бжб тжб 4сынып а5ылшын жыл бойы Smiles 4 grade summative Assessments, 4 класс сор соч на весь год

Methodological recommendations for Summative Assessment
on the subject «The English language»
Grade 4

Nur-Sultan, 2019

Methodological recommendations for Summative Assessment are designed to assist teachers
in planning, organising and carrying out Summative Assessment in «The English language» for the
Grade 4 learners. Methodological recommendations are aligned with the Subject Programme and
Course plan. Summative Assessment in Grade 4 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment tasks for units/ cross curricular 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 units/ cross curricular unit. Also this document includes possible
levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be
considered as recommendations.
Specification of Summative Assessment for term presents sample questions and mark
scheme. It is standardised and obligatory to adhere in conducting Summative Assessment for term.
Methodical recommendations are designed for primary school teachers, school
administrations, educational departments’ seniors, regional and school coordinators in criteriabased 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.

2

CONTENTS
SUMMATIVE ASSESSMENT TASKS FOR TERM 1 ..................................................................... 4
Summative assessment for the cross curricular unit «Kazakhstan in the World of Sport»............. 4
Summative Assessment for the cross curricular unit «Values in Myths and Legends» ................. 7
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 ........................................ 11
SUMMATIVE ASSESSMENT TASKS FOR TERM 2 ................................................................... 17
Summative Assessment for the cross curricular unit «Treasure and Heritage» ............................ 17
Summative Assessment for the cross curricular unit «Professions and Ways of Communication»
....................................................................................................................................................... 21
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 ........................................ 25
SUMMATIVE ASSESSMENT TASKS FOR TERM 3 ................................................................... 32
Summative Assessment for the cross curricular unit «Hot and Cold» .......................................... 32
Summative Assessment for the cross curricular unit «Healthy World» ....................................... 36
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3........................................ 40
SUMMATIVE ASSESSMENT TASKS FOR TERM 4 ................................................................... 46
Summative Assessment for the cross curricular unit «Journey into Space» ................................. 46
Summative Assessment for the cross curricular unit «Machines» ................................................ 49
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 ........................................ 53

3

SUMMATIVE ASSESSMENT TASKS FOR TERM 1
Summative assessment for the cross curricular unit «Kazakhstan in the World of Sport»
Learning objectives

Assessment criteria

4.1.4.1 Understand an increasing range of short supported
questions on general and some curricular topics
4.2.4.1 Respond to questions on an increasing range of general
and some curricular topics



Identify short questions with support on general and some
curricular topics
Answer the questions on general and some curricular
topics

Level of thinking skills

Knowledge and comprehension
Application

Duration

20 minutes

Listening
Task 1. Answer the questions. Circle “Yes” or “No”. Do the task while you listen. You will listen
twice.
Go to this link to listen http://learnenglishteens.britishcouncil.org/skills/listening-skillspractice/interview-swimmer
Example: Does Dan get up early?

Yes

No

1. Does he have a small breakfast?
2. Is Dan a student?
3. Does he have lunch at home?
4. Does Dan go swimming after classes?
5. Does he watch TV and go on the internet before bed?

Yes
Yes
Yes
Yes
Yes

No
No
No
No
No

Speaking
Task 2. Look at the pictures, choose ONE and answer the questions.

1.
2.
3.
4.

What game are the children playing?
How do you usually play the game?
What do you need to play the game?
Who usually is the winner?
4

Assessment criteria

Task

Identify short questions
with support on general
and some curricular
topics
Answer the questions
on general and some
curricular topics

1

2

Descriptor
A learner
chooses “No” for the 1st question;
chooses “Yes” for the 2nd question;
chooses “No” for the 3rd question;
chooses “No” for the 4th question;
chooses “Yes” for the 5th question;
uses vocabulary words on the topic;
conveys ideas clearly;
pronounces words and phrases correctly;
gives relevant details in answers.

Total marks

Mark
1
1
1
1
1
1
1
1
1
9

Transcript for listening task
Interviewer: Hello, Dan.
Dan: Hi.
Interviewer: Can you tell me about a typical day in your life for the school magazine?
Dan: Yeah, sure.
Interviewer: So, what time do you get up?
Dan: Oh, I get up very early. I get up every day at 5 o’clock and go to the pool. Then I swim from
6 o’clock to 8 o’clock.
Interviewer: You get up at 5 o’clock? Wow, that’s early!
Dan: Yeah. Then at 8 o’clock I have a shower, I get dressed and I have breakfast. I have a big
breakfast: cereals, toast, bacon and eggs and orange juice.
Interviewer: What do you do after breakfast?
Dan: At 11 o’clock I go to university. I’m studying sports science and I have classes from 11
o’clock to 4 o’clock.
Interviewer: When do you have lunch?
Dan: I have lunch at about 2 o’clock at the university.
Interviewer: What do you do after classes?
Dan: Sometimes I go to the gym and sometimes I meet my friends at a café.
Interviewer: What time do you have dinner?
Dan: I have dinner at 7 o’clock, then I watch TV or go online and I usually go to bed at 10 o’clock.
Interviewer: Thanks, Dan. That’s a busy day!

