Possible questions for discussion.
ь What can you see on the picture?
ь Is it a city or a country?
ь How many animals can you see on the farm?
ь Can you name some animals?
9
ь What do people do in villages?
ь Do you want to live in a village? Why? / Why not?
10
| Assessment criteria | Task | Descriptor | Mark | |
| A learner | ||||
| Identify the main ideas in | 1. chooses ‘farm friends’; | 1 | ||
| extended talk with some | 1 | 2. chooses ‘a bad animal; | 1 | |
| support. | ||||
| 3. chooses ‘friendly’; | 1 | |||
| 1. writes ‘Cat’; | 1 | |||
| 2 | 2. writes ‘Dog’; | 1 | ||
| 3. writes‘ Man/farmer’; | 1 | |||
| Provide a point of view in | expresses his/her opinion in discussion clearly; | 1 | ||
| conversations and | ||||
| answers the questions properly; | 1 | |||
| discussions | ||||
| uses vocabulary words appropriately; | 1 | |||
| Retell extended stories and | 3 | |||
| conveys ideas clearly; | 1 | |||
| episodes on a given topic. | ||||
| speaks with clear pronunciation of words. | 1 | |||
| uses grammatically correct sentences in speech; | 1 | |||
| Total marks | 12 |
Rubrics for providing information to parents on the results of Summative
Assessment for the unit “Our countryside”
Learner’s name______________________________________________
| Assessment criteria | Level of learning achievements | |||||||||||||
| Low | Middle | High | ||||||||||||
| Identify | the | main | Experiences | Experiences some | Properly identifies | |||||||||
| ideas | in | extended | difficulties in | difficulties in identifying | the main points of | |||||||||
| talk | with | some | identifying the main | the main points of the | the talk while | |||||||||
| support. | points of the talk. | talk. Makes mistakes in | listening. | |||||||||||
| Chooses most of the
| answers: Farm friends/ A | Completes the tasks | ||||||||||||
| answers incorrectly. | bad animal/ friendly/ Cat/ | correctly with proper | ||||||||||||
| Completes most of the | Dog/ Man or farmer. | spelling of words. | ||||||||||||
| sentences | ||||||||||||||
| inappropriately. | ||||||||||||||
|
| ||||||||||||||
| Provide a point of | Experiences | Experiences some | Accurately provides | |||||||||||
| view in | difficulties in | difficulties in providing a | a point of view in | |||||||||||
| conversations and | providing a point of | point of view in | discussion and | |||||||||||
| discussions. | view in discussion and | discussion / in asking | answers a variety of | |||||||||||
| Retell extended | in asking and | questions on topic/ in | questions. Uses | |||||||||||
| stories and episodes | answering a variety of | answering a variety of | topical vocabulary | |||||||||||
| on a given topic. | questions. Tries to tell | appropriate questions/ in | and grammatically | |||||||||||
| episodes on topic. | using topical vocabulary | correct sentences | ||||||||||||
| Pronounces most of | accurately and | accurately. | ||||||||||||
| the words unclear. | grammatically correct | Clearly presents | ||||||||||||
| Uses many | sentences. Gives some | episodes on topic. | ||||||||||||
| grammatically | inaccuracies in episodes | Pronounces most of | ||||||||||||
| incorrect sentences | on topic. Pronounces | the words clearly. | ||||||||||||
| and inappropriate | some of the words | |||||||||||||
| vocabulary.
|
| clearly. | ||||||||||||
| 11 | ||||||||||||||
Transcript for listening task.
The chicken and the duck were friends. They lived on a farm. They walked around together. They swam in the pond together. They talked about many things. They talked about the cat. They thought the cat was tricky. They thought the cat was dangerous. The cat looked at them a lot. They didn't trust the cat. "We must always keep our eyes open when the cat is around," they both agreed. They talked about the dog. The dog was very friendly. The dog wanted to play. The dog had lots of energy. It barked a lot. It ran around a lot. They both liked the dog. They talked about the farmer. The farmer brought them food. The farmer took care of them. The farmer took care of all the animals. He fed the cow. He fed the pig. He fed the goat. He fed the sheep. He fed the rabbit. They liked the farmer. He took good care of everyone. He was a nice man. "Farmers are good," said the chicken. "We need farmers," said the duck.
