соч 5 класс английский

Specification of Summative Assessment for term on the subject of
“The English language”
Grade 5

Contents

1. Aim of the Summative Assessment for term............................................................................................... 3
2. The document defining the content of the Summative Assessment for term ................................................ 3
3. Expected outcomes on the subject “The English language”, Grade 5 .......................................................... 3
4. Level of thinking skills on the subject “The English language”, Grade 5..................................................... 3
5. Administration rules .................................................................................................................................. 5
6. Moderation and marking............................................................................................................................ 5
SPECIFICATION OF THE SUMMATIVE ASSESSMENT FOR TERM 1 ..................................................... 6
SPECIFICATION OF THE SUMMATIVE ASSESSMENT FOR TERM 2 ................................................... 18
SPECIFICATION OF THE SUMMATIVE ASSESSMENT FOR TERM 3 ................................................... 31
SPECIFICATION OF THE SUMMATIVE ASSESSMENT FOR TERM 4................................................... 45

2

1. Aim of the Summative Assessment for term
Summative assessment (SA) 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 theLong-term plan.
2. The document defining the content of the Summative Assessment for term
The Subject Programme in “The English language” (within the framework of
updating theeducation content) for secondary education (Grades 5-9)
3. Expected outcomes on the subject “The English language”, Grade 5
Listening
A learner understands an increasing range of unsupported basic questions on
general and
curricular topics; deduces meaning from context in short, supported talk on an
increasing range of general and curricular topics; recognizes the opinion of the speaker(s) in
basic, supported talk on an increasing range of general and curricular topics; understands the
main points of supported extended talk on a range of general and curricular topics;
Reading
A learner understands the main points in a limited range of short simple texts on general
and curricular topics; understands with little support specific information and detail in short,
simple textson a limited range of general and curricular topics; deduces meaning from context
in short texts on a limited range of familiar general and curricular topics; reads with some
support a limited range of short fiction and non-fiction texts; recognizes the attitude or
opinion of the writer in short texts on a limited range of general and curricular topics;
recognizes the difference between fact and opinion in short, simple texts on an increasing
range of general and curricular topics
Writing
A learner plans, writes, edits and proofreads work at text level with support on a limited
range of general and curricular topics; writes with support a sequence of short sentences in a
paragraph on a limited range of familiar general topics; writes with support factual
descriptions at text level which describe people, places and objects; links, with some support,
sentences into coherent paragraphs using basic connectors on a limited range of familiar
general topics; uses with some support appropriate layout at text level for a limited range of
written genres on familiar general topics and some curricular topics; spells most highfrequency words accurately for a limited range of general topics
Speaking
A learner provides basic information about themselves and others at sentence level on
an increasing range of general topics; asks simple questions to get information about a limited
range of general topics; responds with limited flexibility at sentence level to unexpected
comments on an increasing range of general and curricular topics; communicates meaning
clearly at sentence level during, pair, group and whole class exchanges; uses appropriate
subject-specific vocabulary and syntax to talk about a limited range of general topics
4. Level of thinking skills on the subject “The English language”, Grade 5
Strand
Listening

Level of
thinking skills
Higher order
thinking skills

Description
Understand the main points of
supported extended talk on a
range of general and curricular
topics
3

Recommended type
of questions
Questions
with
multiple
choice
answers.
Questions
that

Speaking

Reading

understand
most
specific
information and detail of short,
supported talk on a wide range of
familiar topics
deduce meaning from context
in short, supported talk on an
increasing range of general and
curricular topics
recognize the opinion of the
speaker(s) in basic, supported
talk on an increasing range of
general and curricular topics
Application
respond
with
limited
flexibility at sentence level to
unexpected comments on an
increasing range of general and
curricular topics
communicate meaning clearly
at sentence level during, pair,
group and whole class exchanges
use
appropriate
subjectspecific vocabulary and syntax to
talk about a limited range of
general topics
provide basic information
about themselves and others at
sentence level on an increasing
range of general topics
Knowledge
and
understand the main points in
comprehension
a limited range of short simple
texts
on general and curricular
topics
understand with little support
specific information and detail in
short, simple texts on a limited
range of general and curricular
topics
understand the detail of an
argument on a limited range of
familiar general and curricular
topics
recognise the attitude or
opinion of the writer in short
texts on a limited range of
general and curricular topics
recognise
the
difference
between fact and opinion in
short, simple texts on an
increasing range of general and
curricular topics

4

require short answer.
Questions
that
require an extended
answer.

