Материалдар / Ағылшын тілі 5-сынып БЖБ 1,2,3,4 тоқсан

Ағылшын тілі 5-сынып БЖБ 1,2,3,4 тоқсан

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Ағылшын тілі 5-сынып БЖБ SAU 5 grade 1,2,3,4 term

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Methodological recommendations

for Summative Assessment

English

Grade 5

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 5 learners. Methodological recommendations are aligned with the Subject Programme and Course plan.

Summative Assessment Tasks for unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

Methodological recommendations are designed for secondary school teachers, school administrations, educational departments’ seniors, regional and school coordinators in criteria-based assessment and others.

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.

TERM 1 1

Summative assessment for the unit “Home and away” 1

Summative assessment for the unit “Living things” 3

TERM 2 7

Summative assessment for the unit “Values” 7

Summative assessment for the unit “The world of work” 10

TERM 3 13

Summative assessment for the unit “Creativity” 13

Summative assessment for the unit “Fantasy world” 17

TERM 4 19

Summative assessment for the unit “Sports” 19

Summative assessment for the unit “Holidays” 23

TERM 1

Summative assessment for the unit “Home and away”

Learning objectives

5.L3 Understand an increasing range of unsupported basic questions on general and curricular topics

5.S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics

5.S2 Ask simple questions to get information about a limited range of general topics

Assessment criteria

Recognise basic general questions without support
Give basic information about themselves and others at sentence level
Make up basic interrogative sentences and get information about the topic

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills

Duration

15 minutes

Listening and speaking

Task 1.Work in pairs. Ask and answer THREE QUESTIONS about the place you live in. The following words will help you to make a dialogue:

apartment, house, bedroom, bathroom, kitchen, dining room, living room, roof wall, window, door, small, big, beautiful, yard, floor, there is…, there are…, the room has…, on the right…

Assessment criteria	Task	Descriptor	Mark
Assessment criteria	Task	A learner	Mark
Recognise basic general questions without support. Give basic information about themselves and others at sentence level. Make up basic interrogative sentences and get information about the topic.	1	asks an appropriate question;	1
		answers a question;	1
		uses appropriate topical vocabulary;	1
		pronounces words, phrases and sentences intelligibly;	1
		makes natural pauses;	1
		talks coherently;	1
		provides grammatically correct sentences.
Total marks			7

Rubrics for providing information to parents on the results of Summative Assessment for the unit “Home and away”

Learner’s name _____________________________________

Assessment criteria

Level of learning achievements

Low

Middle

High

Recognise basic general questions without support.

Give basic information about themselves and others at sentence level.

Make up basic interrogative sentences and get information about the topic.

H as difficulties in making exchanges with others using supporting topical vocabulary.Uses grammar inaccurately.Pronounces words and phrases incorrectly. Speaks with frequent pauses.

M akes mistakes in maintaining basic exchanges/ in using topical vocabulary (apartment, house, bedroom, bathroom, kitchen, dining room, living room, roof wall, window, door, small, big, beautiful, yard, floor, there is/are, the room has)/ in answering general and wh-questions. Pronunciation of some words is unclear. Experiences challenges in making coherent sentences, in providing appropriate grammatically correct sentences. Speaks with occasional pauses.

M aintains sufficient exchanges. Confidently speaks with peers using appropriate topical vocabulary. Speech is understandable and logically organized with grammatically correct sentences. Makes natural pauses.

Summative assessment for the unit “Living things”

Learning objectives

5.R1 Understand the main points in a limited range of short simple texts on general and curricular topics

5.R4 Read with some support a limited range of short fiction and non-fiction texts

5.W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

Assessment criteria

Identify main idea of simple texts on familiar topics
Read the given fiction or non-fiction text and identify the general information
Write short sentences on familiar topics with support
Connect sentences into a paragraph

Level of thinking skills

Knowledge and comprehension

Application

Duration:

20 minutes

Reading

Task 1. Read the text carefully and complete the task below.

