English Grade 5. Specification of Summative Assessment for term on the subject

22 апрель 2018, Воскресенье
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Specification of Summative Assessment for term on the subject
“English”
Grade 5
Content
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”, Grade 5 ...................................................... 3
4. Level of thinking skills on the subject ‘English’, Grade 5 ................................................. 4
5. Administration rules ........................................................................................................... 5
6. Moderation and marking ..................................................................................................... 5
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 ................................. 6
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 ............................... 15
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 ............................... 25
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 ............................... 34
2
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” in Grade 5.
2. The document defining the content of the Summative Assessment for the term
Subject Programme for “English” (within the framework of updating the content of secondary
education) for Grades 5-9 of basic secondary education.
3. Expected outcomes on the subject “English”, Grade 5
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 idea of a text 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.
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.
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.
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.
3
4. Level of thinking skills on subject ‘English’, Grade 5
Strand Level of thinking
skills
Description Recommended
type of question
Listening Knowledge and
comprehension
Understand classroom instructions
on curricular topics;
understand basic and personal
questions on general and curricular
topics;
understand meaning of the talk on
curricular topics;
understand detail information of
the talk within the framework of
familiar topics;
recognise the meaning of a story
with some support;
identify speakers’ opinion on
curricular topics;
Questions with
multiple choice
answers.
Questions that
require short
answer.
Questions
requiring an
extended answer.
Higher order
thinking skills
figure out the content of a
conversation with some support in an
extended talk;
Speaking Application
use syntax, subject-specific
vocabulary in a talk;
make up coherent sentences on
familiar, general and curricular
topics;
retell stories and events on
familiar topics;
present information within
framework of familiar topics;
ask simple questions and answer
the questions on curricular topics;
Questions that
require short
answer.
Questions
requiring an
extended answer.
Higher order of
thinking skills
express own points of view and
attitude with supporting arguments on
curricular topics;
interact in a pair and group work;
Reading Knowledge and
comprehension
recognise the main and specific
information of a text on different
genres and style within the
framework of familiar topics;
read short fiction and non-fiction
texts on curricular topics;
recognise writer’s opinion and
attitude;
Questions with
multiple choice
answers.
Questions that
require short
answer.
Questions
requiring an
Application use different reference resources; extended answer.
Higher order
thinking skills
deduce the meaning from context
in short texts;
distinguish facts and opinions in a
text on curricular topics;
4
Writing Application links and coordinates sentences
and paragraphs in a text within the
framework of familiar topics;
use spelling, grammatical and
stylistic norms of the language
correctly and punctuation marks;
Questions that
require short
answer.
Questions
requiring an
extended answer.
Higher order of
thinking skills
plan, write, edit and proofread
texts within the framework of
familiar topics;
write sequence of short sentences
in a paragraph;
write extended sentences that
provides personal information;
describe people, places and
objects, real and imaginary events in
past, present and future on curricular
topics.
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 resources that can help
them, for example, dictionaries (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.
Always tell the learners that they have 5 minutes left before the end of the Summative
Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of
the Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is
necessary to check learner sample papers with the marks awarded to ensure there are no deviations
from the standardized mark scheme.
5
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1
Review of summative assessment for term 1
Duration of the summative assessment– 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks - 24
The structure of the Summative Assessment
This Summative Assessment consists of 14 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Multiple choice tasks consist of several possible answers from which the correct one should
be selected.
Gap filling task is a task in which words/numbers are removed from a text and replaced with
spaces. Learners have to fill each space with the missing word/number or a suitable word.
Matching tasks require learners to match two sets of items according to the instructions for
the task.
Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.
The content of the summative assessment for the 1 term should be selected on topics “Home
and Away” or/and “Living things” for any strands.
6
Characteristic of tasks for summative assessment for the 1 term
Unit Strand Learning objective
*Total
number
of
questions
*Question

*Type of
question *Task description Time Total
marks
Home
and
Away.
Living
things.
