сор 6 класс английский язык

Methodological recommendations
for Summative Assessment
English
Grade 6

1

Methodological recommendations for Summative Assessment are designed to assist
teachers in planning, organizing and carrying out Summative Assessment in “English language”
for the Grade 6 learners. Methodological recommendations are aligned with the Subject
Programme and Course plan. Summative Assessment in Grade 6 is conducted in Terms 1, 2, 3
and 4.
Summative Assessment Tasks for unit/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 unit/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.
Methodological recommendations are designed for secondary 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
TERM 1........................................................................................................................................................ 4
Summative assessment for the unit «Our Class» ............................................................................................ 4
Summative assessment for the unit “Helping and heroes” .............................................................................. 7
TERM 2........................................................................................................................................................ 9
Summative assessment for the unit “Our countryside” ................................................................................... 9
Summative assessment for the unit “Drama and Comedy” ........................................................................... 13
TERM 3...................................................................................................................................................... 16
Summative assessment for the unit “Our Health” ........................................................................................ 16
Summative assessment for the unit “Holidays and Travel” .......................................................................... 20
TERM 4...................................................................................................................................................... 23
Summative assessment for the unit “Our Neighbourhood” ........................................................................... 23
Summative assessment for the unit “Transport” ........................................................................................... 26

3

TERM 1
Summative assessment for the unit «Our Class»
Learning objectives

Assessment criteria

6.2.2.1 (6.L2) Understand more complex supported questions which ask
for personal information
6.3.2.1 (6.S2) Ask simple questions to get information about a growing
range of general topics



Level of thinking
skills

Identify complex personal questions with support
Make up simple interrogative sentences to get information about
the topic and ask questions
Knowledge and comprehension
Application

Duration

20 minutes

Listening
Task 1. Listen what Joshua tells about his school in Japan. Choose the correct answer.
Go to this link to listen: http://www.esl-lab.com/elem/elemrd1.html
Transcript can be found after the rubrics.
1. Which item did Joshua NOT take to school?
A) Backpack
B) Gym clothes
C) School hat
2. What is one of the first things Joshua does when he comes to school?
A) He stands and bows to the teacher.
B) He practices his reading and writing.
C) He puts on his gym clothes for class.
3. Where does Joshua eat lunch at school?
A) In his classroom
B) In the lunchroom
C) In the gymnasium
4. What time does Joshua get home from school?
A) at 1:00 PM and at 2:00 PM
B) at 2:00 PM and at 3:00 PM
C) at 3:00 PM and at 4:00 PM
Speaking
Task 2. Work in pairs. Read the examples and possible answers. Then make up your own 3
questions about your class or school and ask your partner. Swap the roles.
Example:
1. What subject’s homework do you like? Why?
2. What are good and bad things about your school? Explain your answer.
3. What do you enjoy doing at school and what do you dislike doing? Explain your
answer.
Possible answers:
1. I prefer doing homework in Biology because it is always interesting for me.
2. Good thing in my school is that on Saturday we always have clubs and lessons on
Music and Art
3. I enjoy staying with my friends and I dislike doing difficult problems in Math.
4

Assessment criteria

Task

Identify complex
personal questions with
support.
Make up simple
interrogative sentences
to get information about
the topic and ask
questions.
Total marks

1

2

Descriptor
A learner
1.chooses C ‘school hat’;
2. chooses A ‘He stands and bows to the teacher.’;
3.chooses A ‘in his classroom’;
4. chooses B ‘at 2:00 PM and at 3:00 PM’;
asks 3 grammatically correct questions;
answers 3 questions properly;
uses topic related vocabulary accurately;
pronounces words and phrases clearly.

Mark
1
1
1
1
1
1
1
1
8

Rubrics for providing information to parents on the results of Summative Assessment for
the unit “Our Class”
Learner’s name______________________________________________
Assessment
criteria
Identify complex
personal questions
with support.

Make up simple
interrogative
sentences to get
information about
the topic and ask
questions.

Low
Experiences
difficulties in
identifying personal
questions. Answers
most of the
questions
incorrectly.

Experiences
difficulties in
interaction, in
asking and
answering the
questions.
Pronounces most of
the words
inaccurately with
use of topical
vocabulary. Has
many pronunciation
errors.

Level of learning achievements
Middle
High
Experiences some
Correctly identifies
difficulties in
personal questions.
identifying personal
Answers most of the
questions. Makes
questions correctly.
mistakes in answers:
school hat/He stands
and bows to the
teacher./in his
classroom/ at 2:00 PM
and at 3:00PM.
Experiences some
difficulties in interaction
/ asking questions/
answering the questions/
using proper topical
vocabulary in his or her
speech/ pronouncing
some words and phrases
clearly.

