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Specification of Summative Assessment
for term on the subject
“English”
Grade 6

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Contents
1.

Aim of the Summative Assessment for the term .................................................................................. 4

2.

The document defining the content of the Summative Assessment for the term ................................. 4

3.

Expected outcomes on the subject “English”, Grade 6 ........................................................................ 4

4.

Level of thinking skills on the subject “English”, Grade 6 .................................................................. 5

5. Administration rules ................................................................................................................................. 7
6. Moderation and marking .......................................................................................................................... 7
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 ................................................... 8
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 ................................................. 21
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 ................................................. 34
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 ................................................. 48

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1. Aim of the Summative Assessment for the term
Summative assessment is aimed to assess learners’ success in terms of the learning objectives
achievement and reveal their level of knowledge and skills acquired during the term within the
framework of updating the secondary education content.
Specification describes the content and procedure for the delivery of the Summative Assessment for
the term in “English” in Grade 6.
2. The document defining the content of the Summative Assessment for the term
Subject Program for "English" (within the framework of updating the content of secondary
education) secondary education (Grade 6)
3.

Expected outcomes on the subject “English”, Grade 6
Content:
A learner develops skills needed for success in a range of academic subjects such as using
speaking and listening skills to solve problems, organising information clearly for others and
developing intercultural awareness through reading and discussion.
Listening:
A learner understands the main ideas of texts on curricular topics; identifies essential facts
distinguishing them from non-essential; understands details within the framework of familiar topics;
formulates complex questions based on listening material in order to obtain additional information;
deduces the meaning of listening material using context clues; identifies specific information within
the framework of familiar topics; recognizes inconsistencies in arguments within the framework of
familiar topics.
Speaking:
A learner conveys the main ideas of a text within the framework of familiar topics logically
organizing events; uses the formal and informal registers; presents information within the
framework of familiar topics; predicts the content of a text using the heading, pictures, key words,
extracts within the framework of familiar topics; asks simple and complex questions to obtain
specific information; interacts with peers (in a pair, group) to fulfill learning tasks; compares and
contrasts texts within the framework of familiar topics; expresses and opinion providing arguments.
Reading:
A learner identifies the main ideas of texts and details in texts of a range of styles and genres
within the framework of familiar topics; uses a range of information sources (reference materials,
dictionaries, the Internet); recognizes specific information in a text and a range of styles and genres
within the framework of familiar topics; predicts the content of a text using the heading, pictures,
key words, extracts; identifies the attitude and opinion of the author; evaluates information from
different texts.
Writing:
A learner fills in tables, diagrams, schemes, questionnaires, forms; plans, writes, edits and
proofreads texts within the framework of familiar topics; makes notes based on a text according to a
communicative task; describes real and/or imagined events of the past, present, and future using the
knowledge of topics studied before; links and coordinates sentences and paragraphs in a text within
the framework of familiar topics; correctly uses punctuation in a text within the framework of
familiar topics; creates texts of a range of styles and genres using appropriate rules and layout.
Use of English:
A learner expresses him/herself using a good lexical range and variety of language with a
generally high degree of accuracy. A learner develops ability to use a range of past, present and
future forms and a wider range of modals.

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4. Level of thinking skills on the subject “English”, Grade 6
Strand
Level of
Description
thinking
skills
Listening
Knowledge
Understand longer sequenceы of supported
and
classroom instructions;
comprehens
understand more complex supported questions
ion
which ask for personal information;
understand more complex supported questions on
a growing range of general and curricular topics;
understand with limited support the main points
of extended talk on a range of general and curricular
topics;
understand most specific information and detail of
supported, extended talk on a range general and
curricular topics;
understand supported narratives including some
extended talk, on a range of general and curricular
topics;
recognise the opinion of the speaker(s) in
supported extended talk on a limited range of general
and curricular topics;
Higher
deduce meaning from context in supported
order
extended talk on a range of general and curricular
thinking
topics;
skills
Speaking
Application
ask simple questions to get information about a
growing range of general topics;
use appropriate subject-specific vocabulary and
syntax to talk about a limited range of general topics,
and some curricular topics;
Higher
provide basic information about themselves and
order
others at discourse level on a range of general topics;
thinking
give an opinion at sentence and discourse level on
skills
an increasing range of general and curricular topics;
respond with limited flexibility at both sentence
and discourse level to unexpected comments on a
range of general and curricular topics;
keep interaction going in longer exchanges on a
range of general and curricular topics;
communicate meaning clearly at sentence and
discourse level during, pair, group and whole class
exchanges;
recount some extended stories and events on a
limited range of general and curricular topics;

5

Recommende
d type of
question
Questions with
multiple
choice
answers.
Questions that
require short
answers.
Questions that
require
detailed
answer.

Questions that
require short
answers.
Questions that
require
detailed
answer.