Listening
5.L6 Deduce meaning from
context in short, supported talk
on an increasing range of
general and curricular topics.
5.L1 Understand a sequence of
supported classroom
instructions.
6 123
Multiple
choice
Each learner works individually.
Learners listen to the recording on
topic ‘Home and Away’ twice and
underline one word out of three with
different spelling. Before the
recording starts learners have one
minute to get familiar with the
questions.
5
minutes
3
456
Matching Each learner works individually.
Learners listen to the recording twice
and write numbers to the pictures in
an order they appear in the recording.
5
minutes
3
Reading
5.R1 Understand the main
points in a limited range of
short simple texts on general
and curricular topics.
6 123456
Matching Each learner works individually.
Learners read the text related to the
topic “Home and away” and write the
names or first letters of the children
next to the activities given in the task.
10
minutes
6
Writing
5.W1 Plan, write, edit and
proofread work at text level
with support on a limited range
of general and curricular
topics.
5.W2 Write with support a
sequence of short sentences in
a paragraph on a limited range
of familiar general topics.
5.W7 Use with some support
1 1 Open
ended
Each learner works individually. They
write the postcard. Learners make
a plan of writing. Learners are
expected to answer Alex’s
questions. Learners should write
their personal feelings and
opinions on a given topic using
topical vocabulary with appropriate
spelling.
20
minutes
6
7
appropriate layout at text level
for a limited range of written
genres on familiar general
topics and some curricular
topics
Speaking
5.S1 Provide basic information
about themselves and others at
sentence level on an increasing
range of general topics.
5.S3 Give an opinion at
sentence level on a limited
range of general and curricular
topics.
1 1 Open
ended
Learners are suggested to choose one
picture.
Learners individually describe the
picture using questions as a support.
Teacher can ask supporting questions
if necessary to help learners.
Each
learner
talks for
1
minute.
6
TOTAL: 40
minutes
24
Note: * - sections that can be changed
8
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
LISTENING
Task
Part 1. Listen to the recording twice and underline an odd word.CD3.Tapescript 1.
1. [a:] park market bag [1]
2. [i] circus cinema disco [1]
3. [u:] zoo pool post [1]
Part 2. Listen to the recording twice and number the pictures. The first picture is done for you as an
example.
F__1__
4.A_____ [1] 5.B________ [1] 6.C_________ [1]
Total [6]
9
What do they do after school?
My name is Max. After school, I help my mum and dad. Then I go to the
park. There I meet my friends and we play different games. When I come
home I usually play chess.
I am Julia. After school, I like drawing and painting pictures. Then I write
stories. I put the stories and pictures on my bedroom wall.
I am Luke. After school, I do my homework. Then I listen to my CDs and
when I have some spare time I sing songs. In the evenings I prefer reading.
My name is Sara. I go swimming every Monday. I play tennis with my
friends every Tuesday. Every Thursday I skate in the park with my sister.
Read the text again and identify who does each activity. Write the learners’ names or first
letters next to the phrases. The first task is done for you as an example.
M = Max, J = Julia, L = Luke, S = Sara.
Example: go to the park M___
1. enjo y A r t _ ____ [1]
2. do sport activities ____ [1]
3. like music
4. keen on reading
____ [1]
5. spend time with friends ____ [1]
6. do hous e w o r k ____ [1]
Total [6]
10
READING
Task. Read the text about four learners’ daily routine.
____ [1]
WRITING
Task. Your pen- friend has sent you a postcard of his/her hometown.
Write a postcard to your friend about your hometown. The sample postcard will help you to
write a reply.
Hello dear friend,
This is a postcard of my town. My town is not very big, but I think it is a fantastic
place. My favourite place is the Castle Bath – I usually go there with my friends. Can
you send me a postcard of your town? How big is your town? What is your favorite
place in the town? Where do you usually go at the weekends?
Love,
Alex
Write your answer to Alex. Make a plan of your writing and answer the questions.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Total [6]
10
SPEAKING
Task. Choose one of the pictures below and describe it. Answer the questions:
• What can you see in the picture?