Confidently
communicates with a
partner, asks
grammatically correct
questions. Answers most
of the questions
appropriately. Speaks
with clear pronunciation
of words.

Transcript for listening task.
Randall: Now what kinds of things do you take to school?
Joshua: I take my taisofuku, that is gym clothes, and I take my backpack and my books [ Oh,
okay. ] and stuff like that.
5

Randall: Okay and what is the first thing you do when you get to school?
Joshua: We do "kiritsu, rei."
Randall: "Kiritsu" and "rei." Now what are those?
Joshua: It means "stand up, bow."
Randall: Stand up and bow.
Joshua: Uh-huh.
Randall: And what do you study at school?
Joshua: We study kokugo, that is writing and reading and stuff like that [ Okay ], and sansu,
that's math. [ Okay. ]. And, let's see . . . , we do gym too.
Randall: Okay, and where do you eat lunch? Do you have a lunchroom or cafeteria?
Joshua: No, we eat in our classroom.
Randall: You eat in your classroom! [ Yeah. ]. Oh, wow. That is very interesting. Now what time
do you come home from school?
Joshua: We come home sometimes at 3:00 and sometimes at 2:00.
Randall: Okay, well thank you very much Joshua.
Joshua: You're welcome.

6

Summative assessment for the unit “Helping and heroes”
Learning objectives

Assessment criteria

6.4.6.1 (6.R6) Recognise the attitude or opinion of the writer in short
texts on a growing range of general and curricular topics
6.5.3.1 (6.W3) Write with some support about personal feelings and
opinion on a limited range of familiar general and curricular topics
6.5.8.1 (6.W8) Spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics




Identify the author’s attitude and viewpoint in short texts
Express personal feelings and opinion in written form with
little support
Write high-frequency topic related words accurately

Level of thinking
skills

Application
Higher order thinking skills

Duration

20 minutes

Reading
Task 1. Read the text and complete the tasks below.
Greg likes to help his mom make cookies. Chocolate chip cookies are
his favourite. His mom likes them too.
He adds the chocolate chips to the batter. Then he stirs them in. He
forms the batter into balls and places them on a baking sheet. His mom
places the baking sheet into the oven.
When the cookies are in the oven, Greg licks the last bits of batter from the bowl. He can
hardly wait for the cookies to be ready.
In 30 minutes the cookies are finished baking. The cookies are hot and yummy.
Answer the questions.
1. What kind of cookies are Greg’s favourite?
__________________________________________
2. What does he do when the chocolate chips are in the batter?
_____________________________________________
3. Where does he place the balls of batter?
____________________________________________
Choose the correct answer.
4. What is the best name for this text

A) Cookie Dough

B) Making Cookies

Writing
Task 2. Write about your Sunday household chores.
Follow the steps for writing:
 Write one sentence about Sunday.
 Write what household chores you can do at home to help your parents or elderly people.
 Write about your feelings after help.
 Explain why it is important to help people.

7

Assessment criteria

Task

Identify
the
author’s
attitude and viewpoint in
short texts.
Express personal feelings
and opinions in written
form with little support.
Write
high-frequency
topic
related
words
accurately.

1

2

Descriptor
A learner
1.writes ‘chocolate chip cookies’;
2.writes ‘he stirs them’;
3.writes ‘on a baking sheet’;
4.chooses B ‘Making cookies;
writes introductory sentence about Sunday;
writes names of household activities;
expresses personal feelings and opinions on topic;
writes about the importance to help people.
spells the topical vocabulary accurately.

Total marks

Mark
1
1
1
1
1
1
1
1
1
9

Rubrics for providing information to parents on the results of Summative
Assessment for the unit “Helping and heroes”
Learner’s name______________________________________________
Assessment criteria

Level of learning achievements
Low
Middle
High
Identify the author’s Experiences
Experiences some
Correctly identifies
attitude and viewpoint difficulties in
difficulties in identifying the author’s attitude
in short texts.
identifying the
the author’s attitude and and opinion in the
author’s attitude and opinion
text. Answers most
opinion. Answers
Makes mistakes in
of the questions
most of questions
answers:
appropriately with
incorrectly with
Chocolate chip cookies/
accurate spelling.
spelling errors.
he stirs them/
on a baking sheet/
Making Cookies. Makes
some spelling mistakes.
Express
personal
feelings and opinions
in written form with
little support.
Write high-frequency
topic related words
accurately.

Experience
difficulties in writing
paragraphs on topic,
in expressing
feelings and
importance to help
people. Spells most
of vocabulary words
with mistakes.

Experience some
difficulties in writing
paragraphs with
introductory sentence/in
giving the names for
household activities/ in
expressing feelings/ in
writing about importance
to help people. Spells
some of vocabulary
words with mistakes.

