SPECIFICATION OF SUMMATIVE ASSESSMMENT FOR TERM 4

Grade 5
SPECIFICATION OF SUMMATIVE ASSESSMMENT FOR TERM 4
Review of summative assessment for term 4


Duration of the summative assessment - 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.

Total marks - 20
The structure of the summative assessment
This Summative Assessment consists of 12 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the
term.
Gap filling task is a task in which words are removed from a text and replaced with
gaps. Learners fill each gap with the missing word.
In a True/False task learners are to identify the right variant according to the
information given.
In an Open-ended task learners find information in the text to answer or ask
questions.
Transcript for listening task can be found after the mark scheme
The content of the summative assessment for the 4 term should be selected on topics
“Sports” and “Holidays” for any strands.

Characteristics of tasks for summative assessment for the 4 term
Standard Learning
objective
Total
number of
questions
Question
№
Type of
question
Task description Time Total
mark
Sports.
Holidays.






















Listening L.5.2.8.1
understand
supported
narratives,
including some
extended talk, on
an increasing
range of general
and curricular
topics;
5 1
2
3
4
5
Gap filling Learners work individually. Teacher
reads the text twice, learners
complete the gaps with suitable
words. The task includes 5 sentences
to fill in. Before the teacher reads
the text, students have one minute to
look through the task .
10
minutes
5
Reading R 5.4.6.1
recognize the
attitude or
opinion of the
writer in short
texts on a limited
range of general
and curricular
topics;
5 1
2
3
4
5
True/False Each learner works individually.
Learners read the letter and identify
sentences for True or False
statements using information from
the letter. Learners write True or
False next to the sentences.
10
minutes
5
Writing W 5.5.4.1 write
with support a
sequence of
extended
sentences in a
1 1 Open
ended
Each learner works individually. A
learner should write an article
according to the task. There are two
options on the topics ‘Holidays’ or
‘Sports’. Learners should choose one
20
minutes
5

paragraph to give
basic personal
information;
topic to write an article using
appropriate style and register.
Speaking S 5.3.2.1 ask
simple questions
to get information
about a limited
range of general
topics;
1 1 Open
ended
Learners work in pairs. Learners ask
questions using the picture and
suggested words. Learners follow
instructions of the task. Teacher can
use additional questions to support
learners.
Each pair
talks for
1-2
minutes
5
Total: 40
minutes
20

LISTENING

Task. Listen to the conversation and complete the gaps with suitable words.
Teacher will read the conversation twice.

Asel: Hi, Murat!
Murat: Hi! How are you?
Asel: I’m good. How was your summer 1__________? [1]
Murat: It was great. I went to Burabay with my family.
Asel: Really? What did you do there?
Murat: We walked around Burabay.
Asel: Sounds great.
Murat: We rode horses and walked along the lakes.
You can see beautiful 2._______ and mountains everywhere. [1]
Asel: Great! What about sport? You know I like sport.
Murat: There are so many kinds of sports, such as swimming, 3.______, hiking [1]
through forest path, cycle around the lakes, horse riding, 4._________to the
mountains etc. [1]
Asel: Wow, I want to go there, too.
Murat: What about your holiday? How did you spend your holiday?
Asel: I took 5._________ lessons. [1]
Murat: What colour belt do you have?
Asel: White. I want to get my yellow belt next month.
Murat: Good luck!

Total [5]



















READING

Task. Read the text and write True (T) or False (F) next to the sentences.

Hi, John!
I was very happy to get a letter from you. I haven’t been writing
for ages because I was very busy at school.
In your letter, you asked me to tell you about my favorite sport.
With pleasure. I like ball games, and most of all I like football.
This is a very interesting game, full of excitement. I have been
playing football for 2 years. This is the game of my dream. I play
for my school football club "Best Boys". We are good players and
we win almost all competitions.
I am a football fan and I like to watch every match on TV or at
the stadium. What about you? Tell me about your favorite sports.
It's all for today. I have to go.
Write as fast as possible
See you soon.

Best wishes,
Tom














Write True or False.

Example: 0 - Tom didn’t want to write a letter to John. - False
1.Football is the game of Tom’s dream. ________________ [1]
2.The team “Best boys” are not good players. ________________ [1]
3.Tom has been playing football for 3 years. ________________ [1]
4.Tom is a member of the football club 5. The team 5.“Best
boys” has never won.

________________ [1]
________________ [1]



Total [5]









WRITING

Task. Choose one of the topics to write.
From: Tom
Tailor
14 Main Street
New york city
NY 999

To: John
Smith
555 N
Genesee Ave
Los Angeles
CA 900 46
USA

Topic1. Your school headmaster asked you to write an article about your last
trip.
Write three paragraphs using the plan below:
(Paragraph 1) when you had your last trip.
(Paragraph 2) places which you visited during your trip
(Paragraph 3) the most memorable moments of your last trip..