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

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

Writing

Application

Questions
with
multiple
choice
answers.
Questions
that
require short answer.
write with support a sequence of Questions
that
short sentences in a paragraph on a require an extended
limited range of familiar general answer.
topics
write with support a sequence of
short sentences in a paragraph to
give basic personal information
link without support sentences
using basic coordinating
connectors
link, with some support,
sentences
into
a
coherent
paragraph using basic connectors
on a limited range of familiar
general topics
spell
most
high-frequency
words accurately for a limited
range of general topics
punctuate written work at text
level on a limited range of familiar
general with some accuracy
plan, write, edit and proofread
work at text level with support on a
limited range of general and
curricular topics

5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and
maps that can serve as prompts for the candidates.
At the beginning of the Assessment read out the instructions and inform the candidates
about the assessment duration. Remind candidates 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 candidates are working individually and not helping each other. During
the Summative Assessment candidates should not have any access to additional recourses
that can help them, for example, dictionaries (excluding the cases when it is allowed in
specification).
Recommend candidates to cross the wrong answers instead of using an eraser.
During the assessment you can answer candidates’ questions, regarding the instructions
and the assessment duration. You should not spell, paraphrase or provide any information
that could give the candidate an advantage.
Always tell the candidates that they have 15 and 5 minutes left before the end of the
SummativeAssessment.
Tell the candidates 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 candidate sample papers with the marks awarded to ensure there are
no deviations from the standardized mark scheme.
5

SPECIFICATION OF THE SUMMATIVE ASSESSMENT FOR TERM 1
Review of the summative assessment for term 1
Duration of the summative assessment – 45 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 25 minutes
Speaking task is conducted separately.
Total marks - 20
The structure of the summative assessment
This sample of Summative Assessment consists of 12 questions: listening, reading,
writingand speaking. Different types of tasks are used in the Summative Assessment for term.
Listening – Filling in the gaps on the topic “Home and Away”. Transcript for listening
task can be found after the mark scheme
Reading – Questions requiring True/False answers on the topic “Living things”.
Writing – Question requiring an extended answer on the topic “Living things”
Speaking – Answer questions on the following topics: “Home and Away” and “Living
things”.
The content of the summative assessment for term 1 should be selected on topics
“Home andaway” and “Living things”.
.

6

Characteristic of tasks for the summative assessment for term 1

Unit
Unit 1 “Home and
Away”
Unit 2 “Living
things”

Strand

Learning objective

5.2.6.1deduce
meaning
from
context in short,
Listening supported talk on
an increasing range
of general and
curricular topics

*Task
№

1

*Total
*Type of
number of
question
questions

Filling in the Gap filling task.
gaps
Learners listen to the
information and complete
the monologue by filling
in missing words.

5

Questions
requiring
True/False
answers

5.4.1.1understand
the main points in a
limited range of
short
simple
texts on general and
curricular topics
Reading 5.4.2.1understand
with little support
specific information
and detail in short,
simple texts on a
limited range of
general
and
curricular topics

Writing

5.5.2.1write
with
support a sequence
of short sentences
in a paragraph on a

2

3

*Task description

Question
Learners use the questions
requiring an to write a description of an
extended
animal
answer
7

Total
marks

10 minutes

5

10 minutes

5

25 minutes

5

True/False/
task.
Learners read the text
and choose true/false
answers.

