Суммативное оценивание за четверть по иностранному языку

ENGLISH PLUS

(BEN WETZ, DIANA PYE)

OXFORD PRESS

Summative Assessment for Unit

English

Grade 6

(Methodological Recommendations)

Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

Methodological recommendations are designed for secondary school teachers, school administrations, educational departments’ seniors, regional and school coordinators in 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.

Content

TERM 14

Summative assessment for the unit «Our Class»4

Summative assessment for the unit “Helping and Heroes”8

TERM 212

Summative Assessment for the unit “Our Countryside”12

Summative Assessment for the unit “Drama and Comedy”17

TERM 321

Summative Assessment for the unit “Our Health”21

Summative Assessment for the unit “Holidays and Travel”24

TERM 427

Summative Assessment for the unit “Our Neighbourhood”27

Summative Assessment for the unit “Transport”30

TERM 1

Summative assessment for the unit «Our Class»

Learning objective

6.2.6.1 Deduce meaning from context in supported extended talk on a range of general and curricular topics

6.3.3.1 Give an opinion at sentence and discourse level on an increasing range of general and curricular topics

6.3.2.1 Ask simple questions to get information about a growing range of general topics

Assessment criteria

Figure out the content of a conversation with some support in extended talk

Make up sentences giving personal information and information about others

Make up simple interrogative sentences to get information about the topic

Level of thinking skills

Knowledge and comprehension

Higher order thinking skills

Duration

20 minutes

Listening

Task 1. Listen to the dialogue between Mom and her son and mark sentences True or False.

1. Tom doesn't know how to start studying. True False

2. Tom's mum thinks that music helps people study. True False

3. Tom puts the dog outside. True False

4. Tom's mum recommends having a sandwich on the desk. True False

5. Tom doesn't want to turn off his phone at first. True False

6. Tom needs the internet to study. True False

7. Tom's going to turn off his messages. True False

8. Tom thinks his mum has helped him. True False

Speaking

Task 2. Ask 3 questions to your partner. Listen to him and then swap the roles.

Learners work in pairs. Firstly, one learner answers the questions the second learner assesses him /her against the criteria. Then they swap the roles. Teacher decides and includes in the Assessment sheet what vocabulary will be checked in this speaking task.

Student 1

What subjects do you like most?

Are there any subjects that you do not like? Why you do not like them?

What subjects do you think are the most useful in life?

Your own question

Student 2

What do you like doing in your free time?

How much time do you have every week?

Is there any hobby or sport you would like to try?

Your own question

Link for listening:

http://learnenglishteens.britishcouncil.org/skills/listening/elementary-a2-listening/taking-notes

Transcript for listening task:

Tom: I don't know what to do. I start off studying but I always end up doing something else.

Mum: I’ll help you but please listen to me.

Tom: Of course! Go on!

Mum: Now first, you need to take away all of the things that stop you working.

Tom: What do you mean?

Mum: First, turn off your music. Music doesn’t help you study.

Tom: OK. No music.

Mum: And put the dog outside!

Tom: What?

Mum: Well, every time the dog goes into your room, you stop studying to pat it. Spot stops you

working!

Tom: OK. Bye, Spot!

Mum: Have an apple and a glass of water on your desk before you start. Here you are.

Tom: Why?

Mum: Because then you don’t need to go to the kitchen for something to eat or drink.

Tom: OK.

Mum: Turn off your phone.

Tom: No way!

Mum: Yes. It stops you working. If you turn it off, it’s easier to concentrate. You can read your

messages later.

Tom: OK, but I can’t turn off the internet on my computer. I need it to look up information.

Mum: OK, but you can turn off your instant messages.

Tom: I know! Mum?

Mum: Yes?

Tom: Thanks.

