Methodological Recommendations For Summative Assessment On The Subject The English Language Grade 4
Methodological Recommendations For Summative Assessment On The Subject The English Language Grade 4
Methodological Recommendations For Summative Assessment On The Subject The English Language Grade 4
Grade 4
Nur-Sultan, 2019
Methodological recommendations for Summative Assessment are designed to assist teachers
in planning, organising and carrying out Summative Assessment in «The English language» for the
Grade 4 learners. Methodological recommendations are aligned with the Subject Programme and
Course plan. Summative Assessment in Grade 4 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment tasks for units/ cross curricular unit will allow teachers to determine
the level of the learning objectives achievement planned for the term. Methodological
recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the units/ cross curricular unit. Also this document includes possible
levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be
considered as recommendations.
Specification of Summative Assessment for term presents sample questions and mark
scheme. It is standardised and obligatory to adhere in conducting Summative Assessment for term.
Methodical recommendations are designed for primary school teachers, school
administrations, educational departments’ seniors, regional and school coordinators in criteria-
based assessment and others.
Free access to the Internet resources such as pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing these Methodological recommendations.
2
CONTENTS
3
SUMMATIVE ASSESSMENT TASKS FOR TERM 1
Summative assessment for the cross curricular unit «Kazakhstan in the World of Sport»
Listening
Task 1. Answer the questions. Circle “Yes” or “No”. Do the task while you listen. You will listen
twice.
Go to this link to listen http://learnenglishteens.britishcouncil.org/skills/listening-skills-
practice/interview-swimmer
Speaking
Task 2. Look at the pictures, choose ONE and answer the questions.
4
Descriptor
Assessment criteria Task Mark
A learner
Identify short questions chooses “No” for the 1st question; 1
with support on general chooses “Yes” for the 2nd question; 1
and some curricular 1 chooses “No” for the 3rd question; 1
topics chooses “No” for the 4th question; 1
chooses “Yes” for the 5th question; 1
Answer the questions uses vocabulary words on the topic; 1
on general and some conveys ideas clearly; 1
2
curricular topics pronounces words and phrases correctly; 1
gives relevant details in answers. 1
Total marks 9
5
Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Kazakhstan in the World of Sport»
Learner’s name_______________________________________________________
Answer the questions on Uses very simple vocabulary in Uses some appropriate topical Uses proper topical vocabulary in
general and some answers. Expresses ideas mostly vocabulary in answers. Sometimes answers. Often expresses ideas
curricular topics unclear. Gives irrelevant details most expresses ideas unclear. Gives some clearly. Gives relevant details in
of the time. Makes frequent relevant details in answers. Makes answers. Pronounces most of the
pronunciation errors. some mistakes in pronunciation, which words and phrases clearly.
do not impede meaning.
6
Summative Assessment for the cross curricular unit «Values in Myths and Legends»
Learning objectives 4.4.1.1 Plan, write and check sentences with support on a range
of basic personal, general and some curricular topics
4.3.5.1 Understand the main points of short simple texts on a
growing range of general and some curricular topics by
using contextual clues
Writing
Task 1. Look at the pictures. Choose ONE picture to describe. Write 4 sentences. Plan your
writing by naming people, objects, their actions and feelings.
3 4
1 2
Example: Picture 1.
Plan:
- what people are in the picture
- what objects are in the picture
- what people are doing
- what are their feelings
Writing
I can see a princess in the picture. There is a big bed and some blankets in the picture. The
princess is sleeping. She is unhappy.
7
Reading
Task 2. Read the text. Match the sentences to the pictures.
