Aim of the summative assessment

ENGLISH PLUS

(BEN WETZ, DIANA PYE)

OXFORD PRESS

Samples and specifications of Summative Assessment for term

on the subject “English” Grade 6

2018-2019

Aim of the summative assessment

A summative assessment is a formal method of testing student knowledge about a previously learned concept or unit of study. This type of evaluation is also commonly given at the end of the quarter, during the middle of the year and as a final exam. Summative assessments give the instructor an idea of how much content the students have retained and may use the results to determine effective learning and teaching techniques for the class.

Outcomes

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 the main ideas of texts on curricular topics; identifies essential facts distinguishing them from non-essential; understands details within the framework of familiar topics; formulates complex questions based on listening material in order to obtain additional information; deduces the meaning of listening material using context clues; identifies specific information within the framework of familiar topics; recognizes inconsistencies in arguments within the framework of familiar topics.

Speaking: A learner conveys the main ideas of a text within the framework of familiar topics logically organizing events; uses the formal and informal registers; presents information within the framework of familiar topics; predicts the content of a text using the heading, pictures, key words, extracts within the framework of familiar topics; asks simple and complex questions to obtain specific information; interacts with peers (in a pair, group) to fulfill learning tasks; compares and contrasts texts within the framework of familiar topics; expresses and opinion providing arguments.

Reading: A learner identifies the main ideas of texts and details in texts of a range of styles and genres within the framework of familiar topics; uses a range of information sources (reference materials, dictionaries, the Internet); recognizes specific information in a text and a range of styles and genres within the framework of familiar topics; predicts the content of a text using the heading, pictures, key words, extracts; identifies the attitude and opinion of the author; evaluates information from different texts.

Writing: A learner fills in tables, diagrams, schemes, questionnaires, forms; plans, writes, edits and proofreads texts within the framework of familiar topics; makes notes based on a text according to a communicative task; describes real and/or imagined events of the past, present, and future using the knowledge of topics studied before; links and coordinates sentences and paragraphs in a text within the framework of familiar topics; correctly uses punctuation in a text within the framework of familiar topics; creates texts of a range of styles and genres using appropriate rules and layout.

Use of English: A learner expresses him/herself using a good lexical range and variety of language with a generally high degree of accuracy. A learner develops ability to use a range of past, present and future forms and a wider range of modals.

Moderation and marking

As a rule 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.

Contents

Aim of the Summative Assessment for the term.. 3

Outcomes on the subject “English”, Grade 6. 3

Administration rules Moderation and marking. 4

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1. 5

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2. 21

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3. 27

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4. 36

Total marks- 24

Listening

Task

Listen to the conversation about the exam preparation and answer the questions. You will listen to the recording twice.

Visit this link for listening:

http://learnenglishteens.britishcouncil.org/skills/listening/intermediate-b1-listening/advice-exams

1. What does the teacher want the students to do?

___________________________________________________ [1]

2. What kind of a study place does the teacher suggest finding?

___________________________________________________ [1]

3. What are students advised to do?

___________________________________________________ [1]

4. Where can students do past exam papers?

___________________________________________________ [1]

5. What is important for the students?

___________________________________________________[1]

6. What is the teacher sure about the students?

___________________________________________________[1]

Total [6]

Reading

Task

Read the text and use the information in the text to complete the chart.

‘Heroes and sidekicks’

Sir Arthur Conan Doyle created Sherlock Holmes and his sidekick Doctor Watson in 1887. Holmes is an eccentric and untidy detective who smokes a pipe and shares a flat in London and solves mysteries with his assistant Dr. Watson. Dr. Watson is a reliable, ordinary man who has a moustache. Sherlock Holmes’s famous catchphrase is ‘Elementary my dear Watson’.

