Grade 6 - SS - 2021-2022

Specification of Summative Assessment for term on the subject
of “The English language”
Grade 6
2021-2022 academic year
1
Contents
1. Aim of the Summative Assessment for the term........................................................................3

2. The document defining the content of the Summative Assessment for the term.......................3
3. Expected outcomes on the subject “English language”, Grade 6...............................................3
4. Level of thinking skills on the subject “English language”, Grade 6.........................................4
5. Administration rules....................................................................................................................6
6. Moderation and marking..............................................................................................................6
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1......................................8
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 Ошибка! Закладка не

определена.5
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3....................................41
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4....................................58
2
1. Aim of the Summative Assessment for the term
Summative assessment is aimed to assess learners’ success in terms of the learning
objectives achievement and reveal their level of knowledge and skills acquired during the term
within the framework of updating the secondary education content.
Specification describes the content and procedure for the delivery of the Summative
Assessment for the term in “English language” in Grade 6.
2. The document defining the content of the Summative Assessment for the term
The Subject Programme for "English language" for 5-9 grades of secondary education on the
updated content.
3. Expected outcomes on the subject “English language”, Grade

6 Content
A learner develops skills needed for success in a range of academic subjects such as using
speaking and listening skills to solve problems, organising information clearly for others and
developing intercultural awareness through reading and discussion.
Listening
A learner understands the main ideas of texts on curricular topics; identifies essential facts
distinguishing them from non-essential; understands details within the framework of familiar
topics; formulates complex questions based on listening material in order to obtain additional
information; deduces the meaning of listening material using context clues; identifies specific
information within the framework of familiar topics; recognizes inconsistencies in arguments
within the framework of familiar topics.
Speaking
A learner conveys the main ideas of a text within the framework of familiar topics
logically organizing events; uses the formal and informal registers; presents information within
the framework of familiar topics; predicts the content of a text using the heading, pictures, key
words, extracts within the framework of familiar topics; asks simple and complex questions to
obtain specific information; interacts with peers (in a pair, group) to fulfill learning tasks;
compares and contrasts texts within the framework of familiar topics; expresses and opinion
providing arguments.
Reading
A learner identifies the main ideas of texts and details in texts of a range of styles and
genres within the framework of familiar topics; uses a range of information sources (reference
materials, dictionaries, the Internet); recognizes specific information in a text and a range of
styles and genres within the framework of familiar topics; predicts the content of a text using the
heading, pictures, key words, extracts; identifies the attitude and opinion of the author; evaluates
information from different texts.
Writing
A learner fills in tables, diagrams, schemes, questionnaires, forms; plans, writes, edits and
proofreads texts within the framework of familiar topics; makes notes based on a text according
to a communicative task; describes real and/or imagined events of the past, present, and future
using the knowledge of topics studied before; links and coordinates sentences and paragraphs in
a text within the framework of familiar topics; correctly uses punctuation in a text within the
framework of familiar topics; creates texts of a range of styles and genres using appropriate rules
and layout.
Use of English
A learner expresses him/herself using a good lexical range and variety of language with a
generally high degree of accuracy. A learner develops ability to use a range of past, present and
future forms and a wider range of modals.
3
4. Level of thinking skills on the subject “English language”, Grade 6
Strand Level of Description Recommende
thinking d type of
skills question
Listening Knowledge 6.2.2.1 understand longer sequences of supported Questions with
and classroom instructions; multiple
comprehens 6.2.2.1 understand more complex supported choice
ion questions which ask for personal information; answers.
6.2.3.1 understand more complex supported Questions that
questions on a growing range of general and require short
curricular topics; answers.
6.2.4.1 understand with limited support the main Questions that
points of extended talk; require
6.2.5.1 understand most specific information and detailed
detail of supported, short talk; answer.
6.2.8.1 understand supported narratives including
some extended talk, on a range of general and
curricular topics;
Higher 6.2.7.1 recognise the opinion of the speaker(s) in
order supported extended talk;
thinking 6.2.6.1 deduce meaning from context in supported
skills short talk on a range of general and curricular topics.
Speaking Application 6.2.3.1 ask simple questions to get information about Questions that
a growing range of general topics; require short
6.3.7.1 use appropriate subject-specific vocabulary answers.
and syntax to talk; Questions that
Higher 6.3.1.1 provide basic information about themselves require
order and others at discourse; detailed
thinking 6.3.3.1 give an opinion at sentence and discourse answer.
skills level on an increasing range of general and curricular
topics;
6.3.4.1 respond with limited flexibility at both
sentence and discourse level to unexpected
comments on a range of general and curricular
topics;
6.3.5.1 keep interaction going in longer exchanges on
a range of general and curricular topics;
6.3.6.1 communicate meaning clearly at sentence and
discourse level during, pair, group and whole class
exchanges;
6.3.8.1 recount some extended stories and events on a
limited range of topics.
Reading Knowledge 6.4.1.1 understand the main points in a growing Questions with
and range of short, simple texts; multiple
comprehens 6.4.2.1 understand independently specific choice
ion information and detail in short, simple texts; answers.
6.4.3.1 understand the detail of an argument, Questions that
including some extended texts; require short
6.4.6.1 recognise the attitude or opinion of the writer answers.
in short texts on a growing range of general and Questions that
curricular topics; require
4
Application 6.4.4.1 read independently a limited range of short detailed
simple fiction and non-fiction texts; answer.
6.4.8.1 use independently familiar paper and
digital reference resources to check meaning and
extend understanding.
Higher 6.4.5.1 deduce meaning from context, including
order some extended texts;
thinking 6.4.7.1 recognise typical features at word, sentence
skills and text level in a range of written genres;
6.4.9.1 recognise the difference between fact and
opinion in short, simple texts on a wide range of
general and curricular topics.
Writing Application 6.5.2.1 write with some support topics with some Questions that
paragraphs to give basic personal information; require short
6.5.6.1 link sentences into coherent paragraphs using answers.
basic connectors on a range of familiar general topics Questions that
and some curricular topics; require
6.5.7.1 use with some support appropriate layout at detailed
text level; answer.
6.5.8.1 spell most high-frequency vocabulary
accurately for a limited range of familiar general
topics and some curricular topics;
6.5.9.1 punctuate written work at text level on a
limited range of general topics and some curricular
topics with some accuracy;
Higher 6.5.1.1 plan, write, edit and proofread work at text
order level with some support on a growing range of
thinking general and curricular topics;
skills 6.5.2.1 write with some support about real and
imaginary past events, activities and experiences;
6.5.3.1 write with some support about personal
feelings and opinions;
6.5.5.1 develop with support coherent arguments
supported when necessary by examples and reasons
for a limited range of written genres.
Use of Application 6.6.1.1 use basic abstract nouns and compound nouns
English and noun phrases describing times and location;
6.6.2.1 use quantifiers including more, little, few less,
fewer not as many, not as much;
6.6.3.1 use common participles as adjectives and
order adjectives correctly in front of nouns;
6.6.4.1 use a variety of determiners including all,
other;
6.6.5.1 use questions including questions with whose,
how often, how long and a growing range of tag
questions;
6.6.6.1 use a variety of personal, demonstrative and
quantitative pronouns including someone, somebody,
everybody, no one. Simple perfect forms to express
indefinite and unfinished past [with for and since];
6.6.8.1 use future form will to make offers, promises,
and predictions;
5
6
6.6.9.1 use appropriately an increased variety of
present and past simple active and some passive
forms. Present continuous forms with present and
future meaning and past continuous forms for
background and interrupted past actions;
6.6.11.1 use common impersonal structures with: it,
there;
6.6.12.1 use an increased variety of adverbs,
including adverbs of degree too, not enough, quite,
rather;
6.6.13.1 use modal forms including mustn’t
(prohibition) need (necessity) should (for advice);
6.6.14.1use an increased variety of prepositions of
time, location and direction; by and with to denote
agent and instrument; use prepositions before nouns
and adjectives in common prepositional phrases;
6.6.15.1 use common verbs followed by infinitive
verb / verb + ing patterns; infinitive of purpose;
6.6.16.1 use conjunctions if, when, where, so, and,
or, but, because, before, after to link parts of
sentences in short texts.
6.6.17.1 use subordinate clauses following think,
know, believe, hope, say, tell; use subordinate clauses
following sure, certain: defining relative clauses with
which who that where.
5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps
that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about
the assessment duration. Remind learners that they are not allowed to talk with each other during
the Summative Assessment. After the instructions, make sure they have understood given
instructions and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the
Summative Assessment learners should not have any access to additional recourses that can help
them, for example, dictionary, and calculator (excluding the cases when it is allowed in
specification)
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and
the assessment duration. You should not spell, paraphrase or provide any information that could
give the learner an advantage.
If learners finish listening (reading) section earlier than 10 minutes they can feel free to
come to next section.
Tell the Learners to stop writing and put down their pens/pencils on the desks at the end of
the Summative Assessment.
6. Moderation and marking
7
All teachers use the same version of the mark scheme. During the moderation process it is
necessary to check learner sample papers with the marks awarded to ensure there are no
deviations from the standardized mark scheme.
8
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1
Review of summative assessment for term 1
Duration– 45 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 25 minutes
Speaking task is conducted separately.
Total marks- 22
The structure of the summative assessment

