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

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.

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

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.

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”.

Characteristic of tasks for summative assessment for the 1 term

Unit	Strand	Learning objective	*Total number of questions	*Que stions №	*Type of question	*Task description	Time	Total marks
Our Class	Listening	6.L5 Understand most	5	1	Multiple	Each learner works individually. The task enables	10	5
Helping		specific information		2	choice	learners to find specific information in extended	minutes
and Heroes		and detail of		3	Gap	talk. Learners listen to the recording twice on topic
		supported, extended		4	filling	‘Our class’, having Жүктеу ЖИ арқылы жасау ЖИ арқылы жасау Бөлісу 1 - айлық Материал тарифі -96% жеңілдік 00 05 00 ҚМЖ Ашық сабақ Тәрбие сағаты Презентация БЖБ, ТЖБ тесттер Көрнекіліктер Балабақшаға арнарлған құжаттар Мақала, Эссе Дидактикалық ойындар және тағы басқа 400 000 материал Барлық 400 000 материалдарды шексіз жүктеу мүмкіндігіне ие боласыз 1 990 ₸ 49 000₸ 1 айға қосылу Таңдау Материалға шағымдану Бұл материал сайт қолданушысы жариялаған. Материалдың ішінде жазылған барлық ақпаратқа жауапкершілікті жариялаған қолданушы жауап береді. Ұстаз тілегі тек ақпаратты таратуға қолдау көрсетеді. Егер материал сіздің авторлық құқығыңызды бұзған болса немесе басқа да себептермен сайттан өшіру керек деп ойласаңыз осында жазыңыз Жариялаған: Хасаинова Айдана Зулпухаровна 13 Ақпан 2024 411 Шағым жылдам қаралу үшін барынша толық ақпарат жіберіңіз Шағымды қалдыру Ағылшын тілінен 6 сыныпқа арналған бағалау жиынтығы Тақырып бойынша 11 материал табылды Ағылшын тілінен 6 сыныпқа арналған бағалау жиынтығы Материал туралы қысқаша түсінік Ағылшын тілінен 6 сыныпқа арналған бағалау жиынтығы Материалды жүктеу Материалдың қысқаша нұсқасы Specification of Summative Assessment for term on the subject “English” Grade 6 Contents Aim of the Summative Assessment for the term 4 The document defining the content of the Summative Assessment for the term 4 Expected outcomes on the subject “English”, Grade 6 4 Level of thinking skills on the subject “English”, Grade 6 5 Administration rules 7 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 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. 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) 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. Level of thinking skills on the subject “English”, Grade 6 Strand Level of thinking skills Description Recommende d type of question Listening Knowledge and comprehens ion Understand longer sequenceы of supported classroom instructions; understand more complex supported questions 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; Questions with multiple choice answers. Questions that require short answers. Questions that require detailed answer. Higher order thinking skills deduce meaning from context in supported extended talk on a range of general and curricular topics; 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; Questions that require short answers. Questions that require detailed answer. Higher order thinking skills provide basic information about themselves and others at discourse level on a range of general topics; give an opinion at sentence and discourse level on 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; Reading Knowledge and comprehens ion 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; Questions with multiple choice answers. Questions that require short answers. Questions that require detailed answer. Application 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; Higher order thinking skills 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; Writing Application 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; Questions that require short answers. Questions that require detailed answer. Higher order thinking skills 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. 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. 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. 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”. Characteristic of tasks for summative assessment for the 1 term Unit Strand Learning objective *Total number of questions *Que stions № *Type of question *Task description Time Total marks Our Class Listening 6.L5 Understand most 5 1 Multiple Each learner works individually. The task enables 10 5 Helping specific information 2 choice learners to find specific information in extended minutes and Heroes and detail of 3 Gap talk. Learners listen to the recording twice on topic supported, extended 4 filling ‘Our class’, having Материалды жүктеу Жүктеу Сақтау Бөлісу ЖИ арқылы жасау Файл форматы: docx Шет тілі Тест 6 сынып 13.02.2024 411 Жүктеу Сақтау ЖИ арқылы жасау Жариялаған: Хасаинова Айдана Зулпухаровна Бұл материалды қолданушы жариялаған. Ustaz Tilegi ақпаратты жеткізуші ғана болып табылады. Жарияланған материалдың мазмұны мен авторлық құқық толықтай автордың жауапкершілігінде. Егер материал авторлық құқықты бұзады немесе сайттан алынуы тиіс деп есептесеңіз, шағым қалдыра аласыз Қазақстандағы ең үлкен материалдар базасынан іздеу Сіз үшін 400 000 ұстаздардың еңбегі мен тәжірибесін біріктіріп, ең үлкен материалдар базасын жасадық. Төменде керек материалды іздеп, жүктеп алып сабағыңызға қолдана аласыз Іздеу Материал жариялап, аттестацияға 100% жарамды сертификатты тегін алыңыз! Ustaz tilegi журналы министірліктің тізіміне енген. Qr коды мен тіркеу номері беріледі. Материал жариялаған соң сертификат тегін бірден беріледі. Толығырақ Оқу-ағарту министірлігінің ресми жауабы Сайтқа 5 материал жариялап, тегін АЛҒЫС ХАТ алыңыз! 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! Жариялау 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! Жариялау Министірлікпен келісілген курстар тізімі Химия пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Тарих пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Биология пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Ағылшын тілі пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ География пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Информатика пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Мектепке дейінгі білім беру бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ «Қазақ тілі» жəне «Қазақ əдебиеті» бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Дене шынықтыру пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Білім алушылардың білім сапасын арттыру мақсатында сабақта цифрлық технологияларды қолдану 80/108 сағат Толығырақ Инклюзивті білім беру жүйесінде ерекше білім беру қажеттілігі бар білім алушыға психологиялық-педагогикалық қолдау көрсету бойынша педагогтердің кәсіби және пәндік құзыреттіліктерін дамыту 80/108 сағат Толығырақ