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ЖОБА

Specification of Summative Assessment for term on the subject “English”
Grade 7

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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 7 ............................................................ 4

4.

Level of thinking skills on the subject “English”, Grade 7 ...................................................... 5

5. Administration rules .................................................................................................................... 6
6. Moderation and marking .............................................................................................................6
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 ...................................... 7
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 .................................... 20
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 .................................... 33
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 .................................... 46

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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 7.
2. The document defining the content of the Summative Assessment for the term
Subject Programme for “English” (within the framework of updating the content of
secondary education) for Grades 5-9 of basic secondary education.
3. Expected outcomes on the subject “English”, Grade 7
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.
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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 7
Strand
Listening

Speaking

Reading

Level of thinking
Description
skills
Knowledge
and
Understand the main ideas of talk on
comprehension
curricular topics;
understands details of an argument in a
talk within the framework of familiar
topics;
identify specific information in a talk
within the framework of familiar topics;
understands narratives on general and
curricular topics;
recognize
speaker’s
opinion
in
extended talk;
Higher
order
deduce the meaning of listening
thinking skills
material using context clues;

Recommended type
of question
Questions with
multiple choice
answers.
Questions that
require short answer.
Questions that
require an extended
answer.

Application

Questions that
require short
answers.
Questions that
require an extended
answer.

use the formal and informal registers in
a talk;
use subject specific vocabulary and
syntax;
Higher
order
ask complex questions to obtain
thinking skills
specific information;
convey the main ideas of a text within
the framework of familiar topics logically
organizing events;
present
information
within
the
framework of familiar topics;
interact with peers (in a pair, group) to
fulfill learning tasks;
compare and contrast texts within the
framework of familiar topics;
express
and
opinion
providing
arguments;
Knowledge
and
identify the main ideas of texts and
comprehension
details in texts of a range of styles and
genres within the framework of familiar
topics;
recognize specific information and
detail argument in a text and a range of
styles and genres within the framework of
familiar topics;
identify the attitude and opinion of the
author in a text;
read fiction and non-fiction texts;
Application
use a range of information sources
(reference materials, dictionaries, the
Internet);

Questions with
multiple choice
answers.
Questions that
require short
answers.
Questions that
require an extended
answer.

Higher
order
deduce the meaning from context in
thinking skills
short texts;

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Writing

Application

link and coordinate sentences and
paragraphs in a text within the framework
of familiar topics;
correctly use punctuation in a text
within the framework of familiar topics;
spell high frequency words accurately;
use accurately grammatical structures;
Higher
order
fill in tables, diagrams, schemes,
thinking skills
questionnaires, forms;
plan, write, edit and proofread texts
within the framework of familiar topics;
describe real and/or imagined events of
the past, present, and future using the
knowledge of topics studied before;
create texts of a range of styles and
genres using appropriate rules and layout;
provide arguments: examples and
reasons in a writing paper.

Questions that
require short
answers.
Questions that
require an extended
answer.

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 resources that can help
them, for example, dictionaries (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 - 24
The structure of the summative assessment
This Summative Assessment consists of 14 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task 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 choice tasks consist of several possible answers from which the correct one
should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics
“Hobbies and Leisure” or/and “Communication and Technology”.

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Characteristic of tasks for summative assessment for the 1 term

Unit

Hobbies and
Leisure.
Communication
and
Technology.

Strand

Learning objective

*Total
*Type
number *Question
of
of

question
questions

*Task description

Time

Total
marks

Listening 7.L2 Understand with little
support most specific
information in extended talk
on a limited range of general
and curricular topics.

6

1
2
3
4
5
6

Gap
filling.

Each learner works individually. The
task enables learners to elicit
specific information in extended
talk.
Learners listen to the recording
twice on topic ‘Hobbies and
Leisure’, 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 6
questions. Learners complete the
gaps with no more than three words
while listening.