8
Descriptor
Assessment criteria Task Mark
A learner
Plan, write and check uses plan to describe the pictures; 1
sentences on basic writes sentences in correct word order; 1
personal, general and 1 uses sufficient range of vocabulary; 1
curricular topics includes relevant details; 1
spells topical words accurately; 1
Find the main points matches 1.E; 1
in short simple texts matches 2.C; 1
using contextual clues 2 matches 3.A; 1
matches 4.B; 1
matches 5.D. 1
Total marks 10
9
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Values in Myths and Legends»
Learner’s name_______________________________________________________
Find the main points in Identifies the main ideas in the text and Identifies the main ideas in the text and Identifies the main ideas in the text
short simple texts using matches 1-2 pictures correctly. matches 3 pictures correctly. and matches 4-5 pictures correctly.
contextual clues
10
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1
2. The document defining the content of the Summative Assessment for term
The Subject Programme for «The English language» for 1-4 grades of primary education on
the updated content.
11
Characteristic of tasks for summative assessment for term 1
Total 18
12
4. Sample questions and mark scheme
Task 1. Listen to the story about the Fox and the Stork. Put the pictures in correct order. Write the
number in the box. You will listen twice.
A. B.
C. D.
[4]
Reading
Task 2. Read the text and mark the sentences True or False.
Myths and mythology were important in Ancient Greece. People believed that Greek Gods
lived in a palace above the clouds, and above a mountain called “Mount Olympus”.
People believed that each God had power over their life. In many Greek myths, the Gods had
difficulties with each other sometimes.
There were 12 Gods that the Greek worshipped. Aphrodite was one of them. Aphrodite was a
beautiful Goddess of love and beauty, whose symbols were doves, sparrows, swans, and roses. She
was the mother of two sons, Cupid and Aeneas. She was a very good mother.
[5]
13
Writing
Task 3. Write a paragraph about the Olympic Games. The topic sentence and the conclusion
sentence are given for you. Give some basic personal information and use words sometimes, often,
always, never, well, badly, slowly, quickly. (You may change the topic sentence and the conclusion
sentence).
Speaking
Total marks____/18
14
Mark scheme
15
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 (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.
Always tell the learners that they have 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.
16
SUMMATIVE ASSESSMENT TASKS FOR TERM 2
Summative Assessment for the cross curricular unit «Treasure and Heritage»
Learning objectives 4.1.3.1 Understand the main points of short supported talk on an
increasing range of general and some curricular topics
4.2.3.1 Give short, basic description of people and objects on a
limited range of general and some curricular topics; begin
to describe past experiences on an increasing range of
general and some curricular topics
Assessment criteria • Identify the main ideas of short supported talks
• Describe people and objects in short basic sentences, talk
about past experiences on general and some curricular
topic
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen and mark the statement True or False. You will listen twice.
Follow the link https://listenaminute.com/m/museums.html.
17
Speaking
Task 2. Look at the pictures. Choose ONE picture and describe it. The following questions will help
you.
Descriptor
Assessment criteria Task Mark
A learner
Identify the main ideas marks statement “True”; 1
of short supported talks marks statement “True”; 1
1 marks statement “False”; 1
marks statement “True”; 1
marks statement “False”; 1
Describe people and tells about the place where people and objects are; 1
objects in short basic names people and activity; 1
sentences, talk about names an equipment for the activity; 1
past experiences on 2
expresses some likes and dislikes with explanation; 1
general and some says some past activities, where and when he/ she
curricular topics 1
did them.
Total marks 10
I totally love museums. They really are one of the most important parts of our culture.
Museums are important for so many things. They educate us, they preserve our history, and they
show us how we have developed. There are museums on so many different things. In fact, I’m sure
there isn’t a topic there isn’t a museum for. I’ve loved museums since I was little. We used to go to
different museums on school trips. I loved them. I saw so many amazing things. I will never forget
seeing the bones of a T-Rex in the natural history museum. I also remember staring at
Tutankhamun’s gold mask for ages. I couldn’t take my eyes off of it. The best museum I’ve ever
been to is the National Museum in Cairo. It’s unbeatable.
