FORMATIVE ASSESSMENT AT THE ENGLISH LESSONS

Specialized school-lyceum 1 for gifted children Ekibastuz town, 

shabanova-ayman@mail.ru, do4ka_82@mail.ru

This article presents the developed lesson according to updated curriculum  on the 7

th

 grade, 

tives, they are the following [1]. 

7. L1 understand with little support the main points in extended talk on a limited range of general 

and curricular topics;

7. S3 give an opinion at discourse level on a growing range of general and curricular topics;

7. W2 write with minimal support  about real and imaginary past events, activities and experience 

on a growing range of familiar general topics and some curricular  topics. Lesson objectives were 

developed according to SMART [2] structure that’s why learners will be able to:

understand the main points in the text “My Trip to Astana”;

build up the dialogue using active vocabulary; 

depict the most memorable travel experience in their  lives;

write a creative story” Unforgettable Experience “about real and imaginary past events. 

We won’t be able to achieve our lesson objectives without the usage of active methods: such as 

audio-lingual (includes teacher guided practice, substitution, transformation, drilling, repetition, mim-

icry, memorization, emphasis on accuracy), guided story writing (plan, draft, review, edit, proof), com-

municative approach (contextualized learning, dialogue formation, only English used, mainly speak-

ing, mainly communicative tasks, fluency rather accuracy, student-centred) (Picture 1).

We use communicative approach in the task F-the students will make up their own dialogue, us-

ing active vocabulary, depict the most memorable travel experience in their lives, create a story about 

real/unreal past events. The students will work in pairs and in groups. Why communicative approach? 

In communicative approach [3] mistakes are ok, the speech will be fluent, you won’t   interrupt stu-

dent’s speech, while speaking, they’ll sit face to face, eye to eye, it will be warm, positive atmosphere 

in the class. If they make mistakes, after speaking we’ll pay attention to the mistakes, write them on 

the board and try to repeat individually, chorally.  

In this activity the role of a teacher and students’ roles are important, the teacher is a guide, an 

information provider, a facilitator, an adviser and the student will be an active, autonomous participant, 

a cooperator, a risk taker, a lifelong learner [4]. 

To have a successful lesson you need to use differentiation by task, by dialogue, by support. (Pic-

ture 2) We’d like to say more about differentiation by task - you’ll use it in Pre-listening task: 

the 1

 task will be: to group the words according to the underlined sound [I:], [ei], [ᴂ], [ju:], [o], [iә] 

Main, entertainment, imagine, museum, universe, famous, mosque, peace, theatre; 

the 2

  task will be: to repeat these words with the teacher, after the teacher, without the teacher 

(T-Cl), in chorus, individually, in pairs;

the 3

 task will be: to repeat the words paying attention to the sounds; while use differentiation by 

up   phrases or word-combinations; Low-level students will pronounce these words in the correct way; 

we are going to check learners’ learning through effective questions: “What is easy for you in this ac-

tivity?” “Where do you use them?” “How do you pronounce/make up phrases and sentences? “

As for Formative Assessment, it’s new for Kazakhstani teachers, though teachers of NIS are pro-

vided lessons using it. It is known that reflection should be given after every activity (stage) [5] and 

that’s why by planning tasks you provide Formative assessment at every stage of the lesson. You can 

use “Black Box” that contains criteria/descriptor, peer-self assessment, feedback, effective questions. 

The tasks on Criteria Assessment will be: 

- make up the own dialogue using active vocabulary; 

- depict the most memorable travel experience of the lives;

To achieve the aim the next step of the lesson objectives – to build up the dialogue with the help 

of active vocabulary; to depict the most memorable travel experience of the lives. You should include 

then the learning objectives 7.S3, give an opinion at discourse level on a growing range of general 

and curricular topics. While writing descriptors to the task after some difficulties you’ll be able to write 

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them: 

1. makes up his/her dialogue/depicts the most memorable experience in his/her life  

2. uses active vocabulary to build up   correct sentences in his/ her own. (Picture 3)

To develop lesson objectives we created lessons together, with the method of “trying and error”. 

Our lessons became better and better. According to the next developed lesson we were confident in 

developing lesson objectives according to SMART; define learning objectives from the course plan 

and subject program; develop criteria of the lesson; define a certain value of Mangilik El; develop ac-

tive methods of organizing Formative assessment; improve active learning methods [6].

We suggest paying attention to different ways of differentiations and minding the formulation of 

descriptors according to the provided tasks in the following way:

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