• Where are people or cartoon characters?
• What are they doing?
• Do you like the picture and why?
Total [6]
Total marks __/24
Mark scheme
Listening and Reading
№ Answer Mark Additional
information
1.
2.
3.
4.
5.
6.
Bag 1
Circus 1
Post 1
A3 1
B2 1
C1 1
1.
2.
3.
4.
5.
6.
J 1
S 1
L 1
L 1
M 1
M 1
Total 12
11
Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a
total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Criterio
n
Content (relevance and
development of ideas)
Organization (cohesion,
paragraphing and format)
Vocabulary (style and
accuracy)
Grammar (style and accuracy)
and Punctuation (accuracy)
6
• All content is relevant to the
task.
• The register completely
corresponds to the
requirements of the task.
• All content points are fully
addressed and developed in a
balanced way.
• Uses a range of basic
connectors correctly.
• Uses paragraphs to separate
ideas; all paragraphs revolve
around one idea or a set of
like ideas; the size of each
paragraph allows for a proper
and balanced development of
ideas.
• The format is appropriate, but
may be modified for a better
reading experience.
• Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items with occasional
inappropriacies.
• Has good control of word
formation; may make
occasional errors in producing
less common word forms.
• Spells common vocabulary
items correctly; very few (one
or two) occasional spelling
mistakes may be present.
• May occasionally misspell
less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Writes short and extended
simple and compound
sentence forms correctly.
AND
• May attempt some complex
sentences, but they tend to be
less accurate, including
punctuation.
• Errors in grammar and/or
punctuation do not distort
meaning.
5
• All content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the
requirements of the task;
• Uses basic connectors
correctly.
• Uses paragraphs to separate
ideas; most paragraphs
revolve around one idea or a
set of like ideas; the size of
• Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items, but may make
frequent errors.
• Has good control of word
• Writes short and extended
simple and compound
sentence forms correctly.
• Occasional errors in grammar
and/or punctuation do not
distort meaning.
10
occasional and inconsistent
misuse of register may be
present.
• Most content points are
addressed, but their
development may be slightly
imbalanced.
each paragraph may reflect
imbalanced development of
ideas.
• The format is appropriate.
formation; may make errors in
producing less common word
forms.
• Spells common vocabulary
items correctly; few (no more
than five) occasional spelling
mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
4
• Most content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the
requirements of the task.
• Most content points are
addressed, but some content
points may be more fully
covered than others.
• Uses some basic connectors,
but these may be inaccurate or
repetitive.
• Uses paragraphs to separate
ideas, but tends to misuse
paragraphing (a script is a set
of very short paragraphs or
some paragraphs may be
much longer than other ones
for no apparent reason).
• The format is generally
appropriate.
• Uses everyday vocabulary
generally appropriately, while
occasionally overusing certain
lexical items.
• Has good control of word
formation; can produce
common word forms
correctly.
• May make infrequent errors in
spelling more difficult words.
• Errors in word choice and/or
spelling rarely distort
meaning.
• Writes short and extended
simple and some compound
sentence forms correctly.
• While errors in grammar
and/or punctuation are
noticeable, meaning is rarely
distorted.
3
• Some content is relevant to
the task; significant content
omissions may be present.
• The register barely
corresponds to the
requirements of the task.
• Only some content points,
which are minimally
addressed.
• Uses a very limited range of
basic connectors correctly.
• Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
• The format may be
inappropriate in places.
• Uses basic vocabulary
reasonably appropriately.
• Has some control of word
formation; can produce some
common word forms
correctly.
• Makes frequent errors in
spelling more difficult words,
but simple words are spelled
• Writes short simple sentence
forms and most extended
simple sentence forms
correctly.
• Errors in grammar and/or
punctuation may distort
meaning at times.
11
correctly.
• Errors in word choice and/or
spelling distort meaning at
times.
2
• Severe irrelevances and
misinterpretations of the task
may be present.
• Only few content points,
which are minimally
addressed.