18
Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Treasure and Heritage»
Learner’s name_______________________________________________________
Describe people and objects Describes people and objects, activities, Describes people and objects, activities, Describes people and objects,
in short basic sentences, equipment and places in the picture equipment and places in the picture with activities, , equipment and places in
talk about past experiences with many errors and mostly unclear. some errors. Gives some relevant ideas the picture mostly clearly. Gives
on general and some Gives irrelevant ideas most of the time. on the topic. mostly relevant ideas on the topic.
curricular topics
19
Summative Assessment for the cross curricular unit «Professions and Ways of
Communication»
Duration 20 minutes
Writing
Task 1. Write a paragraph about using a telephone 10 years ago and today. Compare pictures and
write about 2-3 differences. Write about how you use your smartphone.
1. 2. 3.
Reading
Task 2. Read the text. Find the meaning of the underlined words, expressions and sentences.
People communicate with words. Books, magazines, radio and films help us to
communicate with others. They help us to know what is going on in the world.
Can people communicate without words? Smile means that you are happy or friendly.
Crying means that you are sad. You put up your hand in class, and teacher knows you want to
ask a question. Shaking a head means you are saying “No”. You nod and people know you are
saying “Yes”.
People can communicate without words too. For example, an artist can use his drawings to
tell about beautiful mountains, about the sea and many other things.
Example:
0. “help” means:
A. speak
B. take
C. aid
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1. “communicate” means:
A. think
B. draw
C. talk
Descriptor
Assessment criteria Task Mark
A learner
Write simple sentences writes sentences in a paragraph following the
1
in a paragraph to give requirements;
some personal uses comparison giving 2-3 differences; 1
information 1
uses grammar tenses correctly; 1
uses relevant topical vocabulary; 1
includes his/ her own experience of using a mobile; 1
Identify the meaning of chooses 1.C “talk”; 1
words, expressions and chooses 2.A “is happening”; 1
2
sentences at text level, chooses 3.B “raise up”; 1
say them chooses 4.A “People can talk without words too”. 1
Total marks 9
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Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Professions and Ways of Communication»
Learner’s name_______________________________________________________
Identify the meaning of Identifies few meanings of words, Identifies some of the meanings of Identifies most of the meanings of
words, expressions and expressions and sentences. words, expressions and sentences. words, expressions and sentences
sentences at text level, say Makes some mistakes in answers. correctly. Completes the task
them correctly.
22
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2
2. The document defining the content of the Summative Assessment for term
The Subject Programme for «The English language» for 1-4 grades of primary education on
the updated content.
23
Characteristic of tasks for summative assessment for term 2
Total 18
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4. Sample questions and mark scheme
Task 1. Listen to a man talking about technology. Choose the correct answer. You will listen twice.
Follow the link https://www.rong-chang.com/easykids/ekid/easykid085.htm
Reading
Task 2. Read the text. Answer the questions in ONE or TWO words only.
Seashells
Seashells are skeletons of a class of sea animals called mollusks.
People and animals have skeletons inside of their bodies, but mollusks have their skeletons
outside.
Did you know?
• Seashells are made mostly of calcium carbonate.
• Shells help protect sea creatures from other animals and storms.
• Little crabs use shells for homes.
• A person who studies seashells is called conchologist.
How do people use shells?
• People use shells to create jewelry, decorate their houses and clothes.
• Some people use shells as containers for food and water.
25
Writing
Task 3. Hide your treasure and draw an X on the map. Write instructions for how to find your
treasure. Use positive and negative imperative forms.
Use: waterfall, volcanoo, palm trees, Crocodile pond.
Check your written work.
Speaking
Task 4. Look at each of the pictures and answer the questions.
