Ағылшын тілі пәнінен 6-8 сыныптарға арналған жиынтық бағалау

Unit

Strand

Learning objective

*Total number of questions

*Quest ion №

*Type of question

*Task description

Time

Total marks

Entertain ment and Media. Sport, Health and Exercise.

Listening

8.2.6.1 (8.L6) Deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics.

6

1

2

3

4

5

6

Open – ended

Each learner works individually.

Task enables learners to identify meaning from the conversation. Learners should choose specific information from the recording to finish the statements. Learners should be given 1 minute to look through the questions before they listen. Learners should listen to recordingtwice.

10 minutes

6

Reading

8.4.5.1 (8.R5) Deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics.

8.4.2.1 (8.R2) Understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.

6

1

2

3

4

5

6

Match

Answer the questions

Each learner works individually.

Task enables learners to match the halves of the statements according to the context. The question itself comprises a sentence taken from the text that carries specific information about what is told in the text.

There are 2 questions that ask learners to give answer referring to the textual context.

10 minutes

6

Writing

8.5.3.1 (8.W3) Write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

1

1

Open ended

Each learner works individually. They should write a letter about their favourite kind of sport, proving their choice.

20 minutes

6

Unit

Strand

Learning objective

*Total number of questions

*Quest ion №

*Type of question

*Task description

Time

Total marks

8.5.4.1 (8.W4) Use with some support style and register appropriate to a variety of written genres on general and curricular topics.

8.5.8.1 (8.W8) Spell most high- frequency vocabulary accurately for a range of familiar general and curricular topics.

The task may give a learner some statements to be based on. Style and structure of a letter should be kept. Learners spell correctly, use topical vocabulary.

Speaking

8.3.5.1 (8.S5) Interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasks.

8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

1

1

Open ended

The task is to create an advertisement about medicine from a cold. Learners work in pairs and have a project work interacting with peers to negotiate, agree and organize priorities and plans for creating work. Learners should use topic specific vocabulary while pair working. They have 4 minutes to prepare it. They provide their own points of view on topics, explaining and justifying their positions. Teacher observes and makes notes if learners negotiate, agree and organize priorities and plan for creating work.

4 minutes for a work in pairs

6

TOTAL:

40

minutes (excluding Speaking)

24

Note: * - sections that can be changed

0. Signs and symptoms may begin less than

a pair of days following exposure

1. The important method of prevention is

1. one day following exposure

[1]

2. This illness also influences on

2. pneumonia may fluently develop

[1]

3. Signs and symptoms may begin

3. washing hands

[1]

4. In those with other health problems

4. voice box, the throat and sinuses

[1]

Mark / Criterion

Content: relevance, style and register, and development of ideas

Organization: cohesion, paragraphing, and format

Vocabulary and Spelling

Grammar and Punctuation: range and accuracy

6

• All content is relevant to the task.

• The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style.

• All content points are fully addressed and developed in a balancedway.

*Such misuse of register should not harm the format of writing.

• Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly orappropriately.

• 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 ofideas.

• The format is appropriate, but may be modified for a better readingexperience.

• 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 lesscommon wordforms.

• Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may bepresent.

• May occasionally misspell less common lexicalitems.

• Errors in word choice and/or spelling do not distortmeaning.

• Writes simple and compound sentence forms correctly and demonstrates some variety in length.

• May attempt some complex sentences, but they tend to be less accurate, including punctuation.

• Errors in grammar and/or punctuation do not distort meaning.

5

• All content is relevant to the task; insignificant content omissions may bepresent.

• The register on the whole corresponds to therequirements

of the task; occasional and inconsistent misuse of register

• Uses a range of basic connectors correctly.

• Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set oflike

ideas; the size of each paragraph may reflect imbalanced

• 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 errorsin

• Writes simple and compound sentence forms correctly, but does not demonstrate variety in length.

• Occasional errors ingrammar

and/or punctuation do not distort meaning.

may be present.

• Most content points are addressed, but theirdevelopment may be slightlyimbalanced.

development of ideas.

• The format isappropriate.

producing less common word forms.

• Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may bepresent.

• May often misspell lesscommon lexical items.

• Errors in word choice and/or spelling do not distortmeaning.

4

• Most content is relevant to the task; insignificant content omissions may bepresent.

• 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 thanothers.

• Uses some basic connectors, but these may be inaccurate or repetitive.

• Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason).

• The format is generally appropriate.

• Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items.

• Has good control of word formation; can producecommon word formscorrectly.