Logums are animals from the planet Dentol. They are very large. A Logum has a very big body. His neck is short and his head is small. He has four short thick legs. His feet are flat. Each foot has three big toes. A Logum has a long trunk like an elephant. Under the trunk there is a very big mouth. There are four sharp teeth in the mouth. The Logum’s eyes are small and round. His ears are small and narrow. They are in the middle of his head. A Logum has long thick green hair. He lives in cold climate.

Read the text again and choose the best title

A Logum has a very big tail.
Strange Animals – Logums.
Plants of planet Dentol.

Match the halves of the sentences.

Logums are animals	three big toes
Each foot has	from the planet Dentol
There are four	sharp teeth in the mouth.

Writing

Task 2. Write a short paragraph of 4 sentences to complete a story using the pictures below and words from the box. Check your sentences.

a green tail	a long brown tail	a blue tie
long leaves	the same brown hair	the blue roof and green door

Happy family

Once upon a time there lived animals and people together in one house. They were very friendly and happy. They helped each other in different situations. For example: This is a crocodile. It has a green tail.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

People call this family “Happy family” because they lived cheerfully. Nobody could dare to disturb them.

Assessment criteria	Task	Descriptor	Mark	Additional information
Assessment criteria	Task	A learner	Mark	Additional information
Read the given fiction or non-fiction text and identify the general information.	1	chooses B “Strange Animals – Logums” title”;	1
		matches 1. B “Logums are animals from the planet Dentol”.	1
		matches 2. A “Each foot has three big toes”.	1
		matches 3.C “There are four sharp teeth in the mouth”.	1
Write short sentences on familiar topics with support. Connect sentences into a paragraph.	2	Possible answers: 1) This is a doctor. He has a blue tie.	1	1 point for each correct sentence with following words: a long brown tail/ long leaves/ a blue tie/ the same brown hair/ a blue roof and green door Sentences can be written in any order.
		2) These are two girls. They have the same brown hair.	1
		3) This is a lion. It has a long brown tail.	1
		4) This is a palm. It has long leaves.	1
		5) This is a house. It has a blue roof and green door.	1
Total marks			9

Rubrics for providing information to parents on the results of Summative Assessment for the unit “Living things”

Learner’s name _____________________________________

Assessment criteria	Level of learning achievements
Assessment criteria	Low	Middle	High
Read the given fiction or non-fiction text and identify the general information.	Has a difficulty in identifying the general information of the text. Chooses incorrect title for the text. Has a difficulty in matching the halves of the sentences.	M akes mistakes in identifying the general information of the text; in recognising the title of the text “Logum has a very big tail”/ Plants of planet Dentol”. Makes mistakes in matching halves of the sentences “Logums are animals from the planet Dentol”/“Each foot has three big toes”/“There are four sharp teeth in the mouth”.	Correctly identifies the general information and the title of the text “Strange Animals – Logums”. Matches the halves of the sentences appropriately.
Write short sentences on familiar topics with support. Connect sentences into a paragraph	H as difficulties in writing sentences with using appropriate topic related vocabulary and connecting them into a paragraph.	Makes mistakes in writing sentences. Possible answers: T his is a doctor. He has a blue tie./ These are two girls. They have the same brown hair./ This is a lion. It has a long brown tail./ This is a palm. It has long leaves./ This is a house. It has a blue roof and green door.	C orrectly names the pictures and describes them using topical vocabulary. Writes sentences properly into a coherent paragraph.

TERM 2

Summative assessment for the unit “Values”

Learning objectives

5.L8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

5.S3 Give an opinion at sentence level on a limited range of general and curricular topics

Assessment criteria

Recognise the meaning of a story and extended talk with some support
Provide a point of view in connected sentences

Level of thinking skills

Knowledge and comprehension

Apploication

Duration

15 minutes

Listening

Task 1. Listen to Jenny’s letter and fill in the blanks with suitable words from the box as in the example:

CD2. Tapescript1.