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Reading

Knowledge
and
comprehens
ion

Application

Higher
order
thinking
skills

Writing

Application

Higher
order
thinking
skills

understand the main points in a growing range of
short, simple texts on general and curricular topics;
understand independently specific information
and detail in short, simple texts on a limited range of
general and curricular topics;
understand the detail of an argument on a limited
range of familiar general and curricular topics,
including some extended texts;
recognise the attitude or opinion of the writer in
short texts on a growing range of general and
curricular topics;
recognise typical features at word, sentence and
text level in a range of written genres;
use independently familiar paper and digital
reference resources to check meaning and extend
understanding;
read independently a limited range of short simple
fiction and non-fiction texts;
deduce meaning from context on a limited range
of familiar general and curricular topics, including
some extended texts;
recognise the difference between fact and opinion
in short, simple texts on a wide range of general and
curricular topics;
plan, write, edit and proofread work at text level
with some support on a growing range of general
and curricular topics;
write with some support topics with some
paragraphs to give basic personal information;
link, with minimal support, sentences into
coherent paragraphs using basic connectors on a
growing range of familiar general topics;
use with some support appropriate layout at text
level for a growing range of written genres on
familiar general topics and some curricular topics;
spell most high-frequency vocabulary accurately
for a limited range of familiar general topics and
some curricular topics;
punctuate written work at text level on a limited
range of general topics and some curricular topics
with some accuracy;
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;
write with some support about personal feelings
and opinions on a limited range of familiar general
and curricular topics;
develop with support coherent arguments
supported when necessary by examples and reasons
for a limited range of written genres in familiar
general and curricular topics.
6

Questions with
multiple
choice
answers.
Questions that
require short
answers.
Questions that
require
detailed
answer.

Questions that
require short
answers.
Questions that
require
detailed
answer.

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5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps
that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about the
assessment duration. Remind learners that they are not allowed to talk with each other during the
Summative Assessment. After the instructions, make sure they have understood given instructions
and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the
Summative Assessment learners should not have any access to additional recourses that can help
them, for example, dictionary, and calculator (excluding the cases when it is allowed in
specification)
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the
assessment duration. You should not spell, paraphrase or provide any information that could give
the learner an advantage.
In case of finishing Listening section before than 10 minutes, feel free to come to Reading
section.
Always tell the learners that they have 15 and 5 minutes left before the end of the Summative
Assessment.
Tell the Learners to stop writing and put down their pens/pencils on the desks at the end of the
Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is
necessary to check learner sample papers with the marks awarded to ensure there are no deviations
from the standardized mark scheme.

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SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1
Review of summative assessment for term 1
Duration of the summative assessment– 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 22

The structure of the summative assessment
This Summative Assessment consists of 12 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Multiple choice tasks consist of several possible answers from which the correct one should
be selected.
Gap filling tasks is a task in which words/numbers are removed from a text and replaced
with spaces. Learners have to fill each space with the missing word/number or a suitable word.
True/False tasks require learners to indicate whether the provided option right or wrong.
Open-ended tasks require learners follow instructions of the task, answer questions in words,
expressions and sentences.
Tapescript for listening task can be found in CD3. And Transcript for listening task can be
found after the mark scheme.
The content of the summative assessment for the 1 term should be selected on topics “Our
Class” and “Helping and Heroes”.

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Characteristic of tasks for summative assessment for the 1 term
*Total
number of
questions

*Que
stions
№

Unit

Strand

Learning objective

Our Class
Helping
and Heroes

Listening

6.L5 Understand most
specific information
and detail of
supported, extended
talk on a range of
general and curricular
topics

5

1
2
3
4
5

Reading

6.R1 Understand the
main points in a
growing range of
short, simple texts on
general and curricular
topics curricular topics

5

Writing

6.W1Plan, write, edit
and proofread work at
text level with some
support on a growing
range of general and
curricular topics
6.W3 Write with some
support about personal

1

*Type of
question

Total
marks

*Task description

Time

Multiple
choice
Gap
filling

Each learner works individually. The task enables
learners to find specific information in extended
talk. Learners listen to the recording twice on topic
‘Our class’, having chance to look through the
questions before the recording starts (1-2 min to
read the questions before the recording starts). The
task consists of 5 questions. Learners choose the
right option for questions 1-3 and complete the
gaps for questions 4-5 with no more than 1 word
while listening.

10
minutes

5

1
2
3
4
5

Open
ended
True /
False

Each learner works individually. The task enables
learners to identify the main points of the text.
Learners read the text on topic ‘Helping and
Heroes’ and answer the questions. This task
consists of 5 questions with one possible answer.
In questions1-3 learners answer open ended
questions. In questions 4-5 learners indicate
sentences for True and False statements according
to the text.

10
minutes

5

1

Open
ended

Each learner works individually. Learners should
choose one topic. They should write on topics ‘Our
class’ or ‘Helping and Heroes’. They should
answer the questions in full sentences expressing
their feelings on topic. Writing tasks can be
differentiated by using pictures as a support for
learners. Teachers can use own pictures for writing
tasks which are familiar to learners as a support.