This Summative Assessment consists of 12 questions on listening and reading skills;
writing and speaking tasks provided. Different types of tasks are used in the Summative
Assessment for the term.
Listening – Multiple choice and gap filling questions on the topic “Our Class”.
Tapescript for listening task can be found after the mark scheme.
Reading – True/false questions on the topic “Helping and Heroes”.
Writing – Writing a biography on the topic “Helping and Heroes”.
Speaking – Open-ended questions on the topics “Our Class” and “Helping and Heroes”.
The content of the summative assessment for Term 1 should be selected on topics “Our
Class” and “Helping and Heroes”.
9
Characteristic of tasks for summative assessment for the 1 term
*Total *Que
*Type of Total
Unit Strand Learning objective number of stion *Task description Time
question marks
questions s №
Our Class Listening 6.2.8.1 understand 5 1 Multiple Each learner works individually. The task 10 minutes 5
Helping supported narratives 2 choice enables learners to find specific information
and including some 3 in extended talk. Learners listen to the on
Heroes extended talk, on a the topic ‘Our class’ twice, having a chance
range of general and to look through the questions (1-2 minutes)
curricular topics before the recording starts. The task consists
4 Gap of 5 questions. Learners choose the right
6.2.7.1 recognize the 5 filling option for questions 1-3 and complete the
opinion of the gaps for questions 4-5 with no more than 1
speaker(s) in word while listening.
supported extended
talk on a limited
range of general and
curricular topics
Reading 6.4.2.1 5 1 True / Each learner works individually. The task 10 minutes 5
understand 2 False enables learners to read the relevant part
independently 3 carefully to get a full and detailed
specific information 4 understanding.
and detail in short, 5 Learners read the text on topic ‘Helping and
simple texts on a Heroes’ and answer the questions. This task
limited range of consists of 5 questions with one possible
general and curricular answer. In questions 1-5, learners indicate
topics sentences for True and False statements
according to the text.
1
*Total *Que
*Type of Total
question marks
questions s №
Writing 6.5.2.1 1 1 Open Each learner works individually. 25 minutes 6

write with some ended Learners should choose one topic from the
support about real and given options: ‘Our class’ or ‘Helping and
imaginary past
Heroes’. They should describe heroes and
events, activities and
experiences on a their experiences using the information
limited range of given in the fact files.
familiar general
topics and some Writing tasks can be differentiated by using
curricular topics pictures, tables or schemes as a support for
6.5.4.1 learners. Teachers can use own pictures for
write with some writing tasks which are familiar to learners
support topics with as a support.
some paragraphs to
give basic personal
information
Speaking 6.3.3.1 1 1 Open Learners pair up and have a two-way Each pair 6
give an opinion at ended conversation on topics: ‘Our class’ or talks for 2
sentence and ‘Helping and Heroes’. They have 1 minute minutes.
discourse level on an to prepare and 2 minutes to talk on the topic.
increasing range of Learners are provided with some questions
general and curricular for a discussion. They provide own points of
topics view on topics, ask questions to clarify the
6.3.4.1 answers and get the needed information,
respond with limited explaining and justifying their positions and
flexibility at both answers.
sentence and Teacher may use topical pictures (from own
discourse level to teacher’s resources/ classroom set of
1
*Total *Que
*Type of Total
question marks
questions s №
unexpected comments pictures) to help learners to develop

on a range of general imagination. Also, teacher may ask
and curricular topics additional questions to support learners if
necessary.
TOTAL: 45 22
minutes(exc
luding
Speaking)
Note: * - sections that can be changed
1
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
Listening
Task 1. Listen to the man talking about school.
Choose the correct option.
1. What makes kids dislike going to school?

A) Long and difficult lessons
B) Boring subjects and a lot of homework
C) Short lessons and long holidays
[1]
2. What activity is not mentioned?
A) doing science experiments
B) playing sports
C) celebrating holidays
[1]
3. What can students do five days a week?
A) have music lessons
B) have fun with friends
C) have science lessons
[1]
Task 2. Fill in the gaps with NO MORE THAN TWO WORDS.
4. The speaker finds not so delicious. [1]
5. The speaker thinks that exams are _. [1]
/[5]
1
Reading
Task 1. Read the text. Write True (T) or False (F) in front of each statement.
“Helping …”
If your friend has a problem, you probably try to help him or her. However, do you know
that animals also help each other?
In a film about animals, a zoologist explained that scientists were learning a lot about the
ways that animals behave. For example, he said that when he studied a group of dolphins, he saw
something unusual. Dolphins need air to survive, but one of the dolphins in the group was too
weak to swim to the top of the water. So, several dolphins quickly swam under him and pushed
him to the top of the water where he could get air. Then, they held him there until he was strong
enough to swim alone.
A scientist in Africa told another example of animals helping each other. The scientist
was watching a local elephant eating some leaves from a tree. Suddenly, another elephant
arrived. Animals often attack other animals that enter their territory and eat their food, so what
happened next surprised the scientist. The second elephant was hurt and could not get its own
food, so the first elephant pulled a small tree from the ground and put it into the weak elephant’s
mouth.
For that reason, there are some questions to answer. When animals help one another, does it
also improve their chances of survival or are they just being nice? These are just some of the
questions that scientists are still trying to answer.
1. According to the zoologist, scientists studied animals’ behavior. [1]

2. Dolphins helped another dolphin to save his life. [1]
3. A weak dolphin was left alone to survive. [1]
4. The scientist saw how the elephants were attacking each other for food. [1]
5. Animals don’t like other animals that come to their living place. [1]
/[5]
Writing
Task. Choose a hero from the provided fact files and write a biography about him. Write 60-80
words.
Fact file 1
Toktar Aubakirov
Date of birth: 27 July 1946

Place of birth: Karkaraly district, Karaganda region
1962-1965: Work in a metal factory, Temirtau

1965-1969: Education at a Military Institute.
1969: A pilot in the Soviet Air Force
2 October 1991: 8-days in space
1
Fact file 2
Bauyrzhan Momyshuly
Date of birth: 24 December 1910

Place of birth: Zhualy district, Zhambyl region
Death: 10 June 1982
1929-1930: A teacher at the elementary school

1932: A two-year service in the Red Army
1941-1945: A battalion commander during the Second World War
1955: Writing books
Biography of
[6]
1
Speaking
Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own
opinion on topic, ask questions, explain your position and answer your partners’ questions.
You have 1 minute to prepare and 2 minutes to talk.
Card 1. Discuss with your partner the topic ‘Our class’. The following questions will help
you to organize your talk:
1) What grade are you in?
2) Do you have to wear a uniform?
3) What are your favourite school subjects? Why (not)?
4) What are you not good at?
5) What do you usually do after school?
Card 2. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
will help you to organize your talk:
1) Who is a hero?
2) Do you believe in superheroes? Why (not)?
3) Do people need superheroes? Why (not)?
4) Do you think sports stars are bigger heroes than movie stars? Why (not)?
5) Do you think soldiers and police officers are heroes? Why (not)?
1) Is your school big or small?
2) What do you like about the school? Why?
3) What are five things you don’t like about your school? Why (not)?
4) Can you describe your ideal school?
5) What colour of classroom walls is the best for you?
Card 4. Discuss with your partner the topic ‘Helping and Heroes’. The following questions
1) Do you usually help other people? Why (not)?
2) What do you usually do to help other people?
3) Who is the kindest person you know? What are some of his/her acts of kindness?
4) Have you ever been inspired by someone's act of kindness? How?
5) Do you agree that helping others is the act of heroism? Why (not)?
1) Are grades important to students? Why (not)?
2) Which subject do you enjoy studying? Why?
3) What are the qualities of a good student?
4) What are the qualities of a good teacher?
5) Do you go to any clubs at your school? What are they?
/[6]
Total marks /24