• May use a very limited range
of basic connectors, and those
used may not indicate a
logical relationship between
ideas.
• Attempts to write in
paragraphs, but their use may
be confusing (may start every
sentence with a new line).
• The format may be
inappropriate.
• Uses an extremely limited
range of vocabulary.
• Has very limited control of
word formation; can produce a
few common word forms
correctly.
• Makes many errors in
spelling, including a range of
simple words.
• Errors in word choice and/or
spelling distort meaning.
• Writes only very short simple
sentence forms correctly.
• Frequent errors in grammar
and/or punctuation distort
meaning.
1
• Attempts the task, but it is
largely misinterpreted and the
response is barely relevant to
the task.
• Links are missing or incorrect.
• Does not write in paragraphs
at all (a script is a block of
text).
• The format is not appropriate.
• Can only use a few isolated
words and/or memorized
phrases.
• Has essentially no control of
word formation; can barely
produce any word forms.
• Displays few examples of
conventional spelling.
• No evidence of sentence
forms.
0
• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
12
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and language), and then calculate a mean to give an overall total out of 6.
Mark /
Criterio
n
Development and Fluency Language
6
• Shows sustained ability to maintain a conversation and to make
relevant contributions at some length.
• Produces extended stretches of language despite some hesitation.
• Can respond to change in direction of the conversation.
• Pronunciation is intelligible*.
• Intonation is appropriate.
• Produces error-free simple sentences.
• Attempts some complex grammatical forms, but may make
errors, which rarely cause comprehension problems.
• Uses a range of appropriate vocabulary to give and exchange
views on a growing range of general and curricular topics.
5
• Responds relevantly and at length which makes frequent
prompting unnecessary, resulting in a competent conversation.
• Produces mostly extended stretches of language despite some
hesitation, although instances of using short phrases may be
present.
• Can generally respond to change in direction of the conversation.
• Pronunciation is generally intelligible.
• Intonation is generally appropriate
• Produces error-free simple sentences.
• Uses a range of appropriate vocabulary when talking about a
range of general and curricular topics.
• Occasional mistakes do not cause comprehension problems.
4
• Attempts to respond to questions and prompts.
• Produces responses which are extended beyond short phrases,
despite hesitation.
• Effort will need to be made to develop the conversation; only
partial success will be achieved.
• Pronunciation is mostly intelligible.
• May not follow English intonation patterns at times.
• Frequently produces error-free simple sentences.
• Uses appropriate vocabulary to talk about a limited range of
general and curricular topics.
• Errors may cause comprehension problems.
3
• Responses tend to be brief and are characterized by frequent
hesitation.
• Has to be encouraged to go beyond short responses and struggles
to develop a conversation.
• There is a lack of intelligibility of pronunciation, but it is unlikely
• Produces basic sentence forms and some correct simple
sentences.
• Uses a limited range of appropriate vocabulary to talk about a
limited range of general topics.
• Errors are frequent and may lead to misunderstanding.
13
to impede communication.
• May not follow English intonation patterns frequently.
2
• Responses are so brief that little is communicated.
• Barely engages in a conversation.
• Pronunciation may cause some communication difficulty.
• Does not follow English intonation patterns.
• Attempts basic sentence forms, but with limited success.
OR
• Heavily relies on apparently memorized utterances.
• Uses a limited range of appropriate vocabulary to talk about a
very limited range of general topics.
• Makes numerous errors except in memorized expressions.
1
• No communication possible.
• Pronunciation and intonation patterns cause difficulty for even the
most sympathetic listener.
• Cannot produce basic sentence forms.
• Can only produce isolated words and phrases or memorized
utterances.
0
• No attempt at the response.
OR
• No rateable language.
*Speech deficiencies should not be considered as affecting intelligibility.
14
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2
Review of summative assessment for term 2
Duration of the summative assessment – 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 24
The structure of the summative assessment
This Summative Assessment consists of 14 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced
with spaces. Learners have to fill each space with the missing word/number or a suitable word.