12
Summative assessment for the unit “Drama and Comedy”
Learning objectives
6.4.2.1 (6.R2) Understand independently specific information and
detail in short, simple texts on a limited range of general and curricular
topics
6.5.2.1 (6.W2) Write with some support about real and imaginary past
events, activities and experiences on a limited range of familiar
|
|
|
general topics and some curricular topics
6.5.5.1 (6.W5) Develop with support coherent arguments supported
when necessary by examples and reasons for a limited range of written
genres in familiar general and curricular topics
6.6.15.1 (6.UE15) Use common verbs followed by infinitive verb /
verb + ing patterns; use infinitive of purpose on a limited range of
familiar general and curricular topics
Assessment criteria
· Find particular facts and parts in short simple texts
· Write sentences about real and imaginary past events, activities
and experiences with support
· Write coherent arguments with support
· Give examples and reasons to support arguments
· Differentiate between the usage of infinitive and gerund forms
and infinitive of purpose after common verbs
Level of thinking skills
Application
Higher order thinking skills
Duration
20 minutes
Reading
Task 1. Read about a famous movie’ Life of Pi’ and do the task below.
Life of Pi
When Pi is 16, his family decides to close the zoo and move to Canada. They sell some of the animals to zoos in North America and the family takes the animals with them on a ship to Canada. On the way, there is a terrible storm and the ship sinks. Pi finds himself in a lifeboat with a hyena, zebra, orang-utan and a tiger. When he sees the animals, Pi is scared and he jumps into the ocean. Then he remembers there are sharks in the ocean and he climbs back into the lifeboat.
Pi and the tiger spend 227 days in the lifeboat. They live through terrible storms and are burnt by the Pacific sun. They are often hungry and ill. Sometimes, Pi is happy and hopeful, but sometimes he feels sad and lonely. Finally, they arrive at the coast of Mexico, but you will have to read the book to find out what happens in the end!
| Circle True or False for these sentences. | |||
| 1. | Pi moves to Canada in 16. | True | False |
| 2. | Pi is scared when he sees the animals in the lifeboat. | True | False |
| 3. | Pi fights with a big shark. | True | False |
| 4. | At the end they land in the USA. | True | False |
| 13 | |||
Writing
|
|
|
Task 2. Look at the facts about afamous cartoon ‘Rio 2’. Write2 paragraphs using theinformation below.
General Information:
Directed by - Carlos Saldanha
Starring - Anne Hathaway, Jesse Eisenberg
Production company - 20th Century Fox Animation
Music by - John Powell
Release date - March 20, 2014
Running time - 101 minutes
Country - United States
Language - English
Tips for writing:
1. Write one sentence about this cartoon (Use structures as I like (to watch) and I would like (to tell).
2. Write general facts about the cartoon.
3. Write about actors, music and the country of production.
4. Include information about company production, release date, running time and language.
5. Recommend this cartoon to your friends.
14
| Assessment criteria | Task | Descriptor | Mark | |
| A learner | ||||
| Find particular facts and parts in | 1. chooses ‘True; | 1 | ||
| short simple texts. | 1 | 2. chooses ‘True’; | 1 | |
| 3. chooses ‘False’; | 1 | |||
| 4. chooses ‘False’; | 1 | |||
| Write sentences about real and | writes strong lead sentence using given | 1 | ||
| imaginary past events, activities | structure; | |||
| and experiences with support. | provides evidence and/or reasons on topic; | 1 | ||
| Write coherent arguments with | presents ideas clearly; | 1 | ||
| support. Give examples and | 2 | |||
| writes grammatically correct sentences; | 1 | |||
| reasons to support arguments. | ||||
| includes general information on topic; | 1 | |||
| Differentiate between usage of | ||||
| infinitive and gerund forms and | uses linking words properly. | 1 | ||
| infinitive of purpose after | ||||
| common verbs. | ||||
| Total marks | 10 |
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Drama and comedy”
Learner’s name______________________________________________
| Assessment criteria | Level of learning achievements | |||||||||||
| Low | Middle | High | ||||||||||
| Find particular facts | Experiences | Experiences some | Confidently identifies | |||||||||
| and parts in short | difficulties in | difficulties in | facts and parts while | |||||||||
| simple texts. | identifying facts | identifying facts while | reading. Chooses | |||||||||
| and parts while | reading. | appropriate True and | ||||||||||
