СОР и СОЧ Английский язык 4 класс. Methodological recommendations for Summative Assessment on the subject «The English language» Grade 4

21 август 2019, Среда

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Methodological recommendations for Summative Assessment
on the subject «The English language»
Grade 4
Nur-Sultan, 2019
2
Methodological recommendations for Summative Assessment are designed to assist teachers
in planning, organising and carrying out Summative Assessment in «The English language» for the
Grade 4 learners. Methodological recommendations are aligned with the Subject Programme and
Course plan. Summative Assessment in Grade 4 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment tasks for units/ 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 units/ 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.
Specification of Summative Assessment for term presents sample questions and mark
scheme. It is standardised and obligatory to adhere in conducting Summative Assessment for term.
Methodical recommendations are designed for primary school teachers, school
administrations, educational departments’ seniors, regional and school coordinators in criteria-
based assessment and others.
Free access to the Internet resources such as pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing these Methodological recommendations.
3
CONTENTS
SUMMATIVE ASSESSMENT TASKS FOR TERM 1 ..................................................................... 4
Summative assessment for the cross curricular unit «Kazakhstan in the World of Sport» ............... 4
Summative Assessment for the cross curricular unit «Values in Myths and Legends» .................... 7
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 .......................................... 11
SUMMATIVE ASSESSMENT TASKS FOR TERM 2 ................................................................... 17
Summative Assessment for the cross curricular unit «Treasure and Heritage» .............................. 17
Summative Assessment for the cross curricular unit «Professions and Ways of Communication»20
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 .......................................... 23
SUMMATIVE ASSESSMENT TASKS FOR TERM 3 ................................................................... 29
Summative Assessment for the cross curricular unit «Hot and Cold» ............................................ 29
Summative Assessment for the cross curricular unit «Healthy World» .......................................... 32
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 .......................................... 35
SUMMATIVE ASSESSMENT TASKS FOR TERM 4 ................................................................... 41
Summative Assessment for the cross curricular unit «Journey into Space» ................................... 41
Summative Assessment for the cross curricular unit «Machines» .................................................. 44
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 .......................................... 47
4
SUMMATIVE ASSESSMENT TASKS FOR TERM 1
Summative assessment for the cross curricular unit «Kazakhstan in the World of Sport»
Learning objectives 4.1.4.1 Understand an increasing range of short supported
questions on general and some curricular topics
4.2.4.1 Respond to questions on an increasing range of general
and some curricular topics
Assessment criteria • Identify short questions with support on general and some
curricular topics
• Answer the questions on general and some curricular
topics
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Answer the questions. Circle “Yes” or “No”. Do the task while you listen. You will listen
twice.
Go to this link to listen https://learnenglishteens.britishcouncil.org/skills/listening-skills-
practice/interview-swimmer
Example: Does Dan get up early? Yes No
1. Does he have a small breakfast? Yes No
2. Is Dan a student? Yes No
3. Does he have lunch at home? Yes No
4. Does Dan go swimming after classes? Yes No
5. Does he watch TV and go on the internet before bed? Yes No
Speaking
Task 2. Look at the pictures, choose ONE and answer the questions.
1. What game are the children playing?
2. How do you usually play the game?
3. What do you need to play the game?
4. Who usually is the winner?
5
Transcript for listening task
Interviewer: Hello, Dan.
Dan: Hi.
Interviewer: Can you tell me about a typical day in your life for the school magazine?
Dan: Yeah, sure.
Interviewer: So, what time do you get up?
Dan: Oh, I get up very early. I get up every day at 5 o’clock and go to the pool. Then I swim from
6 o’clock to 8 o’clock.
Interviewer: You get up at 5 o’clock? Wow, that’s early!
Dan: Yeah. Then at 8 o’clock I have a shower, I get dressed and I have breakfast. I have a big
breakfast: cereals, toast, bacon and eggs and orange juice.
Interviewer: What do you do after breakfast?
Dan: At 11 o’clock I go to university. I’m studying sports science and I have classes from 11
o’clock to 4 o’clock.
Interviewer: When do you have lunch?
Dan: I have lunch at about 2 o’clock at the university.
Interviewer: What do you do after classes?
Dan: Sometimes I go to the gym and sometimes I meet my friends at a café.
Interviewer: What time do you have dinner?
Dan: I have dinner at 7 o’clock, then I watch TV or go online and I usually go to bed at 10 o’clock.
Interviewer: Thanks, Dan. That’s a busy day!
Assessment criteria Task
Descriptor
Mark
A learner
Identify short questions
with support on general
and some curricular
topics
1
chooses “No” for the 1 st question; 1
chooses “Yes” for the 2 nd question; 1
chooses “No” for the 3 rd question; 1
chooses “No” for the 4 th question; 1
chooses “Yes” for the 5 th question; 1
Answer the questions
on general and some
curricular topics
2
uses vocabulary words on the topic; 1
conveys ideas clearly; 1
pronounces words and phrases correctly; 1
gives relevant details in answers. 1
Total marks 9
6
Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Kazakhstan in the World of Sport»
Learner’s name_______________________________________________________
Assessment criteria
Level of learning achievements
Low Middle High
Identify short questions
with support on general
and some curricular topics
Identifies general questions and
answers few of the “Yes/ No”
questions correctly.
Identifies general questions and
answers some of the “Yes/ No”
questions correctly.
Identifies general questions and
answers most of the “Yes/ No”
questions correctly.
Answer the questions on
general and some
curricular topics
Uses very simple vocabulary in
answers. Expresses ideas mostly
unclear. Gives irrelevant details most
of the time. Makes frequent
pronunciation errors.
Uses some appropriate topical
vocabulary in answers. Sometimes
expresses ideas unclear. Gives some
relevant details in answers. Makes
some mistakes in pronunciation, which
do not impede meaning.
Uses proper topical vocabulary in
answers. Often expresses ideas
clearly. Gives relevant details in
answers. Pronounces most of the
words and phrases clearly.
7
Summative Assessment for the cross curricular unit «Values in Myths and Legends»
Learning objectives 4.4.1.1 Plan, write and check sentences with support on a range
of basic personal, general and some curricular topics
4.3.5.1 Understand the main points of short simple texts on a
growing range of general and some curricular topics by
using contextual clues
Assessment criteria • Plan, write and check sentences on basic personal,
general and curricular topics
• Find the main points in short simple texts using
contextual clues
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Writing
Task 1. Look at the pictures. Choose ONE picture to describe. Write 4 sentences. Plan your
writing by naming people, objects, their actions and feelings.
1 2
3
4
Example: Picture 1.
Plan:
- what people are in the picture
- what objects are in the picture
- what people are doing
- what are their feelings
Writing
I can see a princess in the picture. There is a big bed and some blankets in the picture. The
princess is sleeping. She is unhappy.
Now, write your sentences and check them.
8
Reading
Task 2. Read the text. Match the sentences to the pictures.
Belling The Cat
There lived many mice in a grocer’s shop, which ate plenty of food, and the grocer suffered
very much. So, he brought a fat cat to catch the mice. The mice were worried. They held a
meeting to send away the cat.
One mouse said to tie a bell around the cat’s neck because the cat moved softly and swiftly.
So that when the cat moves, the mice would become aware of the cat. All the mice agreed to this
decision.
The old mouse asked, “Can you tell me who is to bell the cat?”