5

1

Time

limited range of
familiar
general
topics
5.5.5.1link without
support sentences
using
basic
coordinating
connectors
5.5.8.1spell
most
high-frequency
words
accurately
for a limited range
of general topics
5.3.4.1
respond
with
limited
flexibility
at
sentence level to
Speaking unexpected
comments on an
increasing range of
general
and
curricular topics

4

Answer
questions on
the
following
topics:“Hom
e and Away”
and “Living
things”.

1

TOTAL:
Note: * - sections that can be changed

8

Open ended task.
Learners express the ideas
about endangered animals
and describe their own
houseand room.

20 minutes

5

45 minutes
(excluding
Speaking)

20

Sample questions and mark scheme
Tasks for Summative Assessment for term 1

Listening
Task 1. You will hear a description of a house. You will hear the monologue twice.
For questions, 1–5 fill in the gaps with appropriate words from the box given below:

lamp,

a. A table is between the

rug,

bedside table,

desk,

sofas

.

[1]

b. A

is behind the sofa.

[1]

c. A

is next to the bed.

[1]

d. A

is between the bed and the wardrobe.

[1]

e. A

is on the floor.

[1]
_____/ [5]

Reading
Task 2. Read the following description of the Red Wolf and answer True/False questions.
Write True or False in front of each statement.
The Red Wolf is the most endangered of all the wolf species. The Red wolf is from the
eastern United States. It has a smooth reddish coat, a silver-grey forehead, long ears and long
legs. They are like a German shepherd dog.
The red wolf belongs to the Canidae (dog-like) family; they are wolves, foxes, dogs.
Red wolffamily usually have between 2 and 10 wolves.
Red wolves eat small animals like rabbits, mice, squirrels. They also hunt together as a
group to catch a big animal like deer. Red wolves usually hunt alone or in small groups. Red
wolves live in forests and near mountains. Female red wolves have 4-6 babies. They live with
their mother for 2- 3 years. Today, about 50 red wolves live in forests and mountains and
about 200 live in zoos.
1.
2.
3.
4.
5.

The Red Wolf is the most dangerous of all the animals. __________
The Red wolf is similar to German shepherd dog. __________
Wolves, foxes and dogs belong to Canidae family. __________
The Red wolves do not hunt at all. __________
Female wolves usually have 4-6 babies. __________

9

[1]
[1]
[1]
[1]
[1]
_____/ [5]

Writing
Task 3. Write a paragraph about an animal, which lives in Kazakhstan.
 Use the questions below.
 Write in 40-60 words.
 Use and, but, or.
1.
2.
3.
4.
5.

What is the animal’s name?
What colour is the animal’s body?
Where does it live?
How does it hunt?
What family does it belong to?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____/ [5]
Speaking
Task 4.
Card 1. Home, sweet home.
Discuss this topic with your teacher. Use the ideas from the pictures to develop conversation.
You may talk about the ideas of your own.
You may make notes.

10

Follow the plan
1. Say how you understand this saying.
2. Describe your own house and room.
3. Say whether you like or not to stay at home alone.
4. Add your ideas to finish.
Card 2. We should stop killing animals
Discuss this topic with your teacher. Use the ideas from the pictures to develop conversation.
You may talk about the ideas of your own.
You may make notes.

Follow the plan
1. Say how you understand this topic.
2. Say what animals can give people to live and be healthier.
3. Say what you think about an animal chain.
4. Say what people should do instead of hunting.
5. Add your ideas to finish
_____/ [5]
Total marks_ /20

11

Mark scheme
Listening and Reading
Task №

Answer

Mark

Listening
1
2
3
4
5

sofas
lamp
desk
bedside table
rug

1
1
1
1
1
Reading

1
2
3
4
5
Total

False
True
True
False
True

1
1
1
1
1
10

12

Additional
information

CRITERIA FOR MARKING WRITING
Give a mark out of 5 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a mean to
give an overall total out of 5.
Mark /
Criterio
n

5

4

Content (relevance and
development of ideas)

Organization (cohesion,
paragraphing and format)

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

 Uses basic connectors
correctly.
 Uses paragraphs to separate
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.