5

Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Kazakhstan in the World of Sport»
Learner’s name_______________________________________________________

Level of learning achievements
Low
Middle
High
Identify short questions Identifies general questions and Identifies general questions and Identifies general questions and
with support on general answers few of the “Yes/ No” answers some of the “Yes/ No” answers most of the “Yes/ No”
and some curricular topics questions correctly.
questions correctly.
questions correctly.
Assessment criteria

Answer the questions on Uses very simple vocabulary in
general
and
some answers. Expresses ideas mostly
curricular topics
unclear. Gives irrelevant details most
of the time. Makes frequent
pronunciation errors.

Uses
some
appropriate
topical
vocabulary in answers. Sometimes
expresses ideas unclear. Gives some
relevant details in answers. Makes
some mistakes in pronunciation, which
do not impede meaning.

6

Uses proper topical vocabulary in
answers. Often expresses ideas
clearly. Gives relevant details in
answers. Pronounces most of the
words and phrases clearly.

Summative Assessment for the cross curricular unit «Values in Myths and Legends»
Learning objectives

Assessment criteria

4.4.1.1 Plan, write and check sentences with support on a range
of basic personal, general and some curricular topics
4.3.5.1 Understand the main points of short simple texts on a
growing range of general and some curricular topics by
using contextual clues



Plan, write and check sentences on basic personal,
general and curricular topics
Find the main points in short simple texts using
contextual clues

Level of thinking skills

Knowledge and comprehension
Application

Duration

20 minutes

Writing
Task 1. Look at the pictures. Choose ONE picture to describe. Write 4 sentences. Plan your
writing by naming people, objects, their actions and feelings.

1

3

2

4

Example: Picture 1.
Plan:
what people are in the picture
what objects are in the picture
what people are doing
what are their feelings
Writing
I can see a princess in the picture. There is a big bed and some blankets in the picture. The
princess is sleeping. She is unhappy.
Now, write your sentences and check them.

7

Reading
Task 2. Read the text. Match the sentences to the pictures.
Belling The Cat
There lived many mice in a grocer’s shop, which ate plenty of food, and the grocer suffered
very much. So, he brought a fat cat to catch the mice. The mice were worried. They held a
meeting to send away the cat.
One mouse said to tie a bell around the cat’s neck because the cat moved softly and swiftly.
So that when the cat moves, the mice would become aware of the cat. All the mice agreed to this
decision.
The old mouse asked, “Can you tell me who is to bell the cat?”
There was no reply.
1. There lived many mice in a grocer’s A)
shop, which ate plenty of food, and the
grocer suffered very much.

2. The grocer brought a fat cat to catch the B)
mice.

3. The mice held a meeting to send away C)
the cat.

4. One mouse said to tie a bell around the D)
cat’s neck because the cat moved softly
and swiftly.

5. The old mouse asked, “Can you tell me E)
who is to bell the cat?”

8

Assessment criteria
Plan, write and check
sentences on basic
personal, general and
curricular topics
Find the main points
in short simple texts
using contextual clues

Task

1

2

Descriptor
A learner
uses plan to describe the pictures;
writes sentences in correct word order;
uses sufficient range of vocabulary;
includes relevant details;
spells topical words accurately;
matches 1.E;
matches 2.C;
matches 3.A;
matches 4.B;
matches 5.D.

Total marks

9

Mark
1
1
1
1
1
1
1
1
1
1
10

Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Values in Myths and Legends»
Learner’s name_______________________________________________________

Level of learning achievements
Low
Middle
Plan, write
and check Writes 1-2 sentences. Follows mostly Writes 3 sentences. Follows some
sentences on basic personal, incorrect word order. Uses limited correct word order. Includes some
general
and
curricular range of topical vocabulary. Gives no relevant details using range of
topics
details.
vocabulary.
Assessment criteria

High
Writes 4 sentences. Follows correct
word order. Includes most relevant
details using sufficient range of
vocabulary.

Find the main points in Identifies the main ideas in the text and Identifies the main ideas in the text and Identifies the main ideas in the text
short simple texts using matches 1-2 pictures correctly.
matches 3 pictures correctly.
and matches 4-5 pictures correctly.
contextual clues

10

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1
1. Aim of the Summative Assessment for 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.
Summative assessment checks the achievement of learning objectives for the term planned in
the Subject Programme.
2. The document defining the content of the Summative Assessment for term
The Subject Programme for «The English language» for 1-4 grades of primary education on
the updated content.
3. Review of the Summative Assessment for term 1
3.1 Duration - 40 minutes.
Speaking task is conducted separately.
Total marks –18
3.2. The structure of the summative assessment
Different types of tasks are used in the summative assessment for term.
This sample of summative assessment consists of 4 tasks. Matching task requires learners to
follow the story and match the information to pictures. “True/False” tasks require learners to read
and identify true or false information. Open-ended tasks require learners to write a paragraph giving
some personal information, answer questions in words, expressions and sentences.

11

Characteristic of tasks for summative assessment for term 1
Cross curricular
unit

Strand

Kazakhstan in the Listening
World of Sport
Values in Myths
and Legends
Reading

Writing

Speaking

Task №

Learning objective
4.1.8.1 Understand short, supported
narratives on an increasing range of general
and some curricular topics

4.3.3.1 Recognise basic opinions in short,
simple texts on an increasing range of
general range of general and some
curricular topics
4.4.4.1 Write with support a sequence of
short sentences in a paragraph to give basic
personal information
4.5.12.1 Use adverbs of time and frequency:
sometimes, often, always, never to indicate
when and how often begin to use simple
adverbs of manner e.g. well, badly; use
common –ly manner adverbs to describe
actions e.g. slowly, quickly
4.2.8.1 Express basic likes and dislikes;
recount short, basic stories and events on a
limited range of general and some
curricular topics

Total

1

2

3

4

Type of question/
Task description
Matching task. Learners listen to the
story twice. They should put the
pictures in a correct order using
number.
“True/ False” task.
Learners read the text and mark the
statements “True” and “False”.
Open-ended task.
Learners write a paragraph. The
support is provided by given pictures
and topic and conclusion sentences.
Some basic personal information is
required.