1. What is technology?
2. What kind of technology do you have?
3. Do you play computer games? What are they?
4. Do you have friends in some other countries?
5. What social media do you use? How do you use it?
[5]
Total marks____/18
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Mark scheme
Additional
Task № Answer Mark
information
1. B 1
2. A 1
1
3. A 1
4. B 1
1. mollusks 1
2. outside 1
2 3. for homes 1
4. jewelry 1
5. water/ food 1
writes sentences using the picture 1
uses positive/ negative imperative forms in 1
instructions
3
uses topic vocabulary: waterfall/ volcanoo/ palm 1
trees/ Crocodile pond
uses grammartical sructures 1
Possible answers: 1 1 point is given if a
Technology is all devices that make our life easier. learner gives
It is camera, smartphone and TV. appropriate
definition.
I have a smartphone/ laptop/ computer/ camera 1 A learner names
different kinds of
technology. 1 point is
given for correct
answer.
I like to play computer games/ They are … /I do not 1 A learner names
play computer games. some computer
4
games. 1 point is
given for correct
answer.
I have internet friends in Russia/ I have no internet 1 A learner names
friends abroad. some countries. 1
point is given for
correct answer.
I use Facebook/ VK/ Twitter/ Odnoklassniki to get 1 A learner gives brief
information/ to post photos/ to write to friends/ to explanation. 1 point
make new friends is given for correct
answer.
Total marks 18
It is movie time! He puts on his 3D glasses. The movie begins. The car comes right at him.
He yells. The car gets so close to him! It looks so real with 3D glasses. He enjoys the whole movie.
3D is just like real life. It is even better than real life. It is more exciting.
27
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 (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.
Always tell the learners that they have 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.
28
SUMMATIVE ASSESSMENT TASKS FOR TERM 3
Summative Assessment for the cross curricular unit «Hot and Cold»
Learning objectives 4.1.7.1 Use contextual clues to predict content and meaning in short
supported talk on an increasing range of general and some
curricular topics
4.2.7.1 Contribute a growing range of suitable words, phrases, and
sentences during short pair, group and whole class exchanges
4.5.16.1 Use conjunctions and, or, but, because to link words and
phrases
Assessment criteria • Identify the content and meaning of a supported talk with the
help of contextual clues
• Talk to the partner, group and whole class using suitable
words, phrases and sentences
• Connect words and phrases using and, or, but, because
Listening
Task 1. Listen to the talk and write the word in the sentence you hear.
Go to the following link to listen information:
https://learnenglishkids.britishcouncil.org/ru/games/whats-the-weather
1. In England it is _____________________.
2. In Portugal it is _____________________.
3. In Japan it is _______________________.
4. In Australia it is ____________________.
5. In Sweden it is _____________________.
6. In China it is _______________________.
7. In Egypt it will be ___________________.
8. In India there will be _________________.
Speaking
Task 2. Talk to your partner. Choose ONE picture. Ask and answer 2 questions (each of you)
about the weather and activities. Use and, or, but, because to make up sentences.
Example:
- Student 1: What is the weather like in the picture?
- Student 2: It is a sunny but cold winter day.
- Student 1: Are the children happy?
- Student 2: Yes, the children are happy and excited.
29
1. 2.
3. 4.
30
Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Hot and Cold»
Identify the content and meaning Experiences challenges in Identifies the meaning of the talk. Develops the task fully.
of a supported talk with the help recognising correct words on the Makes some mistakes in Confident in identifying the
of contextual clues topic. Most of the answers are identifying topic words. Some meaning of the talk, writes
written incorrect. words can be spelt with mistakes, most of the words correctly.
which do not prevent general
understanding.
Talk to the partner, group and Experiences problems in making Addresses the task. Makes some Adresses the task fully, makes
whole class using suitable words, up sentences and a question to talk mistakes in making up sentences up sentences and a question
phrases and sentences to a partner. Most of the and a question. Some connectors intelligibly; uses conectors
Connect words and phrases using connectors are used in a wrong are misused. correctly.
and, or, but, because way.