| reading. Chooses | Makes some mistakes | False answers with | ||||||||||
| inappropriate True | in True and False | minor mistakes. | ||||||||||
| and False answers. | answers. |
|
| |||||||||
| Write sentences about | Experiences | Experiences some | Writes a 2- paragraph | |||||||||
| real and imaginary past | difficulties in | difficulties in writing a | story, making | |||||||||
| events, activities and | writing a 2- | 2-paragraph story/ in | coherent sentences | |||||||||
| experiences with | paragraph story, in | making coherent | and producing | |||||||||
| support. | making coherent | sentences / in | grammatically correct | |||||||||
| Write coherent | lead sentence and | producing | sentences with gerund | |||||||||
| arguments with | producing | grammatically correct | and infinitive. Gives | |||||||||
| support. Give examples | grammatically | sentences with | evidence and reasons | |||||||||
| and reasons to support | correct sentences | infinitive and gerund. | on topic. Presents | |||||||||
| arguments. | with gerunds and | Makes mistakes in | ideas clearly. | |||||||||
| Differentiate between | infinitives, in | providing general facts | ||||||||||
| usage of infinitive and | providing evidence | about cartoon/ in | ||||||||||
| gerund forms and | and reasons. | explaining ideas about | ||||||||||
| infinitive of purpose | actors, music and place/ | |||||||||||
| after common verbs. | in expressing opinion | |||||||||||
| about the film. | ||||||||||||
| 15 | ||||||||||||
TERM 3
Summative assessment for the unit “Our Health”
Learning objectives
6.2.7.1 (6.L7) Recognise the opinion of the speaker(s) in supported
extended talk on a limited range of general and curricular topics
6.3.5.1 (6.S5) Keep interaction going in longer exchanges on a range of
general and curricular topics
6.3.7.1 (6.S7) Use appropriate subject-specific vocabulary and syntax
to talk about a limited range of general topics, and some curricular
topics
Assessment criteria
· Identify the position of speakers in an extended talk with support
· Communicate with others in longer conversation on familiar
topics
· Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Level of thinking skills
Application
Higher order thinking skills
Duration
20 minutes
Listening
Task 1.Listen to the talk twice and circle the correct answer.
Go to this link to listen: https://listenaminute.com/h/health.html.
Transcript can be found after the rubrics.
1. When he was a kid he______________.
A) trained a lot
B) never did any exercising
C) was good at sports
2. He was lucky because ___________.
A) he was young
B) he got cold
C) he was healthy
3. He thinks when people become older they__________.
A) have better health
B) worry about health
C) need medication
4. In his opinion, a good thing is that___________________.
A) he eats healthier food
B) he ate healthy food before
C) he does not care about food
5. Now he sleeps __________________________.
A) less
B) more
C) better
16
Speaking
Task 2. The learners are arranged in pairs.
It is a two-way conversation. You have 1 minute to prepare and 2 minutes to talk on the topic.
You should:
· Give own opinion (agree/disagree)
· Ask and answer questions (at least two questions)
· Use topical vocabulary
· Explain your answers
The following questions will help you organize the speech:
· What is your favourite sport? Why?
· What types of sport are popular among your friends?
· How do you try to keep fit?
· What do you think are the best tips for a long and healthy life?
Learner’s possible answer:
- My favourite sport is football. I like football since my childhood because it is a team work. Going in for sports helps me to be sporty and keep fit. Also in my opinion, it is important to have healthy food and be active. What about you?
17
| Assessment criteria | Task | Descriptor | Mark | ||
| A learner | |||||
| Identify the position | 1. circles | A; | 1 | ||
| of speakers in an | 2. circles | C; | 1 | ||
| extended talk with | 1 | 3. circles | B; | 1 | |
| support. | 4. circles | A; | 1 | ||
| 5. circles | B; | 1 | |||
|
| |||||
| Communicate with others in | asks grammatically correct questions; | 1 | |||
| longer conversation on | |||||
| answers 2 questions appropriately; | 1 | ||||
| familiar topics. | |||||
| expresses agreement/disagreement; | 1 | ||||
| Apply topic related | 2 | ||||
| vocabulary in speech | uses topic related words accurately; | 1 | |||
| appropriately arranging | |||||
| pronounces words clearly. | 1 | ||||
| words and phrases into well- | |||||
| formed sentences. | |||||
| Total marks | 10 | ||||
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