There was no reply.
1. There lived many mice in a grocer’s
shop, which ate plenty of food, and the
grocer suffered very much.
A)
2. The grocer brought a fat cat to catch the
mice.
B)
3. The mice held a meeting to send away
the cat.
C)
4. One mouse said to tie a bell around the
cat’s neck because the cat moved softly
and swiftly.
D)
5. The old mouse asked, “Can you tell me
who is to bell the cat?”
E)
9
Assessment criteria Task
Descriptor
Mark
A learner
Plan, write and check
sentences on basic
personal, general and
curricular topics
1
uses plan to describe the pictures; 1
writes sentences in correct word order; 1
uses sufficient range of vocabulary; 1
includes relevant details; 1
spells topical words accurately; 1
Find the main points
in short simple texts
using contextual clues 2
matches 1.E; 1
matches 2.C; 1
matches 3.A; 1
matches 4.B; 1
matches 5.D. 1
Total marks 10
10
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Values in Myths and Legends»
Learner’s name_______________________________________________________
Assessment criteria
Level of learning achievements
Low Middle High
Plan, write and check
sentences on basic personal,
general and curricular
topics
Writes 1-2 sentences. Follows mostly
incorrect word order. Uses limited
range of topical vocabulary. Gives no
details.
Writes 3 sentences. Follows some
correct word order. Includes some
relevant details using range of
vocabulary.
Writes 4 sentences. Follows correct
word order. Includes most relevant
details using sufficient range of
vocabulary.
Find the main points in
short simple texts using
contextual clues
Identifies the main ideas in the text and
matches 1-2 pictures correctly.
Identifies the main ideas in the text and
matches 3 pictures correctly.
Identifies the main ideas in the text
and matches 4-5 pictures correctly.
11
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1
1. Aim of the Summative Assessment for term
Summative assessment is aimed to assess learners’ success in terms of the learning objectives
achievement and reveal their level of knowledge and skills acquired during the term.
Summative assessment checks the achievement of learning objectives for the term planned in
the Subject Programme.
2. The document defining the content of the Summative Assessment for term
The Subject Programme for «The English language» for 1-4 grades of primary education on
the updated content.
3. Review of the Summative Assessment for term 1
3.1 Duration - 40 minutes.
Speaking task is conducted separately.
Total marks –18
3.2. The structure of the summative assessment
Different types of tasks are used in the summative assessment for term.
This sample of summative assessment consists of 4 tasks. Matching task requires learners to
follow the story and match the information to pictures. “True/False” tasks require learners to read
and identify true or false information. Open-ended tasks require learners to write a paragraph giving
some personal information, answer questions in words, expressions and sentences.
12
Characteristic of tasks for summative assessment for term 1
Cross curricular
unit
Strand Learning objective Task №
Type of question/
Task description
Total marks
Kazakhstan in the
World of Sport
Values in Myths
and Legends
Listening 4.1.8.1 Understand short, supported
narratives on an increasing range of general
and some curricular topics
1
Matching task. Learners listen to the
story twice. They should put the
pictures in a correct order using
number.
4
Reading 4.3.3.1 Recognise basic opinions in short,
simple texts on an increasing range of
general range of general and some
curricular topics
2
“True/ False” task.
Learners read the text and mark the
statements “True” and “False”. 5
Writing 4.4.4.1 Write with support a sequence of
short sentences in a paragraph to give basic
personal information
4.5.12.1 Use adverbs of time and frequency:
sometimes, often, always, never to indicate
when and how often begin to use simple
adverbs of manner e.g. well, badly; use
common –ly manner adverbs to describe
actions e.g. slowly, quickly
3
Open-ended task.
Learners write a paragraph. The
support is provided by given pictures
and topic and conclusion sentences.
Some basic personal information is
required.
4
Speaking 4.2.8.1 Express basic likes and dislikes;
recount short, basic stories and events on a
limited range of general and some
curricular topics
4
Open-ended task.
Learners should answer only 5
questions using supporting picture.
5
Total 18
13
4. Sample questions and mark scheme
Tasks for the Summative Assessment for Term 1
Listening
Task 1. Listen to the story about the Fox and the Stork. Put the pictures in correct order. Write the
number in the box. You will listen twice.
Follow the link https://www.youtube.com/watch?v=_UMo2NDlflw.
A. B.
C. D.
[4]
Reading
Task 2. Read the text and mark the sentences True or False.
Myths and mythology were important in Ancient Greece. People believed that Greek Gods
lived in a palace above the clouds, and above a mountain called “Mount Olympus”.
People believed that each God had power over their life. In many Greek myths, the Gods had
difficulties with each other sometimes.
There were 12 Gods that the Greek worshipped. Aphrodite was one of them. Aphrodite was a
beautiful Goddess of love and beauty, whose symbols were doves, sparrows, swans, and roses. She
was the mother of two sons, Cupid and Aeneas. She was a very good mother.
1. People believed that Greek Gods lived in a palace above a mountain
called “Mount Alatau”. True False
2. The Gods were always quarreling with each other. True False
3. Aphrodite was a beautiful Goddess of care and peace. True False
4. Aphrodite’s symbols were doves, sparrows, swans, and roses. True False
5. Aphrodite was the mother of three sons. True False
[5]
14
Writing
Task 3. Write a paragraph about the Olympic Games. The topic sentence and the conclusion
sentence are given for you. Give some basic personal information and use words sometimes, often,
always, never, well, badly, slowly, quickly. (You may change the topic sentence and the conclusion
sentence).
The Olympic Games
The Olympic Games can be winter and summer ones.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
I like watching the Olympic Games on TV very much.
[4]
Speaking
Task 4. Choose ONE picture and describe it. Answer 5 questions:
• Where are the characters?
• What are they doing?
• Who wrote the story?
• How do we call such stories?
• What is the moral of the story?
• Do you like the story? Why?
[5]
Total marks____/18
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Mark scheme
Task № Answer Mark Additional
information
1
A 4 1
B 3 1
C 2 1
D 1 1
2
1. False 1
2. True 1
3. False 1
4. True 1
5. False 1
3
writes sentences with personal information 1
uses adverbs of time/ frequency/ manner 1
uses appropriate grammatical structures 1
uses topic vocabulary 1
4
Possible answers:
I can see the tortoise/ the hare/ the lion/ the
mouse/ the wind/ the sun
1
1 point is given for
the correct answer
The tortoise is finishing/ the hare is running/ the
lion is asking/ the mouse is talking/ the wind is
blowing/ the sun is shining
1
Aesop wrote these stories/ we call these stories
fables
1
Slow and steady wins the race./ Little friends may
become great friends./ Words are better than
force.
1
I like/ I don’t like this story because… 1
Total marks 18
Transcript for listening task
The Fox and the Stork
One day a Fox invited a Stork to her house for a meal. The Fox brought out two flat plates
with soup on them.
“Stork, the meal is nothing fancy, but I hope you like it!” The Fox deliciously lapped up all of
the soup on her plate.
“Yum, this is so good!”
“Eat up, Stork!” But the Stork wasn't able to taste it. The Stork’s beak was too long and
pointy to eat the soup off the flat dish.
“OH, Stork! You must not like the soup, and then I shall eat your soup for you!”
The next day the Stork invited the Fox over to her house for a meal. The Stork put some soup
into two long thin– necked jars. “Fox, this is a special family recipe. I hope you enjoy!”