10
minutes

6

Reading

6

1
2
3
4
5
6

Multiple
choice.
Open
ended

Each learner works individually.
The task enables learners to
understand general information from
the text and elicit details.
Learners read the text on topic
‘Communication and Technology’
and answer the questions. This task
consists of 6 questions with one
possible answer. In question 1-3
learners choose the right answer. In
questions 4-6 learners give short
answers.

10
minutes

6

7.R1 Understand the main
points in texts on a limited
range of unfamiliar general
and curricular topics.
7.R3 Understand the detail of
an argument on a growing
range of familiar general and
curricular topics, including
some extended texts.

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Unit

*Total
*Type
number *Question
of
of

question
questions

Strand

Learning objective

Writing

7.W3 Write with moderate
grammatical accuracy on a
limited range of familiar
general and curricular topics.
7.W8 Spell most highfrequency vocabulary
accurately for a growing
range of familiar general and
curricular topics.

1

1

Speaking 7.S3 Give an opinion at
discourse level on a growing
range of general and
curricular topics.
7.S5 Keep interaction with
peers to negotiate, agree and
organise priorities and plans
for completing classroom
tasks.
7.S1 Use formal and
informal registers in their
talk on a limited range of
general and curricular topics.

1

1

TOTAL:

Total
marks

*Task description

Time

Open
ended

Each learner works individually.
Learner should write on topics
‘Hobbies and Leisure’ or
‘Communication and Technology’.
They should follow the structure and
answer in full sentences. Learners
should write with grammatical
accuracy using a variety of topic
related vocabulary.

20
minutes

6

Open
ended

Learners pair up and have a two-way
Each
conversation on topics: ‘Hobbies
pair
and Leisure’, ‘Communication and
talks for
Technology’. They have 1 minute to
2
prepare and 2 minutes to talk on the minutes.
topic. Learners are provided with
some visual aids (pictures) and
questions for a discussion. They
provide own points of view on
topics, explaining and justifying
their positions and answers. Teacher
can ask additional questions to
support learners if necessary.

6

40
minutes

24

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 interview with Mike and Kim Black and write NO MORE THAN THREE
missing words. You will listen to the recording twice. CD3. Tapescript 1.
Example: Mike and Kim Black are from the British band ‘Bad Day’.
1. Mike and Kim live in the flat _______________ of London.
2. Mike likes London but he thinks it is ________________.
3. They listen to a lot of _______________________ music.
4. Mike and Kim like to ________________in their free time.
5. They watch TV a lot but they do not go to the__________.
6. Kim’s brother is in the band _______________________.

[1]
[1]
[1]
[1]
[1]
[1]
Total [6]

Reading
Task. Read the article about mobile phones and do the tasks.
Mobile Fever
Why are we so addicted to mobile phones? There are now over forty million people in
Britain with mobiles and if the present trend continues, every man, woman and child in Britain
will soon have one – or two, or three!
They can be expensive and are possibly bad for us. You can spend a lot of money if you
use your mobile a lot. According to some scientists, if we go on using mobiles, we’ll cook our
brains. Some people even say that radiation from mobiles causes cancer.
Teenagers are among the biggest users of mobiles, and ‘texting’ is creating a new
language full of abbreviations such as ‘How RU?’ in Japan, Surveys show teenagers are reading
less and mobile use is affecting the marks of secondary school learners. A big problem in Britain
is crime. Last year half a million British teenagers were victims of mobile phone theft.
As technology improves, mobiles can do more and more. If you have one of the new
multimedia mobiles, you can log on the net, pay for things, play games, interact with TV
programs and take photos to send to your friends.
Read the text again and answer the questions.
Example: Is this text about addiction to mobile phones?
A) No, it is not
B) Yes, it is
C) No information
D) Neither A nor B
1. How many British people are addicted to mobile phones?
A) 60 million
B) 40 million
C) 5 million
D) 2million

[1]

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2. Mobiles can be the reason of…
A) toothache
B) stomachache
C) cancer
D) headache
[1]
3. … are among the biggest users of mobiles.
A) Middle age people
B) Old people
C) Young people
D) Adult people

[1]