A letter to a friend

s itting doing asking learning shining looking

Dear Harry,

Hi! It's now 4 o'clock in the afternoon and I'm 0) __sitting ___ in the living room writing this letter. It's a lovely day outside. The weather is great. The sun’s 1) _________________ and the birds are singing. My dog, Paddles, is sitting beside me and 2) __________________ at me with her big brown eyes. The eyes are 3) ________________________ me for some food. But I'm not giving her anything because she's getting fat.I'm 4)_____________________ Spanish now at evening college. My Spanish is improving slowly. I like my teacher. She's 5) __________________an excellent job. I'm really enjoying my class.

I hope you are well and happy and that your family is also well. Please write to me soon.

Bye for now,

Jenny

Speaking

Task 2. Choose one picture you liked most and answer the question “Why is this picture special for you?”

Assessment criteria	Task	Descriptor	Mark
Assessment criteria	Task	A learner	Mark
Recognise the meaning of a story and extended talk with some support.	1	writes shining;	1
		writes looking;	1
		writes asking;	1
		writes learning;	1
		writes doing;	1
Provide a point of view in connected sentences.	2	answers to the question;	1
		makes sentences according to the picture;	1
		provides grammatically correct sentences;	1
		uses appropriate vocabulary on the given topic;	1
		speaks with clear pronunciation of the words.	1
Total marks			10

Rubrics for providing information to parents on the results of Summative Assessment for the unit “Values”

Learner’s name __________________________________

Assessment criteria	Level of learning achievements
Assessment criteria	Low	Middle	High
Recognise the meaning of a story and extended talk with some support.	H as a difficulty in identifying the correct answer from the recorder.	Makes mistakes in recognising the words shining / looking / asking / learning / doing.	C orrectly identifies words and completes the sentences from the heard recording.
Provide a point of view in connected sentences.	H as difficulties in making a speech and answer the question. Uses inappropriate vocabulary.	Attempts to answer the question. Makes mistakes in using grammatically correct sentences, pronunciation, topical vocabulary.	Gives a full answer to the question. The speech is comprehensive. Grammar is accurate. Proper topical vocabulary is evident.

Summative assessment for the unit “The world of work”

Learning objectives

5.R5 Deduce meaning from context in short texts on a limited range of familiar general and curricular topics

5.W8 Spell most high-frequency words accurately for a limited range of general topics

Assessment criteria

Figure out the content of a short text with some support
Write topic related vocabulary accurately

Level of thinking skills

Application

Higher order thinking skills

Duration

20 minutes

Reading

Task 1.Read about Tim's normal day and then answer Yes or No for each question.

Every day Tim wakes up at five thirty when his alarm clock rings. He gets up and then goes to the bathroom. After that he makes breakfast for him and his wife, Betty. Tim is a train driver and he wears a uniform.

Tim starts work at seven o'clock and drives trains on the London Underground. He usually works in the mornings from Monday to Friday. At noon he stops work for half an hour to have his lunch. He eats cheese and tomato sandwiches which Betty makes for him, and drinks a bottle of milk. After lunch he works until four o'clock and then he goes home. In the evening he plays with his baby son, Ben, and watches TV with Betty. At ten thirty they all go to bed because they are very tired - and because they get up so early in the morning!

№	Question	Yes / No
	Does Tim wake up before his alarm clock rings?
	Is Tim married?
	Does Tim drive a car to his job?
	Does Tim have 30 minutes for a lunch break?
	Does Tim finish work late in the evening?

Writing

Task 2.Describe the pictures. Write short sentences.

Example: He is a tailor. He sews the costume.

