Specification of Summative Assessment for term

on the subject “English”

Course book "Family and Friends" Grade 2
Oxford University Press
 Contents

1. Aim of the Summative Assessment for the

term ............................................................

2. The document defining the content of the Summative Assessment for the

term ...........

3. Expected outcomes on the subject "English language", Grade

2 ....................................

4. Level of thinking skills on the subject "English language", Grade

2 ..............................

5. Administration

rules ........................................................................................................

6. Moderation and

marking .................................................................................................

Specification of summative assessment for term

1 .............................................................

Specification of summative assessment for term

2 .............................................................

Specification of summative assessment for term

3 .............................................................

Specification of summative assessment for term

4 .............................................................

Diagnostic Test (Term 1) is usually held from the sixth to the tenth of September.
 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 primary education content.
Specification describes the content and procedure for the delivery of the Summative
Assessment for the term in “English language” in Grade 2.
2. The document defining the content of the Summative Assessment for the term
The Subject Programme for "English language" for 1-4 grades of primary education on the
updated content.
3. Expected outcomes on the subject “English language”, Grade 2
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 : a range of short basic supported classroom instructions, an increasing
range of common personal questions; the main points of short, slow and carefully articulated talk
on routine and familiar topics features such as colour and number; short basic questions relating
to features such as colour and number; identifying missing phonemes in incomplete words; some
specific information in short, slow, carefully articulated talk on routine and familiar topics; usage
of contextual clues to predict content in short, supported talk on routine and familiar topics; short
narratives spoken slowly and distinctly on routine and familiar topics; the spoken form of
familiar words and expressions.
Speaking
basic statements related to personal information, people and objects on familiar topics and
classroom routines; questions in order to satisfy basic needs and find information on familiar
topics and classroom routines; usage of a limited range of basic words, phrases and short
sentences to describe objects, activities and classroom routines; responding to basic supported
questions giving personal and factual information; short answers appropriately in short, basic
exchanges and take turns when speaking with others in a limited range of short, basic exchanges;
placing the stress correctly on familiar polysyllabic words; simple instructions for others to
follow.
Reading
identifying, remembering and sounding out high-frequency sound and letter patterns; reading
and following with considerable support simple, words, phrases and sentences on familiar topics;
the main points of simple sentences on familiar topics by using contextual clues; understanding
with considerable and particularly visual support, some specific information in short, simple
texts on familiar topics.
Writing
short responses at phrase level to questions and other prompts with support; letters and familiar
high frequency words when read aloud or spelt; short phrases to identify people, places and
objects; letters and familiar high frequency words when read aloud or spelt out for learners;
upper and lower case letters accurately when writing familiar high frequency words; spelling
some familiar high- frequency words accurately during guided writing activities; a full stop when
writing very high-frequency short sentences in guided writing activity.
Use of English
singular nouns, plural nouns – including some common irregular plural forms in giving simple
descriptions; cardinal numbers 1-50 to count; common adjectives in descriptions and to talk
about simple feelings; determiners a, an, the, some, any, this, these, that, those to identify
things; interrogative pronouns including which, what, where, whose to ask who people are and
what they are doing; demonstrative pronouns this, these, that, those to make and respond to
requests for information; personal subject and object pronouns to describe people and things;
simple imperative forms [positive and negative] for basic commands and instructions; use
common present simple forms [positive, negative, question] and contractions to talk about what
you want and like and habits and facts; common present continuous forms [positive, negative,
question]; have got + noun to describe and ask about possessions; basic adverbs of place
here/there to say where things are; can to talk about ability and to make requests and offers,
can/can’t to talk about permission; basic prepositions of location and position: at, behind,
between, in, in front of, near, next to, on, to to describe where people and things are; prepositions
of time: on, in, at to talk about days and times; would you like + noun, to
enquire, like + verb + ing to express likes and dislikes; conjunctions and, or, but to link words
and phrases; me, too to give short answers.
4. Level of thinking skills on the subject “English language”, Grade 2
Recommended
Level of
Strand Description type of
thinking skills
question
Listening Knowledge ● 2.1.2.1 recognise with considerable Questions with
and support an increasing range of common multiple choice
comprehension personal questions; answers.
● 2.1.3.1 understand the main points of Questions that
short, slow and carefully articulated talk on require short
routine and familiar topics features such as answers.
colour and number;
● 2.1.4.1 recognise with support short basic
questions relating to features such as colour
and number
● 2.1.5.1 identify missing phonemes in
incomplete words;
● 2.1.6.1 understand some specific
information in short, slow, carefully
articulated talk on routine and familiar topics;
● 2.1.8.1 understand short narratives spoken
 slowly and distinctly on routine and familiar
topics.
Higher order 2.1.7.1 use contextual clues to predict content
thinking skills in short, supported talk on routine and
familiar topics;
2.1.9.1 recognise the spoken form of familiar
words and expressions.
Speaking Application 2.2.1.1 make basic statements related to Questions that
personal information, people and objects on require short
familiar topics and classroom routines; answer.
2.2.3.1 use a limited range of basic words, Questions that
phrases and short sentences to describe require an
objects, activities and classroom routines; extended
2.2.4.1 respond to basic supported questions answer.
giving personal and factual information;
2.2.5.1 begin to articulate clearly the
difference between various sounds;
2.2.8.1 give simple instructions for others to
follow.
Higher order ● 2.2.2.1 ask questions in order to satisfy
thinking skills basic needs and find information on familiar
topics and classroom routines;
2.2.6.1 use short answers appropriately in
short, basic exchanges and take turns when
speaking with others in a limited range of
short, basic exchanges.
● 2.2.7.1 place stress correctly on familiar
polysyllabic words.
Reading Knowledge 2.3.1.1 read and spell out words for others; Questions with
and 2.3.2.1 identify, remember and sound out multiple choice
comprehension high-frequency; answers.
2.3.3.1 read and follow with considerable Questions that
support simple, words, phrases and sentences require short
on familiar and general topics and familiar answer.
instructions for classroom activities;
2.3.5.1 understand the main points of simple
sentences on familiar topics by using
contextual clues;
2.3.6.1 understand with considerable and
particularly visual support, some specific
information in short, simple texts on familiar
topics.
Application ● 2.3.4.1 begin to use with support a simple
picture dictionary.
Higher order ● deduce meaning from context in extended
thinking skills texts;
● recognise the attitude or opinion of the
writer in extended texts;
● recognise inconsistencies in argument in
extended texts on a range of general and
curricular topics.
Writing Application ● 2.4.1.1 write with support short responses Questions that
 at phrase level to questions and other require short
prompts; answer.
● 2.4.2.1 write letters and familiar high Questions that
frequency words when read aloud or spelt; require an
● 2.4.3.1 write short phrases to identify extended
people, places and objects; answer.
● 2.4.5.1 write letters and familiar high
frequency words when read aloud or spelt out
for learners.
Higher order 2.4.6.1 use with support upper- and lower-
thinking skills case letters accurately when writing names
and address;
2.4.7.1 spell some familiar high- frequency
words accurately during guided writing
activities;
2.4.8.1 include a full stop when writing very
high-frequency short sentences in guided
writing activity.