 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

 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

13

Vocabulary (style and
accuracy)

Grammar (style and accuracy)
and Punctuation (accuracy)

 Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items, but may make
frequent errors.
 Has good control of word
formation; may make 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.

 Writes short and extended
simple and compound
sentence forms correctly.
 Occasional errors in grammar
and/or punctuation do not
distort meaning.

 Writes short and extended
simple and some compound
sentence forms correctly.
 While errors in grammar
and/or punctuation are
noticeable, meaning is rarely
distorted.

points may be more fully
covered than others.

3

2

1

much longer than other ones
for no apparent reason).
 The format is generally
appropriate.

 Some content is relevant to
the task; significant content
omissions may be present.
 The register barely
corresponds to the
requirements of the task.
 Only some content points,
which are minimally
addressed.

 Uses a very limited range of
basic connectors correctly.
 Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
 The format may be
inappropriate in places.

 Severe irrelevances and
misinterpretations of the task
may be present.
 Only few content points,
which are minimally
addressed.

 May use a very limited range
of basic connectors, 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).

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

14

 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
common word forms
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
range of vocabulary.
 Has very limited control of
word formation; can produce a
few common word forms
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
words and/or memorized
phrases.

 Writes short simple sentence
forms and most extended
simple sentence forms
correctly.
 Errors in grammar and/or
punctuation may distort
meaning at times.

 Writes only very short simple
sentence forms correctly.
 Frequent errors in grammar
and/or punctuation distort
meaning.

 No evidence of sentence
forms.

 The format is not appropriate.

0

 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
 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 5 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total out of 5.
Mark /
Criterio
n

Development and Fluency

5

 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

Language

15

 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.

4

3

2

 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
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.

 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.






 Attempts basic sentence forms, but with limited success.
OR
 Heavily relies on apparently memorized utterances.
 Uses a limited range of appropriate vocabulary to talk about a
very limited range of general topics.
 Makes numerous errors except in memorized expressions.
 Cannot produce basic sentence forms.
 Can only produce isolated words and phrases or memorized
utterances.

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.

 No communication possible.
 Pronunciation and intonation patterns cause difficulty for even the
most sympathetic listener.
 No attempt at the response.
OR
0
 No rateable language.
*Speech deficiencies should not be considered as affecting intelligibility.
1

16

 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.

Term 1
Transcript
There is a living room in my apartment. There are two sofas in the room. There is a table
between the sofas. One sofa is under the window. There is a lamp behind the sofa. There are
bookcases in the wall. There are pictures on the wall. There are flowers on the table.
There are two bedrooms in my apartment. There is a white bed in my bedroom. The bed is
under the window. There is a desk next to the bed. There is a chair in front of the desk. There
is a bedside table between the bed and the wardrobe. There is a rug on the floor.

Resources
Listening: https://www.youtube.com/watch?v=PtdLZjd3frk
Reading: https://www.nationalgeographic.com/animals/mammals/r/red-wolf/ (adapted by a
teacher)

17

SPECIFICATION OF THE SUMMATIVE ASSESSMENT FOR TERM 2
Review of the summative assessment for term 2
Duration of the summative assessment – 45 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 25 minutes
Speaking task is conducted separately.
Total marks - 20
The structure of the summative assessment
This sample of Summative Assessment consists of 12 questions: listening, reading,
writing and speaking. Different types of tasks are used in the Summative Assessment for
term.
Listening – Questions requiring a multiple-choice answer on the topic “The world of
work”. Transcript for listening task can be found after the mark scheme.
Reading – Questions requiring True/False answers on the topic “Values”.
Writing – Question requiring an extended answer on the topic “Values”
Speaking – created dialogue between 2 learners on the following topics: “Values”
and “The world of work”.
The content of the summative assessment for term 1 should be selected on topics
“Values” and “The world of work”.