Open-ended task.
Learners should answer only 5
questions using supporting picture.

Total marks

4

5

4

5

18

12

4. Sample questions and mark scheme
Tasks for the Summative Assessment for Term 1
Listening
Task 1. Listen to the story about the Fox and the Stork. Put the pictures in correct order. Write the
number in the box. You will listen twice.
Follow the link https://www.youtube.com/watch?v=_UMo2NDlflw.
A.

B.

C.

D.

[4]

Reading
Task 2. Read the text and mark the sentences True or False.
Myths and mythology were important in Ancient Greece. People believed that Greek Gods
lived in a palace above the clouds, and above a mountain called “Mount Olympus”.
People believed that each God had power over their life. In many Greek myths, the Gods had
difficulties with each other sometimes.
There were 12 Gods that the Greek worshipped. Aphrodite was one of them. Aphrodite was a
beautiful Goddess of love and beauty, whose symbols were doves, sparrows, swans, and roses. She
was the mother of two sons, Cupid and Aeneas. She was a very good mother.
1. People believed that Greek Gods lived in a palace above a mountain
called “Mount Alatau”.
2. The Gods were always quarreling with each other.
3. Aphrodite was a beautiful Goddess of care and peace.
4. Aphrodite’s symbols were doves, sparrows, swans, and roses.
5. Aphrodite was the mother of three sons.

True
True
True
True
True

False
False
False
False
False

[1]
[1]
[1]
[1]
[1]
[5]

13

Writing
Task 3. Write a paragraph about the Olympic Games. The topic sentence and the conclusion
sentence are given for you. Give some basic personal information and use words sometimes, often,
always, never, well, badly, slowly, quickly. (You may change the topic sentence and the conclusion
sentence).

The Olympic Games
The Olympic Games can be winter and summer ones.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
I like watching the Olympic Games on TV very much.
[4]

Speaking
Task 4. Choose ONE picture and describe it. Answer 5 questions:
 Where are the characters?
 What are they doing?
 Who wrote the story?
 How do we call such stories?
 What is the moral of the story?
 Do you like the story? Why?
[5]

Total marks____/18

14

Mark scheme
Task №

1

2

3

4

Answer

Mark

A4
B3
C2
D1
1. False
2. True
3. False
4. True
5. False
writes sentences with personal information
uses adverbs of time/ frequency/ manner
uses appropriate grammatical structures
uses topic vocabulary
Possible answers:
I can see the tortoise/ the hare/ the lion/ the
mouse/ the wind/ the sun
The tortoise is finishing/ the hare is running/ the
lion is asking/ the mouse is talking/ the wind is
blowing/ the sun is shining
Aesop wrote these stories/ we call these stories
fables
Slow and steady wins the race./ Little friends may
become great friends./ Words are better than
force.
I like/ I don’t like this story because…

Total marks

Additional
information

1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

1 point is given for
the correct answer

1
1
18

Transcript for listening task
The Fox and the Stork
One day a Fox invited a Stork to her house for a meal. The Fox brought out two flat plates
with soup on them.
“Stork, the meal is nothing fancy, but I hope you like it!” The Fox deliciously lapped up all of
the soup on her plate.
“Yum, this is so good!”
“Eat up, Stork!” But the Stork wasn't able to taste it. The Stork’s beak was too long and
pointy to eat the soup off the flat dish.
“OH, Stork! You must not like the soup, and then I shall eat your soup for you!”
The next day the Stork invited the Fox over to her house for a meal. The Stork put some soup
into two long thin– necked jars. “Fox, this is a special family recipe. I hope you enjoy!”
The Stork put her beak in the long thin – necked jar and she ate soup.
“Mm, yum! This is my favorite soup”. But this time the Fox wasn’t able to taste it. Her wide
snout could not fit inside the thin long- necked jar.
“Oh, I'm sorry, Fox. I guess you must not like the soup”,
As the stork said again, how yummy the soup was, she began to eat all of Fox's soup too.

15

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 (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.
Always tell the learners that they have 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’s sample papers with the marks awarded to ensure there are no
deviations from the standardised mark scheme.

16

SUMMATIVE ASSESSMENT TASKS FOR TERM 2
Summative Assessment for the cross curricular unit «Treasure and Heritage»
Learning objectives

4.1.3.1 Understand the main points of short supported talk on an
increasing range of general and some curricular topics
4.2.3.1 Give short, basic description of people and objects on a
limited range of general and some curricular topics; begin
to describe past experiences on an increasing range of
general and some curricular topics

Assessment criteria

 Identify the main ideas of short supported talks
 Describe people and objects in short basic sentences, talk
about past experiences on general and some curricular
topic

Level of thinking skills

Knowledge and comprehension
Application

Duration

20 minutes

Listening
Task 1. Listen and mark the statement True or False. You will listen twice.
Follow the link https://listenaminute.com/m/museums.html.