• May make infrequent errors in spelling more difficultwords.

• Errors in word choice and/or spelling rarely distortmeaning.

• Writes simple and some compound sentenceforms correctly.

• While errors in grammar and/or punctuation are noticeable, meaning is rarelydistorted.

3

• Some content is relevant to the task; significant content omissions may bepresent.

• The register barely corresponds to the requirements of thetask.

• Only some content points, which are minimallyaddressed.

• Uses a very limited range of basic cohesive devicescorrectly.

• Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks betweenparagraphs).

• The format may be inappropriate inplaces.

• Uses basic vocabulary reasonablyappropriately.

• Has some control of word formation; can produce some common word formscorrectly.

• Makes frequent errors in spelling more difficult words, but simple words are spelledcorrectly.

• Errors in a word choice and/or spelling distort meaning attimes.

• Writes simple sentenceforms mostlycorrectly.

• Errors in grammar and/or punctuation may distort meaning at times.

2

• Severe irrelevances and misinterpretations of the task may bepresent.

• Only few content points, which are minimallyaddressed.

• May use a very limited range of basic cohesive devices, and those used, may not indicate a logical relationship betweenideas.

• Attempts to write inparagraphs,

• Uses an extremely limited range of vocabulary.

• Has very limited control of word formation; can produce a few common word formscorrectly.

• Writes some simple sentence formscorrectly.

• Frequent errors ingrammar and/or punctuation distort meaning.

but their use may be confusing (may start every sentence with a new line).

• The format may be inappropriate.

• Makes many errors inspelling, including a range of simple words.

• Errors in a word choice and/or spelling distortmeaning.

1

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

• Links are missing or in correct.

• Does not write in paragraphs at all (a script is a block of text).

• The format is not appropriate.

• Can only use a few isolated words and/or memorized phrases.

• Has essentially no control of a word formation; can barely produce any word forms.

• Displays few examples of conventional spelling.

• No evidence of sentence forms.

0

• Does not attempt the task in anyway.

OR

• The response is completely irrelevant to the task.

OR

• 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 verifymeaning.

Mark / Criterion

Development and Fluency

Grammar and Vocabulary

6

• Shows sustained ability to maintain a conversation and to make relevant contributions at somelength.

• Produces extended stretches of language despite somehesitation.

• Can respond to a change in direction of theconversation.

• Pronunciation isintelligible.

• Intonation isappropriate.

• Produces error-free simplesentences.

• Attempts some complex grammatical forms, but may make errors, which rarely cause comprehensionproblems.

• Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curriculartopics.

5

• Responds relevantly and at length which makes frequent prompting unnecessary, resulting in a competentconversation.

• Produces mostly extended stretches of language despite some hesitation, although instances of using short phrases may bepresent.

• Can generally respond to a change in direction of theconversation.

• Pronunciation is generallyintelligible.

• Intonation is generallyappropriate

• Produces error-free simplesentences.

• Uses a range of appropriate vocabulary when talking about a range of general and curriculartopics.

• Occasional mistakes do not cause comprehensionproblems.

4

• Attempts to respond to questions andprompts.

• 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 mostlyintelligible.

• May not follow English intonation patterns attimes.

• Frequently produces error-free simplesentences.

• Uses appropriate vocabulary to talk about a limited range of general and curricular topics.

• Errors may cause comprehensionproblems.

3

• Responses tend to be brief and are characterized by frequenthesitation.

• Has to be encouraged to go beyond short responses and struggles to develop aconversation.

• There is a lack of intelligibility of pronunciation, but it is unlikely to impedecommunication.

• May not follow English intonation patternsfrequently.

• Produces basic sentence forms and some correct simplesentences.

• Uses a limited range of appropriate vocabulary to talk about a limited range of generaltopics.

• Errors are frequent and may lead tomisunderstanding.

2

• Responses are so brief that little iscommunicated.

• Barely engages in aconversation.

• Pronunciation may cause some communicationdifficulty.

• Does not follow English intonationpatterns.

• Attempts basic sentence forms, but with limitedsuccess.

OR

• Heavily relies on apparently memorizedutterances.

• Uses a limited range of appropriate vocabulary to talk about a very limited range of generaltopics.

• Makes numerous errors except in memorizedexpressions.

1

• No communicationpossible.

• Pronunciation and intonation patterns cause difficulty for even themost sympatheticlistener.

• Cannot produce basic sentence forms.

• Can only produce isolated words and phrases or memorizedutterances.

0

• No attempt at theresponse.

OR

• No ratablelanguage.