________ __________________________________________________

___________________________________________________

___________________________________________________

__________________________________________________

__________________________________________________

Assessment criteria	Task	Descriptor	Mark	Additional information
Assessment criteria	Task	A learner	Mark	Additional information
Figure out the content of a short text with some support.	1	writes No;	1
		writes Yes;	1
		writes No;	1
		writes Yes;	1
		writes No;	1
Write topic related vocabulary accurately.	2	Possible answers		Any other answers are acceptable if sentences describe pictures and are written grammatically correct. 1 point for 2 grammatically correct sentences.
		He is a cook. He cooks meals.	1
		She is a singer. She sings songs.	1
		He is a waiter. He serves in a restaurant.	1
		He is a vet. He treats animals.	1
		He is a painter. He paints a picture.	1
Total marks			10

Rubrics for providing information to parents on the results of Summative Assessment for the unit “The world of works”

Learner’s name _______________________________________

Assessment criteria	Level of learning achievements
Assessment criteria	Low	Middle	High
Figure out the content of a short text with some support.	H as a difficulty in identifying the aspects of a text as needed to respond to questions posed in assigned tasks.	Makes mistakes in responding to the questions about Tim’s normal day according to the text.	C orrectly identifies the aspects of a text as needed to respond to questions posed in assigned tasks.
Write topic related vocabulary accurately.	H as difficulty in describing the pictures, in spelling words and using appropriate topical vocabulary.	Makes mistakes in writing descriptions to the pictures and in spelling correctly topical vocabulary. Possible answers H e is a cook. He cooks meals./ He is a cook. He cooks meals./ He is a waiter. He serves in a restaurant./ He is a vet. He treats the animals./ He is a painter. He paints a picture. Makes mistakes in spelling topical vocabulary.	P roperly writes descriptions to the pictures. Uses appropriate topical vocabulary. Spells words accurately.

TERM 3

Summative assessment for the unit “Creativity”

Learning objectives

5.L5 Understand most specific information and detail of short, supported talk on a wide range of familiar topics

5.S8 Recount basic stories and events on a range of general and curricular topics

Assessment criteria

Recognise detailed information in a short conversation with some support

Retell short stories and episodes on a given topic

Level of thinking skills

Knowledge and comprehension

Application

Duration

15 minutes

Listening

Task 1. Listen to the story and fill in the gaps with the words from the box. One word is odd.CD2. Tapescript2.

Shape24

spring autumn a lovely garden a wall winter a hole

The selfish giant

The giant has got 1) ________________________. The children want to play in the garden, but the giant is selfish. “It is my garden”, he says. ‘I don’t want the children here’. He builds 2)______________________ around the garden.

Рисунок 56

In spring there are no flowers or birds in the giant’s garden. It is 3) ______________________ all year. The giant isn’t happy.

Then one day, the children find 4) ________________________ in the wall. They go in and play. The giant hears children in his garden. There are no birds and flowers too.

The giant is happy because it is 5)_________________________ again. “This is your garden now, children,” he says. The children are happy and the giant is not selfish.

Speaking

Task 2. Look at the pictures bellow, choose one and answer the following questions. What do you know about cartoons below? Speak about one of the cartoons.

The following questions will help you to organize the speech:

1.	Why do you like this cartoon?
2.	Who are the main heroes?
3.	What is this cartoon about?
4.	Which part do you like most and why?

Assessment criteria	Task	Descriptor	Mark
Assessment criteria	Task	A learner	Mark
Recognise detailed information in a short conversation with some support.	1	fills in the gap 1) with “a lovely garden”;	1
		fills in the gap 2) with “a wall”;	1
		fills in the gap 3) with “winter”;	1
		fills in the gap 4) with “a hole”;	1
		fills in the gap 5) with “spring”.	1
Retell short stories and episodes on a given topic	2	answers questions;	1
		speaks with grammar accuracy;	1
		expresses opinion using appropriate linking words or/and phrases;	1
		presents accurate pronunciation, rare minor errors occur;	1
		presents topic related vocabulary.	1
Total marks			10

Rubrics for providing information to parents on the results of Summative Assessment for the unit “Creativity”

Learner’s name ___________________________________

Assessment criteria	Level of learning achievements
Assessment criteria	Low	Middle	High
Recognise detailed information in a short conversation with some support	H as a difficulty in identifying specific details in a talk and in completing sentences with appropriate words.	Makes mistakes in identifying and completing the sentences with following words a lovely garden/a wall/winter/a hole/spring.	P roperly identifies and completes sentences with appropriate topical vocabulary.
Retell short stories and episodes on a given topic	H as difficulties in making speech and reteling the story using given questions.	M akes mistakes in using appropriate topical vocabulary and linking words, phrases, in grammar and pronunciation. Answers some questions incorrectly.	Confidently answers the questions and makes a proper story. Uses right topical vocabulary, linking devices and grammar. Pronunciation is clear.