20
minutes

6

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Unit

Strand

Learning objective

*Total
number of
questions

*Que
stions
№

1

1

*Type of
question

Total
marks

*Task description

Time

Learners pair up and have a two-way conversation
on topics: ‘Our class’, ‘Helping and Heroes’. They
have 1 minute to prepare and 2 minutes to talk on
the topic. Learners are provided with some
questions for a discussion. They provide own
points of view on topics, ask questions to clarify
the answers and get the needed information,
explaining and justifying their positions and
answers.
Teacher can feel free to use topical pictures (from
own teacher’s resources/ classroom set of pictures)
to help learners to develop imagination. Teacher
can cut the number of the questions from the card
or ask additional questions to support learners if
necessary.

Each
pair
talks for
2
minutes.

6

40
minutes

22

feelings and opinions
on a limited range of
familiar general and
curricular topics
Speaking

6.S1 Provide basic
information
about
themselves and others
at discourse level on a
range of general topics
6.S3 Give an opinion
at
sentence
and
discourse level on an
increasing range of
general and curricular
topics

Open
ended

TOTAL:
Note: * - sections that can be changed

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Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
Listening
Task. Listen to the talk with Ben and Katy twice.
CD3. Tapescript 1.And transcript for listening task can be found after the mark scheme.

Choose the correct option to complete the sentences
1. Ben…
A) does not study
B) studies and does well
C) studies but does not do well
D) does not go to school
2. Ben usually studies…
A) in the library
B) at home
C) in his friend’s house
D) in the park
3. On Ben’s desk there are…
A) papers, books and pens
B) pencils, books and pens
C) a pencil case and pens
D) copybooks and a laptop

[1]

[1]

[1]

Fill in the gaps with ONE WORD only.
4. Katy: Have lots of breaks. I always ___________ for thirty minutes. Then I have a break for
five minutes.
[1]
5. Ben: I never have a ____________. I sometimes study for two or three hours. [1]
Total [5]
Reading
Task. Read the article about London police.
The History of the London Police
In 1700 London had no policemen at all. A few men protected the city streets at night.
Many people were poor and there were so many thieves who stole money in the streets that
people stayed in their homes as much as possible.
In 1750, Henry Fielding started to pay a group of people to stop thieves. They were like
policemen and were called ‘Bow Street Runners’ because they worked near Bow Street.
Fifty years later, there were 120 Bow Street Runners, but London had become very big and
needed more policemen. In 1829, the first London Police Force was started with 3000 officers.
Most of the men worked on foot, but a few rode horses.
Today, London police are quite well paid and for the few police officers who still ride horses,
the pay is even better than for the others.
Answer the questions.
1. Why did people stay in their homes as much as possible?

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_____________________________________________________________
2.

How did “Bow Street Runners” get their name?
______________________________________________________________

[1]

Choose True or False.
3. In 1800, there were not enough policemen in London.
[1]
True
False
4. All of the first 3000 London Police Force rode horses.
[1]
True
False
5. Today, police officers who work with horses are paid more than their colleagues.
True
False
[1]
Total [5]
Writing
Task. Choose ONE of the topics below.
Topic 1. Our class
Think about your favourite class. Give some information
about the subject and classmates.





What is your favourite subject? Why?
What does a person do to be good at school?
Do you enjoy spending time with your classmates?
Why?
What clubs or sport activities do you like most at your school? Why?

Topic 2. Helping and Heroes
Think about heroes of modern life. Give some information about any hero.






Who do you think is a hero of modern life? Why?
What does a hero do?
Why do heroes enjoy helping the other people?
Who is your superhero or a hero in real life? Why?
Total [6]

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Speaking
Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own
opinion on topic, ask questions, explain your position and answer your partners’ questions.
You have 1 minute to prepare and 2 minutes to talk.
Card 1.Discuss with your partner the topic ‘Our class’. The following questions will help you
to organize your talk:
1) What grade are you in?
2) Do you have to wear a uniform?
3) What is your favourite subject at school?
4) What do you usually do after school?
5) Do you enjoy studying?
Card 2. Discuss with your partner the topic ‘Our class’. The following questions will help you
to organize your talk:
1) What do you like about your classroom?
2) What colour of classroom walls is the best for you?
3) Can you describe your classroom in five words? What are they?
4) What are five things you don’t like about your classroom?
5) What are five things you would like to change in your classroom?
Card 3. Discuss with your partner the topic ‘Our class’. The following questions will help you
to organize your talk:
1) How many students are there in your class?
2) Describe two of your classmates who attend your class
3) What subjects are you good at?
4) What subjects are you bad at?
5) Do you study a foreign language at school?
Card 4. Discuss with your partner the topic ‘Our class’. The following questions will help you
to organize your talk:
1) Are good grades important to student?
2) Which subject do you enjoy studying? Why?
3) What are the qualities of a good student?
4) How much free time do you have at school?
5) Do you go to any clubs at your school? What are they?
Card 5. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
will help you to organize your talk:
1) Do you believe in superheroes?
2) Who is your favourite male superhero? Why?
3) Who is your favourite female superhero? Why?
4) Do you think people need superheroes?
5) Do you want to be a superhero? Why?
Card 6. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
will help you to organize your talk:
1) Do you usually help other people?
2) What do you usually do to help other people?
3) How often do you help other people?
4) Who do you usually help?
5) Why do you think you should help other people?
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Card 7. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
will help you to organize your talk:
1) How can you help people in need?
2) How can you help the elderly people?
3) Did you do it alone, with friends or with your family?
4) Did you make new friends while you were doing the work?
5) How did you feel after finishing the work?
Card 8. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
will help you to organize your talk:
1) Did someone ever help you?
2) Who helped you?
3) When it happened?
4) Why did he / she help you?
5) How did you feel after this?
Total [6]
Total marks_ /22