18

Characteristic of tasks for the summative assessment for term 2

Unit

*Task
№

*Total
number
of
questions

Time

Total
marks

Matching the Learners listen to the
information and answer
speaker
multiple-choice questions;

10 minutes

5

5

Questions
requiring
True/False
answers

10 minutes

5

3

1

Question that Learners express personal
require an
feelings and opinions in a
extended
paragraph;
answer

25 minutes

5

4

1

Open-ended
question

20 minutes

5

Strand

Learning objective

Listening

5.2.7.1recognize the
opinion
of
the
speaker(s) in basic,
supported talk on an
increasing range of
general and curricular
topics

1

5

Reading

5.4.3.1 understand the
detail of an argument
on a limited range of
familiar general and
curricular topics

2

Writing

5.5.1.1 plan, write,
edit and proofread
work at text level with
support on a limited
range of general and
curricular topics

Speaking

5.3.6.1 communicate
meaning clearly at
sentence level during,
pair, group and whole
class exchanges

Unit 1. “Values”

Unit 2. “The
worldof work”

19

*Type of
question

*Task description

Learners read the text to
recognise the detail of an
argument in the reading
passage;

Learners talk on the
following topics “Values”
and “The world of Work”.
Learners present ideas
clearly in a pair.

45 minutes
(excluding

TOTAL:

Speaking)
Note: * - sections that can be changed

20

20

Sample questions and mark scheme
Tasks for Summative Assessment for term 2
Listening
Task 1. Listen to different people talking about their job. Choose the best answer for each
question.
1. Does speaker A enjoy his job?
A) Yes.
B) Sometimes.
C) No.

[1]

2. When does speaker B work?
A) Weekdays.
B) Weekends and holidays.
C) Summer holidays.

[1]

3. What does speaker B say tourists love doing?
A) Visiting universities.
B) Taking a boat trip.
C) Swimming in the river.

[1]

4. Does speaker C like his job?
A) Yes.
B) Sometimes.
C) No.

[1]

5. What does speaker E not like about her job?
A) The doctors.
B) The sick people.
C) The uniform.

[1]

_____/ [5]

21

Reading
Task 2. Read the following essay by Lucy Stone, who wrote about her grandfather for the
school magazine. Then decide whether each statement 1–5 is true or false. Write T(True) or
F(False) in front of each statement.
This is my grandfather
My name is Lucy and this is my beloved grandfather. His
name is Tim and he is my best friend. My grandfather is sixty-four
years old and he is retired now, so he has a lot of time to be and
play with me. I love him very much and I know he loves me too. We
usually spend a lot of time together. We live in a big house in Fort
Collins, Colorado. My grandfather is a patient and caring man and
sometimes I think he is a magician. He is always guessing what I
want to do or eat, or what I feel inside! When I am sad, he always
makes me laugh with his funny face. He puts me on his shoulders;
he tells me many funny stories, and even sing songs.
Everyday my grandfather prepares my breakfast, he drives me
to school and picks me up at the end of classes, he helps me with my
schoolwork, he plays chess with me and he counts stars with me.
You know, my grandfather is the only grown-up I know who truly
understands me. I love him very much!

1. Lucy’s grandfather is always busy. _____

[1]

2. He is retired now. _____

[1]

3. Lucy’s grandfather is very caring man. _____

[1]

4. He prepares breakfast twice a week. _____

[1]

5. Lucy thinks that her grandfather doesn’t understand her. _____

[1]
_____/ [5]

22

Writing
Task 3. Look at the pictures and write a short story in 40-60 words. Write the beginning,
some interesting events, and a conclusion. Make sure you have a title of your story. Try to use
anyof the following connectors: and, but, or.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____/ [5]
23

Speaking
Task 4. Talk to your peer. Use the following questions, in the order given below, to develop
theconversation.
Card 1. “Values”

1.
2.
3.
4.

Tell about your best friend. (What is his/her name, age?)
What character qualities does he/she have?
What do you usually do together?
Why do you value your friendship?

Card 2. “The World of Work”

1.
2.
3.
4.

What job do you like most?
What qualities do we need to do this job?
What are the difficulties of this job?
What are advantages and disadvantages of this job?