31
Summative Assessment for the cross curricular unit «Healthy World»
Learning objectives 4.3.5.1 Understand the main points of short simple texts on a
growing range general and some curricular topics by using
contextual clues
4.4.7.1 Spell most familiar high-frequency words accurately when
writing independently
4.5.8.1 Use imperative forms [positive and negative] to give short
instructions on a growing range of familiar topics
Assessment criteria • Identify the main points of a short simple text using
contextual clues
• Write the most familiar high-frequency words accurately
• Use imperative forms (positive and negative) to give short
instructions
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Reading
Dana’s Garden
Dana has got many flowers in her garden and loves them, but
her favourites are daisies, tulips, daffodils. Tulips and daffodils come
up every spring and daisies come up later in summer. These plants live
long. They come up every year and make the garden bright. The
garden makes Dana happy and healthy.
Dana likes to take care of the garden. She loves spring, because
she can go to the flower market to buy her annuals. The annuals live
only one season, but they add a lot of colour to the garden and
emotions and feelings to Dana.
1. Dana has got only daisies, tulips and daffodils in her garden. _____________
2. Daisies appear later in spring. _____________
3. Dana is healthy and happy in her garden. _____________
4. Dana loves to go to the flower market in summer. _____________
5. The annuals are plants that live only one year. _____________
32
Writing
Task 2. Write 4 sentences on the topic. Use imperative forms. Write two positive and two negative
commands. Use pictures.
Example:
Don’t cut the trees!
It’s home for many birds!
Save birds and animals!
Don’t kill animals and birds!
You can use the words: collect, reduce, reuse, water, clean, put
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
____________________________________________________________________
33
Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Healthy World»
Identify the main points of a Experiences challenges in identifying Identifies the main ideas of the Develops the task fully. Confident
short simple text the main points of the text. Most of text; makes some mistakes in in identifying the main points of
the answers are incorrect. True/False answers. the text. Completes the task mostly
correctly.
Write the most familiar high- Experiences problems in making up Addresses the task. Makes some Adresses the task fully, makes up
frequency words accurately imperative positive and negative mistakes in making up imperative imperative positive and negative
Use imperative (positive and sentences. Makes lots of spelling positive and negative sentences. sentences intelligibly; spells most
negative) forms to give short mistakes while writing the most Makes a few spelling mistakes of the words properly.
instructions familiar high-frequency words. while writing the most familiar
high-frequency words.
34
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3
2. The document defining the content of the Summative Assessment for term
The Subject Programme for «The English language» for 1-4 grades of primary education on
the updated content.
35
Characteristic of tasks for summative assessment for term 3
Cross
Strand Learning objective Task № Task description Total marks
curricular unit
Hot and Cold Listening 4.1.9.1 Recognise words that are spelt out Gap filling task is developed on the
from a limited range of general and materials of the unit “Hot and
Healthy World curriculum topics cold”. Learners listen to the talk on
weather forecast twice. Teacher
works with learners before the
recording starts. Teacher says 4
1 4
words: windy, lightning, snowy,
cloudy and learners spell them.
Learners should not see the words.
Then learners listen to the talk,
identify the appropriate word and
fill in the gap.
Reading 4.3.5.1 Understand the main points of True / False task is developed on
short simple texts on a limited range of the material of the unit “Healthy
familiar general and some curricular World”.
2 5
topics by using contextual clues. Learners read the text to identify
the main points in it. They write
True and False near the sentences.
Writing 4.4.5.1 Link with some support sentences Matching task is developed on the
using basic coordinating connectors material of the cross curricular unit
4.5.16.1 Use conjunctions and, or, but, “Hot and Cold”. Learners use the
3 4
because to link words and phrases parts of the sentences and match
them to make up a sentence with
the correct conjunction.
Speaking 4.S6 Take turns when speaking with Open ended task is developed on
others in a growing range of short, basic the material of the cross curricular
exchanges 4 unit “Healthy World”. Learners 5
talk to each other, share ideas, ask
and answer the questions.