1.
2.
3.
4.
5.

Museums are important parts of our culture.
Museums teach us many things.
He didn’t love to go to museums when he was a child.
He will never forget seeing the skeleton of a T-Rex.
He never saw Tutankhamun’s gold mask.

17

True
True
True
True
True

False
False
False
False
False

Speaking
Task 2. Look at the pictures. Choose ONE picture and describe it. The following questions will help
you.
1.
2.
3.
4.
5.

What do you see in the picture?
What are people doing?
Are people using special equipment? What equipment are they using?
Do you like such activities? Why?
Did you do any of these activities? When? Where?

18

Assessment criteria

Task

Identify the main ideas
of short supported talks
1

Describe people and
objects in short basic
sentences, talk about
past experiences on
general
and
some
curricular topics
Total marks

2

Descriptor
A learner
marks statement “True”;
marks statement “True”;
marks statement “False”;
marks statement “True”;
marks statement “False”;
tells about the place where people and objects are;
names people and activity;
names an equipment for the activity;
expresses some likes and dislikes with explanation;
says some past activities, where and when he/ she
did them.

Mark
1
1
1
1
1
1
1
1
1
1
10

Transcript for listening task
I totally love museums. They really are one of the most important parts of our culture.
Museums are important for so many things. They educate us, they preserve our history, and they
show us how we have developed. There are museums on so many different things. In fact, I’m sure
there isn’t a topic there isn’t a museum for. I’ve loved museums since I was little. We used to go to
different museums on school trips. I loved them. I saw so many amazing things. I will never forget
seeing the bones of a T-Rex in the natural history museum. I also remember staring at
Tutankhamun’s gold mask for ages. I couldn’t take my eyes off of it. The best museum I’ve ever
been to is the National Museum in Cairo. It’s unbeatable.

19

Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Treasure and Heritage»
Learner’s name_______________________________________________________

Level of learning achievements
Low
Middle
High
Identify the main ideas of Identifies the main idea of the talk Identifies the main idea of the talk with The task is fully achieved.
short supported talks
mostly incorrectly. Marks 1-2 “True some errors. Marks 3“True and False” Identifies the main information of
and False” statements correctly.
statements correctly.
the talk. Marks 4-5 “True and
False” statements correctly.
Assessment criteria

Describe people and objects
in short basic sentences,
talk about past experiences
on general and some
curricular topics

Describes people and objects, activities,
equipment and places in the picture
with many errors and mostly unclear.
Gives irrelevant ideas most of the time.

Describes people and objects, activities,
equipment and places in the picture with
some errors. Gives some relevant ideas
on the topic.

20

Describes people and objects,
activities, , equipment and places in
the picture mostly clearly. Gives
mostly relevant ideas on the topic.

Summative Assessment for the cross curricular unit «Professions and Ways of
Communication»
Learning objectives

4.4.4.1 Write with support a sequence of short sentences in a
paragraph to give basic personal information
4.3.1.1 Recognise, identify and sound with support a growing
range of language at text level

Assessment criteria

 Write simple sentences in a paragraph to give some
personal information
 Identify the meaning of words, expressions and
sentences at text level

Level of thinking skills

Knowledge and comprehension
Application

Duration

20 minutes

Writing
Task 1. Write a paragraph about using a telephone 10 years ago and today. Compare pictures and
write about 2-3 differences. Write about how you use your smartphone.

1.

2.

3.

Reading
Task 2. Read the text. Find the meaning of the underlined words, expressions and sentences.
People communicate with words. Books, magazines, radio and films help us to
communicate with others. They help us to know what is going on in the world.
Can people communicate without words? Smile means that you are happy or friendly.
Crying means that you are sad. You put up your hand in class, and teacher knows you want to
ask a question. Shaking a head means you are saying “No”. You nod and people know you are
saying “Yes”.
People can communicate without words too. For example, an artist can use his drawings to
tell about beautiful mountains, about the sea and many other things.
Example:
0. “help” means:
A. speak
B. take
C. aid
21

1. “communicate” means:
A. think
B. draw
C. talk
2. “is going on” means:
A. is happening
B. is walking
C. is travelling
3. “put up” means:
A. hold up
B. raise up
C. give up
4. “People can communicate without words too” means:
A. People can talk without words too.
B. People can think without words too.
C. People can draw without words too.

22

Assessment criteria

Task

Write simple sentences
in a paragraph to give
some
personal
information

1

Identify the meaning of
words, expressions and
sentences at text level,
say them
Total marks

2

Descriptor
Mark
A learner
writes sentences in a paragraph following the
1
requirements;
uses comparison giving 2-3 differences;
1
uses grammar tenses correctly;
1
uses relevant topical vocabulary;
1
includes his/ her own experience of using a mobile;
1
chooses 1.C “talk”;
1
chooses 2.A “is happening”;
1
chooses 3.B “raise up”;
1
chooses 4.A “People can talk without words too”.
1
9

23

Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Professions and Ways of Communication»
Learner’s name_______________________________________________________

Level of learning achievements
Middle
Writes a paragraph with some clear
and relevant ideas. Makes some
mistakes in comparative sentences and
in using topical vocabulary. Includes
personal experiences.