_____/ [5]
Total marks_ /20

24

Mark scheme
Listening and Reading
Task №

Answer

Mark
Listening

1
2
3
4
5

A
C
B
A
C

1
1
1
1
1
Reading

1
2
3
4
5
Total

False
True
True
False
False

1
1
1
1
1
10

25

Additional
information

CRITERIA FOR MARKING WRITING
Give a mark out of 5 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a mean to
give an overall total out of 5.
Mark /
Criterio
n

5

4

Content (relevance and
development of ideas)

Organization (cohesion,
paragraphing and format)

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

 Uses basic connectors
correctly.
 Uses paragraphs to separate
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.

 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

 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

26

Vocabulary (style and
accuracy)

Grammar (style and accuracy)
and Punctuation (accuracy)

 Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items, but may make
frequent errors.
 Has good control of word
formation; may make 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.

 Writes short and extended
simple and compound
sentence forms correctly.
 Occasional errors in grammar
and/or punctuation do not
distort meaning.

 Writes short and extended
simple and some compound
sentence forms correctly.
 While errors in grammar
and/or punctuation are
noticeable, meaning is rarely
distorted.

points may be more fully
covered than others.

3

2

1

much longer than other ones
for no apparent reason).
 The format is generally
appropriate.

 Some content is relevant to
the task; significant content
omissions may be present.
 The register barely
corresponds to the
requirements of the task.
 Only some content points,
which are minimally
addressed.

 Uses a very limited range of
basic connectors correctly.
 Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
 The format may be
inappropriate in places.

 Severe irrelevances and
misinterpretations of the task
may be present.
 Only few content points,
which are minimally
addressed.

 May use a very limited range
of basic connectors, 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).

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

27

 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
common word forms
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
range of vocabulary.
 Has very limited control of
word formation; can produce a
few common word forms
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
words and/or memorized
phrases.

 Writes short simple sentence
forms and most extended
simple sentence forms
correctly.
 Errors in grammar and/or
punctuation may distort
meaning at times.

 Writes only very short simple
sentence forms correctly.
 Frequent errors in grammar
and/or punctuation distort
meaning.

 No evidence of sentence
forms.

 The format is not appropriate.

0

 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
 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 5 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total out of 5.
Mark /
Criterio
n

Development and Fluency

5

 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

Language

28

 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.

4

3

2

 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
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.

 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.






 Attempts basic sentence forms, but with limited success.
OR
 Heavily relies on apparently memorized utterances.
 Uses a limited range of appropriate vocabulary to talk about a
very limited range of general topics.
 Makes numerous errors except in memorized expressions.
 Cannot produce basic sentence forms.
 Can only produce isolated words and phrases or memorized
utterances.

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.

 No communication possible.
 Pronunciation and intonation patterns cause difficulty for even the
most sympathetic listener.
 No attempt at the response.
OR
0
 No rateable language.
*Speech deficiencies should not be considered as affecting intelligibility.
1

29

 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.

Term 2
Transcript
A
I work on Saturdays and in the school holidays. Saturdays are busy because that’s when everyone
goes shopping. Our shop sells clothes and accessories for men, women and children. I work in the
children’s department. It can be crazy sometimes, but it’s fun.
B
I work during my summer holidays when I’m not at university. Oxford has thousands of tourists in
the summer, so it’s easy to find a job as a tour guide. I take tourists to visit the university colleges
and then we go down to the river. We go along the river on a boat. The tourists love the boat trip,
but last summer one tourist fell in the river! I love meeting people from all over the world.
C
I like my job, but lots of people don’t like coming to see me because they hate dentists. Sometimes
it’s very hard work, but it’s great to help people when they have a problem. It’s so important to look
after your teeth.
D
My job is very difficult, but I like it because I love flying. I fly planes that take people to different
places on holiday. Most of the time I fly in Europe to places like Spain, Greece and Italy. The most
difficult thing about my job is when the weather is bad. Snow and thunderstorms are the worst. The
best thing is visiting different places.
E
I work in a hospital in the city centre. It’s a very big hospital. I help the doctors with the patients. I
give them their medicine and look after them when they feel ill. I love my job but I don’t like the
uniform and sometimes I have to work at night.

