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Learner’s name _____________________________________________________________. Assessment. criteria. Level of learning achievements
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Learner’s name _____________________________________________________________
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Assessment criteria |
Level of learning achievements | ||
| Low | Middle | High | |
| Identify the correct form of a word, appropriate sentence structure and text layout. | Experiences difficulties in identifying the correct word and in making a correct sentence from the reading passage. . | Experiences some difficulties in identifying the correct word and in making a correct sentence from the reading passage. Makes mistakes in: writes ‘a small plane/ writes ‘the pilot’/writes ‘the passenger’/ The lady who was a nurse went on a dangerous trip to help her husband to save a young boy. | Correctly identifies the correct word and makes a correct sentence from the reading passage. Completes the task correctly. |
| Write a text adhering to the layout and format of a given genre with some support. Use present continuous. | Experiences challenges in keeping to the format of a postcard. Answers with limited vocabulary. Misuses tenses. | Answers with a good choice of vocabulary. Makes some inaccuracies in the structure. Uses Present Continuous tense with some mistakes. Spells some topical words incorrectly. | Demonstrates good use of topical vocabulary. Follows the postcard structure. Correctly uses Present Continuous tense and spells topical words accurately. |
TERM 4
Summative Assessment for the unit “Our Neighbourhood”
| Learning objective | 6. 2. 6. 2. 4. 1 Understand with limited support the main points of extended talk on a range of general and curricular topics 6. 3. 6. 3. 1. 1 Provide basic information about themselves and others at discourse level on a range of general topics 6. 3. 6. 3. 2. 1 Ask simple questions to get information about a growing range of general topics | ||
| Assessment criteria | · Recognize the content of an extended conversation using limited supporting information · Communicate basic information about themselves verbally · 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 | ||
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Listening Task 1. Listen to the conversation and fill in the gaps. 1. What size T-shirt does the customer want? _______________ 2. Does the shop have a medium size purple T-shirt? _______________ 3. What colour T-shirt does the customer try on? _______________ 4. Does the customer buy the red T-shirt? _______________ 5. How much does it cost? _______________ 6. Does the customer pay by credit card or with cash? _______________
Speaking Learners work in pairs. First, one learner speaks on the topic, the second learner assesses him /her according to the criteria, and then they swap the roles. Task 2. Tell your partner about the city you live in. You may use questions below. 1. Tell something interesting about the history of your city. 2. Name some popular historical places in your city. 3. Name some places for entertainment. 4. Name some places for study. 5. What is your favorite place to visit? 6. Your own question
Go to this link to listen: http: //learnenglishteens. britishcouncil. org/skills/listening/elementary-a2-listening/shopping-clothes
Transcript for listening task Shop assistant: Can I help you? Customer: Yes, have you got this T-shirt in other colours? Shop assistant: We’ve got it in white, black, red and purple. What size do you want? Customer: Medium. Shop assistant: OK, in medium we’ve got black and red. Customer: And in purple? Shop assistant: No, just black and red. Customer: OK, red. Can I try it on? Shop assistant: Yes, of course. The changing rooms are over there. (pause) Shop assistant: Is it OK? Customer: Yes, I’ll take it. Shop assistant: That’s £ 10. 95. Would you like to pay by credit card or with cash? Customer: Cash please. Here’s twenty. Shop assistant: OK, thanks, that’s nine pounds, 5 p change and here’s your receipt. Customer: Thanks. Bye.