8

Presents a wellstructured piece of
writing with
introductory
sentence and gives
the names for
household activities.
Writes sentences
expressing feelings
and importance to
help people. Spells
few words with
mistakes.

TERM 2
Summative assessment for the unit “Our countryside”
Learning objectives

Assessment criteria

6.2.4.1 (6.L4) Understand with limited support the main points of
extended talk on a range of general and curricular topics
6.3.3.1 (6.S3) Give an opinion at sentence and discourse level on an
increasing range of general and curricular topics
6.3.8.1 (6.S8) Recount some extended stories and events on a limited
range of general and curricular topics




Identify the main ideas in extended talk with some support
Provide a point of view in conversations and discussions
Retell extended stories and episodes on a given topic

Level of thinking
skills

Application
Higher order thinking skills

Duration

20 minutes

Listening
Task 1. Listen to the story and choose the correct option.
Go to the link to listen information http://eslyes.com/easyread/es/easy027.htm.
Transcript can be found after the rubrics.
Example: The chicken and the duck were friends/enemies.
1. The speaker tells the story about farm friends/ city friends.
2. The speaker says that the cat is a good animal/a bad animal.
3. The speaker is sure that the dog is friendly/ angry.

Task 2. Listen to the second time and complete the sentences.
1. In the beginning the chicken and the duck are speaking about the ___________.
2. The second animal they speak about is the _______________.
3. At the end of the story they speak about the _______________.

Speaking
Task 3. Learners work in pairs. Each pair gets a picture. Learners describe the picture
participating in the discussion equally. Give some time to learners to get ready with questions
to the picture.
Look at the picture. Make a 2-3-minutes talk asking and answering the questions. Participate in
the conversation equally. You have 1 minute to prepare.
Possible questions for discussion.
 What can you see on the picture?
 Is it a city or a country?
 How many animals can you see on the farm?
 Can you name some animals?
9

 What do people do in villages?
 Do you want to live in a village? Why? / Why not?

10

Assessment criteria
Identify the main ideas in
extended talk with some
support.

Task

1

2
Provide a point of view in
conversations and
discussions
Retell extended stories and
episodes on a given topic.

3

Descriptor
A learner
1. chooses ‘farm friends’;
2. chooses ‘a bad animal;
3. chooses ‘friendly’;
1. writes ‘Cat’;
2. writes ‘Dog’;
3. writes‘ Man/farmer’;
expresses his/her opinion in discussion clearly;
answers the questions properly;
uses vocabulary words appropriately;
conveys ideas clearly;
speaks with clear pronunciation of words.
uses grammatically correct sentences in speech;

Total marks

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

Rubrics for providing information to parents on the results of Summative
Assessment for the unit “Our countryside”
Learner’s name______________________________________________
Assessment criteria

Level of learning achievements
Low
Middle
High
Identify the main Experiences
Experiences some
Properly identifies
ideas in extended difficulties in
difficulties in identifying the main points of
talk
with some identifying the main
the main points of the
the talk while
support.
points of the talk.
talk. Makes mistakes in
listening.
Chooses most of the
answers: Farm friends/ A Completes the tasks
answers incorrectly.
bad animal/ friendly/ Cat/ correctly with proper
Completes most of the Dog/ Man or farmer.
spelling of words.
sentences
inappropriately.
Provide a point of
Experiences
Experiences some
Accurately provides
view in
difficulties in
difficulties in providing a a point of view in
conversations and
providing a point of
point of view in
discussion and
discussions.
view in discussion and discussion / in asking
answers a variety of
Retell extended
in asking and
questions on topic/ in
questions. Uses
stories and episodes answering a variety of answering a variety of
topical vocabulary
on a given topic.
questions. Tries to tell appropriate questions/ in and grammatically
episodes on topic.
using topical vocabulary correct sentences
Pronounces most of
accurately and
accurately.
the words unclear.
grammatically correct
Clearly presents
Uses many
sentences. Gives some
episodes on topic.
grammatically
inaccuracies in episodes
Pronounces most of
incorrect sentences
on topic. Pronounces
the words clearly.
and inappropriate
some of the words
vocabulary.
clearly.

11

Transcript for listening task.
The chicken and the duck were friends. They lived on a farm. They walked around
together. They swam in the pond together. They talked about many things. They talked about the
cat. They thought the cat was tricky. They thought the cat was dangerous. The cat looked at them
a lot. They didn't trust the cat. "We must always keep our eyes open when the cat is around,"
they both agreed. They talked about the dog. The dog was very friendly. The dog wanted to play.
The dog had lots of energy. It barked a lot. It ran around a lot. They both liked the dog. They
talked about the farmer. The farmer brought them food. The farmer took care of them. The
farmer took care of all the animals. He fed the cow. He fed the pig. He fed the goat. He fed the
sheep. He fed the rabbit. They liked the farmer. He took good care of everyone. He was a nice
man. "Farmers are good," said the chicken. "We need farmers," said the duck.