True/False task offer a series of statements each of which should be judged as true or false
according to the text.
Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.
The content of the summative assessment for the 2 term should be selected on topics
“Values” or/and “The world of work” for any strands.
15
Characteristic of tasks for summative assessment for the 2 term
Unit Strand Learning objective
*Total
number of
questions
*Quest
ion №
*Type of
question *Task description Time Total
marks
Values.
The world
of work.
Listening
5.L8 Understand supported
narratives, including some
extended talk, on an
increasing range of general
and curricular topics
6 123456
Gap
filling
Each learner works individually.
Learners listen to the recording twice
and complete the sentences with
suitable words from the box related
to the topics “Values”.
Before the recording starts learners
have one minute to get familiar with
the questions.
The task includes 6 questions.
Learners match the pictures to the
numbers.
10
minutes
6
Reading
5.R2 Understand with little
support specific information
and detail in short, simple
texts on a limited range of
general and curricular
topics.
6 123456
True/Fal
se
Each learner works individually.
Learners read the text.
The task consists of 6 questions. In
each question learners should
identify whether the statements are
true or false and write True or False.
10
minutes
6
Writing
5.W7 Use with some
support appropriate layout
at text level for a limited
range of written genres on
familiar general topics and
some curricular topics.
5.W5 Link without support
sentences using basic
coordinating connectors
1 1 Open
ended
Each learner works individually.
Learners write a short letter using
appropriate grammar structures,
layout for the letter and linking
words covered during the term.
20
minutes
6
16
Speaking
5.S7 Use appropriate
subject-specific vocabulary
and syntax to talk about a
limited range of general
topics.
1 1 Open
ended
Learners individually describe the
picture using subject related
vocabulary and grammar structures
covered during the term on the topics
“Values”, “The world of the work”.
Learners prepare for 1 minute and
speak 1 minute. Teacher can ask
supporting questions if necessary to
help learners. Learners are supposed
to use appropriate grammar
structures.
Each
learner
talks for
1 minute
6
TOTAL: 40
minutes
24
Note: *-sections that can be changed
17
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 2
LISTENING
Task. Listen to the recording twice and fill in the blanks with suitable words from the box.
CD3. Tapescript 2.
Married Lives Are
Large flowers Works
My family 1 __________________ in Melbourne. There 2 ____________________ six
people in my family. My mother and father live in a 3 ___________________ house. The
house has four bedrooms and a big backyard. There are 4___________________ in the front
yard. My older brother, Alan, is 5____________________and has two children. My younger
brother, Bill, and my sister, Sue, live at home. My father 6 ___________________ in an
office in Belmore. He is a manager. My mother works at home and looks after the house. I
am very lucky to have a wonderful family.
18
READING
Task. Read the text about Molly’s job.
She works at a zoo
I’m at the zoo with Molly. Molly works at the zoo. She looks after the big animals: elephants,
giraffes, lions and tigers. Molly says,
“My favorite animals are the elephants. At
the moment we’ve got six elephants at the
zoo. Two of the elephants are babies.
They are very cute.”
Molly gets up every day at six o’clock. She starts work at seven o’clock. First, she feeds the
lions and tigers. They eat meat.
Then she feeds the giraffes
and the elephants. They eat
vegetables. All the animals
drink water. Molly says, “I
go home at three o’clock.
I’m always happy as I love
my job!”
Read the text again and write next to the sentences True/False according to the text.
The first sentence is done for you as an example.
Example: Molly works at a garage. _________ _False_______________
1. She looks after the big animals. _______________________________[1]
2. Her favorite animals are the tigers. _______________________________[1]
3. There are four elephants at the zoo. _______________________________[1]
4. Molly gets up at 6 o’clock. _______________________________[1]
5. The lions eat salad. _______________________________[1]
6. The animals drink water. _______________________________[1]
Total [6]
19
WRITING
Task. Write a letter to your friend about your new friends. The sample letter will help you to
write a reply.