Wallace and Gromit were created for an animated comedy series, directed by Nick Park. Wallace is a good-natured, eccentric inventor, who loves eating cheese. Gromit is his pet dog, who is silent, but loyal and intelligent. Together they have lots of adventures. One of Wallace’s catchphrases is ‘’Cheese, Gromit!’’.

They are both 10-year-old boys, have yellow skin and go the same school but apart from that these friends from the TV show the Simpsons don’t have much in common. Milhouse is well behaved at school and he is a bit nerdy. Bart is cool, popular, and rebellious and he is always in trouble at school. His catch phrases include ‘Eat my shorts!’, ‘I didn’t do it.’ and ‘Ay caramba!’

Name	Appearance	Personality	Catchy phrase
Sherlock Holmes	1. [1]	eccentric and untidy	2. [1]
Wallace	loves eating cheese	3. [1]	4. [1]
Bart	5. [1]	cool, popular, and rebellious	6. [1]

Total [6]

Writing

Task Choose one of the topics below. Follow the tips for writing.

· Write about 45-65 words.

· Answer all the questions with appropriate details.

Topic 1 ‘Our class’:

ü Describe your best classmate

ü Tell about his/her personality ( what kind of person he or she is)

ü Tell about his/her appearance

ü Why he/she is your best friend

Topic 2 ‘Helping and Heroes’

ü Describe your favorite chore at home

ü Why you like doing it

ü How you help your parents

ü Why it is important to help people

Total [6]

Speaking

Task Work in pairs. Read the story and retell it to your friend. You have 1 minute to prepare and 2 minutes to talk. Firstly one tells the story then another.

Learner A

Andrew got down on his hands and knees. He put a dry sponge into the bucket. The bucket was full of soapy water. He squeezed the sponge. He scrubbed the kitchen floor. There were marks on the floor. There were spots on the floor. There was old food on the floor. He scrubbed the floor clean. Then he took the bucket into the bathroom. He poured the soapy water into the tub. The water went down the drain. He turned on the shower. He rinsed the tub. He turned the bucket over so it would dry. He washed his hands.

Learner B

She inspected the carpet for small items. She saw a paper clip and a rubber band. She picked them up. She put them into a little box on the kitchen counter. She plugged in the vacuum cleaner. She turned on the switch. The cat ran out of the room. She vacuumed the living room. She went back and forth. She was finished ten minutes later. The green carpet looked clean. She pulled the vacuum cleaner plug out of the wall socket. She put the vacuum cleaner back into the hall closet. The cat returned to the living room. It climbed onto the back of the sofa. It looked out the window at the birds.

Total [6]

Total marks_ /24

Mark scheme

Listening and Reading

Task№	Answer	Mark	Additional information
1 2 3 4 5 6	take notes	1	while she is speaking
	light	1
	select the important things	1	to learn
	at home	1	if they take photocopies
	keep hydrated	1
	do their best	1
1 2 3 4 5 6	smokes a pipe	1
	‘Elementary my dear Watson’	1
	good-natured, eccentric	1
	’Cheese, Gromit!’’	1
	he is always in trouble at school	1
	‘Eat my shorts!’, ‘I didn’t do it.’ and ‘Ay caramba!’	1

Total marks

Term 1

Transcript for listening task

Morning, everyone. Quiet, please. OK, I’m going to give you some advice to help you prepare for the exams next week. So make notes as I’m talking. Are you ready?

While you are studying, eat food that gives you energy. Don’t be tempted to eat sweets or drink cola. Sugar won’t help you study but fruit and cereals will. Apples are especially good. Find a comfortable place with plenty of light when you study. But not ‘too’ comfortable or you’ll fall asleep! Try and keep a positive mind. It is easier to study when you are positive and relaxed. If you start feeling anxious, have a break. Go out for a stroll around the block. Don’t try to learn everything. There isn’t time. Choose the ‘important’ things, the things that will get you most points in an exam. If you aren’t sure about this, ask me. First learn the main ideas and don’t worry too much about the details. If you have time, you can come

back later and read the details.

