Методические рекомендации по использованию системы критериального оценивания учебных достижений учащихся всех уровней
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Success Criteria Learners achieve this Learning Objective if they are able to: Learners are working towards this Learning Objective if they struggle to:
Define the places
name the places in the town
Define the places
name the places in the town Listening 2.L4 recognize with support short basic questions about what something is There are two boxes, one is with written adjectives (big, small, long, good, bad, happy etc), the other with the pictures of the objects (ball, ruler)
Teacher puts all the named objects into the magic bag. Learners take turns and come to the board. Learner puts hands into the box gets one object but does not show it to the class. The class ask what the object is. e.g What is it? The learner at the board should name the object and show it to the class and describes the object using descriptive adjectives..
Find the right adjective to describe the object
Describe the object in response to the question What something is?
Describe the object in response to the question What something is?
433
Programme Reference Learning Objective Assessment Guidance Listening 2.L5 recognize the sounds of phonemes and phoneme blends Teacher writes/illustrates the sounds on the board. The class repeats the sounds after the teacher then they play the phonetic game Bingo. Teacher hand aiut the worksheets to the class and asks them to complete it with the sounds from the board. There are less boxes on the sheet. After pupils complete the worksheet teacher starts listing the sounds. Pupils should cross the sound that teacher says. As soon as all the sounds on his/her worksheet they shout Bingo!!! and the game stops.
Reproduce the sounds correctly
Recognize the sounds in transcription
Reproduce the sounds correctly
Recognize the sounds in transcription Listening 2.L6 recognize the names of letters of the alphabet Teacher gives hand outs with the capital and small letters. Then pupils are expected to circle the known letters with the right pair. Learners spell the words showing different emotions (happy, sad, tired, angry etc). For this activity teacher may use flashcards with smiles and asks to spell the letters according to the cards.
Learners achieve this Learning Objective if they are able to: Learners are working towards this Learning Objective if they struggle to:
identify capital and small letters
spell the words
identify capital and small letters
spell the words
434
Programme Reference Learning Objective Assessment Guidance Speaking 2.S1 Make basic personal statements about people, objects and classroom routines Teacher revises the topical vocabulary “clothes” using the flashcards. Then teacher shows two pictures and says what the people are wearing. e.g She is wearing a hat or He is wearing a jacket. Teacher divides the class into two groups one is models the other experts. The models dress up and start the Fashion parade while the expert should say what they are wearing. First model comes, first expert describes using the pattern: He/she is wearing a dress. Teacher gives learners worksheet with images of classroom routines (different abilities: common verbs-read a book, write a story). Learners tick what they can do and cross out what they cannot do. Then work in pairs and ask each other what they can do. e.g Can you write? Success Criteria Learners achieve this Learning Objective if they are able to: Learners are working towards this Learning Objective if they struggle to:
Name basic personal statements about people, objects and classroom routines
routines Speaking 2.S2 Ask questions in basic exchanges about people, objects and classroom routines Teacher plays the game ‘Freeze’ with pupils. Teacher divides the class into two or three small groups and asks them to start doing any classroom routine action. Pupils continue doing their actions before the recording stops (teacher may play any kind of music appropriate for his activity). As soon as the music stops pupils freeze and stop doing their actions. Then they take turns and say what other pupils are doing. Teacher can guide the pupils by asking the following questions: Teacher: What is Marat doing? Pupil: He is reading a book.
Organize short dialogue using basic exchanges about people, objects and classroom routines.
and classroom routines.