Read the text and give a short answer.
4. Is radiation one of causes of cancer?
_______________
5. Is ‘texting’ creating a new type of communication?
_______________
6. Does a mobile phone improve the marks of the learners? _______________

[1]
[1]
[1]
Total [6]

Writing
Task . Choose one of the topics below. Answer all the questions with appropriate details.
Follow the questions, use topical vocabulary and pay attention to the grammar.
Topic 1. About Sam’s hobby
Sam, 19 years old, a programmer, has got a
family.
Give some information about Sam. What is his favourite
hobby?
Example: Sam is nineteen years old.
What is he going to plant?
______________________________________________________________________
What should a person do to make his garden look nice?
______________________________________________________________________
Does he enjoy his hobby? Why?
______________________________________________________________________
Do you like gardening? Why? Why not?

Topic 2. About John’s computer games addiction

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John, 28 years old, a manager, has not got a family
Give some information about John. Do you think he
is a computer games addict?
Example: John is 28 years old and works as a
manager.

What is he doing now?
______________________________________________________________________
What should a person do to be good at playing computer games?
______________________________________________________________________
What do you think does he enjoy playing computer games? Why?
______________________________________________________________________
Does this activity help John work well as a manager?
______________________________________________________________________
Do you like playing computer games? Why? Why not?
_____________________________________________________________________
Total [6]
Speaking
Task . Work in pairs. Choose one of the cards and make a dialogue with a partner. You have 1
minute to prepare and 2 minutes to talk.
Card 1
Discuss with your partner the topic ‘Hobbies and Leisure’. The following questions will
help you to organize your talk:
1) What hobbies do you have?
2) What do you enjoy the most?
3) When did you start your hobby?
4) What do you usually do after school?
5) What hobby you cannot live without?
Card 2
Discuss with your partner the topic ‘Hobbies and Leisure’. The following questions will
help you to organize your talk:
1) What is your hobby?
2) Tell about your friend’s interests and hobbies.
3) Do you have any common interests (hobbies)?
4) Do you spend much time chatting with your friend(s)?
5) What is the most popular hobby now?
Card 3
Discuss with your partner the topic ‘Hobbies and Leisure’. The following questions will
help you to organize your talk:
1) What do you usually do in your free time?
2) What is your favourite free time activity?
3) Do you spend your leisure time with your friends?
4) How do you spend your leisure time with your friends?
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5) Do you often go out?
Card 4
Discuss with your partner the topic ‘Hobbies and Leisure’. The following questions will
help you to organize your talk:
1) What is your hobby?
2) Why you think your hobby is interesting?
3) When do you usually enjoy your hobby?
4) Do you think that every person should have a hobby?
5) What is the most popular hobby now?
Card 5
Discuss with your partner the topic ‘Communication and Technology’. The following
questions will help you to organize your talk:
1) How much television do you watch per day/week?
2) What time of a day do you usually watch TV?
3) Who do you normally watch TV with?
4) What kind of TV programmes do you like the most?
5) Do you have a favourite TV programme at the moment?
Card 6
Discuss with your partner the topic ‘Communication and Technology’. The following
questions will help you to organize your talk:
1) Which modern electronic devices are popular now?
2) Do you have any electronic device?
3) What do you mainly use your electronic device for?
4) Do you spend much time chatting with your friend(s)?
5) Do you think electronic devices help you study?
Card 7
Discuss with your partner the topic ‘Communication and Technology’. The following
questions will help you to organize your talk:
1) How many text messages do you send per day?
2) Do you like Facebook /Vkontakte /Instagramm?
3) What do you use your mobile for?
4) What app do you like now?
5) Where do you upload photos (Facebook, email, etc.)?
Card 8
Discuss with your partner the topic ‘Communication and Technology’. The following
questions will help you to organize your talk:
1) Do you often use Internet?
2) What information do you usually search on the Internet?
3) How often do you communicate with people on the Internet?
4) Do you think it is comfortable to work on the Internet?
5) Can you believe everything that is posted on the Internet?
Total [6]
Total marks_ /24

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Mark scheme
Listening and Reading