Make notes of these key points and read them, then cover them up and try to remember all the points. It might be boring, but repetition helps you to remember. Use past exam papers to study. They will help you understand what kind of questions come up. There are plenty of past exam papers in the library. You can photocopy them and take them home. Take regular breaks while you are studying. A five-minute break every half hour is usually enough. Get some fresh air and stretch your arms and legs. Drink a glass of water too. It’s important to keep hydrated. And, last but not least, good luck! I’m sure you will all do your best.

CRITERIA FOR MARKING WRITING* are the same for all the writing types and four terms respectively

Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a mean to give an overall total out of 6.

Criteria for Marking Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work using some of the criteria from each column. There is no need to take into account all the points of the criteria.

Mark / Criterion	Content: relevance, style and register, and development of ideas	Organization: cohesion, paragraphing, and format	Vocabulary and Spelling	Grammar and Punctuation: range and accuracy
6	All content is relevant to the task. The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. All content points are fully addressed and developed in a balanced way.	Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. 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 mistakes. 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.	Writes simple and compound sentence forms correctly and demonstrates some variety in length. 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 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 simple and compound sentence forms correctly, but does not demonstrate variety in length. 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 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 cohesive devices 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 simple sentence forms mostly 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 cohesive devices, 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 some 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. The response is completely irrelevant to the task. There is too little language to assess. Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.

Total marks- 24

Listening

Task

Listen to the conversation about a hummingbird.

Reading

Task Read the text about Robin Good and do the task below.

Centuries ago people loved to tell each other stories of Robin Hood. Later he became a famous character in books and films.

People have told stories about Robin Hood for more than 700 years.

Nobody knows if he was a real person or an invented character. In the legends, Robin was extremely intelligent and had a playful sense of humour. He loved playing tricks on people. The stories say that Robin Hood was a skilled archer and he always carried a bow and arrow. ‘Ha-ha, too easy!’ He wore green clothes and a hat with a green feather. He lived in Sherwood Forest with a group of outlaws, or criminals ‘Merry Men’. The group included Friar Tuck, Little John, who was unusually tall, and Maid Marian. Sherwood Forest was a royal hunting forest near Nottingham in England. Most people thought that forests were dangerous places to go. People travelling through the forests were often robbed by outlaws. ‘Your money, please, my Lord!’ The stories say that Robin Hood only took money from rich people so that he could give it to people who needed it. So he became famous for ‘robbing from the rich and giving to the poor’. The Sheriff of Nottingham was Robin’s arch-enemy. The Sheriff of Nottingham tried to catch Robin Hood, but never succeeded.

Character: Robin Hood

1. How he looks: _______________________ _______________________ _______________________ _______________________ [1]	2. His actions: _______________________ _______________________ _______________________ ______________________ [1]	3. His friends: _______________________ _______________________ _______________________ _______________________ [1]
4. His statements: _______________________ _______________________ _______________________ ______________________ [1]	5. His enemies: _______________________ _______________________ _______________________ _______________________ [1]	6. His place: _______________________ _______________________ _______________________ _______________________ [1]

Total _____[6]

Writing

Task Choose one of the topics below. Follow the tips for writing.

ü Write about 45-65 word.

ü Answer all the questions.

ü Use prepositions of time, location and direction.

Topic 1.Our countryside

Imagine that this is the place you live. Write how you travel to the book shop from your house/apartment.

· Where are you now?

· What is the name of the main street you take on the left and on the right?

· What places do you go pass?

· What side do you take at the round about?

· What street is the book shop you need?

Topic 2.Drama and comedy

Think about your last movie you watched and write some information about your experience.

· What is the title of the film?

· What genre is it?

· What is it about?

· Who stars in the film?

· Who plays the main role(s)?

· Who is your favourite character in the film? (Why?)