High
Writes a clear paragraph with relevant
ideas. Uses comparative sentences
and appropriate topical vocabulary.
Expresses personal experiences.

Identify the meaning of Identifies few meanings of words, Identifies some of the meanings of
words, expressions and expressions and sentences.
words, expressions and sentences.
sentences at text level, say
Makes some mistakes in answers.
them

Identifies most of the meanings of
words, expressions and sentences
correctly.
Completes
the task
correctly.

Assessment criteria

Low
Write simple sentences in a Writes sentences with unclear and
paragraph to give some irrelevant information most of the time.
personal information
Uses few comparative sentences and
topical vocabulary. Includes personal
experiences.

24

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2
1. Aim of the Summative Assessment for 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.
Summative assessment checks the achievement of learning objectives for the term planned in
the Subject Programme.
2. The document defining the content of the Summative Assessment for term
The Subject Programme for «The English language» for 1-4 grades of primary education on
the updated content.
3. Review of the Summative Assessment for term 2
3.1 Duration - 40 minutes.
Speaking task is conducted separately.
Total marks –18
3.2. The structure of the summative assessment
Different types of tasks are used in the summative assessment for term.
This sample of summative assessment consists of 4 tasks. A “Multiple choice” task requires
learners to focus their attention and follow a woman talking about 3D movies. Open-ended reading
task requires learners to read the text and answer the questions in one or two words. Open-ended
task requires learners to write instructions for how to find the treasure on the map. Open – ended
speaking task requires learners to give some personal information and share some background
knowledge.

25

Characteristic of tasks for summative assessment for term 2
Cross curricular
unit
Treasure
Heritage

Strand

and Listening

Task №

Learning objective
4.1.2.1 Understand an increasing range of
supported questions which ask for
personal information

Professions and
Ways
of
Communication

1

Reading

Writing

Speaking

4.3.5.1 Understand the main points of
short simple texts on a growing range
general and some curricular topics by
using contextual clues
4.4.1.1 Plan, write and check sentences
with support on a range of basic personal,
general and some curricular topics
4.5.8.1 Use imperative forms [positive
and negative] to give short instructions
on a growing range of familiar topics
4.2.1.1 Make basic statements which
provide information on an increasing
range of general and some curricular
topics

2

3

4

Type of question/
Task description
A “Multiple choice” task is based
on the material of the crosscurricular unit “Professions and
Ways
of
Communication”.
Learners listen to a woman twice
talking about 3D movies and
answer the questions by choosing
the correct answer.
Open - ended task.
Learners read the text and answer
the questions in one or two words.

Open-ended task.
Learners draw a sign on a map to
mark their treasure. They write
instructions for how to find the
treasure in positive and negative
imperative forms.
Open-ended task.
Learners answer 5 questions using
supporting picture.

Total marks

4

5

4

5

18

Total

26

4. Sample questions and mark scheme
Tasks for the Summative Assessment for Term 2
Listening
Task 1. Listen to a man talking about technology. Choose the correct answer. You will listen twice.
Follow the link https://www.rong-chang.com/easykids/ekid/easykid085.htm
1. What glasses does he put on?
A. 2D
B. 3D
C. 4D
2. What transportation comes right at him?
A. Car
B. Bus
C. Train
3. Does he enjoy the whole movie?
A. Yes, he does.
B. No, he does not.
C. He does not know.
4. What is the movie compared to real life?
A. It is even good than real life.
B. It is even better than real life.
C. It is even worse than real life.
[4]
Reading
Task 2. Read the text. Answer the questions in ONE or TWO words only.
Seashells
Seashells are skeletons of a class of sea animals called mollusks.
People and animals have skeletons inside of their bodies, but mollusks have their skeletons
outside.
Did you know?
 Seashells are made mostly of calcium carbonate.
 Shells help protect sea creatures from other animals and storms.
 Little crabs use shells for homes.
 A person who studies seashells is called conchologist.
How do people use shells?
 People use shells to create jewelry, decorate their houses and clothes.
 Some people use shells as containers for food and water.
1.
2.
3.
4.
5.

What are seashells? _______
Where do mollusks have their skeletons? _________
How do crabs use shells? _____________
What do people create from shells? ____________
What do people keep in shells? _________

27

[1]
[1]
[1]
[1]
[1]
[5]

Writing
Task 3. Hide your treasure and draw an X on the map. Write instructions for how to find your
treasure. Use positive and negative imperative forms.
Use: waterfall, volcanoo, palm trees, Crocodile pond.
Check your written work.
Example: 1.Come ashore.
2. Do not go to the cave.
3. Go straight to the bridge.
4. Cross the bridge.
[4]

28

Speaking
Task 4. Look at each of the pictures and answer the questions.
1.
2.
3.
4.
5.

What is technology?
What kind of technology do you have?
Do you play computer games? What are they?
Do you have friends in some other countries?
What social media do you use? How do you use it?
[5]

Total marks____/18

29

Mark scheme
Task №

1

2

3

4

Answer

Mark

1. B
2. A
3. A
4. B
1. mollusks
2. outside
3. for homes
4. jewelry
5. water/ food
writes sentences using the picture
uses positive/ negative imperative forms in
instructions
uses topic vocabulary: waterfall/ volcanoo/ palm
trees/ Crocodile pond
uses grammartical sructures
Possible answers:
Technology is all devices that make our life easier.
It is camera, smartphone and TV.