5. Administration rules
During the Assessment cover all visual materials like: schemes, posters, pictures 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 resources that can help
them, for example, dictionaries (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.
In case of finishing Listening section before than 10 minutes, feel free to come to Reading
section.
Always tell the learners that they have 15 and 5 minutes left before the end of the
Summative Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of
the Summative Assessment.

6. Moderation and marking

All teachers use the same version of the mark scheme. During the moderation process it is
necessary to check learner sample papers with the marks awarded to ensure there are no
deviations from the standardized mark scheme.
 Grade 2.

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1.

Review of summative assessment for term 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” in Grade 2.
1.The document defining the content of the Summative Assessment for the term
Subject Programme in “English” (within the framework of updating the secondary education
content) for primary education (Grades 1 – 4).
Duration of the summative assessment - 40 minutes
Listening - 10 minutes
Reading - 10 minutes
Writing - 20 minutes
Speaking task is conducted separately. The time spent on an individual learner should not be
more than 2-3 minutes (1 minute for preparation, 1-2 minutes for the learner's speech)
Total marks – 20
The structure of the Summative Assessment
This Summative Assessment consists of listening, reading, writing and speaking. Different types
of tasks are used in the Summative Assessment for the term. The Assessment consists of 5 tasks.
Multiple choice tasks require learners choose one correct answer. Open-ended tasks require
learners follow instructions, answer questions in words, expressions and sentences.