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Mark scheme
Listening and Reading
№
1
2
3
4
5
1
2

Answer
C
B
A
study
break
There were many thieves
because they worked near Bow Street

3
False
4
False
5
True
Total marks

Mark
1
1
1
1
1
1
1

1
1
1
10

15

Additional information

Any other answers are
acceptable if they answer
the questions correctly.
The answer can be shorter.

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CRITERIA FOR MARKING WRITING*
Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a
mean to give an overall total out of 6.
Mark /
Criterio
n

6

5

Content: relevance, style and
register, and development of
ideas
• All content is relevant to the
task.
• The register completely
corresponds to the
requirements of the task;
consistent and intentional
misuse of register* may
indicate a writer’s personal
style.
• All content points are fully
addressed and developed in a
balanced way.
*Such misuse of register should
not harm the format of writing.

All content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the
requirements of the task;
occasional and inconsistent
misuse of register may be
present.

Organization: cohesion,
paragraphing, and format
• Uses a range of basic
connectors correctly and
attempts to use referencing,
but not always clearly or
appropriately.
• Uses paragraphs to separate
ideas; all paragraphs revolve
around one idea or a set of
like ideas; the size of each
paragraph allows for a proper
and balanced development of
ideas.
• The format is appropriate, but
may be modified for a better
reading experience.

•
•

Uses a range of basic
connectors correctly.
Uses paragraphs to separate
ideas; most paragraphs
revolve around one idea or a
set of like ideas; the size of
each paragraph may reflect
imbalanced development of
ideas.
16

Vocabulary and Spelling

Grammar and Punctuation:
range and accuracy

• Uses a range of everyday
• Writes simple and compound
vocabulary appropriately;
sentence forms correctly and
attempts to use less common
demonstrates some variety in
lexical items with occasional
length.
inappropriacies.
• May attempt some complex
sentences, but they tend to be
• Has good control of word
formation; may make
less accurate, including
occasional errors in producing
punctuation.
less common word forms.
• Errors in grammar and/or
punctuation do not distort
• Spells common vocabulary
items correctly; very few (one
meaning.
or two) occasional spelling
mistakes may be present.
• May occasionally misspell
less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Uses a range of everyday
• Writes simple and
vocabulary appropriately;
compound sentence forms
attempts to use less common
correctly, but does not
lexical items, but may make
demonstrate variety in
frequent errors.
length.
• Has good control of word
• Occasional errors in
formation; may make errors
grammar and/or punctuation
in producing less common
do not distort meaning.
word forms.

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• Most content points are
addressed, but their
development may be slightly
imbalanced.

•

The format is appropriate.

•

•
•

4

• Most content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the
requirements of the task.
• Most content points are
addressed, but some content
points may be more fully
covered than others.

•
•

•

Uses some basic connectors,
but these may be inaccurate
or repetitive.
Uses paragraphs to separate
ideas, but tends to misuse
paragraphing (a script is a
set of very short paragraphs
or some paragraphs may be
much longer than other ones
for no apparent reason).
The format is generally
appropriate.

•

•

•
•

3

• Some content is relevant to
the task; significant content
omissions may be present.
• The register barely
corresponds to the
requirements of the task.
• Only some content points,
which are minimally
addressed.

• Uses a very limited range of
basic cohesive devices
correctly.
• Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
• The format may be
inappropriate in places.
17

•
•

•

Spells common vocabulary
items correctly; few (no
more than five) occasional
spelling mistakes may be
present.
May often misspell less
common lexical items.
Errors in word choice and/or
spelling do not distort
meaning.
Uses everyday vocabulary
• Writes simple and some
generally appropriately,
compound sentence
while occasionally
forms correctly.
overusing certain lexical
• While errors in grammar
items.
and/or punctuation are
Has good control of word
noticeable, meaning is
formation; can produce
rarely distorted.
common word forms
correctly.
May make infrequent errors
in spelling more difficult
words.
Errors in word choice and/or
spelling rarely distort
meaning.
Uses basic vocabulary
• Writes simple sentence forms
reasonably appropriately.
mostly correctly.
Has some control of word
• Errors in grammar and/or
formation; can produce some
punctuation may distort
common word forms
meaning at times.
correctly.
Makes frequent errors in
spelling more difficult words,
but simple words are spelled