12

Summative assessment for the unit “Drama and Comedy”
Learning objectives

Assessment criteria

6.4.2.1 (6.R2) Understand independently specific information and
detail in short, simple texts on a limited range of general and curricular
topics
6.5.2.1 (6.W2) Write with some support about real and imaginary past
events, activities and experiences on a limited range of familiar
general topics and some curricular topics
6.5.5.1 (6.W5) Develop with support coherent arguments supported
when necessary by examples and reasons for a limited range of written
genres in familiar general and curricular topics
6.6.15.1 (6.UE15) Use common verbs followed by infinitive verb /
verb + ing patterns; use infinitive of purpose on a limited range of
familiar general and curricular topics






Find particular facts and parts in short simple texts
Write sentences about real and imaginary past events, activities
and experiences with support
Write coherent arguments with support
Give examples and reasons to support arguments
Differentiate between the usage of infinitive and gerund forms
and infinitive of purpose after common verbs

Level of thinking
skills

Application
Higher order thinking skills

Duration

20 minutes

Reading
Task 1. Read about a famous movie’ Life of Pi’ and do the task below.
Life of Pi
When Pi is 16, his family decides to close the zoo and move to Canada. They sell some of
the animals to zoos in North America and the family takes the animals with them on a ship to
Canada. On the way, there is a terrible storm and the ship sinks. Pi finds himself in a lifeboat
with a hyena, zebra, orang-utan and a tiger. When he sees the animals, Pi is scared and he
jumps into the ocean. Then he remembers there are sharks in the ocean and he climbs back into
the lifeboat.
Pi and the tiger spend 227 days in the lifeboat. They live through terrible storms and are
burnt by the Pacific sun. They are often hungry and ill. Sometimes, Pi is happy and hopeful, but
sometimes he feels sad and lonely. Finally, they arrive at the coast of Mexico, but you will have
to read the book to find out what happens in the end!
Circle True or False for these sentences.
1. Pi moves to Canada in 16.
2. Pi is scared when he sees the animals in the lifeboat.
3. Pi fights with a big shark.
4. At the end they land in the USA.

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True
True
True
True

False
False
False
False

Writing
Task 2. Look at the facts about a famous cartoon ‘Rio 2’. Write 2 paragraphs using the
information below.

General Information:
Directed by - Carlos Saldanha
Starring - Anne Hathaway, Jesse Eisenberg
Production company - 20th Century Fox Animation
Music by - John Powell
Release date - March 20, 2014
Running time - 101 minutes
Country - United States
Language - English

Tips for writing:
1. Write one sentence about this cartoon (Use structures as I like (to watch) and I would
like (to tell).
2. Write general facts about the cartoon.
3. Write about actors, music and the country of production.
4. Include information about company production, release date, running time and
language.
5. Recommend this cartoon to your friends.

14

Assessment criteria

Task

Find particular facts and parts in
short simple texts.

Write sentences about real and
imaginary past events, activities
and experiences with support.
Write coherent arguments with
support. Give examples and
reasons to support arguments.
Differentiate between usage of
infinitive and gerund forms and
infinitive of purpose after
common verbs.
Total marks

Descriptor
Mark
A learner
1. chooses ‘True;
1
Identify 2.
thechooses
meaning
and details of the reading texts;
‘True’;
1
1
3. chooses ‘False’;
1
4. chooses ‘False’;
1
writes strong lead sentence using given
1
structure;
provides evidence and/or reasons on topic;
1
presents ideas clearly;
1
2
writes grammatically correct sentences;
1
includes general information on topic;
1
uses linking words properly.

1

10

Rubrics for providing information to parents on the results of Summative Assessment for
the unit “Drama and comedy”
Learner’s name______________________________________________
Assessment criteria
Find particular facts
and parts in short
simple texts.

Write sentences about
real and imaginary past
events, activities and
experiences with
support.
Write coherent
arguments with
support. Give examples
and reasons to support
arguments.
Differentiate between
usage of infinitive and
gerund forms and
infinitive of purpose
after common verbs.

Level of learning achievements
Low
Middle
High
Experiences
Experiences some
Confidently identifies
difficulties in
difficulties in
facts and parts while
identifying
Identify
facts the meaning
identifying
andfacts
details
while
of the reading.
reading texts;
Chooses
and parts while
reading.
appropriate True and
reading. Chooses
Makes some mistakes
False answers with
inappropriate True in True and False
minor mistakes.
and False answers. answers.
Experiences
difficulties in
writing a 2paragraph story, in
making coherent
lead sentence and
producing
grammatically
correct sentences
with gerunds and
infinitives, in
providing evidence
and reasons.