1
Mark scheme
Listening and Reading
№ Answer Mark Additional information

1 B 1
2 C 1
3 B 1
4 School lunch/ lunch 1
5 Stressful 1
1 True 1
2 True 1
3 False 1
4 False 1
5 True 1
Total marks 10
1
CRITERIA FOR MARKING WRITING
Mark
Organization (cohesion,
/ Communication Grammar and
Content paragraphing, and Vocabulary
Criter Punctuation
format)
ion
 All content is relevant  The register  Presents all 3  Uses a range of  Writes simple and
to the task. completely paragraphs in writing a everyday compound sentence
 All content points are corresponds to the biography of a hero; vocabulary forms correctly and
fully disclosed and requirements of the the size of each appropriately; demonstrates some
developed in a balanced task; paragraph allows for a attempts to use variety in length.
way. proper and balanced less common  May attempt some
 Uses all information development of ideas. lexical items with complex sentences, but
from the supporting  Confident use of occasional errors. they tend to be less
table in details; linking words for  Has good control accurate, including
 The biography is logical organization of of word punctuation.
around 80 words. ideas (but, and, or, formation; may  Errors in grammar
also). make occasional and/or punctuation do
 The format is fully errors in not distort meaning.
appropriate to the producing less
biographical statement common word
forms.
 Spells most
common
vocabulary items
correctly; few (no
more than 3)
occasional
spelling mistakes
may be present.
 Errors in word
choice and/or
1
spelling do not
distort meaning.
 All content is relevant  The register on the  Uses a range of basic  Uses a range of  Writes simple and
to the task; whole corresponds to connectors correctly. everyday vocabulary compound sentence
insignificant content the requirements of  Uses paragraphs to appropriately; forms correctly, but
omissions may be the task; occasional separate ideas, but attempts to use less does not demonstrate
present. and inconsistent most paragraphs common lexical items, variety in length.
 Most content points are misuse of register may revolve a set of mixed but may make  May occur some
addressed, but their be present. ideas; the size of each frequent errors. occasional errors
development may be paragraph may reflect  Has good control of in grammar and/or
slightly imbalanced. imbalanced word formation; may punctuation.
 Superficially uses some development of ideas. make errors in
information from the  The format is producing less
5 supporting table appropriate to the common word forms.
 The biography is biographical  Spells common
around 80 statement vocabulary items
words. correctly; few (no
more than five)
occasional spelling
mistakes may be
present.
 May occur some
errors in word choice
and/or spelling.
 Most content is  The register on the  Uses some basic  Uses everyday  Writes simple and
relevant to the task; whole corresponds to connectors, but these vocabulary generally some compound
insignificant content the requirements of may be inaccurate or appropriately, while sentence forms
omissions may be the task. repetitive. occasionally correctly.
present.  Occasional and  Uses paragraphs to overusing certain  While errors in
4
 Most content points are inconsistent misuse of separate ideas, but lexical items. grammar and/or
addressed, but some register may distort tends to misuse  Has good control of punctuation are
content points may be the image. paragraphing (a script word formation; can noticeable, meaning is
more fully covered is a set of very short produce common rarely distorted.
than others paragraphs or some word forms correctly.
1
 Only basic information paragraphs may be  May make
is used from the much longer than infrequent errors in
supporting table other ones for no spelling more
 Might be lack of apparent reason). difficult words.
expected amount of  The format is  Errors in word choice
words generally appropriate and/or spelling rarely
to the biographical distort meaning.
statement
 Some content is  The register barely  Uses a very limited  Uses basic and limited  Writes simple sentence
relevant to the task; corresponds to the range of basic cohesive vocabulary reasonably forms mostly correctly.
significant content requirements of the devices correctly. appropriately.  Errors in grammar
omissions may be task.  Writes in paragraphs,  Has some control of and/or punctuation may
present. but may not use them word formation; can distort meaning at
 Only some content to separate ideas. produce some common times.
points, which are  The format may be word forms correctly.
3 minimally addressed. inappropriate to the  Makes frequent errors
 The noted information biographical statement in spelling lexical
from the table is (in places). items, but most simple
ignored words are spelled
 There is an obvious correctly.
violation of word limit  Errors in word choice
requirements and/or spelling distort
meaning in places.
 Severe irrelevances and  The register does not  May use a very limited  Uses an extremely  Writes some simple
misinterpretations of correspond to the range of basic cohesive limited range of basic sentence forms
the task may be requirements of the devices, and those vocabulary. correctly.
present. task. used may not indicate  Has very limited  Frequent errors in
2  Only few content a logical relationship control of word grammar and/or
points, which are between ideas. formation; can produce punctuation distort
minimally addressed.  Poor attempt to write in a few common word meaning.
paragraphs; their use forms correctly.
may be confusing (may  Makes many errors in
2
start every sentence spelling, including a
with a new line). range of simple words.
 The format is  Errors in word choice
inappropriate to the and/or spelling distort
biographical statement meaning.
 Attempts the task, but  The register does not  Links are missing or  Can only use a few  No evidence of
it is largely correspond to the incorrect. isolated words sentence forms.
misinterpreted and requirements of the  Does not write in and/or memorized
the response is barely task. paragraphs at all (a phrases.
relevant to the task. script is a block of  Has essentially no
1 text). control of word
 The format is not formation; can
appropriate. 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
0
 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 Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work
using some of the criteria from each column. There is no need to take into account all the points of the criteria.
2
CRITERIA FOR MARKING SPEAKING
Mark / Content and communication Vocabulary

Pronunciation and Fluency Grammar
Criterion
 Shows sustained ability to maintain a  Pronunciation is intelligible.  Produces error-free simple  Uses a range of
conversation with a partner and to Intonation is appropriate for sentences. appropriate
make relevant contributions at some the interaction with a partner;  Attempts some complex vocabulary to
length.  Speaks smoothly, with little grammatical forms, but may give and
 Produces extended stretches of hesitation that does not interfere make errors, which rarely exchange
6 language despite some hesitation. with communicationю cause comprehension views on a
 Can respond to change in direction  Confident use of rising and falling problems. growing range
of the conversationю intonation to ask and respond; of general and
 Always listens to, shares with, and curricular
supports the efforts of peers willingly. topics.
 Responds relevantly and at length  Pronunciation is generally  Produces error-free  Uses a range of
which makes frequent prompting intelligible. simple sentences. appropriate
unnecessary, resulting in a  Intonation is generally  Occasional mistakes do not vocabulary
competent conversation. appropriate for the interactionю cause comprehension when talking
 Produces mostly extended stretches of  Speaks with some hesitation but it problems. about a range
language despite some hesitation, does not interfere with of general and
although instances of using short communication curricular
5 phrases may be present.  Uses rising and falling intonation to topics.
 Can generally respond to change in ask and respond;  Occasional
direction of the conversation. mistakes in the
 In most cases listens to, shares with, word choice do
and supports the efforts of peers. not cause
comprehension
problems.
 Attempts to respond to questions and  Pronunciation is mostly intelligible.  Frequently produces error-  Uses
prompts. May not follow English intonation free simple sentences. appropriate
4
 Produces responses which are patterns at times.  Errors may cause vocabulary to
extended beyond short phrases,  Intonation errors sometimes make it comprehension problems. talk about a
2
despite hesitation. difficult to understand the student limited range of
 Effort will need to be made to develop  Speaks with some hesitation which general and
the conversation; only partial success often interferes with communication curricular
will be achieved.  Falling and rising intonation might topics.
 Usually listens to, shares with, and be mixed up in places
supports the efforts of peers.
 Responses tend to be brief and are  There is a lack of intelligibility of  Produces basic  Uses a limited
characterized by frequent hesitation. pronunciation, but it is unlikely to sentence forms and range of
 Has to be encouraged to go beyond impede communication. some correct simple appropriate
short responses and struggles to  Uses falling intonation to respond sentences. vocabulary to
develop a conversation. but skip the rising intonation in  Errors are frequent and may talk about a
3
 Usually listens to, shares with, and places. lead to misunderstanding. limited range of
supports the efforts of peers, but general topics.
sometimes does not demonstrate a
good interaction.
 Responses are so brief that little is  Pronunciation may cause some  Attempts basic sentence  Uses a limited
communicated. communication difficulty. forms, but with limited range of
 Barely engages in a conversation.  Does not follow English intonation success. appropriate
 Rarely listens to, shares with, and patterns. OR vocabulary to
2 supports the efforts of peers. Often  Heavily relies on apparently talk about a very
does not demonstrate a good memorized utterances. limited range of
interaction.  Makes numerous general topics.
errors except in
memorized
expressions.
 No communication possible. Pronunciation and intonation patterns  Cannot produce  Can only
cause difficulty for even the most basic sentence forms. produce isolated
sympathetic listener. words and
1
phrases or
memorized
utterances.
2
 No attempt at the response.
0 OR
No ratable language.
*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some of the
criteria from each column. There is no need to take into account all the points of the criteria.
2
Transcript
Author: School.
Most kids say they don't like school. They say their subjects are boring, or there's too much homework. In fact, school is one of the best times of a
person's life. Think about it.
The hours are short, usually just six hours a day, you have the opportunity to learn lots of really useful stuff. You get to do science experiments,
learn a musical instrument and play sports. On top of that, you get loads of holidays. Oh, I nearly forgot. You also get to see and play with your
friends five days a week.
What is there not to like? Okay, school lunches are not the best in the world, but you can bring your own lunch. And yes, exams are stressful, but if
you study you will do well in them. I'd love to go back to school. If I had another chance, I'd try my best in every subject.
Sources
Listening: https://listenaminute.com/s/school.html
Reading: The information has been taken from: https://www.generationgenius.com/animal-group-behavior-lesson-for-kids and adapted by a
teacher.
2
Duration of the summative assessment– 45 minutes

Total marks- 22

This Summative Assessment consists of 12 questions on listening and reading skills;
writing and speaking tasks provided. Different types of tasks are used in the Summative
Assessment for the term.
Listening – Gap filling questions on the topic “Drama and Comedy”.
Reading – Matching task on the topic “Our Countryside”.
Writing – Open-ended questions on one of the topics “Our Countryside” or “Drama and
Comedy”.
Speaking – Open-ended questions on the topics “Our Countryside” and “Drama and
Comedy”.
The content of the summative assessment for Term 1 should be selected on topics “Our
Countryside” and “Drama and Comedy”.
2
*Total *Que
*Type of Total
question marks
questions s №
Our Class Listening 6.2.5.1 5 1 Each learner works individually. The task 10 5
Helping understand most 2 enables learners to deduce meaning in minutes
and specific information 3 Gap extended talk.
Heroes and detail of short, 4 filling Learners listen to the recording twice on topic
supported talk on a 5 ‘Drama and Comedy’, having a chance to look
wide range of through the questions before the recording
general and starts (1-2 min to read the questions before the
curricular topics recording starts). The task consists of 5
questions. Learners complete the sentences with
one word for questions 1-5.
Reading 6.4.5.1 5 1 Matching Each learner works individually. The task 10 5

Deduce meaning from 2 enables learners to work independently with the minutes
context in short texts 3 text and deduce the meaning out of the context.
on a limited range of Learners read the text on topic ‘Our countryside’
familiar general and and answer the questions. In questions 1-3
curricular topics 4 Sentence learners match the words with their synonyms.
6.4.7.1 5 completio In questions 4-5 learners complete the given
recognise typical n sentences.
features at word,
sentence and text
level in a range of
written genres;
Writing 6.5.3.1 1 1 Open Each learner works individually. 25 6

write with some ended Learner should choose one topic from the given minutes
support about options: ‘Our countryside’ or ‘Drama and
2
*Total *Que
*Type of Total
question marks
questions s №
personal feelings and Comedy’.