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correctly.
• Errors in word choice and/or
spelling distort meaning at
times.
• Severe irrelevances and
• May use a very limited range
• Uses an extremely limited
• Writes some simple sentence
misinterpretations of the task
of basic cohesive devices, and
range of vocabulary.
forms correctly.
may be present.
those used may not indicate a • Has very limited control of
• Frequent errors in grammar
logical relationship between
word formation; can produce a
and/or punctuation distort
• Only few content points,
ideas.
which are minimally
few common word forms
meaning.
correctly.
addressed.
• Attempts to write in
2
paragraphs, but their use may • Makes many errors in
be confusing (may start every
spelling, including a range of
sentence with a new line).
simple words.
• The format may be
• Errors in word choice and/or
inappropriate.
spelling distort meaning.
• Attempts the task, but it is
• Links are missing or incorrect. • Can only use a few isolated
• No evidence of sentence
largely misinterpreted and the • Does not write in paragraphs
words and/or memorized
forms.
response is barely relevant to
phrases.
at all (a script is a block of
the task.
text).
• Has essentially no control of
1
word formation; can barely
• The format is not appropriate.
produce any word forms.
• Displays few examples of
conventional spelling.
• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
OR
0
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
*Criteria for Marking Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work using
some of the criteria from each column. There is no need to take into account all the points of the criteria.
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CRITERIA FOR MARKING SPEAKING*
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total
out of 6.
Mark /
Criterio
n

6

5

4

3

Development and Fluency

Grammar and Vocabulary

• Shows sustained ability to maintain a conversation and to make
relevant contributions at some length.
• Produces extended stretches of language despite some hesitation.
• Can respond to change in direction of the conversation.
• Pronunciation is intelligible.
• Intonation is appropriate.
• Responds relevantly and at length which makes frequent
prompting unnecessary, resulting in a competent conversation.
• Produces mostly extended stretches of language despite some
hesitation, although instances of using short phrases may be
present.
• Can generally respond to change in direction of the conversation.
• Pronunciation is generally intelligible.
• Intonation is generally appropriate
• Attempts to respond to questions and prompts.
• Produces responses which are extended beyond short phrases,
despite hesitation.
• Effort will need to be made to develop the conversation; only
partial success will be achieved.
• Pronunciation is mostly intelligible.
• May not follow English intonation patterns at times.
• Responses tend to be brief and are characterized by frequent
hesitation.
• Has to be encouraged to go beyond short responses and struggles
to develop a conversation.
• There is a lack of intelligibility of pronunciation, but it is unlikely
19

• Produces error-free simple sentences.
• Attempts some complex grammatical forms, but may make
errors, which rarely cause comprehension problems.
• Uses a range of appropriate vocabulary to give and exchange
views on a growing range of general and curricular topics.
• Produces error-free simple sentences.
• Uses a range of appropriate vocabulary when talking about a
range of general and curricular topics.
• Occasional mistakes do not cause comprehension problems.

• Frequently produces error-free simple sentences.
• Uses appropriate vocabulary to talk about a limited range of
general and curricular topics.
• Errors may cause comprehension problems.

• Produces basic sentence forms and some correct simple
sentences.
• Uses a limited range of appropriate vocabulary to talk about a
limited range of general topics.
• Errors are frequent and may lead to misunderstanding.

ПРОЕКТ

to impede communication.
• May not follow English intonation patterns frequently.
•
•
•
•

• Attempts basic sentence forms, but with limited success.
OR
• Heavily relies on apparently memorized utterances.
2
• Uses a limited range of appropriate vocabulary to talk about a
very limited range of general topics.
• Makes numerous errors except in memorized expressions.
• No communication possible.
• Cannot produce basic sentence forms.
1
• Pronunciation and intonation patterns cause difficulty for even the • Can only produce isolated words and phrases or memorized
most sympathetic listener.
utterances.
• No attempt at the response.
0
OR
• No rateable language.
*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some
of the criteria from each column. There is no need to take into account all the points of the criteria.
Responses are so brief that little is communicated.
Barely engages in a conversation.
Pronunciation may cause some communication difficulty.
Does not follow English intonation patterns.

Term 1. Transcript for listening task.
Ben: You always get good marks at school. You’re lucky! I study but I don’t always get good marks.
Katy: I’m not lucky! I know how to study. I always do three things. Do you want to know them?
Ben: Yeah, please!
Katy: OK, number one. Always study in a quiet place.
Ben: I usually study in my bedroom. It’s very quiet.
Katy: Number two. Have a clear desk!
Ben: Right. A clear desk. My desk isn’t clear. There are lots of papers and books and pens on it.
Katy: Well, that isn’t very good!
Ben: What’s tip number three?
Katy: Have lots of breaks. I always study for thirty minutes. Then I have a break for five minutes. I move my arms and legs and drink some water.
Then I study again for thirty minutes.
Ben: I never have a break. I sometimes study for two or three hours.
Katy: That isn’t a good idea! It’s important to get up and move your body.
Ben: OK. Thanks. Next time I think I can get good marks!
Copyright: learnenglishteens.britishcouncil.org
20

ПРОЕКТ

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2
Review of summative assessment for term 2
Duration of the summative assessment– 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 22
The structure of the summative assessment
This Summative Assessment consists of 12 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
True/False tasks require learners to indicate whether the provided option right or wrong.
Gap filling tasks is a task in which words/numbers are removed from a text and replaced
with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple selection tasks require learners to choose a set number of things mentioned in a text
from a wide range of options.
Sentence completion tasks require learners to complete the sentence with suitable
information taken from the text following the sentence structure.
Open-ended tasks require learners follow instructions of the task, answer questions in words,
expressions and sentences.
Transcript for listening task can be found after the mark scheme.
The content of the summative assessment for the 2 term should be selected on topics “Our
Countryside” and “Drama and Comedy”.