Resources
Listening: https://learnenglishteens.britishcouncil.org/skills/listening/elementary-a2-listening/work
Reading: https://www.pinterest.com/pin/606860118508697686/

30

SPECIFICATION OF THE SUMMATIVE ASSESSMENT FOR TERM 3
Review of summative assessment for term 3
Duration of the summative assessment – 45 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 25 minutes
Speaking task is conducted separately.
Total marks - 20
The structure of the summative assessment
This sample of Summative Assessment consists of 12 questions: listening, reading,
writingand speaking. Different types of tasks are used in the Summative Assessment for term.
Listening – multiple-choice questions on the topic “Creativity”. Transcript for listening
task can be found after the mark scheme.
Reading – Reading – Questions requiring True/False answers on the topic “Fantasy
world”.
Writing – Question requiring an extended answer on the topic “Creativity”
Speaking – Answer questions on the topic “Fantasy world”.
The content of the summative assessment for term 3 should be selected on topics
“Creativity”and “Fantasy world”.

31

Characteristic of tasks for the summative assessment for term 3

Unit

Unit 5
“Creativit
y”

Strand

Learning objective

*Task
№

*Total
number
of
questions

*Type of
question

*Task description

Time

Total
marks

Listening

5.2.5.1 understand most
specific information and
detail of short, supported
talk on a wide range of
familiar topics

1

5

Multiplechoice
questions

Questions
with
multiple-choiceanswers.
Learners
listen
to
a
conversation between a boy
and a girl talking about a
music band and choose the
best answer from the given
options.

10
minutes

5

Reading

5.4.9.1
recognise
the
difference between fact
and opinion in short,
simple texts on an
increasing range of general
and curricular topics

2

5

Questions
requiring
True/False
answers

True/False task.
Learners read the text and
write true/false answers in
front of eachstatement.

10
minutes

5

Writing

5.5.6.1 link, with some
support, sentences into a
coherent paragraph using
basic connectors on a
limited range of familiar
general topics
5.5.8.1 spell most highfrequency
words
accurately for a limited
range of general topics
5.5.9.1 punctuate written
work at text level on a
limited range of familiar

3

1

The
question
requiring an
extended
answer

Questions that require an
extendedanswer.
Learners use the picture to
write a short story about the
event happened at the
concert.

25 minutes

5

Unit 7
“Fantasy
world”

32

general with some accuracy
Speaking 5.3.7.1 use appropriate
subject-specific
vocabulary and syntax to
talk about a limited range
of general topics

4

1

TOTAL:

Note: * - sections that can be changed

33

Answer
Open ended task.
questions
Learners present
onthe
clearly in apair.
following
topics:
“Creativity
”and
“Fantasy
world”.

20 minutes

5

45 minutes
(excluding
Speaking)

20

ideas

Sample questions and mark scheme
Tasks for Summative Assessment for term 3

Listening
Task 1. You will hear a conversation between a girl and a boy, who wants to be in a band.
Youwill hear the conversation twice. Choose the best answer, A, B, C or D and put a tick (˅)
in front of the correct option
1. What is the location of the conversation?
A. at the concert.
B. in the University.
C. in the band audition.
D. in the garage.

[1]

2. Why did the boy want to be in a band?
A. He enjoyed music, especially singing.
B. He could not play any music instrument.
C. He wanted to play the piano.
D. He wanted to join his favourite music band.

[1]

3. Who did the girl need in a band?
A. a good singer
B. a guitarist
C. a singer, a guitarist and a drummer
D. a drummer

[1]

4. What instrument did the boy try to play?
A. the violin
B. the trombone
C. the harp
D. the drums

[1]

5. What did the girl say to him?
A. I’ll call you next week
B. I’ll call you tomorrow.
C. I won’t call you next week.
D. Sorry, you aren’t suitable for us.

