve lived in many different houses during my
life but not all of them have been home. When you are growing up, home is where your family
lives. I left home when I was 18 and slowly my childhood home was no longer. Now it’s my
parents’ house and not my home. I moved around a lot and only spent a year or so in most places I
lived. They never really felt like home. A home is somewhere you feel totally relaxed and want to
come home to. The expression “Home Sweet Home” is also true. You have to have nice feelings
about it to call it home. Home doesn’t have to be in your home country. I’ve lived in several
countries and have had a home in all of them.
Summative assessment for the unit “Transport”
Learning objectives 6.R8 Use independently familiar paper and digital reference resources to
check meaning and extend understanding
6.W6 Link, with minimal support, sentences into coherent paragraphs
using basic connectors on a growing range of familiar general topics
6.W9 Punctuate written work at text level on a limited range of general
topics and some curricular topics with some accuracy
Assessment criteria •
Provide meaning of the words using different reference
resources and extend vocabulary
• Connect sentences into paragraphs with basic connectors
and linking words with minimal support
• Use punctuation marks appropriately in a piece of writing
Level of thinking Application
skills
Duration 20 minutes
Reading
Task 1.Read the text and definitions below. Find the proper word in the text and insert it into the
table. Look up the words in the dictionary and check the answers.
Learners should use dictionaries or digital on-line tools to check their answers.
Example: A means of conveying such as a track or a bus Transport
1. any netlike combination of lines
2. the extent or amount of space between two things
3 a person who is travelling in a vehicle but is not driving it
4. a railroad, especially one operating over short distances
5. a machine that uses the energy from liquid fuel or steam
to produce movement
The Railways
Many countries have a network of railways to help transport different types of products.
The earliest system was in Ancient Greece in 600 BC. Later rail inks were built to connect short
distances. In the 19th century, this changed very much. Many countries developed their own
network. They had private links between different towns with Germany and Britain. Britain had
the best links. These links allowed carrying heavy goods such as coal, iron, ore, and wood.
Building a railway was a hard work for labourers. Railways are very expensive to construct but
important to transport raw materials and such goods as textiles quickly and cheaply.
In the early 19th century, the first passengers travelled on the railways with horse-drawn
carriages. From 1840-1850 Britain was connected by railways and used steam engine to pull
carriages.
Writing
Task 2. Write a factual or fictitious story about your way to school. You can use the picture
below or you can write about your own route to school.
You should:
• Write two paragraphs.
• Use connectors but, and, or.
• Use punctuation marks correctly.
Assessment criteria Task Descriptor Mark
A learner
Provide meaning of the words 1.writes ‘network’; 1
using different reference 2.writes ‘distance’; 1
resources and extend 1 3.writes ‘railway’; 1
vocabulary. 4. writes ‘passenger’; 1
5.writes ‘engine’; 1
Connect sentences into presents ideas clearly; 1
paragraphs with basic uses but, and, or; 1
connectors and linking words uses punctuation marks appropriately; 1
with minimal support. 2 uses grammatically correct sentences. 1
Use punctuation marks
appropriately in a piece of
writing.
Total marks 9
Rubrics for providing information to parents on the results of Summative Assessment for the
unit “Transport”
Learner’s name _______________________________________________________
Level of learning achievements
Assessment criteria
Low Middle High
Provide meaning of Makes many Experiences some Confidently matches
the words using mistakes in difficulties in matching a a definition with a
different reference answers while definition with a proper proper word from the
resources and extend checking the words word. Makes some text. Completes the
vocabulary. in a dictionary. mistakes in answers while task mostly correctly.
checking the words in a
dictionary network/
distance/ railway/
passenger/ engine.
Connect Experiences Writes paragraphs on Writes coherent
sentences into difficulties in topic. Makes some paragraphs with
paragraphs writing paragraphs mistakes in using proper use of
with basic with appropriate punctuation marks. connectors.
connectors and linking words. Puts Uses some of connectors Confidently applies
linking words punctuation marks and grammar structures punctuation marks.
with minimal inaccurately. inaccurately. Provides
support. Makes many errors grammatically correct
Use punctuation in using sentences.
marks appropriately grammatically
in a piece of writing. correct sentences.