Hello dear friend,
I want to tell you about my new friends in Cambridge. I met them at school. They are very funny
and friendly. They are Nicola, Mark and Sue. We go to school together. We have the same interests.
Write me about your friends.
I am looking forward to your answer.
Love,
Miras
Write your answer to Miras.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Total [6]
SPEAKING
Task. Choose one of the below shown pictures and describe it. Answer the questions:
• Who is on the picture?
• What does he/she do?
• Where does he/she work?
• Who does he/she work with?
• Do you like this profession? Why? / Why not?
Total [6]
Total marks __/24
20
Mark scheme
Listening and Reading
№ Answer Mark Additional
information
1.
2.
3.
4.
5.
6.
Lives 1
Are 1
Large 1
Flowers 1
Married 1
Works 1
1.
2.
3.
4.
5.
6.
True 1
False 1
False 1
True 1
False 1
True 1
Total 12
21
Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a
total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Criterio
n
Content (relevance and
development of ideas)
Organization (cohesion,
paragraphing and format)
Vocabulary (style and
accuracy)
Grammar (style and accuracy)
and Punctuation (accuracy)
6
• All content is relevant to the
task.
• The register completely
corresponds to the
requirements of the task.
• All content points are fully
addressed and developed in a
balanced way.
• Uses a range of basic
connectors correctly.
• Uses paragraphs to separate
ideas; all paragraphs revolve
around one idea or a set of
like ideas; the size of each
paragraph allows for a proper
and balanced development of
ideas.
• The format is appropriate, but
may be modified for a better
reading experience.
• Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items with occasional
inappropriacies.
• Has good control of word
formation; may make
occasional errors in producing
less common word forms.
• Spells common vocabulary
items correctly; very few (one
or two) occasional spelling
mistakes may be present.
• May occasionally misspell
less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Writes short and extended
simple and compound
sentence forms correctly.
AND
• May attempt some complex
sentences, but they tend to be
less accurate, including
punctuation.
• Errors in grammar and/or
punctuation do not distort
meaning.
5
• All content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the
• Uses basic connectors
correctly.
• Uses paragraphs to separate
ideas; most paragraphs
revolve around one idea or a
• Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items, but may make
frequent errors.
• Writes short and extended
simple and compound
sentence forms correctly.
• Occasional errors in grammar
and/or punctuation do not
20
requirements of the task;
occasional and inconsistent
misuse of register may be
present.
• Most content points are
addressed, but their
development may be slightly
imbalanced.
set of like ideas; the size of
each paragraph may reflect
imbalanced development of
ideas.
• The format is appropriate.
• Has good control of word
formation; may make errors in
producing less common word
forms.
• Spells common vocabulary
items correctly; few (no more
than five) occasional spelling
mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
distort meaning.
4
• Most content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the
requirements of the task.
• Most content points are
addressed, but some content
points may be more fully
covered than others.
• Uses some basic connectors,
but these may be inaccurate or
repetitive.
• Uses paragraphs to separate
ideas, but tends to misuse
paragraphing (a script is a set
of very short paragraphs or
some paragraphs may be
much longer than other ones
for no apparent reason).
• The format is generally
appropriate.
• Uses everyday vocabulary
generally appropriately, while
occasionally overusing certain
lexical items.
• Has good control of word
formation; can produce
common word forms
correctly.
• May make infrequent errors in
spelling more difficult words.
• Errors in word choice and/or
spelling rarely distort
meaning.
• Writes short and extended
simple and some compound
sentence forms correctly.
• While errors in grammar
and/or punctuation are
noticeable, meaning is rarely
distorted.
3
• Some content is relevant to
the task; significant content
omissions may be present.
• The register barely
corresponds to the
requirements of the task.
• Only some content points,
which are minimally
• Uses a very limited range of
basic connectors correctly.
• Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
• The format may be
inappropriate in places.
• Uses basic vocabulary
reasonably appropriately.
• Has some control of word
formation; can produce some
common word forms
correctly.