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Assessment criteria |
Task | Descriptor |
Mark |
| A learner | |||
| Recognize the content of an extended conversation using limited supporting information
| 1. writes ‘Medium’ | ||
| 2. writes ‘No’ | |||
| 3. writes ‘Red’ | |||
| 4. writes ‘Yes’ | |||
| 5. writes ‘10. 95’ | |||
| 6. writes ‘Cash’ | |||
| Communicate basic information about themselves verbally
Make up simple interrogative sentences to get information about the topic | uses at least four words on topic | ||
| gives full answers to the questions; | |||
| speaks clearly; | |||
| asks one or more own questions; | |||
| responds at least to two classmates’ questions. | |||
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Total marks | |||
Rubrics for providing information to parents on the results of Summative Assessment for the unit ‘Our Neighbourhood’
Learner’s name ___________________________________________________________________-__
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Assessment criteria |
Level of learning achievements | ||
| Low | Middle | High | |
| Recognize the content of an extended conversation using limited supporting information. | Experiences difficulties in identifying the content of the conversation and details in a text. | Experiences some difficulties in identifying the content of the conversation and in filling in the gaps correctly 1. writes ‘Medium’/2. writes ‘No’/3. writes ‘Red’/4. writes ‘Yes’/5. writes ‘10. 95’/ 6. writes ‘Cash’ | Cofidently identifies the content of the conversation. Most of the answers are correct. |
| Communicate basic information about themselves verbally. Make up simple interrogative sentences to get information about the topic. | Demonstrates difficulties in conveying ideas. Inaccuracies in making up simple interrogative sentences. | Makes mistakes in answering the questions; Presents some connected information. Some inaccuracies in making up simple interrogative sentences. | Demonstrates fluent speech while giving basic information. Presents logically connected information, makes up correct simple interrogative sentences. |
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Summative Assessment for the unit “Transport”
| Learning objective | 6. 4. 2. 1 Understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6. 5. 9. 1 Punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy |
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| Level of thinking skills | Application Higher order thinking skills |
| Duration | 20 minutes |
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Reading Task. Read the text and answer the questions below. The Wheel Getting about in cars, trains, or planes is a very modern method of transport. It has taken us a very long time to invent these forms of convenient transport. Other than using our legs or riding animals such as elephants, camels, donkeys or horses, hundreds of years ago that was the only way to get from one place to another until the wheel was invented. Wheels today are on all sorts of vehicles from planes to cars, from bikes to skateboards. We believe that the first wheels invented were to help move objects that were very heavy. Humans discovered that something heavy was more easily moved by something round and by rolling it. Eventually wheels were developed for carts and wagons. The wheel is probably the most mechanical invention of all time. Wheels with spokes are thought to have first appeared in Egypt on chariots around 2000 BC. Just try and imagine the world today without the wheel, not only in transportation but also in technology. Important applications include the water wheel, the cogwheel, and the spinning wheel. More modern applications include the jet engine, the propeller, and the turbine. 1. Who? _______________________________________________________ 2. What? _______________________________________________________ 3. Where? _______________________________________________________ 4. When? _______________________________________________________ 5. How? _______________________________________________________ Writing Task. Put the punctuation marks where necessary to get a full story. On a plane for New York the flight attendant approached a blonde sitting in the first class section and requested that she move to coach since she did not have a first class ticket she did not move the co-pilot returned to the cockpit and asked the captain what he should do the captain said I'm married to a blonde and I know how to handle this he went to the first class section and whispered in the blonde's ear she immediately jumped up and ran to the coach section surprised the flight attendant and the co-pilot asked what he said to her that finally convinced her to move from her seat the pilot replied I told her the first class section wasn't going to New York
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Assessment criteria |
Task | Descriptor |
Mark | ||
| A learner | |||||
| Find particular facts and parts in reading passage |
| 1. writes ‘ the wheel’; | |||
| 2. writes ‘ was invented many years ago before other means of transport’; | |||||
| 3. writes ‘ in Egypt on chariots ’; | |||||
| 4. writes ‘ around 2000 BC ’; | |||||
| 5. writes ‘ the water wheel, the cogwheel, and the spinning wheel’ | |||||
| Use punctuation marks appropriately in a piece of writing
| uses full stops; | ||||
| uses commas; | |||||
| gets a full correct story. | |||||
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Total marks | |||||
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Transport”
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