Cross Strand Learning objective Ta Type of Tot

curricul sk question/ Task al
ar unit № description mar
ks
All about Listening Open-ended task.
2.L1 Understand a range
me Learners listen and
of short basic supported 1 4
follow the
classroom instructions
instructions.
 Reading 2.3.3.1 read and follow Open-ended task.
with considerable support Learners listen and
2 4
simple, words, phrases and follow the
sentences on familiar and instructions.
My family general topics and familiar
and friends instructions for
classroom activities
Writing 2.W5 Write letters and Gap filling task.
familiar high frequency Learners choose
3 4
words when read aloud the appropriate
or letters to
spelt out for learners complete the words.
2.UE1 Use singular nouns, Open-ended task.
plural nouns – including 4 Learners make up
some common irregular sentences using 4
plural forms in giving pictures.
simple
descriptions.
Speaking 2.S2 Ask questions in Open-ended
order to satisfy basic 5 task. Learners
4
needs and find answer
information on familiar questions
topics and classroom using
routines supporting picture.

Tasks for the Summative Assessment for the term 1

I. Listening.
Listen and circle:
1.How many cars are there? 9 – 11 - 15

2.What colour is number 19? Red – Green - Blue

19
3. Listen and colour: Teacher reads the following instructions:
Colour the boy’s T-shirt yellow.
Colour the boy’s jeans blue.
 [4]
II. Reading
Read and complete the sentences: are – aren’t
1. Are they cold? No, they _______.
2. Are you tired? Yes, we________.
3. Are they scared? No, they _______.
4. Are you happy? Yes, we _______. [4]

III. Writing
1.Complete the words.
Teacher can read the words ‘skirt, shoes, skateboard, uncle’ or initial letters from the box.
1. Sh..es 2….kirt 3. sk..tebo..rd 4…ncle

[4]
2. Look at the pictures and make up sentences.

A. _________________________________________________

B._________________________________________
 C._______________________________________________________

D.______________________________________________

[4]
IV.Speaking
Look at the pictures, choose two or three and ask your classmate question.
Use words from the box.
Yes, please. No problem.
Here you are. Yes, OK. Thank you.
Example:
− P1.: Can you wash the dishes?
− P2.: Yes, I can.
− P1.: Can you help me?
− P2.: No problem.
− P1: Thank you.
− P1: Can you pass me that ball?
− P2: Here you are.
− P1: Can I take these pens?
− P2: Yes, please.

[4]
Total: 20

Mark scheme
 Task №
Answer Mark
I 1. 9 1
Listening 2.Blue 1
3. Colour the boy’s T-shirt yellow. 1
4. Colour the boy’s jeans blue. 1
II 1. No, they aren’t 1
Reading 2. Yes, we are 1
3. No, they aren’t 1
4. Yes, we are 1
1. shoes 1
2. skirt 1
III. 3. skateboard 1
Writing 4. uncle 1
e.g. A boy can play football. 1
Any other answers are acceptable if learners use 1
singular and/or plural nouns in the sentences to 1
describe the pictures or a modal verb: can or a 1
verb have/ has.
IV. uses vocabulary words on the topic; 1
Speaking
pronounces words and phrases correctly; 1

uses grammatically correct sentences in a talk; 1

formulates basic utterances about themselves. 1

Total mark is 20

Grade 2.
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2.
Review of summative assessment for term 2

Characteristic of tasks for summative assessment for the 2 term

Duration of the summative assessment - 40 minutes
Listening - 10 minutes
Reading - 10 minutes
Writing - 20 minutes
Speaking task is conducted separately. The time spent on an individual learner should not be
more than 2-3 minutes (1 minute for preparation, 1-2 minutes for the learner's speech)
Total marks – 20
The structure of the Summative Assessment
This Summative Assessment consists of listening, reading, writing and speaking. Different types
of tasks are used in the Summative Assessment for the term. The Assessment consists of 5 tasks.
Multiple choice tasks require learners choose one correct answer. Open-ended tasks require
learners follow instructions, answer questions in words, expressions and sentences.