The Stork put her beak in the long thin – necked jar and she ate soup.
“Mm, yum! This is my favorite soup”. But this time the Fox wasn’t able to taste it. Her wide
snout could not fit inside the thin long- necked jar.
“Oh, I'm sorry, Fox. I guess you must not like the soup”,
As the stork said again, how yummy the soup was, she began to eat all of Fox's soup too.
16
5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps
that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about
the assessment duration. Remind learners that they are not allowed to talk with each other during
the Summative Assessment. After the instructions, make sure they have understood given
instructions and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the
Summative Assessment learners should not have any access to additional recourses that can help
them, for example, dictionary (excluding the cases when it is allowed in specification)
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the
assessment duration. You should not spell, paraphrase or provide any information that could give
the learner an advantage.
Always tell the learners that they have 5 minutes left before the end of the Summative
Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the
Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is
necessary to check learner’s sample papers with the marks awarded to ensure there are no
deviations from the standardised mark scheme.
17
SUMMATIVE ASSESSMENT TASKS FOR TERM 2
Summative Assessment for the cross curricular unit «Treasure and Heritage»
Learning objectives 4.1.3.1 Understand the main points of short supported talk on an
increasing range of general and some curricular topics
4.2.3.1 Give short, basic description of people and objects on a
limited range of general and some curricular topics; begin
to describe past experiences on an increasing range of
general and some curricular topics
Assessment criteria • Identify the main ideas of short supported talks
• Describe people and objects in short basic sentences, talk
about past experiences on general and some curricular
topic
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen and mark the statement True or False. You will listen twice.
Follow the link https://listenaminute.com/m/museums.html.
1. Museums are important parts of our culture. True False
2. Museums teach us many things. True False
3. He didn’t love to go to museums when he was a child. True False
4. He will never forget seeing the skeleton of a T-Rex. True False
5. He never saw Tutankhamun’s gold mask. True False
18
Speaking
Task 2. Look at the pictures. Choose ONE picture and describe it. The following questions will help
you.
1. What do you see in the picture?
2. What are people doing?
3. Are people using special equipment? What equipment are they using?
4. Do you like such activities? Why?
5. Did you do any of these activities? When? Where?
Assessment criteria Task
Descriptor
Mark
A learner
Identify the main ideas
of short supported talks
1
marks statement “True”; 1
marks statement “True”; 1
marks statement “False”; 1
marks statement “True”; 1
marks statement “False”; 1
Describe people and
objects in short basic
sentences, talk about
past experiences on
general and some
curricular topics
2
tells about the place where people and objects are; 1
names people and activity; 1
names an equipment for the activity; 1
expresses some likes and dislikes with explanation; 1
says some past activities, where and when he/ she
did them.
1
Total marks 10
Transcript for listening task
I totally love museums. They really are one of the most important parts of our culture.
Museums are important for so many things. They educate us, they preserve our history, and they
show us how we have developed. There are museums on so many different things. In fact, I’m sure
there isn’t a topic there isn’t a museum for. I’ve loved museums since I was little. We used to go to
different museums on school trips. I loved them. I saw so many amazing things. I will never forget
seeing the bones of a T-Rex in the natural history museum. I also remember staring at
Tutankhamun’s gold mask for ages. I couldn’t take my eyes off of it. The best museum I’ve ever
been to is the National Museum in Cairo. It’s unbeatable.
19
Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Treasure and Heritage»
Learner’s name_______________________________________________________
Assessment criteria
Level of learning achievements
Low Middle High
Identify the main ideas of
short supported talks
Identifies the main idea of the talk
mostly incorrectly. Marks 1-2 “True
and False” statements correctly.
Identifies the main idea of the talk with
some errors. Marks 3“True and False”
statements correctly.
The task is fully achieved.
Identifies the main information of
the talk. Marks 4-5 “True and
False” statements correctly.
Describe people and objects
in short basic sentences,
talk about past experiences
on general and some
curricular topics
Describes people and objects, activities,
equipment and places in the picture
with many errors and mostly unclear.
Gives irrelevant ideas most of the time.
Describes people and objects, activities,
equipment and places in the picture with
some errors. Gives some relevant ideas
on the topic.
Describes people and objects,
activities, , equipment and places in
the picture mostly clearly. Gives
mostly relevant ideas on the topic.
20
Summative Assessment for the cross curricular unit «Professions and Ways of
Communication»
Learning objectives 4.4.4.1 Write with support a sequence of short sentences in a
paragraph to give basic personal information
4.3.1.1 Recognise, identify and sound with support a growing
range of language at text level
Assessment criteria • Write simple sentences in a paragraph to give some
personal information
• Identify the meaning of words, expressions and
sentences at text level
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Writing
Task 1. Write a paragraph about using a telephone 10 years ago and today. Compare pictures and
write about 2-3 differences. Write about how you use your smartphone.
1.
2.
3.
Reading
Task 2. Read the text. Find the meaning of the underlined words, expressions and sentences.
People communicate with words. Books, magazines, radio and films help us to
communicate with others. They help us to know what is going on in the world.
Can people communicate without words? Smile means that you are happy or friendly.
Crying means that you are sad. You put up your hand in class, and teacher knows you want to
ask a question. Shaking a head means you are saying “No”. You nod and people know you are
saying “Yes”.
People can communicate without words too. For example, an artist can use his drawings to
tell about beautiful mountains, about the sea and many other things.
Example:
0. “help” means:
A. speak
B. take
C. aid
21
1. “communicate” means:
A. think
B. draw
C. talk
2. “is going on” means:
A. is happening
B. is walking
C. is travelling
3. “put up” means:
A. hold up
B. raise up
C. give up
4. “People can communicate without words too” means:
A. People can talk without words too.
B. People can think without words too.
C. People can draw without words too.
Assessment criteria Task
Descriptor
Mark
A learner
Write simple sentences
in a paragraph to give
some personal
information
1
writes sentences in a paragraph following the
requirements;
1
uses comparison giving 2-3 differences; 1
uses grammar tenses correctly; 1
uses relevant topical vocabulary; 1
includes his/ her own experience of using a mobile; 1
Identify the meaning of
words, expressions and
sentences at text level,
say them
2
chooses 1.C “talk”; 1
chooses 2.A “is happening”; 1
chooses 3.B “raise up”; 1
chooses 4.A “People can talk without words too”. 1
Total marks 9
22
Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Professions and Ways of Communication»
Learner’s name_______________________________________________________
Assessment criteria
Level of learning achievements
Low Middle High
Write simple sentences in a
paragraph to give some
personal information
Writes sentences with unclear and
irrelevant information most of the time.
Uses few comparative sentences and
topical vocabulary. Includes personal
experiences.
Writes a paragraph with some clear
and relevant ideas. Makes some
mistakes in comparative sentences and
in using topical vocabulary. Includes
personal experiences.
Writes a clear paragraph with relevant
ideas. Uses comparative sentences
and appropriate topical vocabulary.
Expresses personal experiences.
Identify the meaning of
words, expressions and
sentences at text level, say
them
Identifies few meanings of words,
expressions and sentences.
Identifies some of the meanings of
words, expressions and sentences.
Makes some mistakes in answers.
Identifies most of the meanings of
words, expressions and sentences
correctly. Completes the task
correctly.
