!7-ОШ СОЧ Англ.яз 6кл англ



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!7-ОШ СОЧ Англ.яз 6кл англ
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Specification of Summative Assessment for term on the subject “English language”

Grade 6


Contents




1.Aim of the Summative Assessment for the term 3

2.The document defining the content of the Summative Assessment for the term 3

3.Expected outcomes on the subject “English language”, Grade 6 3

4.Level of thinking skills on the subject “English language”, Grade 6 4

5. Administration rules 6

6. Moderation and marking 6

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 7

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 22

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 37

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 51



  1. Aim of the Summative Assessment for the term

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content.

Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English language” in Grade 6.




  1. The document defining the content of the Summative Assessment for the term

The Subject Programme for "English language" for 5-9 grades of secondary education on the updated content.


  1. Expected outcomes on the subject “English language”, Grade 6

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.





  1. Level of thinking skills on the subject “English language”, Grade 6

Strand

Level of thinking skills

Description

Recommended type of question

Listening

Knowledge and comprehension

Understand longer sequences of supported classroom instructions;

recognise more complex supported questions which ask for personal information;

identify more complex supported questions on a growing range of general and curricular topics;

recognise with limited support the main points of extended talk;

understand most specific information and detail of supported, short talk;

recognise supported narratives including some extended talk, on a range of general and curricular topics;

understand narratives including some extended talk


Questions with multiple choice answers.

Questions that require short answers.

Questions that require detailed answer.


Higher order thinking skills

recognise the opinion of the speaker(s) in supported extended talk;

deduce meaning from context in supported short talk on a range of general and curricular topics.

Speaking

Application

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

use appropriate subject-specific vocabulary and syntax to talk;
Questions that require short answers.

Questions that require detailed answer.

Higher order thinking skills

provide basic information about themselves and others at discourse;

give an opinion at sentence and discourse level on an increasing range of general and curricular topics;

respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics;

keep interaction going in longer exchanges on a range of general and curricular topics;

communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges;

recount some extended stories and events on a limited range of topics.

Reading

Knowledge and comprehension

Understand the main points in a growing range of short, simple texts;

understand independently specific information and detail in short, simple texts;

understand the detail of an argument, including some extended texts;

recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;
Questions with multiple choice answers.

Questions that require short answers.

Questions that require detailed answer.


Application

read independently a limited range of short simple fiction and non-fiction texts;

use independently familiar paper and digital reference resources to check meaning and extend understanding;

Higher order thinking skills

deduce meaning from context, including some extended texts;

recognise typical features at word, sentence and text level in a range of written genres;

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


Writing

Application


Write with some support topics with some paragraphs to give basic personal information;

link sentences into coherent paragraphs using basic connectors on a range of familiar general topics and some curricular topics;

use with some support appropriate layout at text level;

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

punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy;


Questions that require short answers.

Questions that require detailed answer.

Higher order thinking skills


plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics;

write with some support about real and imaginary past events, activities and experiences;

write with some support about personal feelings and opinions;

develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres.

Use of English

Application

Use:

basic abstract nouns and compound nouns and noun phrases describing times and location;

quantifiers including more, little, few less, fewer not as many, not as much;

common participles as adjectives and order adjectives correctly in front of nouns;

a variety of determiners including all, other;

questions including questions with whose, how often, how long and a growing range of tag questions;

a variety of personal, demonstrative and quantitative pronouns including someone, somebody, everybody, no one. Simple perfect forms to express indefinite and unfinished past [with for and since];

future form will to make offers, promises, and predictions;

appropriately an increased variety of present and past simple active and some passive forms. Present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions;

common impersonal structures with: it, there;

an increased variety of adverbs, including adverbs of degree too, not enough, quite, rather;

modal forms including mustn’t (prohibition) need (necessity) should (for advice);

an increased variety of prepositions of time, location and direction; by and with to denote agent and instrument;

prepositions before nouns and adjectives in common prepositional phrases;

common verbs followed by infinitive verb / verb + ing patterns; infinitive of purpose;

conjunctions if, when, where, so, and, or, but, because, before, after to link parts of sentences in short texts. Subordinate clauses following think, know, believe, hope, say, tell; use subordinate clauses following sure, certain: defining relative clauses with which who that where.




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, and calculator (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.

If learners finish listening (reading) section earlier than 10 minutes they can feel free to come to next section.

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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