Experiences some
difficulties in writing a
2-paragraph story/ in
making coherent
sentences / in
producing
grammatically correct
sentences with
infinitive and gerund.
Makes mistakes in
providing general facts
about cartoon/ in
explaining ideas about
actors, music and place/
in expressing opinion
about the film.
15

Writes a 2- paragraph
story, making
coherent sentences
and producing
grammatically correct
sentences with gerund
and infinitive. Gives
evidence and reasons
on topic. Presents
ideas clearly.

TERM 3
Summative assessment for the unit “Our Health”
Learning objectives

Assessment criteria

6.2.7.1 (6.L7) Recognise the opinion of the speaker(s) in supported
extended talk on a limited range of general and curricular topics
6.3.5.1 (6.S5) Keep interaction going in longer exchanges on a range of
general and curricular topics
6.3.7.1 (6.S7) Use appropriate subject-specific vocabulary and syntax
to talk about a limited range of general topics, and some curricular
topics




Identify the position of speakers in an extended talk with support
Communicate with others in longer conversation on familiar
topics
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences

Level of thinking
skills

Application
Higher order thinking skills

Duration

20 minutes

Listening
Task 1.Listen to the talk twice and circle the correct answer.
Go to this link to listen: https://listenaminute.com/h/health.html.
Transcript can be found after the rubrics.
1. When he was a kid he______________.
A) trained a lot
B) never did any exercising
C) was good at sports
2. He was lucky because ___________.
A) he was young
B) he got cold
C) he was healthy
3. He thinks when people become older they__________.
A) have better health
B) worry about health
C) need medication
4. In his opinion, a good thing is that___________________.
A) he eats healthier food
B) he ate healthy food before
C) he does not care about food
5. Now he sleeps __________________________.
A) less
B) more
C) better
16

Speaking
Task 2. The learners are arranged in pairs.
It is a two-way conversation. You have 1 minute to prepare and 2 minutes to talk on the topic.
You should:
 Give own opinion (agree/disagree)
 Ask and answer questions (at least two questions)
 Use topical vocabulary
 Explain your answers
The following questions will help you organize the speech:
 What is your favourite sport? Why?
 What types of sport are popular among your friends?
 How do you try to keep fit?
 What do you think are the best tips for a long and healthy life?
Learner’s possible answer:
- My favourite sport is football. I like football since my childhood because it is a team
work. Going in for sports helps me to be sporty and keep fit. Also in my opinion, it is
important to have healthy food and be active. What about you?

17

Assessment criteria
Identify the position
of speakers in an
extended talk with
support.

Task

1

Communicate with others in
longer conversation on
familiar topics.
Apply topic related
vocabulary in speech
appropriately arranging
words and phrases into wellformed sentences.
Total marks

2

Descriptor
A learner
1. circles A;
2. circles C;
3. circles B;
4. circles A;
5. circles B;

Mark
1
1
1
1
1

asks grammatically correct questions;

1

answers 2 questions appropriately;
expresses agreement/disagreement;
uses topic related words accurately;

1
1
1

pronounces words clearly.

1
10

Rubrics for providing information to parents on the results of Summative Assessment for
the unit “Our Health”
Learner’s name ____________________________________________________
Level of learning achievements
Assessment criteria
Low

Middle

High

Identify the
position of
speakers in
an extended
talk
with
support

Experiences
difficulties
in
defining speaker’s
attitude and opinion.
Completes the task
with many errors.

Experiences
some
difficulties
in
determining speaker’s
attitude and opinion
although with some
inaccuracies.

Confidently determines
speaker’s attitude and
opinion. Completes the
task mostly correctly.

Communicate with
others in longer
conversation on
familiar topics.
Apply topic related
vocabulary
in
speech appropriately
arranging words and
phrases into wellformed sentences

Demonstrates
difficulties in
answering
classmates’
questions.
Hesitations in
choosing
appropriate
vocabulary to
convey ideas, while
expressing
agreement/
disagreement.
Presents illogically
connected
information with
unclear
pronunciation of
words.

Participates
in
discussion
though
struggles to ask and
answer the questions.
Presents
some
connected information,
some hesitations in
choosing appropriate
vocabulary
while
expressing agreement/
disagreement.
Makes mistakes in
selecting appropriate
vocabulary
in
the
course
of
the
discussion.
Speaks
with
clear
pronunciation of some
words.