opinions on a limited They should write with the support of questions
range of familiar about real past events, activities and experiences,
general and curricular spell high-frequency vocabulary accurately and
topics use prepositions of time, location and direction
6.5.6.1 appropriately. Learners are required to follow
link, with minimal the structure and answer the questions in full
support, sentences sentences.
into coherent Writing tasks can be differentiated by using
paragraphs using pictures as a support for learners. Teachers
basic connectors on a can use own pictures for writing tasks which
growing range of are familiar to learners.
familiar general
topics
6.6.14.1
use an increased
variety of
prepositions of time,
location and
direction; use by and
with to denote agent
and instrument; use
prepositions before
nouns and adjectives
in common
prepositional phrases
on a growing range of
familiar general and
2
*Total *Que
*Type of Total
question marks
questions s №
curricular topics
Speaking 6.3.7.1 use 1 1 Open Learners prepare an individual talk on topics: Each 6
appropriate subject- ended ‘Our countryside’ or ‘Drama and Comedy’. They learner
specific vocabulary have 1 minute to prepare and 2 minutes to talk talks for
on the topic. Learners are provided with some 2
and syntax to talk
questions to organize a monologue. They should minutes.
about a limited range provide own experience on topics, using
of general topics, and appropriate subject-specific vocabulary.
some curricular topics Teacher can feel free to use topical pictures
(from own teacher’s resources/ classroom set of
pictures) to help learners to develop
imagination. Teacher can cut the number of the
questions from the card or ask additional
questions to support learners if necessary.
TOTAL: 45 22
minutes
(excludi
ng
Speakin
g)
2
Listening
Task 1.
Listen and fill in the gaps with NO MORE than THREE WORDS.
The speaker enjoys the news about his favorite 1. .

[1]
His favorite film genres are blockbusters, 2. movies from the 50s, and
independent films.
[1]
He has recently become interested in 3. movies.
[1]
He became amazed by the film’s 4. .
[1]
Modern movies create special effects by using 5. graphics.
[1]
[5]
Reading
Task. Read the text and complete the tasks.
Nichole’s Summer Vacation
Every summer Nichole goes to the countryside for a month. She stays at her uncle’s farm, which
is located at a spectacular place and helps him. She works very hard but she likes it because she
loves to spend time with her cousin Macy.
Nichole and Macy always have a great time together. They climb trees, pick fruits and flowers,
and go to the local lake. They love being outdoors as there are a variety of species of birds and
animals. They also love playing in the ruins of an old temple, which is very dangerous, but they
enjoy imagining that they are adventurers looking for some exciting experience. Macy and
Nichole come back home before dark and then get ready for dinner.
After dinner, they go out and feed the animals. Before they go to bed they watch TV for a little
bit or read books about thrilling adventures of Tin-Tin. They are always very tired at the end of
the day that is why they usually fall asleep watching TV or reading.
Task 1. Find synonyms of the following words in the text and write them in front of each
word.
1. to collect - [1]
2. ancient - [1]
3. exciting - [1]
2
Task 2. Complete the sentences below:
4. After dinner, they give to the animals. [1]

5. When they watch TV or read , they begin . [1]
[5]
Writing
Task. Choose ONE of the topics below and write an essay in 60-80 words.
Criteria for assessment:

 answers all the questions.
 uses appropriate linking devices (but, and, or, also)
 uses prepositions of time and place correctly
 separates ideas into paragraphs
Topic 1. Our countryside

Describe your best holiday in the countryside:
 Where was it? Write about its location.

 Why did you like this place?
 Who did you go with?
 What activities did you do there together?
Topic 2. Drama and comedy

Describe your favourite film genre:
 What movie genres do you prefer?

 Can you name your favourite movie? Why do you like it?
 What do you like watching, cartoons or comics?
 Who is your favourite superhero? Where does he/she live? (according to the plot)
3
[6]
Speaking
Task. Choose one of the cards and prepare an individual talk. Provide own experience on topics,
using appropriate subject-specific vocabulary. You have 1 minute to prepare and 2 minutes to
talk.
Card 1. Prepare an individual talk on the topic ‘Our countryside’. The following questions
1) Do you like your hometown/village? Why (not)?
2) Where is it located?
3) What does it look like?
4) Do tourists like to visit your town/village?
5) What sights can you recommend to visit in your hometown?
Card 2. Prepare an individual talk on the topic ‘Drama and Comedy’. The following
questions will help you to organize your talk:
1) Who are the famous actors and musicians in your country? Give reasons.
2) Who is your favourite actor or actress? Why?
3) Who is your favourite superhero? Why?
4) Why do people like watching horrors?
5) Do you like watching anime? Why?
1) What is the most interesting place in your hometown/village?
2) What activities can people do there?
3) Is your home town / village changing?
4) What disadvantages of living there do you know?
5) What can you change to make it better to live in?
3
1) What is the most popular anime among teenagers?
2) Do you like it? Why or why not?
3) Who do you usually watch anime with?
4) Do your friends like watching anime or cartoons?
5) Do you like reading after watching anime?
1) Do you live in a town or village?
2) What is the best place to live for people (town or village)?
3) What advantages of living in a village do you know?
4) What are the main tourist attractions in your home town / village?
5) What place there do you like best? Why?
1) Why do people like watching comedies?
2) What is your favourite comedy show?
3) What is the program about?
4) How often do you watch it?
5) Why do you like it?
[6]
Total marks /22
3