Total [6]

Speaking

Task

Firstly one learner asks questions and listens to the answers, and then the second does the same. Provide own experience on topics, using appropriate subject-specific vocabulary. You have 1 minute to prepare and 2 minutes to talk.

Learner A

1) Is your hometown a good place to live in? Why / Why not?

2) What is your favorite place in the countryside? Where is it located?

3) What is the most interesting part of your hometown/village?

4) What are the main tourist attractions in your home town / village?

5) Who are some of the famous actors and musicians in your country?

6) Who are some of your world favorite actors and actresses?

7) Who is your favorite actor?

8) Why do people like watching comedies?

Learner B

1) Do you live in a town or village?

2) Is it a good place to live? Why?

3) What is special about it?

4) What place there do you like best? Why?

5) Do you have a favourite animal TV show?

6) What is the name of this animal TV show?

7) Why do you like it?

8) Who do you usually watch it with?

9) How did you feel after watching it?

Total [6]

Total marks_ /24

Mark scheme

Listening and Reading

Task№	Answer	Mark	Additional information
1 2 3 4 5 6	B	1
	C	1
	A	1
	Fly backwards	1
	flower nectar	1
	Sugar water	1
1 2 3 4 5 6	extremely intelligent/had a playful sense of humour/ he always carried a bow and arrow/ wore green clothes and a hat with a green feather	1	In any order Any of the three or all together
	loved playing tricks on people/ was a skilled archer/ took money from rich people so that he could give it to people who needed it	1
	Friar Tuck/ Little John/ Maid Marian	1
	‘Ha ha, too easy!’/‘Your money, please, my Lord!’	1	In any order
	Sheriff of Nottingham	1
	Sherwood forest	1

Total marks

CRITERIA FOR MARKING WRITING* are the same for all the writing types and four terms respectively

Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a mean to give an overall total out of 6.

Mark / Criterion	Content: relevance, style and register, and development of ideas	Organization: cohesion, paragraphing, and format	Vocabulary and Spelling	Grammar and Punctuation: range and accuracy
6	All content is relevant to the task. The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. All content points are fully addressed and developed in a balanced way.	Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. 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 mistakes. 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.	Writes simple and compound sentence forms correctly and demonstrates some variety in length. 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 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 simple and compound sentence forms correctly, but does not demonstrate variety in length. 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 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 cohesive devices 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 simple sentence forms mostly 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 cohesive devices, 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 some 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. The response is completely irrelevant to the task. There is too little language to assess. Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.

Term 2

Total marks- 24

Listening

Task Listen to the story about the hungry dragon and do the task below.

Match the numbers and the food. Numbers 1 and 8 are done for you.

1. three	A. Sausages [1]
2. five	B. fish balls [1]
3. ten	C. plates of chicken and rice
4. twenty	D. plates of sticky rice [1]
5. fifty	E. plates of noodles [1]
6. twelve	F. sweet
7. six	G. meatballs [1]
8. one	H. puddings [1]

Total [6]

Reading

Task

Read the text. In answers provided, write no more than three names of the people speaking.

Are Brits really having ‘Staycations’ this summer?

Johnny: ‘I’m not going on holiday this year. My mortgage has just gone up and I can’t afford a holiday abroad. I’m going to go to Wales though for a friend’s wedding.’

Mary: ‘I’ve heard a lot about ‘staycations’ but I’m going on holiday like I do every year. I always go to Spain for a week as normal. You just can’t trust the British weather! ’

Nicole:’ I’m not going on holiday this summer, but not because of the economic crisis. I want to help the environment. It’s crazy that everyone is flying around the world when there are beautiful places to visit here in our own country.

Steve: ‘Staycations?! What a lot of rubbish in this trend! People are still going on holidays. It’s cheaper to get a flight and leave Britain than to stay here for your holidays. I’m going to get a cheap flight somewhere and have a real break.’

Michael: ‘I’m staying at home this year. I want to spend my holiday getting organised, painting, decorating etc. I think we should learn to enjoy what we have close to home. If everyone travelled less the world would be a lot simpler.’