Topic 2 You are asked to write an article with the title «Welcome, Nauryz!» for
your school magazine.
Write three paragraphs using the plan below:

(Paragraph 1) how you usually celebrate Nauryz
(Paragraph 2) what your favourite Nauryz food is
(Paragraph 3) Nauryz activities and games which are most interesting for you

Total [5]













SPEAKING

Task. Work in pairs. Look at the picture. Ask your partner 4 questions to get
information about children’s holiday. You have 1 minute to prepare 2 minutes
to speak. You can use the following words:

Sunny, swimming, sand, sunglasses, play, bird, fish etc.


https://www.123rf.com/photo_13662819_summer-holidays-children-playing-with-
the-sand-at-the-beach.html

Total [5]

Total marks __/20



















Mark scheme
Listening and Reading

№ Answer Mark Additional
information
1.
2.
holiday 1 It is allowed to
make not more beaches 1

3.
4.
5.
sailing 1 than 2 spelling
mistakes climbing 1
taekwondo 1
1.
2.
3.
4.
5.
True 1
False 1
False 1
True 1
False 1
Total 10

Mark scheme
Writing and Speaking

CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a
total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Criterion
Content (relevance and
development of ideas)
Organization (cohesion,
paragraphing and format)
Vocabulary (style and
accuracy)
Grammar (style and
accuracy) and Punctuation
(accuracy)
5
 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.
 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.
 Writes short and extended
simple and compound
sentence forms correctly.
 Occasional errors in grammar
and/or punctuation do not
distort meaning.
4
 Most content is relevant to
the task; insignificant content
omissions may be present.
 The register on the whole
 Uses some basic connectors,
but these may be inaccurate or
repetitive.
 Uses paragraphs to separate
 Uses everyday vocabulary
generally appropriately, while
occasionally overusing certain
lexical items.
 Writes short and extended
simple and some compound
sentence forms correctly.
 While errors in grammar

corresponds to the
requirements of the task.
 Most content points are
addressed, but some content
points may be more fully
covered than others.
ideas, but tends to misuse
paragraphing (a script is a set
of very short paragraphs or
some paragraphs may be
much longer than other ones
for no apparent reason).
 The format is generally
appropriate.
 Has good control of word
formation; can produce
common word forms correctly.
 May make infrequent errors in
spelling more difficult words.
 Errors in word choice and/or
spelling rarely distort meaning.
and/or punctuation are
noticeable, meaning is rarely
distorted.
3
 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.
 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.
 Writes short simple sentence
forms and most extended
simple sentence forms
correctly.
 Errors in grammar and/or
punctuation may distort
meaning at times.
2
 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.
 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.
 Writes only very short simple
sentence forms correctly.
 Frequent errors in grammar
and/or punctuation distort
meaning.
1
 Attempts the task, but it is
largely misinterpreted and the
response is barely relevant to
 Links are missing or incorrect.
 Does not write in paragraphs
at all (a script is a block of
 Can only use a few isolated
words and/or memorized
phrases.
 No evidence of sentence
forms.

the task. text).
 The format is not appropriate.
 Has essentially no control of
word formation; can barely
produce any word forms.
 Displays few examples of
conventional spelling.
0
 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 6 for each criterion (development and fluency, and language), and then calculate a mean to give an overall total out of 6.

Mark /
Criterion
Development and Fluency Language
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
 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
 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.
 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.

 Pronunciation is mostly intelligible.
 May not follow English intonation patterns at times.
3
 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.

 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.
2
 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.
 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.
1
 No communication possible.
 Pronunciation and intonation patterns cause difficulty for even the
most sympathetic listener.
 Cannot produce basic sentence forms.
 Can only produce isolated words and phrases or memorized
utterances.
0
 No attempt at the response.
OR
 No rateable language.



Transcript for listening task
Asel: Hi, Murat!
Murat: Hi! How are you?
Asel: I’m good. How did you spend your summer holiday?

Murat: It was brilliant! I went to Burabay with my family.
Asel: Really? What did you do there?
Murat: We walked around Burabay.
Asel: Sounds perfect.
Murat: We rode horses and walked along the lakes. You can see beautiful beaches and mountains everywhere.
Asel: Wonderful! What about sport? You know I like sport.
Murat: There are so many kinds of sports, such as swimming, sailing, hiking through forest path, cycle around the lakes, horse
riding, climbing to the mountains etc.
Asel: Wow, I want to go there, too.
Murat: How about your holiday? What did you spend your holiday?
Asel: I took taekwondo lessons.
Murat: What colour belt do you have?
Asel: White. I want to get my yellow belt soon.
Murat: Good luck!