1
1
1
1
1
1
1
1
1
1
1

I have a smartphone/ laptop/ computer/ camera

1

I like to play computer games/ They are … /I do not
play computer games.

1

I have internet friends in Russia/ I have no internet
friends abroad.

1

I use Facebook/ VK/ Twitter/ Odnoklassniki to get
information/ to post photos/ to write to friends/ to
make new friends

1

Total marks

Additional
information

1
1
1

1 point is given if a
learner
gives
appropriate
definition.
A learner names
different kinds of
technology. 1 point is
given for correct
answer.
A learner names
some
computer
games. 1 point is
given for correct
answer.
A learner names
some countries. 1
point is given for
correct answer.
A learner gives brief
explanation. 1 point
is given for correct
answer.

18

Transcript for listening task
It is movie time! He puts on his 3D glasses. The movie begins. The car comes right at him.
He yells. The car gets so close to him! It looks so real with 3D glasses. He enjoys the whole movie.
3D is just like real life. It is even better than real life. It is more exciting.

30

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 (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.
Always tell the learners that they have 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 standardised mark scheme.

31

SUMMATIVE ASSESSMENT TASKS FOR TERM 3
Summative Assessment for the cross curricular unit «Hot and Cold»
Learning objectives

Assessment criteria

4.1.7.1 Use contextual clues to predict content and meaning in short
supported talk on an increasing range of general and some
curricular topics
4.2.7.1 Contribute a growing range of suitable words, phrases, and
sentences during short pair, group and whole class exchanges
4.5.16.1 Use conjunctions and, or, but, because to link words and
phrases




Identify the content and meaning of a supported talk with the
help of contextual clues
Talk to the partner, group and whole class using suitable
words, phrases and sentences
Connect words and phrases using and, or, but, because

Level of thinking skills

Application
Higher order thinking skills

Duration

20 minutes

Listening
Task 1. Listen to the talk and write the word in the sentence you hear.
Go to the following link to listen information:
https://learnenglishkids.britishcouncil.org/ru/games/whats-the-weather
1.
2.
3.
4.
5.
6.
7.
8.

In England it is _____________________.
In Portugal it is _____________________.
In Japan it is _______________________.
In Australia it is ____________________.
In Sweden it is _____________________.
In China it is _______________________.
In Egypt it will be ___________________.
In India there will be _________________.

Speaking
Task 2. Talk to your partner. Choose ONE picture. Ask and answer 2 questions (each of you)
about the weather and activities. Use and, or, but, because to make up sentences.
Example:
- Student 1: What is the weather like in the picture?
- Student 2: It is a sunny but cold winter day.
- Student 1: Are the children happy?
- Student 2: Yes, the children are happy and excited.
-

Student 2: Why are they making a snowman?
Student 1: They are making a snowman because it is fun.
Student 2: What do you like to wear in summer?
Student 1: My favourite clothes in summer are shorts and a T-short.
32

1.

2.

3.

4.

33

Assessment
criteria
Identify
the
content
and
meaning
of
a
supported talk with
the
help
of
contextual clues

Talk to the partner,
group and whole
class using suitable
words, phrases and
sentences
Connect words and
phrases using and,
or, but, because

Task

Descriptor
A learner
1. writes “raining”;
2. writes “sunny”;

1

2

3. writes “foggy”;
4. writes “very hot”;
5. writes “snowing”;
6. writes “windy”;
7. writes “cloudy”;
8. writes “storms”;
asks a question about the weather/ activity
in one sentence;
answers the question about the weather
/activity of children in a sentence;
asks
a question about children’ s
clothes/mood/feelings;
answers the question about children’ s
clothes/ mood/ feelings;
uses conjunctions and, or, but, because.

Total marks
Transcript for listening task
-

Now it’s time for the world weather with Peter.
Hello, Peter.
Hello, Sam. There is a lot of different weather around the world.
In England it is raining.
In Portugal it is sunny.
In Japan it is foggy.
In Australia it is very hot.
In Sweden it is snowing.
In China it is windy.
In Egypt it is cloudy.
In India it storms.

34

Mark

Additional
information

1
1
1
1
1
1
1
1
1
1
1
1
1
13

Each correct
question and
answer with a
linking word
is counted as
1 point

Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Hot and Cold»
Learner’s name ______________________________________________________

Level of learning achievements
Assessment criteria
Low

Middle

High

Identify the content and meaning
of a supported talk with the help
of contextual clues

Experiences
challenges
in
recognising correct words on the
topic. Most of the answers are
written incorrect.

Identifies the meaning of the talk.
Makes
some
mistakes
in
identifying topic words. Some
words can be spelt with mistakes,
which do not prevent general
understanding.

Develops the task fully.
Confident in identifying the
meaning of the talk, writes
most of the words correctly.

Talk to the partner, group and
whole class using suitable words,
phrases and sentences
Connect words and phrases using
and, or, but, because

Experiences problems in making
up sentences and a question to talk
to a partner. Most of the
connectors are used in a wrong
way.

Addresses the task. Makes some
mistakes in making up sentences
and a question. Some connectors
are misused.

Adresses the task fully, makes
up sentences and a question
intelligibly; uses conectors
correctly.