1 movie stars 1
2 black and white 1
3 independent 1
4 special effects 1
5 computer 1
1 pick 1
2 old 1
3 spectacular/thrilling 1
4 food 1
5 to fall asleep/to sleep 1
Total marks 10
3
Mark
Criter Punctuation
format)
ion
 All content is relevant  The register  Presents all 3 paragraphs  Uses a range of  Writes simple and
to the task. completely in writing a biography of everyday compound sentence
 All content points are corresponds to the a hero; the size of each vocabulary forms correctly and
fully disclosed and requirements of the paragraph allows for a appropriately; demonstrates some
developed in a balanced task; consistent and proper and balanced attempts to use variety in length
way. intentional misuse of development of ideas. less common
 Writing is around 80 register* may indicate  Confident use of linking lexical items with  May attempt some
words. a writer’s personal words for logical occasional errors. complex sentences, but
style. organization of ideas  Has good control they tend to be less
(but, and, or, also) of word accurate, including
 The format is fully formation; may punctuation.
appropriate.
make occasional  The use of prepositions
errors in is fully appropriate and
producing less confident.
6 common word  Errors in grammar
forms. and/or punctuation do
 Spells most not distort meaning.
common
vocabulary items
correctly; few
(no more than 3)
occasional
spelling mistakes
may be present.
 Errors in word
choice and/or
spelling do not
distort meaning
and a target reader
3
understanding
present. and inconsistent most paragraphs common lexical variety in length.
 Most content points misuse of register revolve a set of items, but may make  The use of prepositions
are addressed, but may be present. mixed ideas; the size frequent errors. is appropriate and
their development of each paragraph  Has good control of confident enough.
may be slightly may reflect word formation; may  May occur some
imbalanced. imbalanced make errors in occasional errors in
 Writing is around 80 development of ideas. producing less grammar and/or
5
words.  The format is common word forms. punctuation.
appropriate.  Spells common
vocabulary items
correctly; few (no
more than five)
occasional spelling
mistakes may be
present.
 May occur some
and/or spelling.
 Most content is  The register on the  Uses some basic  Uses everyday  Writes simple and
relevant to the task; whole corresponds to connectors, but vocabulary generally some compound
insignificant content the requirements of these may be appropriately, while sentence forms
omissions may be the task. inaccurate or occasionally correctly.
present.  Occasional and repetitive. overusing certain  Few errors may occur
 Most content points inconsistent misuse of  Uses paragraphs to lexical items. in the use of
4 are addressed, but register may distort separate ideas, but  Has good control of prepositions but it does
some content points the image. tends to misuse word formation; can not distort meaning.
may be more fully paragraphing (a produce common
covered than script is a set of very word forms correctly.  While errors in
others. short paragraphs or  May make grammar and/or
 Might be lack of some paragraphs may infrequent errors in punctuation are
expected amount of be spelling more noticeable, meaning is
3
words much longer than difficult words.
other ones for no
3
apparent reason).  Errors in word choice rarely distorted.
 The format is and/or spelling rarely
generally appropriate. distort meaning and a
target reader
understanding.
relevant to the corresponds to the range of basic cohesive vocabulary reasonably forms mostly correctly.
task; significant requirements of the devices correctly. appropriately. (W3)  Some errors may occur
content omissions task.  Writes in paragraphs,  Has some control of in the use of
may be present. but may not use them word formation; can prepositions but it does
 Only some content to separate ideas. produce some common not distort general
points, which are  The format may be word forms correctly. meaning.
3 minimally addressed. inappropriate in  Makes frequent errors  Errors in grammar
 There is an obvious places. in spelling lexical and/or punctuation
violation of word limit items, but most simple may distort meaning at
requirements words are spelled times.
correctly.
 Errors in word choice
and/or spelling distort
meaning in places.
 Severe irrelevances  The register does not  May use a very limited  Uses an extremely  Writes some simple
and misinterpretations correspond to the range of basic cohesive limited range of basic sentence forms
of the task may be requirements of the devices, and those vocabulary. correctly.
present. task. used may not indicate  Has very limited  Frequent errors occur
 Only few content a logical relationship control of word in the use of
points, which are between ideas. formation; can produce prepositions that cause
minimally addressed.  Poor attempt to write in a few common word difficulties in
paragraphs; their use forms correctly. understanding the
2
may be confusing (may  Makes many errors in meaning.
start every sentence spelling, including a  Frequent errors in
with a new line). range of simple words. grammar and/or
 The format is  Errors in word choice punctuation distort
inappropriate. and/or spelling mainly meaning.
distort meaning and a
target reader
understanding.
3
3
 Attempts the task, but  The register does not  Links are missing or  Can only use a few  No evidence of
it is largely correspond to the incorrect. isolated words and/or sentence forms.
misinterpreted and requirements of the  Does not write in memorized phrases.
the response is barely task. paragraphs at all (a  Has essentially no
relevant to the task. script is a block of control of word
1 text). formation; can barely
 The format is not produce any word
appropriate. forms.
 Displays few examples
of conventional
spelling.
OR
OR
0
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 Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work using
some of the criteria from each column. There is no need to take into account all the points of the criteria.
3
Criterion
 Shows sustained ability to  Pronunciation is intelligible.  Produces error-free  Uses a range of
maintain a monologue and to Intonation is appropriate to create simple sentences. appropriate
shape the ideas at some length. and express monologue.  Attempts some vocabulary to give
 Produces extended stretches of complex grammatical views on a growing
language despite some hesitation.  Speaks smoothly, with little hesitation forms, but may make range of general and
6
 Errors virtually never interfere that does not interfere with errors, which rarely curricular topics.
with communication or distract the communication cause comprehension
examiner from the message;  Control of language used to problems.
communicate ideas is clear, tight,
very complex and figurative
 Shows the ability to maintain a  Pronunciation is generally  Produces error-free  Uses a range of
monologue and to shape the ideas intelligible. simple sentences. appropriate vocabulary
at some length.  Intonation is generally appropriate  Occasional mistakes when talking about a
 Produces mostly extended to create and express monologue. do not cause range of general and
stretches of language despite some  Speaks with some hesitation but comprehension curricular topics.
hesitation, although instances of it does not interfere with problems.  Occasional mistakes in
using short phrases may be communication the word choice do not
5
present.  Control of language used to cause comprehension
 Errors interfere with communicate ideas is clear, problems.
communication in places but it well chosen, complex and
does not distract the examiner figurative
from the message;
 Rarely demonstrates the ability to  Pronunciation is mostly intelligible.  Frequently produces  Uses appropriate
maintain a monologue and to May not follow English intonation error-free simple vocabulary to talk
shape the ideas at some length. patterns at times. sentences. about a limited range
 Produces responses that are  Intonation errors sometimes make  Errors may cause of general and
4
extended beyond short it difficult to understand the student comprehension curricular topics.
phrases, despite hesitation.  Speaks with some hesitation which problems.
 Effort will need to be made to often interferes with communication
shape the monologue; only partial  Control of language used to
4
success will be achieved. communicate ideas is clear, but
sometimes is over expressed
 Responses tend to be brief and are  There is a lack of intelligibility of  Produces basic  Uses a limited range of
characterized by frequent pronunciation, but it is unlikely to sentence forms and appropriate vocabulary
hesitation. impede communication. some correct simple to talk about a limited
 Has to be encouraged to go  May not follow English intonation sentences. range of general topics.
3 beyond short responses and patterns frequently.  Errors are frequent
struggles to develop the idea  Control of language used to and may lead to
communicate ideas is not controlled misunderstanding.
and leads to difficulty in
understanding
 Responses are so brief that little is  Pronunciation may cause some  Attempts basic  Uses a limited range of
communicated. communication difficulty. sentence forms, but appropriate vocabulary
 Barely demonstrates the ability to  Does not follow English intonation with limited success. to talk about a very
express himself/herself patterns. OR limited range of
 Heavily relies on general topics.
2 apparently memorized
utterances.
 Makes numerous
errors except in
memorized
expressions.
 No communication possible. Pronunciation and intonation patterns  Cannot produce  Can only produce
cause difficulty for even the most basic sentence forms. isolated words and
1
sympathetic listener. phrases or memorized
utterances.
0 OR
4
Transcript
.
Author: I love watching movies. At the cinema, on TV or on my computer. I'm a big movie fan and love
all the news of my favourite movie stars.
I like all kinds of movies - Hollywood blockbusters, black and white movies from the 50s, independent
movies... They're all good.
Recently I've got into watching foreign movies. I like the films that come out of Bollywood - they're very
different. The first film I saw at the movie theatre was Star Wars. I was amazed at the special effects.
Nowadays, so many movies have such good computer graphics that we forget how special the effects are.
One of my favourite ways of relaxing is to rent the latest DVD and sit on the sofa with a big bag of potato
chips. The sound has to be up to the max and the lights have to be off.
Sources
Listening: https://listenaminute.com/m/movies.html
Reading: The has been taken from https://www.grammarbank.com/beginners-reading-comprehension-
4.html(adapted by a teacher).
4

Total marks- 22

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.
Listening: Multiple choice tasks on the topic “Our Health”
Reading: Open-ended tasks on the topic “Holidays and Travel”.
Writing – Writing a short text on the topic “Holidays and Travel”
Speaking – Open-ended questions on the topics “Our Health” and “Holidays and Travel”.
The content of the summative assessment for the 3 term should be selected on topics “Our
Health” and “Holidays and Travel” and “Reading for Pleasure”.
4
*Total
*Quest *Type of Total
Unit Strand Learning objective number of *Task description Time
ion № question marks
questions
Our Health Listening 6.2.6.1 5 1 Learners listen to the recording twice 10 5

Holidays deduce 2 on topic ‘Our health’, having chance to minutes
and Travel meaning from 3 Multiple look through the questions before the
Reading context in short, 4 choice recording starts). The task consists of 5
for supported talk on 5 multiple-choice questions. Learners are
Pleasure an increasing to choose the right option.
range of general
and curricular
topics
6.2.5.1 understand most
specific information and
detail of supported,
short talk;
Reading 6.4.2.1 5 1 Open- Each learner works individually. The 10 5

understand 2 ended task enables learners to work minutes
independently specific 3 questions independently with the text and answer
information and detail 4 5 open-ended questions according to the
in short, simple texts on 5 text.
a limited range of Learners read the text on topic
general and curricular ‘Holidays and Travel’ and answer
topics the questions.
6.4.4.1
read independently a
4
*Total
questions
limited range of
short simple fiction
and non-fiction texts;
Writing 6.5.1.1 1 1 Open Learners work individually. They 25 6

plan, write, edit and ended should choose one topic ‘Our health’ or minutes
proofread work at text ‘Holidays and Travel’ and write an
level with some article.
support on a growing They should follow the structure and
range of general and link sentences using connectors and,
curricular topics; but, or, also, however . Learners should
6.5.5.1 write sentences with grammatical
link sentences into accuracy using a variety of topic related
coherent paragraphs vocabulary.
using basic connectors Writing tasks can be supported
on a range of familiar by pictures familiar to learners
general topics and some
curricular topics;
6.6.8.1
use future form “will”
to make offers,
promises, and
predictions on a
growing range of
curricular topics
4
*Total
questions
Speaking 6.3.4.1 1 1 Open Learners pair up and have a two-way Each pair 6
respond with limited ended conversation on topics: ‘Our health’, talks for 2
flexibility at both ‘Holidays and Travel’. They have 1 minutes.
sentence and discourse minute to prepare and 2 minutes to talk
level to unexpected on the topic. Learners are provided with
comments on a range of questions for a discussion. They should
general and curricular ask each other questions and answer
topics sufficiently to keep interaction going
6.3.6.1 and make sure that the meaning is clear
to each partner.
6.6.13.1 Teacher can feel free to use topical
use modal forms pictures (from own teacher’s resources/
including, mustn’t classroom set of pictures) to help
(prohibition), need learners to develop imagination.
(necessity), should (for
advice) on a range of
curricular topics;
TOTAL: 45 22
minutes
(excludin
g
Speaking)
4
Listening
Task 1. Listen to the man talking about a Health problem and answer the questions.
1. What does the word ‘hits’ mean?

A) has a positive effect
B) has a negative effect
C) has popularity
[1]
2. What does the word ‘obesity’ mean ?
A) getting bigger and bigger
B) becoming overweight
C) buying a lot of wrong food
[1]
3. Which of the healthy habits does NOT the speaker mention?
A) doing sports
B sleeping enough time
C) eating healthy food
[1]
4. How often do the kids go outside?
A) often
B) sometimes
C) rarely
[1]
5. What does the word expression “glued to the screen” mean?
A) watching TV and playing computer games too much
B) using glue to play games
C) watching cartoons on the screen
[1]
[5]
Reading
Task. Read the text and answer the questions in full sentences.
Martin’s vacation
Martin had a terrible day yesterday. It was the day of his vacation to Spain, but it was a
nightmare. He left the house at 10 o’clock in the morning and caught a taxi to the airport.
Martin went to the check-in with his luggage. When the man who worked for the airline
asked for his passport, Martin became very upset. Where was his passport? Martin realized he
didn’t have his passport with him. What a disaster!
He jumped back into the taxi and told the driver to take him home. The driver drove
quickly, and Martin arrived back at his house in twenty minutes.
He ran into the house and went into his bedroom. He found his passport on the bedside
table and left the house again. But the taxi wasn’t there! Where was the taxi!
4
Martin jumped up and down angrily. “I don’t believe it. The taxi left!” he shouted. He ran
down the street and looked for another taxi.
After a few minutes, Martin found another taxi and told the driver to take him to the
airport as quickly as possible. The traffic on the roads was very bad and, unfortunately, Martin’s
taxi arrived at the airport late. His plane left for Spain at 11.30 and Martin missed it. He was very
sad and went to speak to the airline. They promised to get him a seat on an evening flight and
Martin went home on another taxi to wait.
1. How did Martin get to the airport?