1
2
3
4
5
6
1
2
3
4
5
6
Total

Answer
in the centre
very expensive
rock
go out
cinema
called ‘No Problem’
B
C
C
Yes, it is
Yes, it is
No, it does not

Mark
1
1
1
1
1
1
1
1
1
1
1
1
12

Additional
information
center
expensive

‘No Problem’

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Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a
total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Criterio
n

6

5

Content (relevance and
development of ideas)

Organization (cohesion,
paragraphing and format)

Vocabulary (style and
accuracy)

Grammar (style and accuracy)
and Punctuation (accuracy)

• 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.

• 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.

• 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.

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

• Uses a range of basic
connectors correctly.
• Uses paragraphs to separate

• 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

• Writes simple and compound
sentence forms correctly, but
does not demonstrate variety
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• The register on the whole
corresponds to the
requirements of the task;
occasional and inconsistent
misuse of register may be
present.
• Most content points are
addressed, but their
development may be slightly
imbalanced.

ideas; most paragraphs
revolve around one idea or a
set of like ideas; the size of
each paragraph may reflect
imbalanced development of
ideas.
• The format is appropriate.








4

3

• 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.

• Some content is relevant to
the task; significant content
omissions may be present.
• The register barely

• 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 a very limited range of
basic cohesive devices
correctly.
• Writes in paragraphs, but may










lexical items, but may make
frequent errors.
Has good control of word
formation; may make errors in
producing less common word
forms.
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

in length.
• Occasional errors in grammar
and/or punctuation do not
distort meaning.

• 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
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corresponds to the
requirements of the task.
• Only some content points,
which are minimally
addressed.

not use them to separate ideas
(a script may have random
breaks between paragraphs).
• The format may be
inappropriate in places.





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.










0

common word forms
meaning at times.
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
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
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• 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 SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and language), and then calculate a mean to give an overall total out of 6.
Mark /
Criterio
n

6

5

4

Development and Fluency
• 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

Language
• 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.
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3

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

• 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.

• 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.
*Speech deficiencies should not be considered as affecting intelligibility.

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SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2
Review of summative assessment for term 2
Duration of summative assessment – 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 24
The structure of the summative assessment
This Summative Assessment consists of 14 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Matching tasks require learners to match two sets of items according to the instructions
for the task.
Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 2 term should be selected on topics
“Holidays and Travel” or/and “Space and Earth”.

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Characteristic of tasks for summative assessment for the 2 term

Unit

Strand

Learning objective

*Total
number of

questions

Listening

Holidays
and
Travel.
Space and
Earth.

Reading

Writing

*Quest
ion №

*Type of
question

*Task description

Time

Total
marks

7.L3 Understand with some support
most of the detail of an argument in
extended talk on a limited range of
general and curricular topics.
7.L6 Deduce meaning from context
with little support in extended talk on a
limited range of general and curricular
topics.

6

1
2
3
4
5
6

Matching
Open ended

Each learner works individually. This
task enables learners to identify the
detail of an argument and deduce the
meaning from the recording.
Learners listen to the recording twice on
topic ‘Holidays and Travel’, having a
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 two types of
questions: questions 1-5 are matching
exercise; question 6 requires a short
answer.

10
minutes

6

7.R3 Understand the detail of an
argument on a growing range of
familiar general and curricular topics,
including some extended texts.
7.R5 Deduce meaning from context in
short texts on a growing range of
familiar general and curricular topics

6

1
2
3
4
5
6

Open ended

Each learner works individually. The
task enables learners to elicit details and
deduce the meaning of the words from
the context.
Learners read the text and write short
answers for the first part. The second
part requires understanding the
definition and deducing the word from
the text. This task consists of 6
questions. Questions 1-4 require
answers in three words or a number.
In questions, 5-6 learners should find the
words from the text according to given
definition.