Total 18
36
4. Sample questions and mark scheme
Task 1. Listen to the conversation carefully and complete the sentences. You will listen to the
recording twice.
Go to the following link to listen information: https://www.youtube.com/watch?v=x2ZAYPGz7bs
The teacher with learners spell the words aloud before listening task performance.
Don’t show these words to the learners.
w-i-n-d-y l-i-g-h-t-n-i-n-g s-n-o-w-y c-l-o-u-d-y
Reading
[5]
Writing
Task 3. Link the sentences. Fill in the gaps with connectors so, or, because, and. Use each
connector only once.
[4]
37
Speaking
Task 4. Work in pairs. Choose ONE picture. Look at the picture and talk to your classmate about
it. Describe the picture, ask and answer questions.
Example:
Student 1: -What can you see in the picture?
Student 2: - I can see a Zoo in the picture.
Student 1: - Do you like to go to the Zoo?
Student 2: - I like to go to the zoo to watch animals and birds.
Student 1: - What animals are there in the Zoo?
Student 2: - There are many different animals there.
[5]
Total marks____/18
38
Mark scheme
Additional
Task № Answer Mark
information
1.lightning 1
1 2. snowy 1
4. windy 1
5. cloudy 1
1. False 1
2. True 1
2 3. False 1
4. False 1
5. True 1
1. When it is raining people wear raincoats or 1 The learners
take an umbrella. should write
2. We put on warm coats and mittens because we 1 appropriate
3 are going to make a snowman. conjunctions to
3. It is very hot today so we are wearing T-shirts, 1 match two halves
shorts and sandals. of the sentence.
4. It is cool and wet in autumn and sometimes it 1
can be windy and foggy.
Total marks 13
Additional
Description Mark
information
The learner describes the picture. He/ She can express ideas in 3-4
short sentences, ask and answer 2-3 questions correctly. The speaker 5
understands the questions and gives meaningful answers.
The learner describes the picture in short. He/ She can express ideas
in 2 -3 short sentences, asks and answers 1-2 questions correctly. The
speaker is not confident and sometimes misunderstands the questions, 3-4
gives short answer.
The learner has problems to describe the picture. He/ She can’t
express ideas without help, can ask and answer 1 question correctly. 1-2
The speaker makes mistakes, says only 1 or 2 sentences or even
phrases.
39
long winter day. While in South America the weather is hot and sunny. Everybody is
enjoying their summer holidays. In some parts of Europe the temperature is cool. It will be
very windy. It's like fall but today in Asia the weather is cloudy and warm. Everybody
wants spring. Tonight in America the weather is overcast and rain is possible. And that's the
world weather forecast for tonight. Brian Landers reporting.
- All right, sweetie. Have you heard the news?
- Yes, mom.
- Well tonight it might rain. Let's go to bed early.
- Are you sleeping now, honey?
- No, not really.
- I am just scared of thunder and lightning.
- All right.
- Let's go to bed then.
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 (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.
Always tell the learners that they have 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.
40
SUMMATIVE ASSESSMENT TASKS FOR TERM 4
Summative Assessment for the cross curricular unit «Journey into Space»
Listening
Task 1. Listen to the text. Write True or False next to the sentence. You will listen to the recording
twice.
Go to the following link to listen information: https://listenaminute.com/p/planets.html
1. Our planet looks so beautiful from space. ________________
2. Mercury is pretty much the same as Venus. ________________
3. Rings give Saturn an extra special look. ________________
4. Now Pluto is a planet. ________________
5. Scientists have decided there are 10 planets in our solar system. ________________
Speaking
How did all the planets get there? How is it only our planet has life? Will we ever travel to
other planets? I often think about these questions. I think our planet is the best. It looks so beautiful
from space with its mixture of blue and green. The other planets look too strange to me. Mercury is
just a red, hot ball, pretty much the same as Mars. Saturn looks like a real planet. Its rings give it an
extra-special look. The other planets don’t look that interesting. I don’t really know much about
Venus, Neptune, Uranus and Jupiter. When I was at school, we learnt that Pluto was a planet.