35

Summative Assessment for the cross curricular unit «Healthy World»
Learning objectives

Assessment criteria

4.3.5.1 Understand the main points of short simple texts on a
growing range general and some curricular topics by using
contextual clues
4.4.7.1 Spell most familiar high-frequency words accurately when
writing independently
4.5.8.1 Use imperative forms [positive and negative] to give short
instructions on a growing range of familiar topics


Identify the main points of a short simple text using
contextual clues
 Write the most familiar high-frequency words accurately
 Use imperative forms (positive and negative) to give short
instructions

Level of thinking skills

Knowledge and comprehension
Application

Duration

20 minutes

Reading
Task 1. Read the text. Use the words and pictures.

daisies

tulips

daffodils

garden

Dana’s Garden
Dana has got many flowers in her garden and loves them, but
her favourites are daisies, tulips, daffodils. Tulips and daffodils come
up every spring and daisies come up later in summer. These plants live
long. They come up every year and make the garden bright. The
garden makes Dana happy and healthy.
Dana likes to take care of the garden. She loves spring, because
she can go to the flower market to buy her annuals. The annuals live
only one season, but they add a lot of colour to the garden and
emotions and feelings to Dana.
Write True or False next to the sentence.
Example: This is a story about tulips.
1.
2.
3.
4.
5.

_False_______

Dana has got only daisies, tulips and daffodils in her garden.
Daisies appear later in spring.
Dana is healthy and happy in her garden.
Dana loves to go to the flower market in summer.
The annuals are plants that live only one year.
36

_____________
_____________
_____________
_____________
_____________

Writing
Task 2. Write 4 sentences on the topic. Use imperative forms. Write two positive and two negative
commands. Use pictures.

Example:
Don’t cut the trees!
It’s home for many birds!
Save birds and animals!
Don’t kill animals and birds!

You can use the words: collect, reduce, reuse, water, clean, put
1.
2.
3.
4.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

37

Assessment criteria
Identify the main
points of a short
simple text

Write
the
most
familiar
highfrequency
words
accurately
Use
imperative
forms (positive and
negative) to give
short instructions

Task

1

2

Descriptor
A learner
1. writes “False”;
2. writes “False”;
3. writes “True”;
4. writes “False”;
5. writes “True”;
writes sentences on the topic;
spells the most familiar topic words
accurately;
writes 2 sentences in imperative
positive form;
writes 2 sentences in imperative
negative form.

Total marks

Mark

1
1
1
1
1
1
1
2

2
11

38

Additional
information

Any sentence
written in
imperative form
(positive and
negative) correctly
can be counted as
1 point.

Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Healthy World»
Learner’s name __________________________________________________

Level of learning achievements
Assessment criteria
Low

Middle

High

Identify the main points of a
short simple text

Experiences challenges in identifying
the main points of the text. Most of
the answers are incorrect.

Identifies the main ideas of the
text; makes some mistakes in
True/False answers.

Develops the task fully. Confident
in identifying the main points of
the text. Completes the task mostly
correctly.

Write the most familiar highfrequency words accurately
Use imperative (positive and
negative) forms to give short
instructions

Experiences problems in making up
imperative positive and negative
sentences. Makes lots of spelling
mistakes while writing the most
familiar high-frequency words.

Addresses the task. Makes some
mistakes in making up imperative
positive and negative sentences.
Makes a few spelling mistakes
while writing the most familiar
high-frequency words.

Adresses the task fully, makes up
imperative positive and negative
sentences intelligibly; spells most
of the words properly.

39

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3
1. Aim of the Summative Assessment for 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.
Summative assessment checks the achievement of learning objectives for the term planned in
the Subject Programme.
2. The document defining the content of the Summative Assessment for term
The Subject Programme for «The English language» for 1-4 grades of primary education on
the updated content.
3. Review of the Summative Assessment for term 3
3.1 Duration - 40 minutes.
Speaking task is conducted separately.
Total marks –18
3.2. The structure of the summative assessment
Different types of tasks are used in the summative assessment for term.
This sample of summative assessment consists of 4 tasks. Gap filling tasks require learners to
put words/ phrases in the sentences. True / False tasks are aimed at identifying the correct ideas or
sentences according to the text. Open-ended tasks require learners to describe pictures and give
their own ideas, answer questions in sentences.

40

Characteristic of tasks for summative assessment for term 3
Cross
curricular unit
Hot and Cold

Strand
Listening

Healthy World

Task №

Learning objective
4.1.9.1 Recognise words that are spelt out
from a limited range of general and
curriculum topics

1

Reading

Writing

Speaking

4.3.5.1 Understand the main points of
short simple texts on a limited range of
familiar general and some curricular
topics by using contextual clues.
4.4.5.1 Link with some support sentences
using basic coordinating connectors
4.5.16.1 Use conjunctions and, or, but,
because to link words and phrases
4.S6 Take turns when speaking with
others in a growing range of short, basic
exchanges

Total

2

3

4

Task description
Gap filling task is developed on the
materials of the unit “Hot and
cold”. Learners listen to the talk on
weather forecast twice. Teacher
works with learners before the
recording starts. Teacher says 4
words: windy, lightning, snowy,
cloudy and learners spell them.
Learners should not see the words.
Then learners listen to the talk,
identify the appropriate word and
fill in the gap.
True / False task is developed on
the material of the unit “Healthy
World”.
Learners read the text to identify
the main points in it. They write
True and False near the sentences.
Matching task is developed on the
material of the cross curricular unit
“Hot and Cold”. Learners use the
parts of the sentences and match
them to make up a sentence with
the correct conjunction.
Open ended task is developed on
the material of the cross curricular
unit “Healthy World”. Learners
talk to each other, share ideas, ask
and answer the questions.