435
Programme Reference Learning Objective Assessment Guidance Speaking 2.S3 pronounce familiar words and expressions intelligibly Teacher asks the class to listen to and sing along the motion song “People’s jobs” Teacher uses flashcards/projected images to introduce jobs beginning with the first letters of the alphabet (footballer, driver, cooker, gardener, hairdresser, baker, actor, farmer)
pronounce basic words and expressions on the topic intelligibly
Speaking 2.S4 respond to basic supported questions about people, objects and classroom routines Teacher revises numbers 1-10 and asks learners ‘how many’ questions about objects in the room to elicit 1- 10 answers Teacher uses slides/flashcards and asks Can questions to elicit answers about different abilities. Success Criteria Learners achieve this Learning Objective if they are able to: Learners are working towards this Learning Objective if they struggle to:
Recognize simple questions about people, objects and classroom
Recognize simple questions about people, objects and classroom
Respond to basic questions Speaking 2.S5 use words in short exchanges Teacher divides learners into pairs and gives each pair an image of a problem scenario and asks pupils to act out the scenario. Teacher limits the range of possible answers to simple phrases (sure, no problem, here you are etc) Teacher encourages learners to use props and act out roles e.g Pupil1: Can you give me your book? Pupil2: Sorry, I need it Pupil3: Here you are
make up a dialogue using words in short exchanges
make up a dialogue using words in short exchanges
436
Programme Reference Learning Objective Assessment Guidance Speaking 2.S6 make introductions and requests in basic interactions with others Teacher models circle activity with the ball. Ball thrower makes a greeting/introduction to ball catcher. Ball catcher responds appropriately and then becomes ball thrower. e.g ball thrower: - Hello, my name is Kim. What is your name? ball catcher: - Hello, my name is Sam. What is your name? Success Criteria Learners achieve this Learning Objective if they are able to: Learners are working towards this Learning Objective if they struggle to:
introduce themselves and others
introduce themselves and others Speaking 2.S6 make introductions and requests in basic interactions with others Teacher models circle activity with the ball. Ball thrower makes a greeting/introduction to ball catcher. Ball catcher responds appropriately and then becomes ball thrower. e.g ball thrower: - Hello, my name is Kim. What is your name? ball catcher: - Hello, my name is Sam. What is your name? Success Criteria Learners achieve this Learning Objective if they are able to: Learners are working towards this Learning Objective if they struggle to:
introduce themselves and others
introduce themselves and others Speaking 2.S6 make introductions and requests in basic interactions with others Teacher models circle activity with the ball. Ball thrower makes a greeting/introduction to ball catcher. Ball catcher responds appropriately and then becomes ball thrower. e.g ball thrower: - Hello, my name is Kim. What is your name? ball catcher: - Hello, my name is Sam. What is your name? Success Criteria Learners achieve this Learning Objective if they are able to: Learners are working towards this Learning Objective if they struggle to:
introduce themselves and others
introduce themselves and others Reading
2.R1 recognize and sound and name the letters of the alphabet Teacher asks learners to match the letter, picture and the words. Teacher gives a picture of a cat ans ask to match it with the word cat.
associate symbols with the sounds and with the spoken word
associate symbols with the sounds and with the spoken word\
437
Subject Programme Reference Learning Objective Assessment Guidance Reading
2.R2 recognize initial letters in names and places Teacher gives pupils a list of familiar words. All words start with the lower case letters. (there are some proper names and places: book, Almaty, hat, rex, ann) Pupils choose and read the word that should start with upper case letter.
define initial letters in names and places
define initial letters in names and places Reading
2.R3 recognize and identify some familiar sight words from local environment Teacher divides the learners into pairs and gives each pair cards with the names of month and asks the pupils to put the month in the order. Learners put the cards in the right order and read them. Teacher makes different statements about learners abilities. Learners agree or disagree with the statement by saying yes/no Success Criteria Learners achieve this Learning Objective if they are able to: Learners are working towards this Learning Objective if they struggle to:
recognize and identify familiar words from local environment
recognize and identify familiar words from local environment Reading
2.R4 use the alphabet to place the first letters of word in alphabetical order Teacher gives cards with the names of people’s jobs (footballer, driver, cook, gardener, hairdresser, baker, actor, engineer, farmer) Teacher asks learners to stick the cards with the words in alphabetical order. Success Criteria Learners achieve this Learning Objective if they are able to: Learners are working towards this Learning Objective if they struggle to:
locate the words in alphabetical order
locate the words in alphabetical order Use of English 2.UE1 use singular nouns, plural nouns-to talk about people and places Teacher gives worksheets with two columns . The first column is parts of clothes in pictures and the other column is the words in singular and plural forms. Learners should match the pictures with the right word in singular or plural form. Success Criteria Learners achieve this Learning Objective if they are able to: Learners are working towards this Learning Objective if they struggle to:
distinguish singular and plural nouns.
apply singular and plural nouns to talk about people and places
distinguish singular and plural nouns.