Summative assessment for the unit “Fantasy world”

Learning objectives

5.W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

5.R6 Recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

Assessment criteria

Write short sentences on familiar topics with support
Connect sentences into a paragraph
Identify the attitude and opinion of the author in short texts

Level of thinking skills

Application

Higher order thinking skills

Duration

20 minutes

Writing

Task 1. Look at the map and choose ONE of the buildings bellow and describe your route from the shop to that building:

Museum;
Cinema;
Library.

Describe your route.

Reading

Task 2. Read the text and identify the writer’s opinion and write Yes or No next to the given statements as in the example.

Shape32

Dream Castle is a wonderful new film at the Sunshine Cinema!

In the film, Katie and her brother Harry visit their uncle. Their uncle lives in a big, old castle. One day, Katie and Harry find a very big, old door. They open the door and enter the room. In the room, a princess thinks she lived one hundred years ago! Katie and Harry try to hide the princess from their uncle. It is very difficult and they all have lots of funny adventures! Dream Castle is a film but the actors also sing! Here is what some people think

The film has got a good story and it’s very exciting!

Jack, 9

The actors in the film are very good. They are great singers too!

Emma, 8

Answer the question

What were the author’s feelings about the main character of the story?

______________________________________________________

Which words help you to detect the author’s attitude?

______________________________________________________

Task 3. Write Yes or No next to the statements as in the example:

	Example: Katie and Harry visit their grandpa.			No___
	Katie and Harry find a princess.			________
	Katie and Harry try to hide the princess.			________
	The princess is sleeping for a few days.			________
	The actors sing in the film.			________
	The film is sad.			________

Assessment criteria		Task	Descriptor		Mark
			A learner
Write short sentences on familiar topics with support. Connect sentences into a paragraph.		1	gives a full answer using linking words and basic connectors;		1
			writes with grammar accuracy (allowed to make 2 errors);		1
			spells the words correctly (allowed to make 2 errors);		1
			writes in a logical way answering all the questions;		1
Identify the attitude and opinion of the author in short texts.		2	answers to the 1^st question about author’s feeling;		1
			says words that detects the author’s attitude;		1
		3	writes Yes;		1
			writes Yes;		1
			writes No;		1
			writes Yes;		1
			writes No.		1
Total marks					11

Rubrics for providing information to parents on the results of Summative Assessment for the unit “Fantasy world”

Learner’s name ______________________________________

Assessment criteria	Level of learning achievements
Assessment criteria	Low	Middle	High
Write short sentences on familiar topics with support. Connect sentences into a paragraph.	H as difficulties in describing the way from a certain point till the destination.	Makes mistakes in possible answers: I am at the shop. I will go straight Green Street till the crossroad/. Then, I will turn right and go along High Street. /I’ll pass the Post Office./ There is the Museum next to the Post Office, on the right side of the road. M akes mistakes in writing full sentences, using linking words, in spelling, in organizing information in a logical way.	C onfidently describes the way from a certain point till the destination. Writes full sentences with proper linking words and in a logical sequence. Spell words accurately.
Identify the attitude and opinion of the author in short texts.	Has a difficulty in identifying the author’s opinion.	M akes mistakes in identifying the author’s opinion and in answering the questions.	C orrectly identifies the author’s opinion. Properly writes answers.