23
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2
1. Aim of the Summative Assessment for term
Summative assessment is aimed to assess learners’ success in terms of the learning objectives
achievement and reveal their level of knowledge and skills acquired during the term.
Summative assessment checks the achievement of learning objectives for the term planned in
the Subject Programme.
2. The document defining the content of the Summative Assessment for term
The Subject Programme for «The English language» for 1-4 grades of primary education on
the updated content.
3. Review of the Summative Assessment for term 2
3.1 Duration - 40 minutes.
Speaking task is conducted separately.
Total marks –18
3.2. The structure of the summative assessment
Different types of tasks are used in the summative assessment for term.
This sample of summative assessment consists of 4 tasks. A “Multiple choice” task requires
learners to focus their attention and follow a woman talking about 3D movies. Open-ended reading
task requires learners to read the text and answer the questions in one or two words. Open-ended
task requires learners to write instructions for how to find the treasure on the map. Open – ended
speaking task requires learners to give some personal information and share some background
knowledge.
24
Characteristic of tasks for summative assessment for term 2
Cross curricular
unit
Strand Learning objective Task №
Type of question/
Task description
Total marks
Treasure and
Heritage
Professions and
Ways of
Communication
Listening 4.1.2.1 Understand an increasing range of
supported questions which ask for
personal information
1
A “Multiple choice” task is based
on the material of the cross-
curricular unit “Professions and
Ways of Communication”.
Learners listen to a woman twice
talking about 3D movies and
answer the questions by choosing
the correct answer.
4
Reading
4.3.5.1 Understand the main points of
short simple texts on a growing range
general and some curricular topics by
using contextual clues
2
Open - ended task.
Learners read the text and answer
the questions in one or two words.
5
Writing 4.4.1.1 Plan, write and check sentences
with support on a range of basic personal,
general and some curricular topics
4.5.8.1 Use imperative forms [positive
and negative] to give short instructions
on a growing range of familiar topics
3
Open-ended task.
Learners draw a sign on a map to
mark their treasure. They write
instructions for how to find the
treasure in positive and negative
imperative forms.
4
Speaking 4.2.1.1 Make basic statements which
provide information on an increasing
range of general and some curricular
topics
4
Open-ended task.
Learners answer 5 questions using
supporting picture.
5
Total 18
25
4. Sample questions and mark scheme
Tasks for the Summative Assessment for Term 2
Listening
Task 1. Listen to a man talking about technology. Choose the correct answer. You will listen twice.
Follow the link https://www.rong-chang.com/easykids/ekid/easykid085.htm
1. What glasses does he put on?
A. 2D
B. 3D
C. 4D
2. What transportation comes right at him?
A. Car
B. Bus
C. Train
3. Does he enjoy the whole movie?
A. Yes, he does.
B. No, he does not.
C. He does not know.
4. What is the movie compared to real life?
A. It is even good than real life.
B. It is even better than real life.
C. It is even worse than real life.
[4]
Reading
Task 2. Read the text. Answer the questions in ONE or TWO words only.
Seashells
Seashells are skeletons of a class of sea animals called mollusks.
People and animals have skeletons inside of their bodies, but mollusks have their skeletons
outside.
Did you know?
• Seashells are made mostly of calcium carbonate.
• Shells help protect sea creatures from other animals and storms.
• Little crabs use shells for homes.
• A person who studies seashells is called conchologist.
How do people use shells?
• People use shells to create jewelry, decorate their houses and clothes.
• Some people use shells as containers for food and water.
1. What are seashells? _______
2. Where do mollusks have their skeletons? _________
3. How do crabs use shells? _____________
4. What do people create from shells? ____________
5. What do people keep in shells? _________
[5]
26
Writing
Task 3. Hide your treasure and draw an X on the map. Write instructions for how to find your
treasure. Use positive and negative imperative forms.
Use: waterfall, volcanoo, palm trees, Crocodile pond.
Check your written work.
Example: 1.Come ashore.
2. Do not go to the cave.
3. Go straight to the bridge.
4. Cross the bridge.
[4]
Speaking
Task 4. Look at each of the pictures and answer the questions.
1. What is technology?
2. What kind of technology do you have?
3. Do you play computer games? What are they?
4. Do you have friends in some other countries?
5. What social media do you use? How do you use it?
[5]
Total marks____/18
27
Mark scheme
Task № Answer Mark
Additional
information
1
1. B 1
2. A 1
3. A 1
4. B 1
2
1. mollusks 1
2. outside 1
3. for homes 1
4. jewelry 1
5. water/ food 1
3
writes sentences using the picture 1
uses positive/ negative imperative forms in
instructions
1
uses topic vocabulary: waterfall/ volcanoo/ palm
trees/ Crocodile pond
1
uses grammartical sructures 1
4
Possible answers:
Technology is all devices that make our life easier.
It is camera, smartphone and TV.
1 1 point is given if a
learner gives
appropriate
definition.
I have a smartphone/ laptop/ computer/ camera 1 A learner names
different kinds of
technology. 1 point is
given for correct
answer.
I like to play computer games/ They are … /I do not
play computer games.
1 A learner names
some computer
games. 1 point is
given for correct
answer.
I have internet friends in Russia/ I have no internet
friends abroad.
1 A learner names
some countries. 1
point is given for
correct answer.
I use Facebook/ VK/ Twitter/ Odnoklassniki to get
information/ to post photos/ to write to friends/ to
make new friends
1 A learner gives brief
explanation. 1 point
is given for correct
answer.
Total marks 18
Transcript for listening task
It is movie time! He puts on his 3D glasses. The movie begins. The car comes right at him.
He yells. The car gets so close to him! It looks so real with 3D glasses. He enjoys the whole movie.
3D is just like real life. It is even better than real life. It is more exciting.
28
5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps
that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about
the assessment duration. Remind learners that they are not allowed to talk with each other during
the Summative Assessment. After the instructions, make sure they have understood given
instructions and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the
Summative Assessment learners should not have any access to additional recourses that can help
them, for example, dictionary (excluding the cases when it is allowed in specification)
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the
assessment duration. You should not spell, paraphrase or provide any information that could give
the learner an advantage.
Always tell the learners that they have 5 minutes left before the end of the Summative
Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the
Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is
necessary to check learner sample papers with the marks awarded to ensure there are no deviations
from the standardised mark scheme.
29
SUMMATIVE ASSESSMENT TASKS FOR TERM 3
Summative Assessment for the cross curricular unit «Hot and Cold»
Learning objectives 4.1.7.1 Use contextual clues to predict content and meaning in short
supported talk on an increasing range of general and some
curricular topics
4.2.7.1 Contribute a growing range of suitable words, phrases, and
sentences during short pair, group and whole class exchanges
4.5.16.1 Use conjunctions and, or, but, because to link words and
phrases
Assessment criteria
• Identify the content and meaning of a supported talk with the
help of contextual clues
• Talk to the partner, group and whole class using suitable
words, phrases and sentences
• Connect words and phrases using and, or, but, because
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Listen to the talk and write the word in the sentence you hear.
Go to the following link to listen information:
https://learnenglishkids.britishcouncil.org/ru/games/whats-the-weather
1. In England it is _____________________.
2. In Portugal it is _____________________.
3. In Japan it is _______________________.
4. In Australia it is ____________________.
5. In Sweden it is _____________________.
6. In China it is _______________________.
7. In Egypt it will be ___________________.
8. In India there will be _________________.
Speaking
Task 2. Talk to your partner. Choose ONE picture. Ask and answer 2 questions (each of you)
about the weather and activities. Use and, or, but, because to make up sentences.