Angelina: ‘We’re going to go on holiday to the south of Portugal as normal. The risk with staying in the UK is that you’ll have terrible weather. I mean, a holiday in the rain just isn’t as much fun as being somewhere hot, is it?

1. Which listeners are going to have staycations?

_____________________________________________________________________[1]

2. Which listeners are going on their normal holidays?

_____________________________________________________________________[1]

3. Who has ‘staycations' because of economic crises?

_____________________________________________________________________[1]

4. Who doesn't believe in the ‘staycations' trend?

_____________________________________________________________________[1]

5. Who believes that to have a good holiday you have to have good weather?

_____________________________________________________________________[1]

6. Who is sure that the world would be simpler if people travelled less these days?

_____________________________________________________________________[1]

Total [6]

Writing

Task

Choose one of the topics below. Follow these tips for writing.

ü Write a postcard for about 45-65 words

ü Follow the structure of a postcard (salutation, main body, ending, good bye)

ü Give your own opinion supported by examples

ü Write a well-structured paragraph with a good choice of vocabulary

Topic1.Our Health

One of the typical dishes in the UK is roast beef. The beef is cooked in the oven with roast potatoes and served with vegetables and a tasty sauce called 'gravy'. Can you tell us about one of the typical dishes from your country? How does your mom cook it?

Topic 2.Holidays and travel

One of the most popular holidays of people all over the world is a New Year Day. There are special ceremonies and parties for teenagers and kids. Can you tell us about your family celebration of this holiday? What do you and your family do on this holiday?

Total [6]

Speaking

Task

Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own points of view opinion on topics, ask questions to clarify the answers and get the needed information, explaining and justifying your positions and answers your partners’ questions.

You have 1 minute to prepare and 2 minutes to talk.

Card1 A holiday isn’t a holiday without good weather. People don’t get enough holiday time these days. Tourism has more disadvantages than advantages for the host country.

Card 2

Going on holiday in your own country is boring. If you travel abroad, you should learn some of the local language before you go. People don’t get enough holiday time these days.

Card 3 To be healthy people should sleep well. A healthy person is usually a member of a gym club.

A person should visit a dentist once a month.

Card 4 People should stop eating unhealthy food. Fast food is bad for your health. You should visit your doctor once a month.

Total [6]

Total marks_ /24

Mark scheme

Listening and Reading

Task№	Answer	Mark	Additional information
1 2 3 4 5 6	2-E	1
	3-A	1
	4-G	1
	5-B	1
	6-D	1
	7-H	1
1 2 3 4 5 6	Jonny Nicole Michael	1	Any order
	Angelina Mary	1
	Nicole	1
	Steve	1
	Angelina	1
	Nicole	1

Total marks

CRITERIA FOR MARKING WRITING* are the same for all the writing types and four terms respectively

Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a mean to give an overall total out of 6.

Mark / Criterion	Content: relevance, style and register, and development of ideas	Organization: cohesion, paragraphing, and format	Vocabulary and Spelling	Grammar and Punctuation: range and accuracy
6	All content is relevant to the task. The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. All content points are fully addressed and developed in a balanced way.	Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. 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 mistakes. 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.	Writes simple and compound sentence forms correctly and demonstrates some variety in length. 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 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 simple and compound sentence forms correctly, but does not demonstrate variety in length. 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 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 cohesive devices 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 simple sentence forms mostly 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 cohesive devices, 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 some 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. The response is completely irrelevant to the task. There is too little language to assess. Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.

Term 3

Total marks - 24

Listening

Task

Listen to the story about a lovely neighbourhood.

You will listen to the recording twice. (Visit a transcript and a link for listening task)

Reading

Task Read the passage about transportation.

Travel is something which people do every day. It is very difficult to avoid the need to travel. It may be a trip to school, university or to work. Travelling can often take a long time, especially when great distances need to be covered. People often enjoy travelling abroad for holidays.

