2020-05-25
513
| Learning objectives | 4.1.7.1 Use contextual clues to predict content and meaning in short supported talk on an increasing range of general and some curricular topics 4.2.7.1 Contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges 4.5.16.1 Use conjunctions and, or, but, because to link words and phrases | ||
| Assessment criteria | · Identify the content and meaning of a supported talk with the help of contextual clues · Talk to the partner, group and whole class using suitable words, phrases and sentences · Connect words and phrases using and, or, but, because | ||
| Level of thinking skills | Application Higher order thinking skills | ||
| Duration | 20 minutes | ||
| Listening Task 1. Listen to the talk and write the word in the sentence you hear. Go to the following link to listen information: https://learnenglishkids.britishcouncil.org/ru/games/whats-the-weather 1. In England it is . 2. In Portugal it is . 3. In Japan it is . 4. In Australia it is . 5. In Sweden it is . 6. In China it is . 7. In Egypt it will be . 8. In India there will be . Speaking Task 2. Talk to your partner. Choose ONE picture. Ask and answer 2 questions (each of you) about the weather and activities. Use and, or, but, because to make up sentences.
Example: - Student 1: What is the weather like in the picture? - Student 2: It is a sunny but cold winter day. - Student 1: Are the children happy? - Student 2: Yes, the children are happy and excited. - Student 2: Why are they making a snowman? - Student 1: They are making a snowman because it is fun. - Student 2: What do you like to wear in summer? - Student 1: My favourite clothes in summer are shorts and a T-shirt. | |||
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| Assessment criteria | Task | Descriptor | Mark | Additional information |
| A learner | ||||
| Identify the content and meaning of a supported talk with the help of contextual clues |
1 | 1. writes “raining”; | 1 | |
| 2. writes “sunny”; | 1 | |||
| 3. writes “foggy”; | 1 | |||
| 4. writes “very hot”; | 1 | |||
| 5. writes “snowing”; | 1 | |||
| 6. writes “windy”; | 1 | |||
| 7. writes “cloudy”; | 1 | |||
| 8. writes “storms”; | 1 | |||
| Talk to the partner, |
2 | asks a question about the weather/ activity | 1 |
Each correct question and answer with a linking word is counted as 1 point |
| group and whole class using suitable words, phrases and sentences Connect words and phrases using and, or, but, because | in one sentence; | |||
| answers the question about the weather /activity of children in a sentence; | 1 | |||
| asks a question about children’ s clothes/mood/feelings; | 1 | |||
| answers the question about children’ s clothes/ mood/ feelings; | 1 | |||
| uses conjunctions and, or, but, because. | 1 | |||
| Total marks | 13 | |||
Transcript for listening task
- Now it’s time for the world weather with Peter.
- Hello, Peter.
- Hello, Sam. There is a lot of different weather around the world.
- In England it is raining.
- In Portugal it is sunny.
- In Japan it is foggy.
- In Australia it is very hot.
- In Sweden it is snowing.
- In China it is windy.
- In Egypt it is cloudy.
- In India it storms.
Rubrics for providing information to parents on the results of Summative Assessment for the cross curricular unit «Hot and Cold»
Learner’s name
| Assessment criteria | Level of learning achievements
| ||||
| Low | Middle | High | |||
| Identify the content and meaning of a supported talk with the help of contextual clues | Experiences challenges in recognising correct words on the topic. Most of the answers are written incorrect. | Identifies the meaning of the talk. Makes some mistakes in identifying topic words. Some words can be spelt with mistakes, which do not prevent general understanding. | Develops the task fully. Confident in identifying the meaning of the talk, writes most of the words correctly. | ||
| Talk to the partner, group and whole class using suitable words, phrases and sentences Connect words and phrases using and, or, but, because | Experiences problems in making up sentences and a question to talk to a partner. Most of the connectors are used in a wrong way. | Addresses the task. Makes some mistakes in making up sentences and a question. Some connectors are misused. | Adresses the task fully, makes up sentences and a question intelligibly; uses conectors correctly. | ||
Summative Assessment for the cross curricular unit «Healthy World»
| Learning objectives | 4.3.5.1 Understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues 4.4.7.1 Spell most familiar high-frequency words accurately when writing independently 4.5.8.1 Use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics |
| Assessment criteria | · Identify the main points of a short simple text using contextual clues · Write the most familiar high-frequency words accurately · Use imperative forms (positive and negative) to give short instructions |
| Level of thinking skills | Knowledge and comprehension Application |
| Duration | 20 minutes |
| Reading Task 1. Read the text. Use the words and pictures.
daisies tulips daffodils garden Dana’s Garden Dana has got many flowers in her garden and loves them, but her favourites are daisies, tulips, daffodils. Tulips and daffodils come up every spring and daisies come up later in summer. These plants live long. They come up every year and make the garden bright. The garden makes Dana happy and healthy. Dana likes to take care of the garden. She loves spring, because she can go to the flower market to buy her annuals. The annuals live only one season, but they add a lot of colour to the garden and emotions and feelings to Dana. Write True or False next to the sentence. Example: This is a story about tulips. _False 1. Dana has got only daisies, tulips and daffodils in her garden. 2. Daisies appear later in spring.
3. Dana is healthy and happy in her garden. 4. Dana loves to go to the flower market in summer. 5. The annuals are plants that live only one year. | |
Writing
Task 2. Write 4 sentences on the topic. Use imperative forms. Write two positive and two negative commands. Use pictures.
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Example:
Don’t cut the trees!
It’s home for many birds! Save birds and animals! Don’t kill animals and birds!
You can use the words: collect, reduce, reuse, water, clean, put
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| Assessment criteria | Task | Descriptor | Mark | Additional information | |||
| A learner | |||||||
| Identify the points of a simple text | main short |
1 | 1. writes “False”; | 1 | |||
| 2. writes “False”; | 1 | ||||||
| 3. writes “True”; | 1 | ||||||
| 4. writes “False”; | 1 | ||||||
| 5. writes “True”; | 1 | ||||||
| Write the most familiar high- frequency words accurately Use imperative forms (positive and negative) to give short instructions |
2 | writes sentences on the topic; | 1 | ||||
| spells the most familiar topic words accurately; | 1 | ||||||
| writes 2 sentences positive form; | in | imperative | 2 | Any sentence written in imperative form (positive and negative) correctly can be counted as 1 point. | |||
| writes 2 sentences negative form. | in | imperative | 2 | ||||
| Total marks | 11 | ||||||
Rubrics for providing information to parents on the results of Summative Assessment for the cross curricular unit «Healthy World»
Learner’s name
| Assessment criteria | Level of learning achievements | ||
| Low | Middle | High | |
| Identify the main points of a short simple text | Experiences challenges in identifying the main points of the text. Most of the answers are incorrect. | Identifies the main ideas of the text; makes some mistakes in True/False answers. | Develops the task fully. Confident in identifying the main points of the text. Completes the task mostly correctly. |
| Write the most familiar high- frequency words accurately Use imperative (positive and negative) forms to give short instructions | Experiences problems in making up imperative positive and negative sentences. Makes lots of spelling mistakes while writing the most familiar high-frequency words. | Addresses the task. Makes some mistakes in making up imperative positive and negative sentences. Makes a few spelling mistakes while writing the most familiar high-frequency words. | Adresses the task fully, makes up imperative positive and negative sentences intelligibly; spells most of the words properly. |