438
Subject Programme Reference Learning Objective Assessment Guidance Use of English 2.UE2 use cardinal numbers 1-50 to count
Teacher revises numbers 1-10 and asks the questions to revise the vocabulary relating to the immediate environment. e.g How many boys are there in the class?
recognize cardinal numbers 1-50
apply cardinal numbers 1-50 to count
recognize cardinal numbers 1-50
apply cardinal numbers 1-50 to count Use of English 2.UE3 use basic adjectives to describe people and things Teacher hand outs worksheets with adjectives and asks learners to match the opposites. “Find a friend” activity Teacher gives children worksheets with pictures of some cartoon characters in one column and small cards with other cartoon heroes. Then students work according to the instructions. e.g Cinderella’s friend is green, fat and tall. Pupil should find this hero’s picture and stick it next to Cinderella. Success Criteria Learners achieve this Learning Objective if they are able to: Learners are working towards this Learning Objective if they struggle to:
match the opposites of the adjectives
identify things and people according to their description
describe people and things using basic adjectives
match the opposites of the adjectives
identify things and people according to their description
describe people and things using basic adjectives Use of English 2.UE4 use determiners a, an, some,
what\where something is Teacher revises the the determiners a. an, some etc. Teacher gives to learners the worksheet with words on the topic of “Food” and asks the pupils to divide the words into countable and uncountable.
distinguish determiners a, an, some, the, this, these
apply determiners a, an, some, the, this, these to indicate what/where something is
apply determiners a, an, some, the, this, these to indicate what/where something is
439
Programme Reference Learning Objective Assessment Guidance Use of English 2.UE5 use interrogative pronouns
questions use the questions: What color is it? Teacher revises the interrogative pronouns with the class.
distinguish determiners a, an, some, the, this, these
apply determiners a, an, some, the, this, these to indicate what/where something is
apply determiners a, an, some, the, this, these to indicate what/where something is
440
Критерии оценки знаний по предмету «Математика», 2 класс
программу Цель обучения Рекомендации по оцениванию Математический язык и математическая модель 2.4.1.11 Различать отношения «больше/меньше на несколько единиц»; «больше/меньше в несколько раз» Учитель оценивает понятие и умения различать значение математических терминов. Для достижения цели на уроке учеников можно разделить на пары и группы. Например: раздать сигнальные карты с математическими терминами, при сравнении нужно попросить поднять правильную сигнальную карту или ответить устно. Учитель оценивает быструю и точную на должном уровне выполненную работу. Критерии успеха Учайщеся достиг цели обучения, если Учайщеся стремится достичь цели обучения, если Ученик различает отношения «больше/меньше на несколько единиц»; «больше/меньше в несколько раз» Ученик затрудняется, допускает ошибки при различий отношения «больше/меньше на несколько единиц»; «больше/меньше в несколько раз» Операции над числами 2.1.3.5 Выбирать единицу и инструмент для измерения длины/массы/вмест имости/времени, объяснять свои действия Учитель оценивает умения ученика объяснить действия подразделений выбора инструментов единицы измерения . Классу раздается инструмент измерения, ученики (ленейкой, бумагой, пальцами, карандашем ) измеряют рост своего друга, работают разными типами весов для взвешывание веса, продуктов т.б., используют множество различных контейнеров, упаковок для напитков . Критерии успеха Учайщеся достиг цели обучения, если жүктеу/скачать 4,42 Mb. Достарыңызбен бөлісу:
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