Participates
in
discussion
actively.
Confidently asks and
answers the questions.
Presents
logically
connected information
while
expressing
agreement/disagreement.
Uses
appropriate
vocabulary
in
discussion. Speaks with
clear pronunciation most
of words.

18

Transcript for listening task.
I never used to worry about my health until recently. When I was a kid, I did lots of
exercise. Even in my twenties and thirties I was very fit and never ill. I have been lucky all my
life – always in the best of health. I rarely get even a cold. I suppose time catches up with you.
Now I seem to be getting lots of little aches and pains. I should go to the doctor for a health
check, but I’m too busy. The older you get, the more you worry about your health. One good
thing is that I’m eating more healthily now than ever before. I no longer have fast food and
midnight snacks. I also sleep a lot more. I’ve read that getting seven or eight hours sleep every
night is one of the best things you can do for your health.

19

Summative assessment for the unit “Holidays and Travel”
Learning objectives

Assessment criteria

6.4.5.1 (6.R5) Deduce meaning from context on a limited range of
familiar general and curricular topics, including some extended
texts
6.5.7.1 (6.W7) Use with some support appropriate layout at text
level for a growing range of written genres on familiar general
topics and some curricular topics
6.5.8.1 (6.W8) Spell most high-frequency vocabulary accurately
for a limited range of familiar general topics and some curricular
topics
6.6.10.1 (6.UE10) Use present continuous forms with present and
future meaning and past continuous forms for background and
interrupted past actions on a limited range of familiar general and
curricular topics





Identify the meaning and details of the reading texts
Write a text adhering to the layout and format of a given
genre with some support
Apply correct spelling of most high-frequency vocabulary
Apply present continuous forms with present and future
meaning in the context and past continuous forms for
background and interrupted past actions

Level of thinking skills

Application
Higher order thinking skills

Duration

20 minutes

Reading
Task 1.Read the text below and complete the task.
Summer Holidays
I always enjoy summer. Do you? In summer, I like to relax and forget about school. I
don't have to get up early and I can see my friends any time I want.
I like to spend my holidays with my parents. We usually go somewhere with our parents. We
love to swim, lie in the sun, but most of all I prefer going camping. We go to different places in
Britain and sometimes abroad. In Britain, I like going to Devon, Somerset and Scotland – but
my favourite place of all is Yorkshire. It has a lovely countryside and fantastic old buildings. The
only problem is the weather!
Last summer, I had two holidays. One was in Somerset, in a little village by the sea, and
another was in Naples, in Italy. I went with my mother to Italy – by train! It was unforgettable!
Sam, 12 Britain
Mark the sentences True or False.
Example: Sam finds summer an enjoyable season. True
1. Sam usually has a relaxing timetable in summer.
2. Sam prefers not to remember about school during vacation time.
20

____
____

3.
4.
5.
6.

Sam wants to spend his holiday with his friends than with his parents.
Lying in the sun is Sam’s favourite activity during holiday.
He dislikes weather in Yorkshire.
The most exciting experience was a trip to Somerset.

____
____
____
____

Writing
Task 2. Write a postcard to a friend. Include Greeting and closing sentence. Use Present
Continuous tense.
The following questions will help you to organize your writing:
 What are you doing at the moment?
 Where are you staying?
 What’s the weather like?
 What are you going to do this evening/ tomorrow?

Example: My friends and I are leaving for Canada soon.
DeaDear …………………………..
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………….
……………………………….

21

Assessment criteria

Descriptor
A learner
1. writes ‘True’;
2. writes ‘True’;
3. writes ‘False’;
4. writes ‘False’;
5. writes ‘True’;
6. writes ‘False’;
follows the structure of a postcard;
writes greetings and closing sentence;
spells most of the words correctly;
uses present continuous tense in
answers;
uses topical vocabulary accurately.

Task

Identify the meaning and details of the
reading texts.
1

Write a text adhering to the layout and
format of a given genre with some
support.
Apply correct spelling of most highfrequency vocabulary.
Apply present continuous forms with
present and future meaning in the
context and past continuous forms for
background and interrupted past
actions.

2

Total marks

Mark
1
1
1
1
1
1
1
1
1
1
1

11

Rubrics for providing information to parents on the results of Summative Assessment
for the unit “Holidays and Travel”
Learner’s name _____________________________________________
Assessment criteria
Identify the meaning and
details of the reading
texts.

Write a text adhering to
the layout and format of a
given genre with some
support.
Apply correct spelling of
most high-frequency
vocabulary.
Apply present continuous
forms with present and
future meaning in the
context and past
continuous forms for
background and
interrupted past actions.