Total marks

4

5

4

5
18

41

4. Sample questions and mark scheme
Tasks for the Summative Assessment for Term 3
Listening
Task 1. Listen to the conversation carefully and complete the sentences. You will listen to the
recording twice.
Go to the following link to listen information: https://www.youtube.com/watch?v=x2ZAYPGz7bs
The teacher with learners spell the words aloud before listening task performance.
Don’t show these words to the learners.
w-i-n-d-y
l-i-g-h-t-n-i-n-g
s-n-o-w-y
c-l-o-u-d-y
1.
2.
3.
4.

There is thunder and _____________________ now in America.
In Northern Canada the weather is cold and _________________.
The weather in Europe is _____________________.
The weather in Asia is _____________ and warm.

[1]
[1]
[1]
[1]
[4]

Reading
Task 2. Read the text. Identify True and False sentences.
Tom is an animal lover. He admires all animals. When he was a
kid, Tom read many books about animals. The most exciting thing for
him was going to the Zoo. He could spend hours watching the animals
walk around, sit, or even sleep. When Tom was older he went on a
safari to Tanzania. He saw animals in wild nature. Now Tom thinks
about the future of animals. Some of his favourite animals are dying out.
Tom thinks that people need to save wild nature. Children must have the
chance of seeing animals in the wild in future.
Write True or False next to the sentences.
1. Tom doesn’t love animals.
2. Tom liked to go to the Zoo very much.
3. When Tom was a kid, he went on a safari to Tanzania.
4. He saw wild animals in cages in a safari park.
5. People must save wild nature.

____________________
____________________
____________________
____________________
____________________
[5]

Writing
Task 3. Link the sentences. Fill in the gaps with connectors so, or, because, and. Use each
connector only once.
1. When it is raining people wear raincoats____________ take an umbrella.
2. We put on warm coats and mittens____________ we are going to make a snowman.
3. It is very hot today_____________ we are wearing T-shirts, shorts and sandals.
4. It is cool and wet in autumn_____________ sometimes it can be windy and foggy.

[1]
[1]
[1]
[1]
[4]

42

Speaking
Task 4. Work in pairs. Choose ONE picture. Look at the picture and talk to your classmate about
it. Describe the picture, ask and answer questions.
Example:
Student 1: -What can you see in the picture?
Student 2: - I can see a Zoo in the picture.
Student 1: - Do you like to go to the Zoo?
Student 2: - I like to go to the zoo to watch animals and birds.
Student 1: - What animals are there in the Zoo?
Student 2: - There are many different animals there.
Student 2: - Do you like to visit zoos?
Student 1: - Yes, very much. Sometimes I go to the Zoo with my family.
Student 2: - What can you do there?
Student 1: - We can feed animals there.
Student 2: - What animals do you like?
Student 1: - I like all animals.

I
[5]
Total marks____/18

43

Mark scheme
Task №

1

2

3

Answer

Mark

1.lightning
2. snowy
4. windy
5. cloudy
1. False
2. True
3. False
4. False
5. True
1. When it is raining people wear raincoats or
take an umbrella.
2. We put on warm coats and mittens because we
are going to make a snowman.
3. It is very hot today so we are wearing T-shirts,
shorts and sandals.
4. It is cool and wet in autumn and sometimes it
can be windy and foggy.

1
1
1
1
1
1
1
1
1
1

Total marks

Additional
information

The learners
should write
appropriate
conjunctions to
match two halves
of the sentence.

1
1
1
13

Mark scheme for Speaking
Description

Mark

The learner describes the picture. He/ She can express ideas in 3-4
short sentences, ask and answer 2-3 questions correctly. The speaker
understands the questions and gives meaningful answers.

5

The learner describes the picture in short. He/ She can express ideas
in 2 -3 short sentences, asks and answers 1-2 questions correctly. The
speaker is not confident and sometimes misunderstands the questions,
gives short answer.

3-4

The learner has problems to describe the picture. He/ She can’t
express ideas without help, can ask and answer 1 question correctly.
The speaker makes mistakes, says only 1 or 2 sentences or even
phrases.

1-2

Additional
information

Transcript for listening task
-

Mom do you think it's going to be rainy tonight?
Yes, sweetie. I think it will because there is thunder and lightning.
What do you think, honey?
Well, I guess so, because it was foggy this morning and it's humid.
I think we should watch the world weather forecast.
That's a great idea.
Good evening. Welcome to the world weather forecast. Let's take a look at the weather
now. It is cold and snowy today. In northern Canada people are staying in their homes for a
44

-

long winter day. While in South America the weather is hot and sunny. Everybody is
enjoying their summer holidays. In some parts of Europe the temperature is cool. It will be
very windy. It's like fall but today in Asia the weather is cloudy and warm. Everybody
wants spring. Tonight in America the weather is overcast and rain is possible. And that's the
world weather forecast for tonight. Brian Landers reporting.
All right, sweetie. Have you heard the news?
Yes, mom.
Well tonight it might rain. Let's go to bed early.
Are you sleeping now, honey?
No, not really.
I am just scared of thunder and lightning.
All right.
Let's go to bed then.

5. Administration