Cross Strand Learning objective Tas Type of Total

curricul k question/ Task mark
ar unit № description s
Listening 2.L1 Understand a Matching task.
My school. range of short basic Learners listen to the
1 4
supported classroom teacher
instructions and tick the
heard
instructions.
Reading 2.R3 Read and follow Matching task.
with considerable Learners read the name of
support simple words, 2 signs and match them to 4
phrases and sentences their pictures.
on familiar
The topics.
Writing 2.W7 Spell some Open-ended task.
world familiar high- Learners construct
around us. 3 4
frequency words words from the given
accurately during letters.
guided
writing activities.
2.4.3.1 write Completing task.
short phrases to Leaners have to
4
identify write the sentences in a
people, places and 4 right order.
objects.
Speaking 2.S3 Use a limited Open-ended task.
range of basic words, Learners speak about
phrases and short 5 the topic using 4
sentences to describe supporting plan.
objects, activities
and classroom routines

Tasks for the Summative Assessment for the term 2

I. Listening
Task 1. Listen to the teacher twice. Tick (✔) what you hear.
Teacher reads the instructions:
1.We have got English on Monday.
2. On Thursday we have got PE.
3. On Friday we have got Art.
4. We’ve got Math today.

_____ _____
_____

____ ____
[4]
II. Reading
Task 2. Read the signs and match them to the pictures (Connect):
1. Don’t swim! 2. Be quiet! 3. Don’t feed animals! 4. Bus stop!

A. B. C. D.
[4]
III. Writing
1.Look and make 1 sentence about yourself:
Monday go swimming; watch a cartoon; ride a bike.
Wednesday play computer games; visit grandmother.
Friday do homework; help mother; sing songs.
Saturday do not go to school; ride a scooter, play.
[4]
2.Order the words:
A. free – Are – you – school -? – after
_________________________________
B. not –. – I’m – free –, – Sorry
_________________________________
C. on – How -? – Tuesday – about
_________________________________

D. fine – Yes -, - that’s -.

_________________________________.

[4]
IV. Speaking
Say what do you do after school. Use a plan:
1.My name is….
2. I am a pupil/ a student.
3. I go to school (№ 132).
4. After school, I…. Then I have….
[4]
Total: 20

Mark scheme

Task №
Answer Mark
I 1.4 1
Listening 2.2 1
3.1 1
4.3 1
II 1.B 1
Reading 2.A 1
3.C 1
4.D 1
1 1. On Monday I ride a bike. 1
III. 2. I visit my grandmother on Wednesday. 1
Writing 3. On Friday I help mother. 1
4. I do not go to school on Sunday. 1
2 1. Are you free after school? 1
2. Sorry, I am not free. 1
3. How about on Tuesday? 1
4. Yes, that’s fine.
IV. uses vocabulary words on the topic; 1
Speaking
pronounces words and phrases correctly; 1

uses grammatically correct sentences in a talk; 1

formulates basic utterances about themselves. 1

Total mark is 20
 Grade 2.
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3.
Review of summative assessment for term 3

Characteristic of tasks for summative assessment for the 3 term

Duration of the summative assessment - 40 minutes
Listening - 10 minutes
Reading - 10 minutes
Writing - 20 minutes
Speaking task is conducted separately. The time spent on an individual learner should not be more than
2-3 minutes (1 minute for preparation, 1-2 minutes for the learner's speech)
Total marks – 20
The structure of the Summative Assessment
This Summative Assessment consists of listening, reading, writing and speaking. Different types of tasks
are used in the Summative Assessment for the term. The Assessment consists of 5 tasks. Multiple choice
tasks require learners choose one correct answer. Open-ended tasks require learners follow instructions,
answer questions in words, expressions and sentences.

Cross Strand Learning objective Tas Type of Total

curricul k question/ Task mark
ar unit № description s
Listening 2.1.4.1 recognise Matching task.
Health with support short 2
Learners listen to the
7
basic questions teacher
and body. relating to features and tick the
such as colour and heard numbers.
number.
Reading 2.R3 Read and follow Open-ended task.
with considerable Learners answer the
support simple words, 2 questions shortly. 5
phrases and sentences
on familiar
topics.
Writing 2.W7 Spell some Open-ended task.
Traditions
familiar high- Learners construct
and 1 4
frequency words words from the given
Customs accurately during letters.
guided
writing activities.
2.4.3.1 write Completing task.
short phrases to Leaners have to
1
identify write the sentences in a
people, places and 2 right order.
objects.
Speaking 2.S3 Use a limited Open-ended task.
range of basic words, Learners speak about
phrases and short 1 the commands. 3
sentences to describe
objects, activities
and classroom routines
 Tasks for the Summative Assessment for the term 3