Example:
- Student 1: What is the weather like in the picture?
- Student 2: It is a sunny but cold winter day.
- Student 1: Are the children happy?
- Student 2: Yes, the children are happy and excited.
- Student 2: Why are they making a snowman?
- Student 1: They are making a snowman because it is fun.
- Student 2: What do you like to wear in summer?
- Student 1: My favourite clothes in summer are shorts and a T-shirt.
30
1.
2.
3. 4.
Assessment
criteria
Task Descriptor Mark Additional
information A learner
Identify the
content and
meaning of a
supported talk with
the help of
contextual clues
1
1. writes “raining”; 1
2. writes “sunny”; 1
3. writes “foggy”; 1
4. writes “very hot”; 1
5. writes “snowing”; 1
6. writes “windy”; 1
7. writes “cloudy”; 1
8. writes “storms”; 1
Talk to the partner,
group and whole
class using suitable
words, phrases and
sentences
Connect words and
phrases using and,
or, but, because
2
asks a question about the weather/ activity
in one sentence;
1
Each correct
question and
answer with a
linking word
is counted as
1 point
answers the question about the weather
/activity of children in a sentence;
1
asks a question about children’ s
clothes/mood/feelings;
1
answers the question about children’ s
clothes/ mood/ feelings;
1
uses conjunctions and, or, but, because. 1
Total marks 13
Transcript for listening task
- Now it’s time for the world weather with Peter.
- Hello, Peter.
- Hello, Sam. There is a lot of different weather around the world.
- In England it is raining.
- In Portugal it is sunny.
- In Japan it is foggy.
- In Australia it is very hot.
- In Sweden it is snowing.
- In China it is windy.
- In Egypt it is cloudy.
- In India it storms.
31
Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Hot and Cold»
Learner’s name ______________________________________________________
Assessment criteria
Level of learning achievements
Low Middle High
Identify the content and meaning
of a supported talk with the help
of contextual clues
Experiences challenges in
recognising correct words on the
topic. Most of the answers are
written incorrect.
Identifies the meaning of the talk.
Makes some mistakes in
identifying topic words. Some
words can be spelt with mistakes,
which do not prevent general
understanding.
Develops the task fully.
Confident in identifying the
meaning of the talk, writes
most of the words correctly.
Talk to the partner, group and
whole class using suitable words,
phrases and sentences
Connect words and phrases using
and, or, but, because
Experiences problems in making
up sentences and a question to talk
to a partner. Most of the
connectors are used in a wrong
way.
Addresses the task. Makes some
mistakes in making up sentences
and a question. Some connectors
are misused.
Adresses the task fully, makes
up sentences and a question
intelligibly; uses conectors
correctly.
32
Summative Assessment for the cross curricular unit «Healthy World»
Learning objectives 4.3.5.1 Understand the main points of short simple texts on a
growing range general and some curricular topics by using
contextual clues
4.4.7.1 Spell most familiar high-frequency words accurately when
writing independently
4.5.8.1 Use imperative forms [positive and negative] to give short
instructions on a growing range of familiar topics
Assessment criteria • Identify the main points of a short simple text using
contextual clues
• Write the most familiar high-frequency words accurately
• Use imperative forms (positive and negative) to give short
instructions
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Reading
Task 1. Read the text. Use the words and pictures.
daisies tulips daffodils garden
Dana’s Garden
Dana has got many flowers in her garden and loves them, but
her favourites are daisies, tulips, daffodils. Tulips and daffodils come
up every spring and daisies come up later in summer. These plants live
long. They come up every year and make the garden bright. The
garden makes Dana happy and healthy.
Dana likes to take care of the garden. She loves spring, because
she can go to the flower market to buy her annuals. The annuals live
only one season, but they add a lot of colour to the garden and
emotions and feelings to Dana.
Write True or False next to the sentence.
Example: This is a story about tulips. _False_______
1. Dana has got only daisies, tulips and daffodils in her garden. _____________
2. Daisies appear later in spring. _____________
3. Dana is healthy and happy in her garden. _____________
4. Dana loves to go to the flower market in summer. _____________
5. The annuals are plants that live only one year. _____________
33
Writing
Task 2. Write 4 sentences on the topic. Use imperative forms. Write two positive and two negative
commands. Use pictures.
Example:
Don’t cut the trees!
It’s home for many birds!
Save birds and animals!
Don’t kill animals and birds!
You can use the words: collect, reduce, reuse, water, clean, put
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
____________________________________________________________________
Assessment criteria Task Descriptor Mark Additional
information
A learner
Identify the main
points of a short
simple text
1
1. writes “False”; 1
2. writes “False”;
1
3. writes “True”; 1
4. writes “False”; 1
5. writes “True”; 1
Write the most
familiar high-
frequency words
accurately
Use imperative
forms (positive and
negative) to give
short instructions
2
writes sentences on the topic; 1
spells the most familiar topic words
accurately;
1
writes 2 sentences in imperative
positive form;
2
Any sentence
written in
imperative form
(positive and
negative) correctly
can be counted as
1 point.
writes 2 sentences in imperative
negative form.
2
Total marks 11
34
Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Healthy World»
Learner’s name __________________________________________________
Assessment criteria
Level of learning achievements
Low Middle High
Identify the main points of a
short simple text
Experiences challenges in identifying
the main points of the text. Most of
the answers are incorrect.
Identifies the main ideas of the
text; makes some mistakes in
True/False answers.
Develops the task fully. Confident
in identifying the main points of
the text. Completes the task mostly
correctly.
Write the most familiar high-
frequency words accurately
Use imperative (positive and
negative) forms to give short
instructions
Experiences problems in making up
imperative positive and negative
sentences. Makes lots of spelling
mistakes while writing the most
familiar high-frequency words.
Addresses the task. Makes some
mistakes in making up imperative
positive and negative sentences.
Makes a few spelling mistakes
while writing the most familiar
high-frequency words.
Adresses the task fully, makes up
imperative positive and negative
sentences intelligibly; spells most
of the words properly.
35
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3
1. Aim of the Summative Assessment for term
Summative assessment is aimed to assess learners’ success in terms of the learning objectives
achievement and reveal their level of knowledge and skills acquired during the term.
Summative assessment checks the achievement of learning objectives for the term planned in
the Subject Programme.
2. The document defining the content of the Summative Assessment for term
The Subject Programme for «The English language» for 1-4 grades of primary education on
the updated content.
3. Review of the Summative Assessment for term 3
3.1 Duration - 40 minutes.
Speaking task is conducted separately.
Total marks –18
3.2. The structure of the summative assessment
Different types of tasks are used in the summative assessment for term.
This sample of summative assessment consists of 4 tasks. Gap filling tasks require learners to
put words/ phrases in the sentences. True / False tasks are aimed at identifying the correct ideas or
sentences according to the text. Open-ended tasks require learners to describe pictures and give
their own ideas, answer questions in sentences.