[1]
2. What was theproblem at check in?

[1]
3. Why did Martin get angry when he left the house?

[1]
4. Why did Martin miss his plane?

[1]
5. How did the airline solve the problem?

[1]
[5]
4
Writing
Choose ONE topic to write
Topic 1. Plan and write an article about healthy lifestyle for teenage magazine in 60-80 words. .
1.
Topic 2. Plan and write an article for a school magazine about your future trip to an interesting
place in 60-80 words.
4
[6]
Speaking
Task. Work in pairs. Choose ONE character from the pictures,. Use the given questions. Share
your opinion with your peer and use modal verbs mustn’t, should, need.
1
1. What’s the matter with Mike?
2. What is Mike doing in the picture?
3. Where is Mike?
4. What should Mike stop doing to be healthy?
5. What advice would you give to Mike?
2
1. What’s the matter with Aidan?
2. What is Aidan doing in the picture?
3. Where is Aidan?
4. What should Aidan do to stop putting on a weight?
5. What advice would you give to Aidan?
3
1. What’s the matter with Aizhan?
2. What is Aizhan doing in the picture?
3. Where is Aizhan?
4. What should Aizhan stop doing to be healthy?
5. What advice would you give to Aizhan?
4
4
-What type of holiday you like? Why?

-Where do you like to spend your holiday?
-What do you recommend doing on such a holiday?
-What do you recommend taking there?
- Do you like travelling? Why?
5
-Where do you recommend going?
-What sights and attractions do you
recommend seeing there?
-What can he/she do there?
-Why do you think this place is an exciting place to
visit?
-Whom do you recommend taking there?
6
- Where do you recommend going? Why?
- What sights and attractions do you
recommend visiting?
-What do you recommend doing there?
-Whom do you recommend taking there?
-Why do you like traveling in Kazakhstan?
[6]
Total marks /22
4
Mark scheme

1 B 1
2 B 1
3 B 1
4 C 1
5 A 1
1 He went by taxi. 1 One possible answer
2 Because he didn’t have his passport. 1 One possible answer
3 The taxi wasn’t there. 1 One possible answer
4 1. The traffic on the roads was very bad. 1 Any of the three possible
(2. Martin’s taxi arrived at the airport answers or all of them
late. 3. He missed his plane.)
5 They promised to get him a seat on 1 One possible answer
an evening flight
Total marks 10
5
Mark
Criter Punctuation
format)
ion
 All content is  The register  Presents all 3 paragraphs  Uses a range of  Writes simple and
relevant to the task. completely in a writing; the size of everyday compound
 All content points are corresponds to each paragraph allows vocabulary sentence forms
fully disclosed and the requirements for a proper and appropriately; correctly and
developed in a balanced of the task; balanced development attempts to use demonstrates
way. consistent and of ideas. less common some variety in
 Fully follows the plan and intentional misuse  Confident use of linking lexical items with length.
answers the questions; of register* may words for logical occasional errors.  May attempt some
*Such misuse of register indicate a writer’s organization of ideas  Has a good control complex
should not harm the personal style.  The format is fully of word sentences, but they
format of writing. appropriate. formation; may tend to be less
make occasional accurate,
errors in including
6 producing less punctuation.
common word  Errors in grammar
forms. and/or punctuation
 Spells most do not distort
common meaning.
vocabulary items
correctly; few
(no more than 3)
occasional
spelling mistakes
may be present.
 Errors in a word
choice and/or
spelling do not
5
distort meaning.
addressed, but their be present. ideas; the size of each frequent errors. occasional errors
development may be paragraph may reflect  Has good a control of in grammar and/or
 Superficially follows the development of ideas. make errors in
plan  The format is producing less
5
 The writing is around appropriate enough common word forms.
80 words.  Spells common
vocabulary items
correctly; few (no
more than five)
occasional spelling
mistakes may be
present.
 May occur some
and/or spelling.
 Most content is  The register on the  Uses some basic  Uses everyday  Writes simple sentence
relevant to the task; whole corresponds to connectors, but these vocabulary generally forms correctly.
insignificant content the requirements of may be inaccurate or appropriately, while  While errors in
omissions may be the task. repetitive. occasionally grammar and/or
present.  Occasional and  Uses paragraphs overusing certain punctuation are
4
 Most content points are inconsistent misuse of to separate ideas, lexical items. noticeable, meaning is
addressed, but some register may distort but tends to  Has a good control of rarely distorted;
content points may be the image. misuse word formation; can
more fully covered paragraphing produce common
than others  The format is word forms correctly.
generally appropriate
5
 Only basic information to the writing;  May make infrequent
is used from the given errors in spelling in
plan; more difficult words.
 Might be lack of Errors in word choice
expected amount of and/or spelling rarely
words distort meaning.
relevant to the task; corresponds to the range of basic cohesive vocabulary forms mostly correctly.
significant content requirements of the devices correctly. appropriately. Errors in grammar
point are minimally  The format may be word forms correctly.
3 addressed. inappropriate to the  Makes frequent errors
 The information from writing task (in places). in spelling lexical
the given plan is items, but most simple
violation of word limit Errors in word choice
meaning in places.
misinterpretations of correspond to the range of basic cohesive limited range of sentence forms
the task may be requirements of the devices, and those basic vocabulary. correctly.
present. task. used may not indicate  Has very limited Frequent errors in
 Only few content a logical relationship control of word grammar and/or
2
5
The format is Errors in word choice
writing meaning.
 Attempts the task,  The register does not  Links are missing or  Can only use a few  No evidence of
but it is largely correspond to the incorrect. isolated words sentence forms.
misinterpreted and requirements of the  Does not write in and/or memorized
the response is task. paragraphs at all (a phrases.
barely relevant to script is a block of  Has essentially no
1 the task. text). control of word
The format is not formation; can
appropriate. barely produce any
word forms.
Displays few examples
of conventional
spelling.
OR
OR
0
OR
to verify meaning.
*Criteria for Marking Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work
using some of the criteria from each column. There is no need to take into account all the points of the criteria.
5

Criterion
 Shows sustained ability to maintain a  Pronunciation is intelligible.  Produces error-  Uses a range
conversation and to make relevant Intonation is appropriate. free simple of appropriate
contributions at some length. sentences. vocabulary to
 Produces extended stretches of  Speaks smoothly, with little hesitation  Attempts some give and
language despite some hesitation. that does not interfere with complex exchange
 Can respond to change in direction communication grammatical views on a
6 of the conversation. forms, but may growing range
 Always listens to, shares with, and make errors, of general and
supports the efforts of peers willingly. which rarely curricular
cause topics.
comprehension
problems.
 Responds relevantly and at length  Pronunciation is generally intelligible.  Produces  Uses a range of
which makes frequent prompting  Intonation is generally appropriate error-free appropriate
unnecessary, resulting in a  Speaks with some hesitation but it does simple vocabulary
competent conversation. not interfere with communication sentences. when talking
 Produces mostly extended stretches of  Occasional about a range
language despite some hesitation, mistakes do of general and
although instances of using short not cause curricular
5 phrases may be present. comprehensio topics.
 Can generally respond to change n problems.  Occasional
in direction of the conversation. mistakes in the
 In most cases listens to, shares word choice do
with, and supports the efforts of not cause
peers. comprehension
problems.
 Attempts to respond to questions and  Pronunciation is mostly intelligible.  Frequently  Uses

4
prompts. May not follow English intonation produces appropriate
5
 Produces responses which are patterns at times. error-free vocabulary to
extended beyond short phrases, despite  Intonation errors sometimes make simple talk about a
hesitation. it difficult to understand the student sentences. limited range of
 Effort will need to be made to develop  Speaks with some hesitation which  Errors may general and
the conversation; only partial success often interferes with communication cause curricular
will be achieved. comprehensio topics.
 Usually listens to, shares with, and n problems.
supports the efforts of peers.
 Responses tend to be brief and are  There is a lack of intelligibility of  Produces basic  Uses a limited
characterized by frequent hesitation. pronunciation, but it is unlikely to sentence forms range of
 Has to be encouraged to go beyond impede communication. and some appropriate
short responses and struggles to  May not follow English intonation correct simple vocabulary to
develop a conversation. patterns frequently. sentences. talk about a
3
 Usually listens to, shares with, and  Errors are limited range of
supports the efforts of peers, but frequent and general topics.
sometimes does not demonstrate a good may lead to
interaction. misunderstandi
ng.
 Responses are so brief that little is  Pronunciation may cause some  Attempts basic  Uses a limited
communicated. communication difficulty. sentence range of
 Barely engages in a conversation.  Does not follow English intonation forms, but appropriate
 Rarely listens to, shares with, and patterns. with limited vocabulary to
supports the efforts of peers. success. talk about a very
Often does not demonstrate a OR limited range of
2 good interaction.  Heavily relies general topics.
on apparently
memorized
utterances.
 Makes
numerous
errors except
5
in memorized
expressions.
 No communication possible. Pronunciation and intonation patterns  Cannot  Can only
cause difficulty for even the most produce basic produce isolated
sympathetic listener. sentence words and
1
forms. phrases or
memorized
utterances.
0 OR
5
Transcript
Obesity is a problem that is getting bigger and bigger around the world. It really hits rich countries.
When people have money, they buy a lot of the wrong food. They become lazy and eat fast food.
They also forget about exercise and sit in front of the TV instead. The worrying thing is that more
and more children are suffering from obesity. This is a big problem. The number of overweight kids
I see today is amazing. I think the reason is quite simple – junk food, video games and the Internet.
When I was growing up, I had a balanced diet. I also spent most of my free time outdoors. I spent
hours every day on my bike or playing football. Kids today hardly go outside. They are glued to one
kind of screen or another – TV, computer or games console.
Sources
Listening: https://listenaminute.com/o/obesity.html
Reading: The information has been taken from https://www.esl-lounge.com/student/reading/1r18-
elementary-martins-vacation-question-answer-match.php (adapted by a teacher)
5