I. Listening
Task 1. Listen and circle:

fifty ninety twenty thirty

50 20 90 30
[4]
Task 2. Count and match

eleven + one = six + four = nineteen -four =

ten fifteen twelve
[3]
II. Reading
Read the text and answer the questions shortly
My Best Friend
by Kairat
I have got the best friend Timur. He is nine years old. Timur has got short dark hair and
blue eyes. He is tall. Timur is kind and friendly. He likes to play football after school.
Timur has got one brother and two sisters.
Questions:
1.What is the name of Kairat’s friend? _________
2. How old is Timur? __________
3. Has Timur got blond hair? _______________
4. What game does Timur like to play after school? _________________
5. How many sisters has he got? _______
[5]
III. Writing

Look and write the words

1.______ 2. ________ 3. _________ 4. _______
5.What have you got in a lunch box?
Open my lunch box. I have got_______________________________________

[5]
IV. Speaking

Look at the pictures and give instructions to your classmates:

1. 2. 3.

or show me your: hands/ right hand/ left hand

foot/ feet
leg/ arm
[3]
 Mark scheme

Task № Answer Ma Additional information

rk
50 1
90 1
20 1
30 1
12 1
1
10 1
15 1
1. Timur 1
2. Nine/ 9 1
2 3. No 1
4. Football 1
5. 2 1
1. burgers 1
3 2. sandwiches 1
3. chips 1
4.chocolate 1
6. Banana, apple, sandwich. 1
1. Jump! 1 A learner chooses any kind
2. Read! 1 of commands.
4
3.Open the window! 1
Total marks 20
 Grade 2.
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4.
Review of summative assessment for term 4

Characteristic of tasks for summative assessment for the 4 term

Duration of the summative assessment - 40 minutes
Listening - 10 minutes
Reading - 10 minutes
Writing - 20 minutes
Speaking task is conducted separately. The time spent on an individual learner should not be
more than 2-3 minutes (1 minute for preparation, 1-2 minutes for the learner's speech)
Total marks – 20
The structure of the Summative Assessment
This Summative Assessment consists of listening, reading, writing and speaking. Different types
of tasks are used in the Summative Assessment for the term. The Assessment consists of 5 tasks.
Multiple choice tasks require learners choose one correct answer. Open-ended tasks require
learners follow instructions, answer questions in words, expressions and sentences.

Cross Strand Learning objective Tas Type of Total

curricul k question/ Task mark
ar unit № description s
Listening 2.1.6.1 understand Matching task.
The natural some specific 1
Learners listen to the
4
environme information in teacher
nt short, slow, and tick the
carefully articulated heard
talk on routine and information.
familiar topics.
Reading 2.3.3.1 Read and follow Matching task.
with considerable Learners read the
support simple words, 1 conditions of weather and 5
phrases and sentences match them to their
on familiar pictures.
Travel topics.
Writing 2.4.7.1 Spell some Open-ended task.
familiar high- Learners construct
1 3
frequency words words from the given
accurately during letters.
guided
writing activities.
2.4.3.1 write Completing task.
short phrases to Leaners have to
4
identify write the sentences in a
people, places and 1 right order.
objects.
Speaking 2.2.3.1 Use a limited Open-ended task.
range of basic words, Learners speak about
phrases and short 1 the topic using 4
sentences to describe supporting plan.
objects, activities
and classroom routines.
 Tasks for the Summative Assessment for the term 4
I. Listening
Task 1. Listen and match. Teacher reads:
1. It’s warm and sunny.
2. It’s snowing.
3. The leaves are red, yellow, brown.
4. It’s hot and there are a lot of flowers.
winter summer spring autumn

1. It’s _______________.

2. It’s _________________.

3. It’s _________________.

4. It’s _________________.
[4]
II. Reading
Look, read and match

1. 2. 3.
 4. 5.

a) It’s raining. ___

b) It’s hot. ___
c) It’s sunny. ___
d) It’s cold. ___
e) It’s snowing. ___
[5]
III. Writing
1.Look and write 3 sentences.

1.____________________________________________________________.
2._____________________________________________________________.
3._____________________________________________________________
[3]
2.Write the missing word in the sentence.

a) We go to school by _________________

b) He flies to London by .
c) They can go to Nur - Sultan by .

d) We like riding a _______________. [4]

IV. Speaking: Look at the pictures. Name the vehicle and describe it.

1. 2. 3.