Level of learning achievements
Low
Middle
High
Experiences
Experiences some
Correctly finds the
difficulties in
difficulties in finding
meaning and details
identifying the
the meaning and
in the reading text.
meaning and
details in the reading
Completes the task
details in the text.
text. Makes some
mostly
Completes the task mistakes in True and
appropriately.
mostly incorrect.
False answers.
Experiences
challenges in
keeping to the
format of a
postcard.
Answers with
limited vocabulary.
Misuses tenses and
spells the most
topical words
inaccurately.

22

Makes some
inaccuracies in the
structure. Answers
with a good choice of
vocabulary. Uses
Present Continuous
tense with some
mistakes. Spells some
topical words
incorrectly.

Follows the postcard
structure with
greeting and closing
sentence.
Demonstrates good
use of topical
vocabulary.
Correctly uses
Present Continuous
tense and spells
most of topical
words accurately.

TERM 4
Summative assessment for the unit “Our Neighbourhood”
Learning objectives

Assessment criteria

6.2.5.1 (6.L5) Understand most specific information and detail of
supported, extended talk on a range general and curricular topics
6.3.1.1 (6.S1) Provide basic information about themselves and others
at discourse level on a range of general topics
6.3.2.1 (6.S2) Ask simple questions to get information about a
growing range of general topics




Recognise detailed information in extended conversation with
support
Give basic information about themselves and others in a talk
Make up simple interrogative sentences to get information
about the topic and ask questions

Level of thinking
skills

Knowledge and comprehension
Application

Duration

20 minutes

Listening
Task 1.Listen to the conversation and fill in the gaps. Use NO MORE THAN ONE WORD
and a NUMBER.
Go to this link to listen: http://www.listenaminute.com/h/homes.html
“Home is where the 0. heart_ is.” That’s so true. I’ve lived in many different houses
during my 1._________ but not all of them have been home. When you are growing up, home
is where your 2.__________lives. I left home when I was 3.__________ and slowly my
childhood home was no longer. Now it’s my parents’ house and not my home. I moved around
a lot and only 4.__________a year or so in most places I lived. They never really felt like home.
A home is somewhere you feel totally 5.____________ and want to come home to. The
expression “Home Sweet Home” is also true. You have to have nice feelings about it to call it
home. Home doesn’t have to be in your home 6._____________. I’ve lived in several countries
and have had a home in all of them.

Speaking
Task 2. Work with your partner and tell him/her about the neighbourhood you live in. You
have 1 minute to prepare and 2-3 minutes to talk.
The following questions will help you to organise your speaking:
 What do you like about your neighbourhood? Why?
 What are the popular places in your neighbourhood?
 What is the difference between a town and a city?
 What is the difference between rural and urban? Give examples.
 Do people like to live in rural or urban areas these days? Why?

23

Assessment criteria

Task

Recognise detailed
information in extended
conversation with support.

1

Give basic information
about themselves and others
in a talk.
Make up simple
interrogative sentences to
get information about the
topic and ask questions.

2

Descriptor
A learner
1. writes ‘life’;
2. writes ‘family’;
3. writes ‘18’or eighteen;
4. writes ‘spent’;
5. writes ‘relaxed’;
6. writes ‘country’;
uses appropriate topical vocabulary in a
talk;
speaks clearly;
asks grammatically correct questions on
topic;
responds to classmates’ questions
appropriately.

Total marks

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 ‘Our Neighbourhood’
Learner’s name __________________________________________________
Level of learning achievements
Assessment criteria

Low

Middle

Recognise detailed
information in extended
conversation with
support.

Experiences
difficulties in
identifying the
content of the
conversation and
details of the talk.
Completes the task
with detailed
information mostly
incorrectly.

Experiences some
difficulties in
identifying the content
of the conversation
and details of the talk.
Makes mistakes in
answers: ‘life’/
‘family’/ ‘18’ or
eighteen/ ‘spent’/
‘relaxed’/ ‘country’.

Cofidently identifies
the content of the
conversation and
details of the
talk.Completes the
task mostly correctly.

Give basic information
about themselves and
others in a talk.
Make up simple
interrogative sentences
to get information about
the topic and ask
questions.

Demonstrates
difficulties in
conveying ideas, in
asking and
answering the
questions on topic.
Uses vocabulary
with frequent
errors.

Conveys ideas with
some inaccuracy.
Makes mistakes in
asking and answering
the questions on topic.
Uses vocabulary with
some errors.

Presents logically
connected
information.
Demonstrates fluent
speech while giving
basic information.
Asks and answers the
questions most of the
time correctly. Uses
appropriate topical
vocabulary.