However now it is not. Scientists have decided there are now only eight planets in our solar system
and not nine. I wonder why they dropped Pluto.
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Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Journey into Space»
Identify the general ideas of short Experiences challenges in Makes some mistakes in Develops the task fully. Confident
simple stories with support identifying the general ideas in identifying general ideas of the in identifying general ideas of the
the narrative. Answers few narrative. Answers some of the narrative. Answers most of the
questions correctly. questions properly. questions correctly.
Answer the questions appropriately Has trouble in answering Makes some mistakes in Performs the task fully. Answers
Use adjectives [comparative and questions, using degrees of answering questions. Uses most of the questions correctly.
superlative] to describe things comparison of adjectives adjectives to compare and Uses degrees of comparison of
Use possessive adjectives [comparative and superlative] describe things with mistakes. adjectives [comparative and
Make comparisons using simple while describing things. Uses some degrees of comparison superlative] while describing things
one-syllable and some two-syllable of adjectives [comparative and appropriately.
adjectives (comparative and superlative] while describing
superlative) things.
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Summative Assessment for the cross curricular unit «Machines»
Learning objectives 4.3.6.1 Understand with some support some specific information
and detail in short, simple texts on a growing range of
general and some curricular topics
4.4.4.1 Write with support a sequence of short sentences in a
paragraph to give basic personal information
Assessment criteria • Identify the detailed information in short simple texts
with some support
• Give basic personal information using short sentences
• Organise short sentences in a paragraph with support
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Reading
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Writing
Task 2. Choose ONE object. Write 6 sentences about it. Use the picture and questions to write a
paragraph.
1. 2. 3.
1. What is this?
2. Is it new or old?
3. What do you use it for?
4. Is it fast or slow?
5. How often do you use it?
6. What do you think about it?
Example:
This is my smart phone. It is new and modern. I use it to call my friends, take photos. It is
very fast. I use it every day and very often. I like my phone very much it makes me happy.
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Rubrics for providing information to parents on the results of
Summative Assessment for the cross curricular unit «Machines»
Identify the detailed Experiences challenges in identifying Makes some mistakes in identifying Develops the task fully. Confident in
information in short the detailed information in short the detailed information in short identifying the detailed information in
simple texts with some simple text. Marks few of the simple text. Marks some of the the text. Marks most of the answers
support sentences for True and False answers for True and False for True and False information
information correctly. information appropriately. correctly.
Give basic personal Experiences some problems in Covers the task. Makes some Adresses the task fully. Makes up full
information using short making up sentences. Makes spelling mistakes in making up sentences. Has sentences intelligibly organising
sentences mistakes while writing the sentences. a few spelling mistakes or mistakes in them in a pargarph. Spells variety of
Organise short sentences organising a paragraph. words correctly.
in a paragraph with
support
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SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4
2. The document defining the content of the Summative Assessment for term
The Subject Programme for «The English language» for 1-4 grades of primary education on
the updated content.
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Characteristic of tasks for summative assessment for term 4
Cross
Strand Learning objective Task № Task description Total marks
curricular unit
Journey into Listening 4.1.6.1 Understand some specific information 1 Gap filling task is developed on the 4
Space and detail of short supported talk on an material of the cross curricular unit
increasing range of general and some “Machines”. Learners listen
Machines curricular topic to the dialogue twice, identify the
detail and fill in the gap with the
correct word.
Reading 4.3.2.1 Read and understand with some 2 Multiple choice task is developed on 5
support short simple fiction and non-fiction the material of the unit “Journey into
texts Space”.
Learners read the text and complete
the task. There are 8 sentences.
Learners should choose only 5
sentences, which are related to the
text. 3 sentences are extra.