Total marks- 22

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.
Listening: Matching tasks on the topic “Transport”.
Reading: Open-ended tasks on the topic “Our Neighbourhood”
Writing – Writing an article on one of the topics “Our Neighbourhood” or “Transport”.
Speaking – open-ended questions on of the topics “Our Neighbourhood” or “Transport”.
The content of the summative assessment for the 4 term should be selected on topics
“Our Neighbourhood” and “Transport”.
5
*Total *Que
*Type of Total
question marks
questions s №
Our Class Listening 6.2.4.1 Understand 5 1 Each learner works individually. The task 10 5
Helping with limited support 2 enables learners to match two parts of the minutes
and the main points of 3 Matching statement.
Heroes extended 4 Learners listen to the recording twice on topic
talk on a range of 5 ‘Transport’, having a chance to look through the
general and curricular questions before the recording starts (1-2 min to
topics; read the questions before the recording starts).
6.2.7.1 The task consists of 5 questions. Learners match
Recognize the two parts to finish the sentence.
opinion of the
speaker(s) in
supported extended
talk on a limited
range of general and
curricular topics;
Reading 6.4.7.1 5 1 Each learner works individually. The task 10 5

Recognise typical 2 Completi enables learners to work independently with the minutes
features at word, 3 ng text and complete the sentences using the
sentence and text 4 sentences context.
level in a range of 5 Learners read the text on topic ‘Our
written genres; neighbourhood’ and complete the
sentences using the information from the
text.
6
Writing use with some 1 1 Open Each learner works individually. Learners 25 6
support appropriate ended should choose one topic. minutes
layout at text level; They should write on topics ‘Our
neighbourhood’ or ‘Transport’. They should
write a short paragraph explaining their personal
6
*Total *Que
*Type of Total
question marks
questions s №
6.6.14.1 feeling and opinions on the chosen topic,

Use an increased making sure that they punctuate the work
variety of appropriately and use appropriate modal verbs.
prepositions of time, Learners should write with grammatical
location accuracy using a variety of topic related
and direction, use by vocabulary.
and with to denote
agent and instrument,
use
prepositions before
nouns and adjectives
in common
prepositional
phrases on a growing
range of familiar
general and curricular
topics;
Speaking 6.3.1.1 1 1 Open Learners have an individual talk on topics: ‘Our Each 6
Provide basic ended neighbourhood’, ‘Transport’. They have 1 learner
information about minute to prepare and 1-2 minutes to talk on the talks for
themselves and others topic. Learners are provided with some 2
at discourse level on a questions. They should use subject-specific minutes.
range of general vocabulary while talking on a given topic.
topics; Teacher can feel free to use topical pictures
6.3.7.1 (from own teacher’s resources/ classroom set of
Use appropriate pictures) to help learners to develop
subject-specific imagination. Teacher can cut the number of the
vocabulary and questions from the card or ask additional
questions to
6
*Total *Que
*Type of Total
question marks
questions s №
syntax to talk about a support learners if necessary.

limited range of
general topics, and
some curricular
topics;
TOTAL: 45 22
minutes
(excludi
ng
Speakin
g)
6
Listening
Task. Listen to Matt. He is planning to travel to China. Match two parts to finish the
sentence. Listen to the recording until 02.02.
1. Matt is going to be away for a.48 hours
2. Matt plans to take the b. trains are not boring
3. His journey from London to Moscow takes c. two months
4. Matt’s opinion is that d. 6 days by train
5. His journey to China takes about e. train
f. plane
1 …………….. [1]
2 …………….. [1]
3 …………….. [1]
4 …………….. [1]
5 …………… . [1]
[5]
Reading
Task. Read the blog and complete the task.
My neighbourhood
You know that I’ve moved to Nur-Sultan. It is a capital of my motherland. My new neighbourhood
is really great! I am extremely happy to live here in a modern flat. Actually, I live in a block of
house. There are nine floors in our house, and we live on the top. Our flat is rather huge, so
everyone has own room to work and study. My house is situated in the centre of the city. There are
a bunch of stores and cafes in this area. I even have a sports centre right opposite my house! There
is also a library next to my house. I go there to read my favourite books every weekend. There is a
big collection of books from all over the world. You can find a book in Kazakh, Russian, English,
French and German.
There is a great number of parks near my house. It is extremely hard to imagine the view that is
right from my window. It is really breathtaking and picturesque. It is amazing, isn’t it?
Task. Сomplete the sentences using the information from the text.
1. I live in a town, and it is the . [1]
2. I am very glad to . [1]
3. Our flat is very big, and each of us has . [1]
6
4. You can find a sports centre .[1]
5. There is a view from my window. [1]
[5]
Writing
Choose ONE topic.

Topic 1. Write an email to your friend from London about your hometown.
Include the following:
o Description of a place where you live;
o Main activities people can do there.
Topic 2. Write an email to your friend from London. Describe means of transport in your
hometown.
Include the following:
o Popular means of transport in your hometown;
o The way you get to school.
6
[6]
Speaking
Task. Choose one of the cards and prepare an individual talk. Share your own experience on topics.
Card 1.
Tell about your place of living.
The following questions will help you:
-What street do you live in?
- Do you like to live there? Why?
- What is near your house?
Card 2.
Tell about your favourite supermarket.
- What is its name? Where is this supermarket located?
- Why do you like it?
- What do you usually buy there?
Card 3.
Tell about your way to school.
- Where do you live?
- How do you get to school?
- Does it take a lot of time? Why? Why not?
Card 4.
Tell about the most famous building in your city (in your country).
- What is this building?
- Where is it situated?
- Is it exciting to visit this place? Why? Why not?
Card 5.
Tell about the most comfortable type of transport in your city.
-What transport is it? Is it a public transport?
- Is it popular? Why? Why not?
- Why is it the most comfortable?
Card 6.
6
Tell about a comfortable way for getting to another country.
- What transport is it?
- Why is it comfortable one?
- Is it popular? Why? Why not?
[6]
Total marks /22]
6
Mark scheme

1 c 1
2 e 1
3 a 1
4 b 1
5 d 1
1 capital of my motherland 1
2 live in a modern flat/here in a modern 1
3 flat/in Nursultan in a modern flat
4 own room to work and study/ 1
5 own room
opposite my house/right opposite my 1
house
breathtaking and picturesque/ really 1
breathtaking and picturesque
Total marks 10
6
Transcript
Girl Hi, Matt. Have you made аnу plans for уоur next holiday?
Matt Yes, l have. Well, it's mоrеthan а holiday. I'm going to bеaway for two months, Girl Wow!
Lucky you! Where аrе you going?
Matt То China.
Girl Have you booked your рlаnе ticket?
Matt No, I haven't. I'm not going to go bу рlаnе
Girl What do you mean? You can't walk there!
Matt No, but I'm going to take the train.
Girl It is а very long way! Why do you want to go by train?

Matt I'm going to gо on the Trans-Siberian railway. I have always wanted to go on it, because it’s
really famous. It is the longest train route in the world! First, I'm going to catch the train in
London. The journey from London to Moscow takes forty-eight hours. Then I'm going to spend two
days in Moscow.
Girl Whatаrе you going to do there?

Matt I'm going to stay in а cheap hotel - it's called the StravinskyНotеl, I think - аndsееthе
sights...аnd buy some Russian souvenirs, maybe. Then I'm going to get оn the Trans-Siberian
railway, and six days later I'll bе in Beijing!
Girl Sixdaysonatrain!That'll be boring! When you pack your bags, rеmеmbеr some good books.
Matt Trainsаrеn't boring. They're great! On а рlаnе you don’t really see anything. I'll see а lot of
amazing countryside in the trаin.
Girl Yes, that'll bеniсе ...