24

High

Transcript for listening task
“Home is where the heart is.” That’s so true. I’ve lived in many different houses during my
life but not all of them have been home. When you are growing up, home is where your family
lives. I left home when I was 18 and slowly my childhood home was no longer. Now it’s my
parents’ house and not my home. I moved around a lot and only spent a year or so in most places
I lived. They never really felt like home. A home is somewhere you feel totally relaxed and want
to come home to. The expression “Home Sweet Home” is also true. You have to have nice
feelings about it to call it home. Home doesn’t have to be in your home country. I’ve lived in
several countries and have had a home in all of them.

25

Summative assessment for the unit “Transport”
Learning objectives

Assessment criteria

6.4.8.1 (6.R8) Use independently familiar paper and digital reference
resources to check meaning and extend understanding
6.5.6.1 (6.W6) Link, with minimal support, sentences into coherent
paragraphs using basic connectors on a growing range of familiar
general topics
6.5.9.1 (6.W9) Punctuate written work at text level on a limited range of
general topics and some curricular topics with some accuracy




Provide meaning of the words using different reference
resources and extend vocabulary
Connect sentences into paragraphs with basic connectors
and linking words with minimal support
Use punctuation marks appropriately in a piece of writing

Level of thinking
skills

Application

Duration

20 minutes

Reading
Task 1.Read the text and definitions below. Find the proper word in the text and insert it into the
table. Look up the words in the dictionary and check the answers.
Learners should use dictionaries or digital on-line tools to check their answers.
Example: A means of conveying such as a track or a bus
1. Any netlike combination of lines
2. The extent or amount of space between two things
3 A person who is travelling in a vehicle but is not driving it
4. A railroad, especially one operating over short distances
5. A machine that uses the energy from liquid fuel or steam to
produce movement

Transport

The Railways
Many countries have a network of railways to help transport different types of products.
The earliest system was in Ancient Greece in 600 BC. Later rail inks were built to connect short
distances. In the 19th century, this changed very much. Many countries developed their own
network. They had private links between different towns with Germany and Britain. Britain had
the best links. These links allowed carrying heavy goods such as coal, iron, ore, and wood.
Building a railway was a hard work for labourers. Railways are very expensive to construct but
important to transport raw materials and such goods as textiles quickly and cheaply.
In the early 19th century, the first passengers travelled on the railways with horse-drawn
carriages. From 1840-1850 Britain was connected by railways and used steam engine to pull
carriages.

26

Writing
Task 2. Write a factual or fictitious story about your way to school. You can use the picture
below or you can write about your own route to school.
You should:
 Write two paragraphs.
 Use connectors but, and, or.
 Use punctuation marks correctly.

27

Assessment criteria
Provide meaning of the words
using different reference
resources and extend
vocabulary.
Connect sentences into
paragraphs with basic
connectors and linking words
with minimal support.
Use punctuation marks
appropriately in a piece of
writing.
Total marks

Task

1

2

Descriptor
A learner
1.writes ‘network’;
2.writes ‘distance’;
3.writes ‘railway’;
4. writes ‘passenger’;
5.writes ‘engine’;
presents ideas clearly;
uses but, and, or;
uses punctuation marks appropriately;
uses grammatically correct sentences.

Mark
1
1
1
1
1
1
1
1
1

9

Rubrics for providing information to parents on the results of Summative Assessment for
the unit “Transport”
Learner’s name _______________________________________________________
Level of learning achievements
Assessment criteria
Low

Middle

High

Provide meaning of
the words using
different reference
resources and extend
vocabulary.

Makes many
mistakes in
answers while
checking the words
in a dictionary.

Experiences some
difficulties in matching a
definition with a proper
word. Makes some
mistakes in answers while
checking the words in a
dictionary network/
distance/ railway/
passenger/ engine.

Confidently matches
a definition with a
proper word from the
text. Completes the
task mostly correctly.

Connect
sentences into
paragraphs
with basic
connectors and
linking words
with minimal
support.
Use punctuation
marks appropriately
in a piece of writing.

Experiences
difficulties in
writing paragraphs
with appropriate
linking words. Puts
punctuation marks
inaccurately.
Makes many errors
in using
grammatically
correct sentences.

Writes paragraphs on
topic. Makes some
mistakes in using
punctuation marks.
Uses some of connectors
and grammar structures
inaccurately.

Writes coherent
paragraphs with
proper use of
connectors.
Confidently applies
punctuation marks.
Provides
grammatically correct
sentences.

28

Resources

1. Englishworksheets.com
2. www.k5learning.com
3. www.english-at-home.com
4. Learnenglish.kids.com
5. Linguapress.com
6. http://www.macmillaninspiration.com/original/resources
7. www.englishpractice.com
8. Englishforeveryone.org
9. Busyteacher.org
10. https://listenaminute.com/
11. elllo.org
12. esl-lab.com
13. google pictures

29