10
minutes

6

7.W2 Write with minimal support
about real and imaginary past events,
activities and experiences on a growing

1

1

Open ended

Each learner works individually. The
task enables learners to write about real
and imaginary past events

20
minutes

6

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Unit

Strand

Learning objective

*Total
number of

questions

*Quest
ion №

*Type of
question

range of familiar general topics and
some curricular topics.
7.UE9 Use appropriately a variety of
active and passive simple present and
past forms and past perfect simple
forms on a range of familiar general
and curricular topics

Speaking

7.S4 Respond with some flexibility at
both sentence and discourse level to
unexpected comments on a growing
range of general and curricular topics.
7.S7 Use appropriate subject-specific
vocabulary and syntax to talk about a
growing range of general topics, and
some curricular topics.

TOTAL:

*Task description

Time

Total
marks

grammatically accurately and spell the
words accurately.
Learners should continue the given story
on the topics ‘Holidays and Travel’,
‘Space and Earth’, using imagination,
creativity and experiences. They should
give full answers to the questions.
1

1

Open ended

Learners work in pairs.
They describe interesting place to visit
for holidays. Learners take turns in
asking and answering the questions.
They use visual and written prompts for
a discussion, explaining and justifying
own viewpoints. They have 1 minute to
prepare and 2-3 minutes to talk on the
topic. The questions based on the topics
‘Holidays and Travel’, ‘Space and
Earth’.

Each pair
talks for 23 minutes.

6

40
minutes

24

Note: * - sections that can be changed

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Sample questions and mark scheme
Tasks for the Summative Assessment for the term 2
Listening
Task. Do the matching exercise 1 – 5 while you listen to the recording. Complete the table with
the correct place from the box above.
Write the correct answer to the questions 6.CD3. Tapescript2.
Example: What time does the train arrive at Exeter? 6.30 p.m./18.30
Oxford

Manchester

London

Cambridge

Exeter

1. Listening A
The speaker wants to go to
2. Listening B
The speaker wants to go to
3. Listening C
The speaker wants to go to
4. Listening D
The train is going to
5. Listening E
The passengers want to go to

[1]
[1]
[1]
[1]
[1]

6. Listening E
What time is the train back to London? _________________________________

[1]
Total [6]

Reading
Task. Read the article.
Holidays in Space
The World Tourism Organization says that space will soon be a popular place to go on
holiday – possibly by 2020. One Japanese company is getting ready. They are planning a space
holiday centre. It will look like a bicycle wheel and have a hotel for 100 people and a theme
park. It will travel round the Earth at a height of 300 km. The company hopes the centre will be
ready in 2017. The company chairman says that flying to the centre will probably be quicker
than flying from Hong Kong to Singapore. When they are on board of the centre, the tourists will
take short trips to the Moon or go for walks in space.
An American hotel group is also thinking of building a hotel, called the Lunar Hotel. This
will be on the Ьoon. Most of the hotel will be under the ground so it won’t become too hot or too
cold. The rooms will look just like they do on Earth. The guests will eat normal food for lunch.
The cooks will just push a button to mix dried food with water to become an instant meal!

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Part 1.Read the article again and give answers to the questions. Write no more than
THREE WORDS or A NUMBER.
Example: When will space be a popular place for holiday?
1.
2.
3.
4.

In 2020

How many people will be able to stay at the hotel?
__________ [1]
When will the centre be ready?
__________ [1]
Where will tourists be able to travel while they are at the center?__________ [1]
Where will most of the hotel on the moon be?
__________ [1]

Part 2. Read definition of the word from the text. Write it in the given place.
5. a 2-wheeled vehicle that a person rides by pushing on foot pedals
_______________________________________

[1]

6. the large round object that circles the Earth and that shines at night by reflecting light
from the sun
_______________________________________
[1]
Total [6]
Writing
Task. Choose one of the topics below.
Topic 1. Read the beginning of the story and create your continuation.
Last month I travelled to Italy. When I came to Italy I realized that I had some problems
…..
You may use this plan for the answer:
What were the problems?
______________________________________________________________________
______________________________________________________________________
How did you solve them?
______________________________________________________________________
______________________________________________________________________
Describe the end
______________________________________________________________________
______________________________________________________________________