[1]

_____/ [5]

34

Reading
Task 2. Read the story about some mythical creatures and answer True/False questions.
There are lots of stories about fantasy animals. Sometimes the
animals were strong and killed people; sometimes they were
signs of good luck. Here is some information about six
famous fantasy animals.

Unicorns were beautiful creatures like horses. They had a long pointed horn in the middle of
their foreheads. The horn was magical. If a unicorn put its horn in dirty water, the water
became clean. Unicorns were a sign of good
luck, but only honest people could see them.
Centaurs were wild creatures. They were half-man, half-horse. They lived a long time ago in
Greece. Most centaurs were soldiers but one centaur was different. His name was Chiron.
He wasa famous teacher. When he died he changed into a star called Sagittarius.
The Minotaur was a very scary creature for people. It had a
bull’s head and a man’s body. It lived in a labyrinth on an island
called Crete. If anybody went into the labyrinth, they got lost and
could never get out again. Every year, people from the island of
Minos sent 7 boys and girls into the labyrinth. The Minotaur ate
them.
One year, a brave man called Theseus killed the Minotaur. He
took a ball of string from a princess and used it to go in and out of
the labyrinth.
Chinese dragons were good, friendly and intelligent. They were made from the parts of nine
animals: a snake’s body, a fish’s scales, a clam’s stomach, a tiger’s feet, an eagle’s claws, a
camel’s face, a deer’s antlers, a cow’s ears and golden eyes.

Write True or False in front of each statement.
1. Sometimes the animals seemed to be really powerful and dangerous for people, but
sometimes they were accepted as a luck. _____
2. People were afraid of the Minotaur. _____
3. Unicorns were a sign of bad luck. _____
4. The Minos island people sent 7 boys and girls into the labyrinth each year. _____
5. Chinese dragons had a tiger’s face. _____

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

_____/ [5]

35

Writing
Task 3. Look at the picture and write a short story in 60-70 words. Make sure that you
answered the following questions:
1.
2.
3.
4.

Where was that story taking place?
Who is the main character?
What problem did he/she face?
What happened in the end?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____/ [5]
36

Speaking
Task 4. Talk to your peer.
Card 1.
Partner 1
Use the following prompts, in the order given below, to make up a dialogue:
Ask your partner:






what mythical creature he or she likes;
where the mythical creature lived;
to describe the mythical creature;
what it (the mythical creature) could and couldn’t do;
why he/she likes that mythical creature.

Chimera

Unicorn

Phoenix

Dragon

Partner 2
Use the following prompts, in the order given below, to make up a dialogue:
Tell your partner:






the name of mythical creature and what film, cartoon or book it is from;
where the mythical creature lived;
how it looked like;
what it could / couldn’t do;
why you like it.

37

Centaur

Card 2
Partner 1
Use the following prompts, in the order given below, to make up a dialogue:
Ask your partner:






what fantasy city or a world your partner knows from the movie;
when and where this movie was shot;
to say what things in this city/world are different;
what your partner knows about it’s citizens;
why your partner thinks this movie is original.

The Lord of the
Rings

Chronicles of
Narnia

Harry Potter

Avatar

Partner 2
Use the following prompts, in the order given below, to make up a dialogue:
Tell your partner:






what famous movie about a fantasy world you know;
when and where it was shot;
to say how this world is different from yours;
what you know about its citizens;
why you think it is original.
_____/[5]
Total marks_ /20

38

Mark scheme
Listening and Reading
Task №

Answer

Mark
Listening

1
2
3
4
5

C
A
C
D
A

1
1
1
1
1
Reading

1
2
3
4
5
Total

True
True
False
True
False

1
1
1
1
1
10

39

Additional
information

CRITERIA FOR MARKING WRITING
Give a mark out of 5 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a mean to
give an overall total out of 5.
Mark /
Criterio
n

5

4

Content (relevance and
development of ideas)

Org