TERM 4

Summative assessment for the unit “Sports”

Learning objectives	5.L4 Understand the main points of supported extended talk on a range of general and curricular topics 5.S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics
Assessment criteria	Identify the main information of a talk using supporting information Give basic information about themselves and others at sentence level
Level of thinking skills	Knowledge and comprehension Application
Duration	15 minutes

Listening

Task 1. Listen to the speaker and write “B” if the speaker did the action before and “N” if the speaker does this action now. You will listen to the recording twice.

CD2. Tapescript3.

My Secret Team.

	Before or Now
Pretend
Relax
Enjoy the matches
Go to the bathroom
Hide his posters
Support his team
Cheer with his family
Keep a secret

Speaking

Task 2. Answer the following questions. Talk for about 1 minute.

1.	What kinds of sport do your family members like? What is your favourite one?
2.	Do you play sport? What sport do you play? Why?
3.	Do you prefer playing sport or watching it? Why?
4.	What is the most popular sport in your country? Do you like it?
5.	What are the advantages of playing sport?

Assessment criteria	Task	Descriptor	Mark
Assessment criteria	Task	A learner	Mark
Identify the main information of a talk. Use supporting information.	1	Writes B for “Before” to
		Pretend; Go to the bathroom; Hide his posters; Keep a secret.	1
			1
			1
			1
		Write N for “Now” to
		Relax; Enjoy the matches; Support his team; Cheer with his family.	1
			1
			1
			1
Give basic information about themselves and others at sentence level.	2	gives full and extended answers;	1
		demonstrates grammar accuracy (allowed to make 1-2 mistakes)	1
		expresses opinion using appropriate linking words or phrases;	1
		presents accurate pronunciation, rare minor errors occur (no more than 2);	1
		presents topic related vocabulary.	1
Total marks			13

Rubrics for providing information to parents on the results of Summative Assessment for the unit “Sport”

Learner’s name ____________________________________

Assessment criteria	Level of learning achievements
Assessment criteria	Low	Middle	High
Identify the main information of a talk. Use supporting information.	H as a difficulty in identifying past and present events in a talk. Answers questions incorrectly.	Makes mistakes in identifying information in a talk. Differentiates between “Before” and “Now” for Pretend/ Relax/ Enjoy the matches/ G o to the bathroom/ Hide his posters/ Support his team/ Cheer with his family/ Keep a secret with difficulties and some mistakes.	C orrectly differentiates past and present events. Answers questions appropriately.
Give basic information about themselves and others at sentence level.	Has difficulties in making speech by answering the questions. Makes long pauses and has many grammar errors. Pronunciation is unclear.	M akes mistakes in answering the questions. Makes inappropriate pauses and mistakes in grammar, pronunciation, in using appropriate linking words.	C onfidently answers the questions. Makes natural pauses. Presents the speech with grammar and pronunciation accuracy. Uses appropriate linking words.

Summative assessment for the unit “Holidays”

Learning objectives

5.R1 Understand the main points in a limited range of short simple texts on general and curricular topics

5.W3 Write with support factual descriptions at text level which describe people, places and objects

Assessment criteria

Read and identify the main idea in short simple texts
Use the information to write sentences which describe people, places and objects

Level of thinking skills

Knowledge and comprehension

Application

Duration

20 minutes

Reading

Task 1. Use the information in the story to answer the questions below.

Holidays

Henry liked Spring Holidays, because he liked the weather and St. Patrick’s Day. In that day people wear green. Easter was a good holiday, too. You could see the Easter Rabbit, hunt for eggs and find candy.

Sandra liked Summer Holidays, like Independence Day. She always went to the air show to see airplanes. In the evening they’d shoot off fireworks. Mother’s Day and Father’s Day were usually in the summer, too.

Judith loved Fall holidays most. Sweetest Day wasn’t that popular, but it was a nice day and sometimes she got candy. Halloween was such a great time. Thanksgiving was just a few weeks later. Between Halloween’s candy and Thanksgiving’s turkey was the best food season of the year.