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Topic 2. Read the beginning of the story and create your continuation.
Kyle and Steve were on board of the spaceship, the destination of which was Mars.
Suddenly Kyle looked out of the window and noticed something big with lots of flashing lights
coming towards their ship. The ship’s radio began to make noise and everybody was waiting for
something to happen. Then a little window at the end of the ship opened and a small green
creature appeared as if it was waiting outside. “An alien!” – Kyle shouted but people didn’t hear
him…
You may use this plan for the answer:
What happened next? __________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What did Kyle decide to do? ______________________________________________
_____________________________________________________________________
_____________________________________________________________________
Describe the end_______________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Total [6]
Speaking
Task. You have to work in pairs. Choose one card and discuss the questions. You have one
minute to prepare and 2-3 minutes to talk.
Card 1.
You may use the questions:
1.
2.
3.
4.
5.
6.

What are the most interesting places in Astana?
Why do people enjoy visiting these places?
What is the most exciting place to visit?
How does it look like?
Why are these places popular among visitors?
Would you like to visit Astana again?

Baiterek

Center of Peace and Accord

Khan Shatyr

Duman,Oceanarium

Card 2.
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You may use the questions:
1. Would you like to be an astronaut?
2. Have you ever wanted to be an astronaut?
3. Would you like to go to the Moon or travel into space?
4. What kinds of people become astronauts?
5. How important is the job of an astronaut?
6. What planet would you like to travel?

Total [6]
Total marks _/24

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Mark scheme
Listening and Reading

1
2
3
4
5
6
1
2
3
4
5
6
Total

Answer
Cambridge
Manchester
Oxford
Exeter
London
4.20 p.m.
100 (one hundred)
2017
To the Moon
Under the ground
bicycle
Moon

Mark Additional
information
1
1
1
1
1
1
16.20
1
1
1
1
1
1
12

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Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a
total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Criterio
n

6

5

Content (relevance and
development of ideas)

Organization (cohesion,
paragraphing and format)

Vocabulary (style and
accuracy)

Grammar (style and accuracy)
and Punctuation (accuracy)

• 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.

• 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.

• 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.

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

• Uses a range of basic
connectors correctly.
• Uses paragraphs to separate

• 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

• Writes simple and compound
sentence forms correctly, but
does not demonstrate variety
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• The register on the whole
corresponds to the
requirements of the task;
occasional and inconsistent
misuse of register may be
present.
• Most content points are
addressed, but their
development may be slightly
imbalanced.

ideas; most paragraphs
revolve around one idea or a
set of like ideas; the size of
each paragraph may reflect
imbalanced development of
ideas.
• The format is appropriate.








4

3

• 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.

• Some content is relevant to
the task; significant content
omissions may be present.
• The register barely

• 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 a very limited range of
basic cohesive devices
correctly.
• Writes in paragraphs, but may










lexical items, but may make
frequent errors.
Has good control of word
formation; may make errors in
producing less common word
forms.
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

in length.
• Occasional errors in grammar
and/or punctuation do not
distort meaning.

• 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
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corresponds to the
requirements of the task.
• Only some content points,
which are minimally
addressed.

not use them to separate ideas
(a script may have random
breaks between paragraphs).
• The format may be
inappropriate in places.





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.










0

common word forms
meaning at times.
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
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
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• 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 SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and language), and then calculate a mean to give an overall total out of 6.
Mark /
Criterio
n

6

5

4

Development and Fluency
• 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

Language
• 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.
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3

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

• 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.

• 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.
*Speech deficiencies should not be considered as affecting intelligibility.

32

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SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3
Review of summative assessment for term 3

Duration of the summative assessment – 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 24
The structure of the summative assessment
This Summative Assessment consists of 14 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.
Multiple choice tasks consist of several possible answers from which the correct one
should be selected.
Yes\No\Not Given tasks require learners to identify whether the statements agrees with
the writer (Yes), whether the statement contradicts the writer (Not), whether the information is
not found in the passage (Not Given).
The content of the summat
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