36
Characteristic of tasks for summative assessment for term 3
Cross
curricular unit
Strand Learning objective Task № Task description Total marks
Hot and Cold
Healthy World
Listening 4.1.9.1 Recognise words that are spelt out
from a limited range of general and
curriculum topics
1
Gap filling task is developed on the
materials of the unit “Hot and
cold”. Learners listen to the talk on
weather forecast twice. Teacher
works with learners before the
recording starts. Teacher says 4
words: windy, lightning, snowy,
cloudy and learners spell them.
Learners should not see the words.
Then learners listen to the talk,
identify the appropriate word and
fill in the gap.
4
Reading 4.3.5.1 Understand the main points of
short simple texts on a limited range of
familiar general and some curricular
topics by using contextual clues.
2
True / False task is developed on
the material of the unit “Healthy
World”.
Learners read the text to identify
the main points in it. They write
True and False near the sentences.
5
Writing 4.4.5.1 Link with some support sentences
using basic coordinating connectors
4.5.16.1 Use conjunctions and, or, but,
because to link words and phrases
3
Matching task is developed on the
material of the cross curricular unit
“Hot and Cold”. Learners use the
parts of the sentences and match
them to make up a sentence with
the correct conjunction.
4
Speaking 4.S6 Take turns when speaking with
others in a growing range of short, basic
exchanges
4
Open ended task is developed on
the material of the cross curricular
unit “Healthy World”. Learners
talk to each other, share ideas, ask
and answer the questions.
5
Total 18
37
4. Sample questions and mark scheme
Tasks for the Summative Assessment for Term 3
Listening
Task 1. Listen to the conversation carefully and complete the sentences. You will listen to the
recording twice.
Go to the following link to listen information: https://www.youtube.com/watch?v=x2ZAYPGz7bs
The teacher with learners spell the words aloud before listening task performance.
Don’t show these words to the learners.
w-i-n-d-y l-i-g-h-t-n-i-n-g s-n-o-w-y c-l-o-u-d-y
1. There is thunder and _____________________ now in America.
2. In Northern Canada the weather is cold and _________________.
3. The weather in Europe is _____________________.
4. The weather in Asia is _____________ and warm.
[4]
Reading
Task 2. Read the text. Identify True and False sentences.
Tom is an animal lover. He admires all animals. When he was a
kid, Tom read many books about animals. The most exciting thing for
him was going to the Zoo. He could spend hours watching the animals
walk around, sit, or even sleep. When Tom was older he went on a
safari to Tanzania. He saw animals in wild nature. Now Tom thinks
about the future of animals. Some of his favourite animals are dying out.
Tom thinks that people need to save wild nature. Children must have the
chance of seeing animals in the wild in future.
Write True or False next to the sentences.
1. Tom doesn’t love animals. ____________________
2. Tom liked to go to the Zoo very much. ____________________
3. When Tom was a kid, he went on a safari to Tanzania. ____________________
4. He saw wild animals in cages in a safari park. ____________________
5. People must save wild nature. ____________________
[5]
Writing
Task 3. Link the sentences. Fill in the gaps with connectors so, or, because, and. Use each
connector only once.
1. When it is raining people wear raincoats____________ take an umbrella.
2. We put on warm coats and mittens____________ we are going to make a snowman.
3. It is very hot today_____________ we are wearing T-shirts, shorts and sandals.
4. It is cool and wet in autumn_____________ sometimes it can be windy and foggy.
[4]
38
Speaking
Task 4. Work in pairs. Choose ONE picture. Look at the picture and talk to your classmate about
it. Describe the picture, ask and answer questions.
Example:
Student 1: -What can you see in the picture?
Student 2: - I can see a Zoo in the picture.
Student 1: - Do you like to go to the Zoo?
Student 2: - I like to go to the zoo to watch animals and birds.
Student 1: - What animals are there in the Zoo?
Student 2: - There are many different animals there.
Student 2: - Do you like to visit zoos?
Student 1: - Yes, very much. Sometimes I go to the Zoo with my family.
Student 2: - What can you do there?
Student 1: - We can feed animals there.
Student 2: - What animals do you like?
Student 1: - I like all animals.
I
[5]
Total marks____/18
39
Mark scheme
Task № Answer Mark
Additional
information
1
1.lightning 1
2. snowy 1
4. windy 1
5. cloudy 1
2
1. False 1
2. True 1
3. False 1
4. False 1
5. True 1
3
1. When it is raining people wear raincoats or
take an umbrella.
1 The learners
should write
appropriate
conjunctions to
match two halves
of the sentence.
2. We put on warm coats and mittens because we
are going to make a snowman.
1
3. It is very hot today so we are wearing T-shirts,
shorts and sandals.
1
4. It is cool and wet in autumn and sometimes it
can be windy and foggy.
1
Total marks 13
Mark scheme for Speaking
Description Mark
Additional
information
The learner describes the picture. He/ She can express ideas in 3-4
short sentences, ask and answer 2-3 questions correctly. The speaker
understands the questions and gives meaningful answers.
5
The learner describes the picture in short. He/ She can express ideas
in 2 -3 short sentences, asks and answers 1-2 questions correctly. The
speaker is not confident and sometimes misunderstands the questions,
gives short answer.
3-4
The learner has problems to describe the picture. He/ She can’t
express ideas without help, can ask and answer 1 question correctly.
The speaker makes mistakes, says only 1 or 2 sentences or even
phrases.
1-2
Transcript for listening task
- Mom do you think it's going to be rainy tonight?
- Yes, sweetie. I think it will because there is thunder and lightning.
- What do you think, honey?
- Well, I guess so, because it was foggy this morning and it's humid.
- I think we should watch the world weather forecast.
- That's a great idea.
- Good evening. Welcome to the world weather forecast. Let's take a look at the weather
now. It is cold and snowy today. In northern Canada people are staying in their homes for a
40
long winter day. While in South America the weather is hot and sunny. Everybody is
enjoying their summer holidays. In some parts of Europe the temperature is cool. It will be
very windy. It's like fall but today in Asia the weather is cloudy and warm. Everybody
wants spring. Tonight in America the weather is overcast and rain is possible. And that's the
world weather forecast for tonight. Brian Landers reporting.
- All right, sweetie. Have you heard the news?
- Yes, mom.
- Well tonight it might rain. Let's go to bed early.
- Are you sleeping now, honey?
- No, not really.
- I am just scared of thunder and lightning.
- All right.
- Let's go to bed then.
5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps
that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about
the assessment duration. Remind learners that they are not allowed to talk with each other during
the Summative Assessment. After the instructions, make sure they have understood given
instructions and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the
Summative Assessment learners should not have any access to additional recourses that can help
them, for example, dictionary (excluding the cases when it is allowed in specification)
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the
assessment duration. You should not spell, paraphrase or provide any information that could give
the learner an advantage.
Always tell the learners that they have 5 minutes left before the end of the Summative
Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the
Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is
necessary to check learner sample papers with the marks awarded to ensure there are no deviations
from the standardised mark scheme.
41
SUMMATIVE ASSESSMENT TASKS FOR TERM 4
Summative Assessment for the cross curricular unit «Journey into Space»
Learning objectives 4.1.8.1 Understand short, supported narratives on an increasing
range of general and some curricular topics
4.2.4.1 Respond to questions on an increasing range of general and
some curricular topics
4.5.3.1 Use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things; use simple one-syllable and some two-
syllable adjectives [comparative and superlative] to make
comparisons
Assessment criteria
• Identify the general ideas of short simple stories with
support
• Answer the questions appropriately
• Use adjectives [comparative and superlative] to describe
things
• Use possessive adjectives
• Make comparisons using simple one-syllable and some two-
syllable adjectives (comparative and superlative)
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen to the text. Write True or False next to the sentence. You will listen to the recording
twice.