Matt And I'll meet а lot of реорlе, too. I can't wait! Girl But you'll bе very tired at the end of your
journey.
Matt Oh, I'll have а bed оn the train, so I'll bеOК. It’s bеtter than sleeping on а рlаnе. Аnd the best
thing about travelling there bу train is, I can go to lots of new countries. I've been аbroadbefore, but
only to Frаnсе and Spain, On this journey I'm going to go to six countries fоr the first time:
Belgium, Gеrmаny, Poland, Belarus, Russia and China.
Girl Well, it'll bе an amazing adventure. Don't miss the train! And send me а postcard!
Sources
Listening: the task was adapted from Insight Elementary SB, Unit 10D
Reading: Information has been taken from Spotlight, Grade 6, Unit 2 (adapted by a teacher)
6
Mark
Criter Punctuation
format)
ion
 All content is relevant  The register  Presents all 3 paragraphs  Uses a range of  Writes simple and
to the task. completely in a writing; the size of everyday compound
 All content points are corresponds to each paragraph allows vocabulary sentence forms
fully disclosed and the requirements for a proper and appropriately; correctly and
developed in a balanced of the task; balanced development attempts to use demonstrates
way. consistent and of ideas. less common some variety in
 Fully follows the plan and intentional misuse  Confident use of linking lexical items with length.
answers the questions; of register* may words for logical occasional errors.  May attempt some
*Such misuse of register indicate a writer’s organization of ideas  Has a good complex
should not harm the personal style.  The format is fully control of word sentences, but they
format of writing. appropriate. formation; may tend to be less
make occasional accurate,
errors in including
producing less punctuation.
6
common word  Errors in grammar
forms. and/or punctuation
 Spells most do not distort
common meaning.
vocabulary items
correctly; few
(no more than 3)
occasional
spelling mistakes
may be present.
 Errors in a word
choice and/or
spelling do not
distort meaning.
7
addressed, but their be present. ideas; the size of each frequent errors. occasional errors in
development may be paragraph may reflect  Has good a control of grammar and/or
 Superficially follows the development of ideas. make errors in
plan  The format is producing less
5
 The writing is around appropriate enough common word forms.
80 words.  Spells common
vocabulary items
correctly; few (no
more than five)
occasional spelling
mistakes may be
present.
 May occur some
and/or spelling.
 Most content is  The register on the  Uses some basic  Uses everyday  Writes simple sentence
relevant to the task; whole corresponds to connectors, but vocabulary generally forms correctly.
insignificant content the requirements of these may be appropriately, while  While errors in
omissions may be the task. inaccurate or occasionally grammar and/or
present.  Occasional and repetitive. overusing certain punctuation are
 Most content points are inconsistent misuse of  Uses paragraphs lexical items. noticeable, meaning is
4 addressed, but some register may distort to separate ideas,  Has a good control of rarely distorted;
content points may be the image. but tends to word formation; can
more fully covered misuse produce common
than others paragraphing word forms correctly.
 Only basic information  The format is  May make
is used from the given generally appropriate infrequent errors in
plan; to the writing; spelling in more
7
difficult words.
7
 Might be lack of Errors in word choice
expected amount of and/or spelling rarely
words distort meaning.
relevant to the task; corresponds to the range of basic cohesive vocabulary forms mostly correctly.
significant content requirements of the devices correctly. appropriately. Errors in grammar
point are minimally  The format may be word forms correctly.
3 addressed. inappropriate to the  Makes frequent errors
 The information from writing task (in in spelling lexical
the given plan is places). items, but most simple
violation of word limit Errors in word choice
meaning in places.
misinterpretations of correspond to the range of basic cohesive limited range of basic sentence forms
the task may be requirements of the devices, and those vocabulary. correctly.
present. task. used may not indicate  Has very limited Frequent errors in
 Only few content a logical relationship control of word grammar and/or
2
The format is Errors in word choice
writing meaning.
1  Attempts the task,  The register does not  Links are missing or  Can only use a few  No evidence of
7
7
but it is largely correspond to the incorrect. isolated words and/or sentence forms.
misinterpreted and requirements of the  Does not write in memorized phrases.
the response is task. paragraphs at all (a  Has essentially no
barely relevant to script is a block of control of word
the task. text). formation; can barely
The format is not produce any word
appropriate. forms.
Displays few examples
of conventional
spelling.
OR
OR
0
OR
to verify meaning.
7

Criterion
 Shows sustained ability to  Pronunciation is intelligible.  Produces error-free  Uses a range of
maintain a monologue and to Intonation is appropriate to create simple sentences. appropriate
shape the ideas at some length. and express monologue.  Attempts some vocabulary to give
 Produces extended stretches of complex grammatical views on a growing
language despite some hesitation.  Speaks smoothly, with little hesitation forms, but may make range of general and
6
 Errors virtually never interfere that does not interfere with errors, which rarely curricular topics. (S7)
with communication or distract the communication cause comprehension
examiner from the message;  Control of language used to problems.
communicate ideas is clear, tight,
very complex and figurative
 Shows the ability to maintain a  Pronunciation is generally  Produces error-free  Uses a range of
monologue and to shape the ideas intelligible. simple sentences. appropriate vocabulary
at some length.  Intonation is generally appropriate  Occasional mistakes when talking about a
 Produces mostly extended to create and express monologue. do not cause range of general and
stretches of language despite some  Speaks with some hesitation but comprehension curricular topics. (S7)
hesitation, although instances of it does not interfere with problems.  Occasional mistakes in
using short phrases may be communication the word choice do not
5
present.  Control of language used to cause comprehension
 Errors interfere with communicate ideas is clear, problems. (S7)
communication in places but it well chosen, complex and
does not distract the examiner figurative
from the message;
 Rarely demonstrates the ability to  Pronunciation is mostly intelligible.  Frequently produces  Uses appropriate
maintain a monologue and to May not follow English intonation error-free simple vocabulary to talk
shape the ideas at some length. patterns at times. sentences. about a limited range
4  Produces responses that are  Intonation errors sometimes make  Errors may cause of general and
extended beyond short it difficult to understand the student comprehension curricular topics. (S7)
phrases, despite hesitation.  Speaks with some hesitation which problems.
 Effort will need to be made to often interferes with communication
7
shape the monologue; only partial  Control of language used to
success will be achieved. communicate ideas is clear,
but sometimes is over
expressed
 Responses tend to be brief and are  There is a lack of intelligibility of  Produces basic  Uses a limited range of
characterized by frequent pronunciation, but it is unlikely to sentence forms and appropriate vocabulary
hesitation. impede communication. some correct simple to talk about a limited
 Has to be encouraged to go  May not follow English intonation sentences. range of general topics.
3 beyond short responses and patterns frequently.  Errors are frequent (S7)
struggles to develop the idea  Control of language used to and may lead to
communicate ideas is not controlled misunderstanding.
and leads to difficulty in
understanding
 Responses are so brief that little is  Pronunciation may cause some  Attempts basic  Uses a limited range of
communicated. communication difficulty. sentence forms, but appropriate vocabulary
 Barely demonstrates the ability to  Does not follow English intonation with limited success. to talk about a very
express himself/herself patterns. OR limited range of
 Heavily relies on general topics. (S7)
2 apparently memorized
utterances.
 Makes numerous
errors except in
memorized
expressions.
 No communication possible. Pronunciation and intonation patterns  Cannot produce  Can only produce
cause difficulty for even the most basic sentence forms. isolated words and
1
sympathetic listener. phrases or memorized
utterances. (S7)
0 OR
*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some
of the criteria from each column. There is no need to take into account all the points of the criteria.

Grade 6 - SS - 2021-2022

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Specification of Summative Assessment for term on the subject

of “The English language”

2021-2022 academic year

1. Aim of the Summative Assessment for the term........................................................................3

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 Ошибка! Закладка не

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3....................................41

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4....................................58

3. Expected outcomes on the subject “English language”, Grade

6. Moderation and marking

The structure of the summative assessment

Writing 6.5.2.1 1 1 Open Each learner works individually. 25 minutes 6

unexpected comments pictures) to help learners to develop

Choose the correct option.

1. What makes kids dislike going to school?

4. The speaker finds not so delicious. [1]

5. The speaker thinks that exams are _. [1]

1. According to the zoologist, scientists studied animals’ behavior. [1]

Date of birth: 27 July 1946

1962-1965: Work in a metal factory, Temirtau

Date of birth: 24 December 1910

1929-1930: A teacher at the elementary school

You have 1 minute to prepare and 2 minutes to talk.

Total marks /24

Listening and Reading

№ Answer Mark Additional information

Mark / Content and communication Vocabulary

Duration of the summative assessment– 45 minutes

The structure of the summative assessment

Reading 6.4.5.1 5 1 Matching Each learner works individually. The task 10 5

Writing 6.5.3.1 1 1 Open Each learner works individually. 25 6

personal feelings and Comedy’.

The speaker enjoys the news about his favorite 1. .

Nichole’s Summer Vacation

4. After dinner, they give to the animals. [1]

Criteria for assessment:

Topic 1. Our countryside

 Where was it? Write about its location.

Topic 2. Drama and comedy

 What movie genres do you prefer?

Total marks /22

№ Answer Mark Additional information

Duration of the summative assessment– 45 minutes

The structure of the summative assessment

Our Health Listening 6.2.6.1 5 1 Learners listen to the recording twice 10 5

Reading 6.4.2.1 5 1 Open- Each learner works individually. The 10 5

Writing 6.5.1.1 1 1 Open Learners work individually. They 25 6

1. What does the word ‘hits’ mean?

1. How did Martin get to the airport?

2. What was theproblem at check in?

3. Why did Martin get angry when he left the house?

4. Why did Martin miss his plane?

5. How did the airline solve the problem?

You have 1 minute to prepare and 4 minutes to talk.

-What type of holiday you like? Why?

Total marks /22

№ Answer Mark Additional information

Mark / Content and communication Vocabulary

 Attempts to respond to questions and  Pronunciation is mostly intelligible.  Frequently  Uses

Duration of the summative assessment– 45 minutes

The structure of the summative assessment

Reading 6.4.7.1 5 1 Each learner works individually. The task 10 5

6.6.14.1 feeling and opinions on the chosen topic,

syntax to talk about a support learners if necessary.