Winter holidays were Thomas’ favourites. Christmas was a great time to be with family. New Year was exciting, because everyone stayed up late and cheered when the year changed, and there were often fireworks.

1. What season holidays does Henry like most?

A. Spring

B. Summer

C. Autumn

D. Winter

2. Fall is the favourite season for ______ .

A. Henry

B. Sandra

C. Thomas

D. Judith

3. Which of these is NOT a summer holiday?

A. Father’s Day

B. St. Patrick’s Day

C. Mother’s Day

D. Independence Day

4. Which of these is a spring holiday?

A. Easter

B. Christmas

C. Thanksgiving

D. Independence Day

5. Which of these is a fall holiday?

A. Christmas

B. Easter

C. Independence Day

D. Halloween

Writing

Task 2. Write a paragraph about your last holiday celebration answering the following questions.

What was your last holiday?
Where did you celebrate it?
How many people were at the party? Who were they (friends, relatives, classmates etc)?
Did anyone get presents? What kind of presents?
What did you like the most?

Assessment criteria	Task	Descriptor	Mark
		A learner
Read and identify the main idea in the text.	1	chooses A for the first question;		1
		chooses D for the second question;		1
		chooses B for the third question;		1
		chooses A for the fourth question;		1
		chooses D for the fifth question.		1
Use the information to write sentences which describe people, places and objects.	2	gives full answer using linking words and basic connectors;	1
		writes with grammar accuracy (allowed to make 2 errors);	1
		spells the words correctly (allowed to make 2 errors);	1
		writes in a logical way answering all the questions.	1
Total marks			9

Rubrics for providing information to parents on the results of Summative Assessment for the unit “Holidays”

Learner’s name _____________________________________

Assessment criteria	Level of learning achievements
Assessment criteria	Low	Middle	High
Read and identify the main idea in the text.	H as a difficulty in identifying the sentences on the fact.	Makes mistakes in recognizing the main information of the text.	C orrectly identifies the sentences on the main points.
Use the information to write sentences which describe people, places and objects.	Some attempts to address the task but response is very unclear. Makes a lot of grammar and spelling mistakes.	Some errors in spelling and grammar. The errors in expression may require patience and interpretation by the reader and impede communication.	O nly minor spelling and occasional grammatical errors. Fully addresses the task.

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Жариялаған:

Aiganym

18 Ақпан 2025

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Қазақстан Республикасының білім беру жүйесін дамытуға қосқан жеке үлесі үшін және де Республика деңгейінде «Ustaz tilegi» Республикалық ғылыми – әдістемелік журналының желілік басылымына өз авторлық материалыңызбен бөлісіп, белсенді болғаныңыз үшін алғыс білдіреміз!

Сайтқа 25 материал жариялап, тегін ҚҰРМЕТ ГРОМАТАСЫН алыңыз!

Тәуелсіз Қазақстанның білім беру жүйесін дамытуға және білім беру сапасын арттыру мақсатында Республика деңгейінде «Ustaz tilegi» Республикалық ғылыми – әдістемелік журналының желілік басылымына өз авторлық жұмысын жариялағаны үшін марапатталасыз!

Ресми байқаулар тізімі

Республикалық байқауларға қатысып жарамды дипломдар алып санатыңызды көтеріңіз!

Ағылшын тілі 5-сынып БЖБ 1,2,3,4 тоқсан

Contents

TERM 1

Summative assessment for the unit “Home and away”

Summative assessment for the unit “Living things”

TERM 2

Summative assessment for the unit “Values”

Summative assessment for the unit “The world of work”

TERM 3

Summative assessment for the unit “Creativity”

TERM 4

Summative assessment for the unit “Sports”

Summative assessment for the unit “Holidays”

Химия пәні

Тарих пәні

Биология пәні

Ағылшын тілі пәні

География пәні

Информатика пәні

Мектепке дейінгі білім беру

«Қазақ тілі» жəне «Қазақ əдебиеті»

Дене шынықтыру

Білім алушылардың білім сапасын арттыру

Инклюзивті білім беру