The use of a plane is necessary for people wanting to travel very long distances. A pilot will fly a plane from an airport for many thousands of miles to take people to places far away.

A train is another mode of transport which is ideal for travelling long distances within the same country, or between countries which are connected by land. A train driver will stop at train stations on route to allow passengers wishing to proceed to the scheduled destination to board the train.

A number of destinations can be travelled to by using the sea. Some people choose to go on a cruise for their holiday, which would involve stopping at many different city ports for a short amount of time.

People who need to travel short distances may choose not to use any transport at all. People often rely on their legs to take them to places nearby.

Speaking

Task

Choose one of the cards and make up a talk with your partner. Look at the pictures and tell about yourself. Use subject-specific vocabulary while talking on a given topic. You have 1 minute to prepare and 2 minutes to talk

Card 1

Discuss with your partner the place you live in. Why you like this place. What makes it special for you and your friend? Can you name some popular natural places in your neighborhood?

Card 2

Discuss with your partner what places in your city you like to visit. What different services are there in your neighborhood? Are they far from the city center? What is the best place to eat in your city?

Card 3

Discuss with your friend how you travel to school every day. Discuss what kind of public transport you use in your city and why? Speak with each other about other modes of transport.

Card 4

Discuss with tour partner different kinds of transport teenagers like to ride. If you have a bicycle/roller skates/ Segway, how well you ride on it. Is it difficult or easy to use it? Why? Tell why teenagers like modern forms of transport?

Total [6]

Total marks_ /24

Mark scheme

Listening and Reading

Task№	Answer	Mark	Additional information
1 2 3 4 5 6	three	1
	16	1
	Pat	1
	false	1
	true	1
	true	1
1 2 3 4 5 6	D	1
	B	1
	B	1
	false	1
	true	1
	true	1

Total marks

CRITERIA FOR MARKING WRITING* are the same for all the writing types and four terms respectively

Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a mean to give an overall total out of 6.

Mark / Criterion	Content: relevance, style and register, and development of ideas	Organization: cohesion, paragraphing, and format	Vocabulary and Spelling	Grammar and Punctuation: range and accuracy
6	All content is relevant to the task. The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. All content points are fully addressed and developed in a balanced way.	Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. 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 mistakes. 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.	Writes simple and compound sentence forms correctly and demonstrates some variety in length. 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 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 simple and compound sentence forms correctly, but does not demonstrate variety in length. 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 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 cohesive devices 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 simple sentence forms mostly 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 cohesive devices, 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 some 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. The response is completely irrelevant to the task. There is too little language to assess. Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.

Term 4

Writing texts in keys

Text 1

She looked at the man. He was walking on the sidewalk. She did not know this man. He was a stranger. She did not trust this man. He did not live in this neighborhood. She was driving her car slowly. She was almost home. She drove past the man. She watched him in her rear-view mirror. He stopped walking on the sidewalk. He walked up her neighbor's driveway. A car was in the driveway. He walked up to the driver's door. He stopped. Then he walked back to the sidewalk. What he was doing, she wondered. Then she realized what he was doing. He was testing the driver's door. He was testing it to see if it was locked. She called the police.

Text 2

Linda wants to buy a new car. She has an old car. Her old car is a white Honda. Linda wants to buy a new Honda. She wants to buy a new red Honda. She has saved $1,000. She will use $1,000 to help buy the new car. She will give $1,000 to the Honda dealer. The Honda dealer will give her a contract to sign. The contract will require her to pay $400 a month for seven years. Her new red Honda will cost Linda a lot of money. But that's okay, because Linda makes a lot of money.

ENGLISH PLUS

(BEN WETZ, DIANA PYE)

OXFORD PRESS

Samples and specifications of Summative Assessment for term

on the subject “English” Grade 6

2018-2019

Aim of the summative assessment

Outcomes

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