Writing 4.4.8.1 To include appropriate use of full 3 Open ended task is developed on the 4
stops and question marks, at sentence level material of the unit “Journey into
with some accuracy when writing Space”.
independently Learners make up 4 sentences
4.5.12.1 Use adverbs of time and frequency: answering the questions. They can
sometimes, often, always, never to indicate use the words and adverbs given to
when and how often; begin to use simple them. They should put a full stop at
adverbs of manner e.g. well, badly; use the end of the sentences.
common –ly manner adverbs to describe
actions e.g. slowly, quickly
Speaking 4.2.1.1 Make basic statements which provide 4 Open ended task is developed on the 5
information on an increasing range of general material of the cross curricular unit
and some curricular topics “Machines”.
Learners tell about different
machines, describe them, tell how it
moves, when and how it can be used.
Total 18
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4. Sample questions and mark scheme
Task 1. Listen to the story very carefully. Write the missing words into the sentences.
Go to the following link to listen information:
http://learnenglishkids.britishcouncil.org/en/short-stories/eric-the-engine Note! Stop at 1:09!
Reading
Writing
Task 3 . Write 4 sentences about Bob the astronaut’s daily routine. Put punctuation marks. Use
questions and adverbs sometimes, often, always, never.
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You may use the words: do exercises; make an experiment; fix things; go on a spacewalk; watch
the planets; talk to a friend, sometimes, often, always, never, well, badly, slowly, quickly.
Example:
Question: - What does/doesn’t Bob do in the morning?
Answer: - Bob never does his morning exercises badly.
1.______________________________________________________________________________
2.______________________________________________________________________________
3.______________________________________________________________________________
4.______________________________________________________________________________
[4]
Speaking
Task 4. Choose ONE picture and tell about this machine. Name the machine, describe it, and tell
what it can do, how it moves, where or how we can use it.
[5]
Total marks____/18
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Mark scheme
Additional
Task № Answer Mark
information
1 1. storm 1
2. train 1
3. stronger 1
4. friends 1
2 2. The spacecraft was strange. 1
4. Tom and Sam took part in Alien Olympics. 1
5. Tom and Sam won medals. 1
7. The time on the planet was fun. 1
8. They flew back home. 1
3 answers questions 1
Each correct
uses appropriate punctuation marks 1
sentence should be
uses adverbs: sometimes, often, always, never 1
counted 1 point.
uses grammatical structures 1
Total marks 13
Additional
Description Mark
information
The learner names and describes the machine, tells how it moves and 5
works and where it can be used. He/ she can express ideas in short
sentences. The speaker uses adverbs and words correctly.
The learner describes the machine in short, tells how it moves and 3-4
works and where it can be used. He/ She can express ideas, but makes
some mistakes. The speaker is not confident using adverbs.
The learner has problems describing the machine, telling how it 1-2
moves and works and where it can be used. He/ She can’t express
ideas without help. The speaker makes mistakes using adverbs and
words. He/she can say only 1-2 sentences or even some phrases.
One day there was a big storm. Lightning struck a mountain and a huge rock rolled onto the
train line.
Seagull saw what happened. He called his friends: Rabbit, Fox and Mouse.
‘We must move it. The 10:15 London train will be here in one hour,’ said Rabbit.
The animals tried to move it. They pushed and pushed but it would not move.
‘I know,’ said Fox. ‘Let’s get Eric the Engine. He’s stronger than all of us.’ ‘There’s no time,’
said Mouse. ‘I’ll get him,’ shouted Seagull. ‘Help! There is a rock on the train line and the London
train is coming very soon.’
Eric tooted his whistle and called his friends. All the engines gathered around. Eric was big
and strong but not very fast. He asked the express trains to go ahead. ‘You go first. Then you,’ said
Eric, and he sent his friends ahead. ‘I’ll follow you.’
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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 (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.
Always tell the learners that they have 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.
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