Assessment criteria

Task

Descriptor

Mark

A learner

Figure out the content of a conversation with some support in extended talk

Figure out the content of a conversation with some support in extended talFigure out the content of a conversation with some support in extended talk

1.chooses True;

2.chooses False;

3. chooses False;

4.chooses False;

5. chooses True;

6. chooses True;

7. chooses True;

8. chooses True.

Make up sentences giving personal information and information about others

Make up simple interrogative sentences to get information about the topic

uses at least 5 words on the topic “Our class”;

speaks with no long pauses;

asks 3 grammatically correct questions;

answers 3 questions accurately.

Total marks

Rubrics for providing information to parents on the results of Summative Assessment for the unit “Our Class”

Learner’s name______________________________________________

Assessment criteria

Level of learning achievements

Low

Middle

High

Figure out the content of a conversation with some support in extended talk.

Experiences difficulties in figuring out the content of the dialogue.

Experiences some difficulties in figuring out the content of the dialogue. Makes mistakes in answers:

1.chooses True;

2.chooses False;

3. chooses False;

4.chooses False;

5. chooses True;

6. chooses True;

7. chooses True;

8. chooses True.

Correctly figures out the content of the dialogue. Answers most of the questions correctly.

Make up sentences giving personal information and information about others.

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

Experiences difficulties in interaction, expressing basic personal information and in asking and answering the questions.

Experiences some difficulties in interaction / expressing basic personal information/ asking questions/ answering the questions/ using proper topical vocabulary in his or her speech/ pronouncing words and phrases clearly.

Answers most of the questions appropriately.

Confidently communicates with a partner, clearly expresses basic personal information with almost no pronunciation errors, correctly asks and answers the questions.

Name_________________ Grade_________________

Summative assessment for the unit “Helping and heroes”

Learning objective

6.4.9.1 Recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics

6.5.8.1 Spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics

Assessment criteria

Identify the difference between fact and opinion in short texts

Write high-frequency topic related words accurately

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills

Duration

20 minutes

Reading

Task 1. Read the text and write Fact or Opinion according to the text.

My choice of hero isn’t very original, I’m afraid, but he’s the person I would most like to have met: John Lennon. He died a long time before I was born, and his most famous songs were written long before that, but when I listen to his music I really feel as if he’s speaking to me personally. I love the whole range of the Beatles’ music, from the early pop songs to the very experimental music at the end of their time as a group. John Lennon was the most innovative writer in the Beatles and he continued to create exciting music when he left and went solo. It’s amazing that the song Imagine, written in 1971, is still incredibly popular after all this time. It’s about a world where everyone can be equal, a world with no wars, no divisions between countries, no greed, no hunger, no material possessions ... It was awful that he was killed in 1980 when he was only 40. I wonder what he would be doing if he was alive now.

1. John Lennon is the person people would most like to meet. _____________

2. John Lennon’s songs are famous. ______________

3. While singing John Lennon looks like speaking with you. ______________

4. Beatles’ music is very popular. ______________

5. Song Imagine was written in 1971. ______________

6. John Lennon was killed when he was only 40. ______________

Task 2. Write sentences about the family of Johnson.

Mrs. Jones _______________

Mr. Jones ________________

Mary ___________________

Assessment criteria

Task

Descriptor

Mark

A learner

Identify the difference between fact and opinion in short texts

1.writes ‘Opinion’;

2.writes ‘Opinion’;

3.writes ‘Opinion’;

4. writes ‘Fact’;

5.writes ‘Fact’;

6.writes ‘Fact’;

Write high-frequency topic related words accurately

writes ‘Mrs. Jones washes the clothes’;

writes ‘Mrs. Jones cleans the windows’;

writes ‘Mr. Jones hoovers /vacuums the carpets’;

writes ‘Mr. Johnson washes the car’;

writes ‘Mary dusts the furniture’;

writes ‘Mary mops the floor’.

Total marks

Rubrics for providing information to parents on the results of Summative

Assessment for the unit “Helping and heroes”

Learner’s name______________________________________________

Assessment criteria