Go to the following link to listen information: https://listenaminute.com/p/planets.html
1. Our planet looks so beautiful from space. ________________
2. Mercury is pretty much the same as Venus. ________________
3. Rings give Saturn an extra special look. ________________
4. Now Pluto is a planet. ________________
5. Scientists have decided there are 10 planets in our solar system. ________________
Speaking
Task 2. Look at the picture and answer the questions.
Teacher asks 5 questions for each learner.
1. What planet do we live on?
2. How many planets are there in Solar system?
3. Which planet is smaller Jupiter or Mars?
4. Which planet is bigger Earth or Mercury?
5. Which is the biggest planet in Solar system?
6. What planet is the closest to the Sun?
7. What planet is named after a God of war?
8. What planet has got rings?
9. What planet is called a red planet?
10. Which planet is the smallest?
42
Assessment
criteria
Task Descriptor Mark Additional
information
A learner
Identify the main
ideas of short
simple stories with
support
1
1. writes “True”; 1
2. writes “False”; 1
3. writes “True”;
1
4. writes “False”;
1
5. writes “False”;
1
Answer the
questions
appropriately
Use adjectives
[comparative and
superlative] to
describe things
Use possessive
adjectives
Make comparisons
using simple one-
syllable and some
two-syllable
adjectives
(comparative and
superlative)
2
answers “We live on the planet Earth.”/
“There are eight planets in Solar system”.
1
1 point is
given for each
correct answer
answers “Mars is smaller than Jupiter.”/
“Earth is bigger than Mercury.”
1
answers “Jupiter is the biggest planet in
Solar system.”/ “Mercury is the closest
planet to the Sun.”
1
answers “Mars is called after a God of
war.”/ “Saturn has got rings.”
1
answers “Mars is a red planet.”/ “Mars is
the smallest planet.”
1
Total marks 10
Transcript for listening task
How did all the planets get there? How is it only our planet has life? Will we ever travel to
other planets? I often think about these questions. I think our planet is the best. It looks so beautiful
from space with its mixture of blue and green. The other planets look too strange to me. Mercury is
just a red, hot ball, pretty much the same as Mars. Saturn looks like a real planet. Its rings give it an
extra-special look. The other planets don’t look that interesting. I don’t really know much about
Venus, Neptune, Uranus and Jupiter. When I was at school, we learnt that Pluto was a planet.
However now it is not. Scientists have decided there are now only eight planets in our solar system
and not nine. I wonder why they dropped Pluto.
43
Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Journey into Space»
Learner’s name __________________________________________________
Assessment criteria
Level of learning achievements
Low Middle High
Identify the general ideas of short
simple stories with support
Experiences challenges in
identifying the general ideas in
the narrative. Answers few
questions correctly.
Makes some mistakes in
identifying general ideas of the
narrative. Answers some of the
questions properly.
Develops the task fully. Confident
in identifying general ideas of the
narrative. Answers most of the
questions correctly.
Answer the questions appropriately
Use adjectives [comparative and
superlative] to describe things
Use possessive adjectives
Make comparisons using simple
one-syllable and some two-syllable
adjectives (comparative and
superlative)
Has trouble in answering
questions, using degrees of
comparison of adjectives
[comparative and superlative]
while describing things.
Makes some mistakes in
answering questions. Uses
adjectives to compare and
describe things with mistakes.
Uses some degrees of comparison
of adjectives [comparative and
superlative] while describing
things.
Performs the task fully. Answers
most of the questions correctly.
Uses degrees of comparison of
adjectives [comparative and
superlative] while describing things
appropriately.
44
Summative Assessment for the cross curricular unit «Machines»
Learning objectives 4.3.6.1 Understand with some support some specific information
and detail in short, simple texts on a growing range of
general and some curricular topics
4.4.4.1 Write with support a sequence of short sentences in a
paragraph to give basic personal information
Assessment criteria
• Identify the detailed information in short simple texts
with some support
• Give basic personal information using short sentences
• Organise short sentences in a paragraph with support
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Reading
Task 1. Read the text. Complete the task.
Computers can do many jobs. They can do math, store information
or play music. You can use a computer to write or to play games. What do
you know about the history of computers?
The first computers were very big. They were the size of a room!
People did not have them at home. Early computers could only do simple
math, like a calculator.
In 1958, Jack Kilby invented the microchip. Microchips are tine
but can store lots of information. They helped make computer smaller. In
1970s, computers were smaller and cheaper so people started to use them at
home.
In 1989, Tim Berners-Lee invented the World Wide Web to organise
information on the Internet. Now people all over the world use it.
Do you know that the first computer mouse was made of wood?
Circle True or False.
1. Early computers were very big and could do math. True False
2. Microchips are very small and store lots of information. True False
3. Alan Turing invented the microchip in 1958. True False
4. People started to use computers at home in the 1970s. True False
5. People created the World Wide Web in 1979. True False
6. The first computer mouse was made of plastic. True False
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Writing
Task 2. Choose ONE object. Write 6 sentences about it. Use the picture and questions to write a
paragraph.
1. 2. 3.
1. What is this?
2. Is it new or old?
3. What do you use it for?
4. Is it fast or slow?
5. How often do you use it?
6. What do you think about it?
Example:
This is my smart phone. It is new and modern. I use it to call my friends, take photos. It is
very fast. I use it every day and very often. I like my phone very much it makes me happy.
Assessment criteria Task Descriptor Mark
A learner
Identify the detailed
information in short
simple texts with some
support
1
1. circles “True”; 1
2. circles “True”;
1
3. circles “False”;
1
4. circles “True”;
1
5. circles “False”;
1
6. circles “False”;
1
Give basic personal
information using
short sentences
Organise short
sentences in a
paragraph with
support
2
names the object; 1
writes about qualities; 1
writes what he/she uses it for; 1
writes if it is fast or slow; 1
writes how often he/she uses it; 1
expresses opinion about the object.
1
Total marks 12
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Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Machines»
Learner’s name __________________________________________________
Assessment criteria
Level of learning achievements
Low Middle High
Identify the detailed
information in short
simple texts with some
support
Experiences challenges in identifying
the detailed information in short
simple text. Marks few of the
sentences for True and False
information correctly.
Makes some mistakes in identifying
the detailed information in short
simple text. Marks some of the
answers for True and False
information appropriately.
Develops the task fully. Confident in
identifying the detailed information in
the text. Marks most of the answers
for True and False information
correctly.
Give basic personal
information using short
sentences
Organise short sentences
in a paragraph with
support
Experiences some problems in
making up sentences. Makes spelling
mistakes while writing the sentences.
Covers the task. Makes some
mistakes in making up sentences. Has
a few spelling mistakes or mistakes in
organising a paragraph.
Adresses the task fully. Makes up full
sentences intelligibly organising
them in a pargarph. Spells variety of
words correctly.
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SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4
1. Aim of the Summative Assessment for term
Summative assessment is aimed to assess learners’ success in terms of the learning objectives
achievement and reveal their level of knowledge and skills acquired during the term.
Summative assessment checks the achievement of learning objectives for the term planned in
the Subject Programme.