21

ПРОЕКТ

Characteristic of tasks for summative assessment for the 2 term
*Total
numbe
r of
questi
ons

*Que
stion
№

Unit

Strand

Learning objective

Our
Countrysid
e
Drama and
Comedy

Listening

6.L6 Deduce meaning from
context in supported
extended talk on a range of
general and curricular topics

5

1
2
3
4
5

Reading

6.R3 Understand the detail
of an argument on a limited
range of familiar general and
curricular topics, including
some extended texts

5

Writing

6.W2 Write with some
support about real and
imaginary
past
events,

1

*Type of
question

Total
marks

*Task description

Time

True /
False
Gap
filling

Each learner works individually. The task
enables learners to deduce meaning in
extended talk.
Learners listen to the recording twice on
topic ‘Drama and Comedy’, having chance
to look through the questions before the
recording starts (1-2 min to read the
questions before the recording starts). The
task consists of 5 questions. Learners
choose the right option for questions 1-3
and complete the sentences with one word
for questions 4-5.

10
minutes

5

1
2
3
4
5

Multiple
selection
Sentence
completi
on

Each learner works individually. The task
enables learners to identify the detail of an
argument from the text. Learners read the
text on topic ‘Our Countryside’ and answer
the questions. This task consists of 5
questions. In questions1-3 learners choose
three things mentioned in a text from a
wide range of options. In questions 4-5
learners complete the sentences following
the structure.

10
minutes

5

1

Open
ended

Each learner works individually.
Learner should choose one topic. They
should write on topics ‘Our countryside’ or

20
minutes

6

22

ПРОЕКТ

Unit

Strand

Learning objective

*Total
numbe
r of
questi
ons

*Que
stion
№

*Type of
question

activities and experiences on
a limited range of familiar
general topics and some
curricular topics
6.W8 Spell most highfrequency vocabulary
accurately for a limited range
of familiar general topics and
some curricular topics
6.UE14 Use an increased
variety of prepositions of
time, location and direction;
use by and with to denote
agent and instrument; use
prepositions before nouns
and adjectives in common
prepositional phrases on a
growing range of familiar
general and curricular topics
Speaking

6.S7
Use
appropriate
subject-specific vocabulary
and syntax to talk about a
limited range of general
topics, and some curricular
topics

*Task description

Time

Total
marks

‘Drama and Comedy’.
They should write with the support of
questions about real past events, activities
and experiences, spell high-frequency
vocabulary accurately and use prepositions
of time, location and direction. Learners are
required to follow the structure and answer
the questions in full sentences.
Writing tasks can be differentiated by using
pictures as a support for learners. Teachers
can use own pictures for writing tasks
which are familiar to learners.

1

1

Open
ended

23

Learners prepare an individual talk on
topics: ‘Our countryside’, ‘Drama and
Comedy’. They have 1 minute to prepare
and 1-2 minutes to talk on the topic.
Learners are provided with some questions
to organize a monologue. They should
provide own experience on topics, using
appropriate subject-specific vocabulary.

Each
learner
talks for
1-2
minutes.

6

ПРОЕКТ

Unit

Strand

Learning objective

*Total
numbe
r of
questi
ons

*Que
stion
№

*Type of
question

*Task description

Time

Total
marks

Teacher can feel free to use topical pictures
(from own teacher’s resources/ classroom
set of pictures) to help learners to develop
imagination. Teacher can cut the number of
the questions from the card or ask
additional questions to support learners if
necessary.
TOTAL:

40
minutes

Note: * - sections that can be changed

24

22

ПРОЕКТ

Sample questions and mark scheme
Tasks for the Summative Assessment for the term 2
Listening
Task. Listen to the conversation between Harry and Elizabeth twice.
Transcript for listening task can be found after the mark scheme. Teacher reads the transcript.
Mark sentences as True or False.
1. A horror movie is scary.
True
False
2. Harry likes movies about love.
True
False
3. Harry really hates action and adventure movies
True
False

[1]
[1]
[1]