[4]
Total [20]
 Mark scheme

Task №
Answer Mark
I 1. spring 1
Listening 2. winter 1
3. autumn 1
4. summer 1
II a. 4 1
Reading b. 1 1
c. 3 1
d. 2 1
e.5
1 1.She is wearing 1
III. 2. He is wearing 1
Writing 3. They are wearing 1
a.bus 1
2 b. plane 1
c. train 1
d. bike 1
IV. uses vocabulary words on the topic; 1
Speaking
pronounces words and phrases correctly; 1

uses grammatically correct sentences in a talk; 1

formulates basic utterances about themselves. 1

Total mark is 20
 Grade 2
Diagnostic Test (Term 1)
SPECIFICATION OF DIAGNOSTIC TEST

A diagnostic test is a test that helps the teacher and learners identify problems that they
have with the language. At the start of the course, the teacher gives the learners a diagnostic test
to see what areas of language need to be in the syllabus.
The test consists of components such as all four language skills: listening, speaking, reading and
writing (LSRW) including questions on vocabulary and grammar.
Duration of the summative assessment - 40 minutes
Listening - 10 minutes
Reading - 10 minutes
Writing - 20 minutes
Speaking task is conducted separately. The time spent on an individual learner should not be
more than 2-3 minutes (1 minute for preparation, 1-2 minutes for the learner's speech)
Total marks – 19
Cross Strand Learning objective Tas Type of Total
curricul k question/ Task mark
ar unit № description s
Listening 2.1.6.1 understand Matching task.
The natural some specific Learners listen to the
2 8
environme information in short, teacher
nt slow, carefully and tick the
articulated talk on heard
routine and familiar information.
topics.
Reading 2.3.3.1 Read and follow Matching task.
with considerable Learners read the
support simple words, 1 conditions of weather and 4
phrases and sentences match them to their
on familiar pictures.
topics.
Travel Writing 2.4.7.1 Spell some Open-ended task.
familiar high- Learners construct
1 4
 frequency words words from the given
accurately during letters.
guided
writing activities.
Speaking 2.2.3.1 Use a limited Open-ended task.
range of basic words, Learners speak about
phrases and short 1 the topic using 3
sentences to describe supporting plan.
objects, activities
and classroom routines.

I. Listening
1.Listen and match a correct answer. Greetings
1. 2. 3. 4.

A. B. C. D.
[4]
2. Listen and colour:
Teacher reads the instructions: red, green, yellow, blue.

[4]

II. Reading.
1. Circle:
A. a ball – balls B. a car - cars C. a doll - dolls D. a cat - cats
 [4]
III.Writing.
1.Write a correct word:
1.tha -_________
2.cta__________
3.eman________
4. fmaliy_______
[4]
IV. Speaking
Speak about your family.
Plan: I have got a family. It is big/ small. I have got a mother…
I love my family. [3]

Total[19]

Mark scheme:
Task №
Answer Mark
1. 1.Hi 1
2. Hello 1
I 3. Bye! Good - bye 1
Listening 4.Good morning 1
2. 1.red 1
2.green 1
3.yellow 1
4. blue 1
II 1.balls 1
Reading 2.a car 1
3.dolls 1
4. a cat 1
 1.hat 1
III. 2.cat 1
Writing 3.name 1
4.family 1
IV. uses vocabulary words on the topic; 1
Speaking
pronounces words and phrases correctly; 1

uses grammatically correct sentences in a talk. 1

Total mark is 19

ФИО обучающегося: ______________________________ Баллы ________

Рубрика для предоставления информации родителям по итогам диагностического

теста(1четверть)
ФИО обучающегося: ______________________________

Критерий оценивания Уровень учебных достижений

Низкий Средний Высокий

Соединяет Затрудняется при Допускает Верно отвечает

предложения и выборе ошибки при при выборе
картинки. выборе
Выбирает правильный
цвет

Выбирает и записывает Затрудняется при Допускает Верно отвечает

правильный вариант выборе ошибки при при выборе
выборе
Записывает слова Затрудняется Допускает Верно отвечает
ответить ошибки при
ответе

Рассказывает монолог Затрудняется Допускает Верно отвечает

по теме ответить ошибки при
ответе