2. The document defining the content of the Summative Assessment for term
The Subject Programme for «The English language» for 1-4 grades of primary education on
the updated content.
3. Review of the Summative Assessment for term 4
3.1 Duration - 40 minutes.
Speaking task is conducted separately.
Total marks –18
3.2. The structure of the summative assessment
Different types of tasks are used in the summative assessment for term.
This sample of summative assessment consists of 4 tasks. Gap filling tasks require learners to
put words/ phrases in the sentences. Multiple choice tasks ask learners to choose one correct option
out of several suggested. Open-ended tasks require learners to describe pictures and say their own
ideas, answer questions in sentences.
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Characteristic of tasks for summative assessment for term 4
Cross
curricular unit
Strand Learning objective Task № Task description Total marks
Journey into
Space
Machines
Listening 4.1.6.1 Understand some specific information
and detail of short supported talk on an
increasing range of general and some
curricular topic
1 Gap filling task is developed on the
material of the cross curricular unit
“Machines”. Learners listen
to the dialogue twice, identify the
detail and fill in the gap with the
correct word.
4
Reading 4.3.2.1 Read and understand with some
support short simple fiction and non-fiction
texts
2 Multiple choice task is developed on
the material of the unit “Journey into
Space”.
Learners read the text and complete
the task. There are 8 sentences.
Learners should choose only 5
sentences, which are related to the
text. 3 sentences are extra.
5
Writing 4.4.8.1 To include appropriate use of full
stops and question marks, at sentence level
with some accuracy when writing
independently
4.5.12.1 Use adverbs of time and frequency:
sometimes, often, always, never to indicate
when and how often; begin to use simple
adverbs of manner e.g. well, badly; use
common –ly manner adverbs to describe
actions e.g. slowly, quickly
3 Open ended task is developed on the
material of the unit “Journey into
Space”.
Learners make up 4 sentences
answering the questions. They can
use the words and adverbs given to
them. They should put a full stop at
the end of the sentences.
4
Speaking
4.2.1.1 Make basic statements which provide
information on an increasing range of general
and some curricular topics
4 Open ended task is developed on the
material of the cross curricular unit
“Machines”.
Learners tell about different
machines, describe them, tell how it
moves, when and how it can be used.
5
Total 18
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4. Sample questions and mark scheme
Tasks for the Summative Assessment for Term 4
Listening
Task 1. Listen to the story very carefully. Write the missing words into the sentences.
Go to the following link to listen information:
https://learnenglishkids.britishcouncil.org/en/short-stories/eric-the-engine Note! Stop at 1:09!
1. One day there was a big ________________.
2. “The 10.15 London _________________ will be here in one hour.” said Rabbit.
3. “Let’s get Eric the Engine. He’s___________________ than all of us.”
4. Eric sent his _______________________ ahead.
[4]
Reading
Task 2. Read the text.
Sam and Tom saw a strange spacecraft.
They went inside the spacecraft and flew into space.
When they landed on Mars and saw an alien sports
competition. Sam and Tom went to the stadium. There
were alien Olympics!
Tom and Sam decided to compete with the aliens.
Tom became a runner and Sam became a swimmer. Tom
and Samwon gold, silver and bronze medals for running
and swimming.
The first Alien-Human Olympic Games were a big
success. Tom and Sam had a wonderful time on the
planet. They got back into the spacecraft and blasted off.
It took them eight hours to get home.
Circle 5 sentences relevant to the text. There are 3 EXTRA sentences.
1. Tom and Sam went swimming.
2. The spacecraft was strange.
3. They flew to Mercury.
4. Tom and Sam took part in Alien Olympics.
5. Tom and Sam won medals.
6. They got presents.
7. The time on the planet was fun.
8. They flew back home.
[5]
Writing
Task 3 . Write 4 sentences about Bob the astronaut’s daily routine. Put punctuation marks. Use
questions and adverbs sometimes, often, always, never.
1. What does Bob always have to do in the morning?
2. What does he sometimes do in the afternoon and at night?
3. What does Bob often like to do in space?
4. What can he never eat in space?
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You may use the words: do exercises; make an experiment; fix things; go on a spacewalk; watch
the planets; talk to a friend, sometimes, often, always, never, well, badly, slowly, quickly.
Example:
Question: - What does/doesn’t Bob do in the morning?
Answer: - Bob never does his morning exercises badly.
1.______________________________________________________________________________
2.______________________________________________________________________________
3.______________________________________________________________________________
4.______________________________________________________________________________
[4]
Speaking
Task 4. Choose ONE picture and tell about this machine. Name the machine, describe it, and tell
what it can do, how it moves, where or how we can use it.
Example: It’s a wheelbarrow. A wheelbarrow has one small wheel. It is
green and new. It is slower than a cart. We can use it to move flowers in the
garden.
[5]
Total marks____/18
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Mark scheme
Task № Answer Mark
Additional
information
1 1. storm 1
2. train 1
3. stronger 1
4. friends 1
2 2. The spacecraft was strange. 1
4. Tom and Sam took part in Alien Olympics. 1
5. Tom and Sam won medals. 1
7. The time on the planet was fun. 1
8. They flew back home. 1
3 answers questions 1
Each correct
sentence should be
counted 1 point.
uses appropriate punctuation marks 1
uses adverbs: sometimes, often, always, never 1
uses grammatical structures 1
Total marks 13
Mark scheme for Speaking
Description Mark
Additional
information
The learner names and describes the machine, tells how it moves and
works and where it can be used. He/ she can express ideas in short
sentences. The speaker uses adverbs and words correctly.
5
The learner describes the machine in short, tells how it moves and
works and where it can be used. He/ She can express ideas, but makes
some mistakes. The speaker is not confident using adverbs.
3-4
The learner has problems describing the machine, telling how it
moves and works and where it can be used. He/ She can’t express
ideas without help. The speaker makes mistakes using adverbs and
words. He/she can say only 1-2 sentences or even some phrases.
1-2
Transcript for listening task
One day there was a big storm. Lightning struck a mountain and a huge rock rolled onto the
train line.
Seagull saw what happened. He called his friends: Rabbit, Fox and Mouse.
‘We must move it. The 10:15 London train will be here in one hour,’ said Rabbit.
The animals tried to move it. They pushed and pushed but it would not move.
‘I know,’ said Fox. ‘Let’s get Eric the Engine. He’s stronger than all of us.’ ‘There’s no time,’
said Mouse. ‘I’ll get him,’ shouted Seagull. ‘Help! There is a rock on the train line and the London
train is coming very soon.’
Eric tooted his whistle and called his friends. All the engines gathered around. Eric was big
and strong but not very fast. He asked the express trains to go ahead. ‘You go first. Then you,’ said
Eric, and he sent his friends ahead. ‘I’ll follow you.’
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5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps
that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about
the assessment duration. Remind learners that they are not allowed to talk with each other during
the Summative Assessment. After the instructions, make sure they have understood given
instructions and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the
Summative Assessment learners should not have any access to additional recourses that can help
them, for example, dictionary (excluding the cases when it is allowed in specification)
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the
assessment duration. You should not spell, paraphrase or provide any information that could give
the learner an advantage.
Always tell the learners that they have 5 minutes left before the end of the Summative
Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the
Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is
necessary to check learner sample papers with the marks awarded to ensure there are no deviations
from the standardised mark scheme.