Fill in the gaps with ONE word.
4. Musicals do not sound too ___________________ for Harry.
[1]
_______________________________________________________________
5. I heard it's pretty exciting because nobody can guess who the _____________ [1]
_________ is.
Total [5]
Reading
Task. Read the text about Alex’s hometown.
My town – Newquay
Newquay is a small town on the Atlantic coast in the south of England. It has got great
beaches and is the best place to surf in the United Kingdom. There are lots of surf schools where
you can learn how to surf. I go surfing with my friends every weekend.
I love Newquay because there are lots of other things to do as well as surfing. If you like
water sports, you can go kayaking, water-skiing or coasteering. Coasteering involves rock climbing,
jumping into the sea and swimming in the same activity. So, you should always go with a special
instructor.
If you like animals you can also visit the Blue Reef Aquarium and see lots of different fish
and even sharks. You can also go horse riding on the beach or visit Newquay Zoo. There are lots of
other attractions too like mini golf and bowling.
Circle the 3 things Alex writes about.
A) Rainy weather in Newquay
B) Water activities in Newquay
C) Interesting history of Newquay
D) Water attraction to visit in Newquay
E) Tasty meals in Newquay
F) Location of Newquay in England

25

ПРОЕКТ

Complete the sentences below follow the sentence structure:
4. Alex likes Newquay because he can go …
[1]
__________________________________________________________________
5. While coasteering you should always take a special instructor with you because it
involves…
[1]
__________________________________________________________________
Total [5]
Writing
Task. Choose ONE of the topics below. Follow the tips for writing.
 Answer all the questions.
 Spell topical vocabulary accurately.
 Use prepositions of time, location and direction.
Topic 1. Our countryside
Think about your home place (home town or village) and write some information about
it.





Where do you live? Write about its location.
Do you like this town / village? Why?
What is your favourite place in this town / village? Where is it located?
What can you do in your home town / village? Write about some winter or summer activities
and sports.

Topic 2. Drama and comedy
Think about your genre preferences and write some information about your experience.





Do you like watching films on the weekdays or on Sundays? Why?
Can you name your favourite cinema? Where is it located?
How do you usually get to your favourite cinema?
What is your favourite movie? Why do you like it?
Total [6]

Speaking
Task. Choose one of the cards and prepare an individual talk. Provide own experience on topics,
using appropriate subject-specific vocabulary. You have 1 minute to prepare and 1-2 minutes to
talk.
Card 1. Prepare an individual talk on the topic ‘Our countryside’. The following questions
will help you to organize your talk:
1) Do you know your hometown/village well?
2) Where is it situated?
3) What does it look like?
4) Do tourists like to visit your town/village?
5) Is your hometown a good place to live in? Why / Why not?
Card 2. Prepare an individual talk on the topic ‘Our countryside’. The following questions
will help you to organize your talk:
1) What is your favourite place in the countryside?
2) Where is it located?
26

ПРОЕКТ

3) What is special about it?
4) What can you do in this area?
5) Why do you like it?
Card 3. Prepare an individual talk on the topic ‘Our countryside’. The following questions
will help you to organize your talk:
1) What is the most interesting part of your hometown/village?
2) What jobs are popular in your hometown / village?
3) Is your home town / village changing?
4) Is it a good place to live? Why?
5) What can you change to make it better to live in?
Card 4. Prepare an individual talk on the topic ‘Our countryside’. The following questions
will help you to organize your talk:
1) Do you live in a town or village?
2) What kind of place is it?
3) Do you like living there?
4) What are the main tourist attractions in your home town / village?
5) What place there do you like best? Why?
Card 5. Prepare an individual talk on the topic ‘Drama and Comedy’. The following
questions will help you to organize your talk:
1) Who are the famous actors and musicians in your country? Why do you think so?
2) Who are your favourite actors and actresses?
3) Why do you think so?
4) Who is your favourite producer?
5) Why do people like watching comedies?
Card 6. Prepare an individual talk on the topic ‘Drama and Comedy’. The following
questions will help you to organize your talk:
1) What is the most popular cartoon among teenagers?
2) Do you like it? Why or why not?
3) Who do you usually watch it with?
4) Do your friends like watching this cartoon?
5) Why do children prefer watching cartoons?
Card 7. Prepare an individual talk on the topic ‘Drama and Comedy’. The following
questions will help you to organize your talk:
1) What is your favourite comedy show?
2) Can you give its name and actors?
3) What is the program about?
4) How often do you watch it?
5) Why do you like it?
Card 8. Prepare an individual talk on the topic ‘Drama and Comedy’. The following
questions will help you to organize your talk:
1) Do you have a favourite animal TV show?
2) What is the name of this animal TV show?
3) Why do you like it?
4) Who do you usually watch it with?
5) How did you feel after watching it?
Total [6]
Total marks_ /22
27

ПРОЕКТ

Mark scheme
Listening and Reading
№

Answer

Mark

1
2
3
4
5
1
2
3
4
5

True
False
False
exciting
killer
B) Water activities in Newquay
D) Water attraction to visit in
Newquay
F) Location of Newquay in
England
surfing
rock climbing, jumping into the sea,
swimming
Total marks

28

1
1
1
1
1
1
1

Additional
information

In any order

1
1
1
10

Any of the three or all
together

ПРОЕКТ

CRITERIA FOR MARKING WRITING*
Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a
mean to give an overall total out of 6.
Mark /
Criterio
n

6

5

Content: relevance, style and
register, and development of
ideas
• All content is relevant to the
task.
• The register completely
corresponds to the
requirements of the task;
consistent and intentional
misuse of register* may
indicate a writer’s personal
style.
• All content points are fully
addressed and developed in a
balanced way.
*Such misuse of register should
not harm the format of writing.

