This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
True/false task requires learners to identify whether the given information is true or false.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Transcript for listening can be found after the mark scheme for listening and reading.
The content of the summative assessment for the 4 term should be selected on topics “Sports” or/and “Holidays” for any strands.
Characteristic of tasks for summative assessment for the 4 term
Unit
Strand
Learning objective
*Total number of questions
*Quest ion №
*Type of question
*Task description
Time
Total marks
Sports. Holidays.
Listening
5.L8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics.
6
1
2
3
4
5
6
Gap filling
Each learner works individually. Learners listen to the recording twice and complete the gaps with suitable word and phrases.
Before the recording starts, learners have one minute to get familiar with the questions.
The task includes 6 questions.
10 minutes
6
Reading
5.R3 Understand the detail of an argument on a limited range of familiar general and curricular topics
6
1
2
3
4
5
6
True/False
Each learner works individually. Learners read the text and identify sentences for True or False statements using information from the text. Learners are expected to write True or False next to the sentences.
10 minutes
6
Writing
5.W4 Write with support a sequence of extended sentences in a paragraph to give basic personal information.
1
1
Open ended
Each learner works individually. Learners write a letter answering the given questions and providing personal information.
20 minutes
6
Speaking
5.S2 Ask simple questions to get information about a limited range of general topics
1
1
Open ended
Learners work in pairs.
Learners are given the topic for the discussion. They make up a dialogue by asking and answering the questions using words and expressions.
Each pair talks for 1-
2 minutes
6
TOTAL:
40 minutes
24
Note: *-sections that can be changed
Adopted from Methodological Recommendation for Summative Assessment English grade 5, p35.
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 4 grade 5
Listening
Task. Listen to the text and complete the sentences with ONE or TWO words. You will listen to the text twice.
Go to this link to listen: https://reallanguage.club/anglijskie-teksty-dlya-nachalnogo-urovnya/seasons-2
1. There are four
_____________________________________
[1]
2. After winter is
_____________________________________
[1]
3. Spring is followed by
_____________________________________
[1]
4. The sun shines
_____________________________________
[1]
5. We get a summer vacation
_____________________________________
[1]
6. Then, winter
_____________________________________
[1]
Total [6]
Reading
Task. Read the text and write True (T) or False (F) next to the sentences.
Hello, my name is Tom. I ’m 12. I live in Britain. I love my country and my family. My family and I go in for sport. I like to play cricket. I go to the stadium to play cricket with my friends. I can play cricket very well, but my favorite sport is tennis. I can play badminton too. My father can play rugby very well. My sister can play baseball. My mother plays tennis. My grandmother and grandfather can play volleyball. They are very nice and I love them. My friends like to play football. We have a football team at our school. My friends and I go to sports clubs in our school. Going in for sports help me to keep fit.
What sport do you like?
Write True or False next to the sentences.
1. Tom is not a pupil.
_________________
[1]
2. He is a good cricket- player.
_________________
[1]
3. Tennis is not his favorite sport.
_________________
[1]
4. He cannot play badminton.
_________________
[1]
5. His mother can play baseball.
_________________
[1]
6. His father can play rugby very well.
_________________
[1]
Total [6]
Writing
Task. Write a reply to a letter of your friend Max. Make a plan and answer the questions. The sample letter will help you to write.
Hello, dear friend Dosbol.
Thank you for your letter. In your letter you asked me to tell about Halloween. This is a very fun holiday. Children have parties and dressed in costumes .They knock on their neighbours’ doors and ask: ”Do you want “trick” or “treat?”. Give them “a treat”, money or sweets. They go away. Everyony tries to look scary on this day. Children wear masks and colorful costumes. It is a holiday for children in Britain.
Dosbol, describe, please, your national holiday Nauryz. When do you celebrate Nauryz? What do the children do on Nauryz? What is the popular food on Nauryz in your family?
Task. Work with your partner. Tell him about the sport. The following questions will help you to organize your speaking.
What kind of sport do you like? Why?
What is your favorite one? Why?
What is the most popular sport in your school?
Tips for speaking.
Have 1 minute to prepare and 2 minutes to talk on the topic;
Ask and answer questions;
Use topical vocabulary;
Explain your answers.
Total [6]
Total marks ____/24
Mark scheme Listening and Reading
№
Answer
Mark
Additional information
1.
2.
3.
4.
5.
6.
seasons
1
spring
1
the summer
1
brightly
1
from school
1
comes again
1
1.
2.
3.
4.
5.
6.
False / F
1
True / T
1
False / F
1
True / T
1
False / F
1
True / T
1
Total
12
Transcript for listening
There are four seasons. Winter is the cold season. It snows in the winter. The winds blow, and ice forms on the water. We play hockey on the ice. We play in the snow. After winter is the spring. That is when it begins to get warmer. Trees get buds on them Flowers start to bloom. It rains a lot in the spring. Spring is followed by the summer. It can get very hot in the summertime. The sun shines brightly. We go swimming in the summer. Many people go on vacations in the summer. We get a summer vacation from school. Summer is followed by the fall or autumn. The leaves on the trees change colours. They change from green to red, orange and brown. The leaves fall off the trees. The days get shorter. We go back to school in the fall. Then, winter comes again. The seasons follow one after each other.
Mark schemes for written and speaking were taken from Specification of Summative Assessment for term 4 grade 5 of the subject “English” (p.40-44)
Mark scheme Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark / Criterio n
Content (relevance and development of ideas)
Organization (cohesion, paragraphing and format)
Vocabulary (style and accuracy)
Grammar (style and accuracy) and Punctuation (accuracy)
6
All content is relevant to the task.
The register completely corresponds to the requirements of the task.
All content points are fully addressed and developed in a balanced way.
Uses a range of basic connectors correctly.
Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas.
The format is appropriate, but may be modified for a better reading experience.
Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional inappropriacies.
Has good control of word formation; may make occasional errors in producing less common word forms.
Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present.
May occasionally misspell less common lexical items.
Errors in word choice and/or spelling do not distort
meaning.
Writes short and extended simple and compound sentence forms correctly.
AND
May attempt some complex sentences, but they tend to be less accurate, including punctuation.
Errors in grammar and/or punctuation do not distort meaning.
5
All content is relevant to the task; insignificant content omissions may be present.
The register on the whole corresponds to the
requirements of the task; occasional and inconsistent misuse of register may be present.
Most content points are addressed, but their development may be slightly imbalanced.
Uses basic connectors correctly.
Uses paragraphs to separate ideas; most paragraphs
revolve around one idea or a
set of like ideas; the size of each paragraph may reflect imbalanced development of ideas.
The format is appropriate.
Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors.
Has good control of word formation; may make errors in producing less common word forms.
Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present.
May often misspell less common lexical items.
Errors in word choice and/or spelling do not distort
meaning.
Writes short and extended simple and compound sentence forms correctly.
Occasional errors in grammar and/or punctuation do not
distort meaning.
4
Most content is relevant to the task; insignificant content omissions may be present.
The register on the whole corresponds to the requirements of the task.
Most content points are addressed, but some content points may be more fully covered than others.
Uses some basic connectors, but these may be inaccurate or repetitive.
Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason).
The format is generally appropriate.
Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items.
Has good control of word formation; can produce common word forms correctly.
May make infrequent errors in spelling more difficult words.
Errors in word choice and/or spelling rarely distort
meaning.
Writes short and extended simple and some compound sentence forms correctly.
While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.
3
Some content is relevant to the task; significant content omissions may be present.
The register barely corresponds to the requirements of the task.
Only some content points, which are minimally
addressed.
Uses a very limited range of basic connectors correctly.
Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs).
The format may be inappropriate in places.
Uses basic vocabulary reasonably appropriately.
Has some control of word formation; can produce some common word forms correctly.
Makes frequent errors in spelling more difficult words,
but simple words are spelled correctly.
Errors in word choice and/or spelling distort meaning at
times.
Writes short simple sentence forms and most extended simple sentence forms correctly.
Errors in grammar and/or punctuation may distort meaning at times.
2
Severe irrelevances and misinterpretations of the task may be present.
Only few content points, which are minimally addressed.
May use a very limited range of basic connectors, and those used may not indicate a logical relationship between ideas.
Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line).
The format may be inappropriate.
Uses an extremely limited range of vocabulary.
Has very limited control of word formation; can produce a few common word forms correctly.
Makes many errors in spelling, including a range of simple words.
Errors in word choice and/or spelling distort meaning.
Writes only very short simple sentence forms correctly.
Frequent errors in grammar and/or punctuation distort meaning.
1
Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task.
Links are missing or incorrect.
Does not write in paragraphs at all (a script is a block of text).
The format is not appropriate.
Can only use a few isolated words and/or memorized phrases.
Has essentially no control of word formation; can barely produce any word forms.
Displays few examples of conventional spelling.
No evidence of sentence forms.
0
Does not attempt the task in any way.
OR
The response is completely irrelevant to the task.
OR
There is too little language to assess.
OR
Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and language), and then calculate a mean to give an overall total out of 6.
Mark / Criterio n
Development and Fluency
Language
6
Shows sustained ability to maintain a conversation and to make relevant contributions at some length.
Produces extended stretches of language despite some hesitation.
Can respond to change in direction of the conversation.
Pronunciation is intelligible*.
Intonation is appropriate.
Produces error-free simple sentences.
Attempts some complex grammatical forms, but may make errors, which rarely cause comprehension problems.
Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics.
5
Responds relevantly and at length which makes frequent prompting unnecessary, resulting in a competent conversation.
Produces mostly extended stretches of language despite some hesitation, although instances of using short phrases may be present.
Can generally respond to change in direction of the conversation.
Pronunciation is generally intelligible.
Intonation is generally appropriate
Produces error-free simple sentences.
Uses a range of appropriate vocabulary when talking about a range of general and curricular topics.
Occasional mistakes do not cause comprehension problems.
4
Attempts to respond to questions and prompts.
Produces responses which are extended beyond short phrases, despite hesitation.
Effort will need to be made to develop the conversation; only partial success will be achieved.
Pronunciation is mostly intelligible.
May not follow English intonation patterns at times.
Frequently produces error-free simple sentences.
Uses appropriate vocabulary to talk about a limited range of general and curricular topics.
Errors may cause comprehension problems.
3
Responses tend to be brief and are characterized by frequent hesitation.
Has to be encouraged to go beyond short responses and struggles to develop a conversation.
There is a lack of intelligibility of pronunciation, but it is unlikely
to impede communication.
May not follow English intonation patterns frequently.
Produces basic sentence forms and some correct simple sentences.
Uses a limited range of appropriate vocabulary to talk about a limited range of general topics.
Errors are frequent and may lead to misunderstanding.
2
Responses are so brief that little is communicated.
Barely engages in a conversation.
Pronunciation may cause some communication difficulty.
Does not follow English intonation patterns.
Attempts basic sentence forms, but with limited success.
OR
Heavily relies on apparently memorized utterances.
Uses a limited range of appropriate vocabulary to talk about a very limited range of general topics.
Makes numerous errors except in memorized expressions.
1
No communication possible.
Pronunciation and intonation patterns cause difficulty for even the most sympathetic listener.
Cannot produce basic sentence forms.
Can only produce isolated words and phrases or memorized utterances.
0
No attempt at the response.
OR
No rateable language.
*Speech deficiencies should not be considered as affecting intelligibility.