• All content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the
requirements of the task;
occasional and inconsistent
misuse of register may be
present.

Organization: cohesion,
paragraphing, and format
• Uses a range of basic
connectors correctly and
attempts to use referencing,
but not always clearly or
appropriately.
• Uses paragraphs to separate
ideas; all paragraphs revolve
around one idea or a set of
like ideas; the size of each
paragraph allows for a proper
and balanced development of
ideas.
• The format is appropriate, but
may be modified for a better
reading experience.

• Uses a range of basic
connectors correctly.
• Uses paragraphs to separate
ideas; most paragraphs
revolve around one idea or a
set of like ideas; the size of
each paragraph may reflect
imbalanced development of
ideas.
29

Vocabulary and Spelling
• Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items with occasional
inappropriacies.
• Has good control of word
formation; may make
occasional errors in producing
less common word forms.
• Spells common vocabulary
items correctly; very few (one
or two) occasional spelling
mistakes may be present.
• May occasionally misspell
less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items, but may make
frequent errors.
• Has good control of word
formation; may make errors in
producing less common word
forms.

Grammar and Punctuation:
range and accuracy
• Writes simple and compound
sentence forms correctly and
demonstrates some variety in
length.
• May attempt some complex
sentences, but they tend to be
less accurate, including
punctuation.
• Errors in grammar and/or
punctuation do not distort
meaning.

• Writes simple and compound
sentence forms correctly, but
does not demonstrate variety
in length.
• Occasional errors in grammar
and/or punctuation do not
distort meaning.

ПРОЕКТ

4

3

• Most content points are
addressed, but their
development may be slightly
imbalanced.

• The format is appropriate.

• Most content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the
requirements of the task.
• Most content points are
addressed, but some content
points may be more fully
covered than others.

• Uses some basic connectors,
but these may be inaccurate or
repetitive.
• Uses paragraphs to separate
ideas, but tends to misuse
paragraphing (a script is a set
of very short paragraphs or
some paragraphs may be
much longer than other ones
for no apparent reason).
• The format is generally
appropriate.

• Some content is relevant to
the task; significant content
omissions may be present.
• The register barely
corresponds to the
requirements of the task.
• Only some content points,
which are minimally
addressed.

• Uses a very limited range of
basic cohesive devices
correctly.
• Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
• The format may be
inappropriate in places.

30

• Spells common vocabulary
items correctly; few (no more
than five) occasional spelling
mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Uses everyday vocabulary
generally appropriately, while
occasionally overusing certain
lexical items.
• Has good control of word
formation; can produce
common word forms
correctly.
• May make infrequent errors in
spelling more difficult words.
• Errors in word choice and/or
spelling rarely distort
meaning.
• Uses basic vocabulary
reasonably appropriately.
• Has some control of word
formation; can produce some
common word forms
correctly.
• Makes frequent errors in
spelling more difficult words,
but simple words are spelled
correctly.
• Errors in word choice and/or
spelling distort meaning at

• Writes simple and some
compound sentence forms
correctly.
• While errors in grammar
and/or punctuation are
noticeable, meaning is rarely
distorted.

• Writes simple sentence forms
mostly correctly.
• Errors in grammar and/or
punctuation may distort
meaning at times.

ПРОЕКТ

2

1

• Severe irrelevances and
misinterpretations of the task
may be present.
• Only few content points,
which are minimally
addressed.

• Attempts the task, but it is
largely misinterpreted and the
response is barely relevant to
the task.

• May use a very limited range
of basic cohesive devices, and
those used may not indicate a
logical relationship between
ideas.
• Attempts to write in
paragraphs, but their use may
be confusing (may start every
sentence with a new line).
• The format may be
inappropriate.
• Links are missing or incorrect.
• Does not write in paragraphs
at all (a script is a block of
text).
• The format is not appropriate.

times.
• Uses an extremely limited
• Writes some simple sentence
range of vocabulary.
forms correctly.
• Has very limited control of
• Frequent errors in grammar
word formation; can produce a
and/or punctuation distort
few common word forms
meaning.
correctly.
• Makes many errors in
spelling, including a range of
simple words.
• Errors in word choice and/or
spelling distort meaning.
• Can only use a few isolated
• No evidence of sentence
words and/or memorized
forms.
phrases.
• Has essentially no control of
word formation; can barely
produce any word forms.
• Displays few examples of
conventional spelling.

• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
OR
0
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
*Criteria for Marking Writing may be adapted by teacher according to the type and format. Teacher can assess learners’ work using some of the
criteria from each column. There is no need to take into account all the points of the criteria.

31

ПРОЕКТ

CRITERIA FOR MARKING SPEAKING*
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total
out of 6.
Mark /
Criterio
n

6

5

4

3

Development and Fluency

Grammar and Vocabulary

• Shows sustained ability to maintain a conversation and to make
relevant contributions at some length.
• Produces extended stretches of language despite some hesitation.
• Can respond to change in direction of the conversatio