• Makes frequent errors in
spelling more difficult words,
• Writes short simple sentence
forms and most extended
simple sentence forms
correctly.
• Errors in grammar and/or
punctuation may distort
meaning at times.
21
addressed. but simple words are spelled
correctly.
• Errors in word choice and/or
spelling distort meaning at
times.
2
• Severe irrelevances and
misinterpretations of the task
may be present.
• Only few content points,
which are minimally
addressed.
• May use a very limited range
of basic connectors, and those
used may not indicate a
logical relationship between
ideas.
• Attempts to write in
paragraphs, but their use may
be confusing (may start every
sentence with a new line).
• The format may be
inappropriate.
• Uses an extremely limited
range of vocabulary.
• Has very limited control of
word formation; can produce a
few common word forms
correctly.
• Makes many errors in
spelling, including a range of
simple words.
• Errors in word choice and/or
spelling distort meaning.
• Writes only very short simple
sentence forms correctly.
• Frequent errors in grammar
and/or punctuation distort
meaning.
1
• Attempts the task, but it is
largely misinterpreted and the
response is barely relevant to
the task.
• Links are missing or incorrect.
• Does not write in paragraphs
at all (a script is a block of
text).
• The format is not appropriate.
• Can only use a few isolated
words and/or memorized
phrases.
• Has essentially no control of
word formation; can barely
produce any word forms.
• Displays few examples of
conventional spelling.
• No evidence of sentence
forms.
0
• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
22
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and language), and then calculate a mean to give an overall total out of 6.
Mark /
Criterio
n
Development and Fluency Language
6
• Shows sustained ability to maintain a conversation and to make
relevant contributions at some length.
• Produces extended stretches of language despite some hesitation.
• Can respond to change in direction of the conversation.
• Pronunciation is intelligible*.
• Intonation is appropriate.
• Produces error-free simple sentences.
• Attempts some complex grammatical forms, but may make
errors, which rarely cause comprehension problems.
• Uses a range of appropriate vocabulary to give and exchange
views on a growing range of general and curricular topics.
5
• Responds relevantly and at length which makes frequent
prompting unnecessary, resulting in a competent conversation.
• Produces mostly extended stretches of language despite some
hesitation, although instances of using short phrases may be
present.
• Can generally respond to change in direction of the conversation.
• Pronunciation is generally intelligible.
• Intonation is generally appropriate
• Produces error-free simple sentences.
• Uses a range of appropriate vocabulary when talking about a
range of general and curricular topics.
• Occasional mistakes do not cause comprehension problems.
4
• Attempts to respond to questions and prompts.
• Produces responses which are extended beyond short phrases,
despite hesitation.
• Effort will need to be made to develop the conversation; only
partial success will be achieved.
• Pronunciation is mostly intelligible.
• May not follow English intonation patterns at times.
• Frequently produces error-free simple sentences.
• Uses appropriate vocabulary to talk about a limited range of
general and curricular topics.
• Errors may cause comprehension problems.
3
• Responses tend to be brief and are characterized by frequent
hesitation.
• Has to be encouraged to go beyond short responses and struggles
to develop a conversation.
• There is a lack of intelligibility of pronunciation, but it is unlikely
• Produces basic sentence forms and some correct simple
sentences.
• Uses a limited range of appropriate vocabulary to talk about a
limited range of general topics.
• Errors are frequent and may lead to misunderstanding.
23
to impede communication.
• May not follow English intonation patterns frequently.
2
• Responses are so brief that little is communicated.
• Barely engages in a conversation.
• Pronunciation may cause some communication difficulty.
• Does not follow English intonation patterns.
• Attempts basic sentence forms, but with limited success.
OR
• Heavily relies on apparently memorized utterances.
• Uses a limited range of appropriate vocabulary to talk about a
very limited range of general topics.
• Makes numerous errors except in memorized expressions.
1
• No communication possible.
• Pronunciation and intonation patterns cause difficulty for even the
most sympathetic listener.
• Cannot produce basic sentence forms.
• Can only produce isolated words and phrases or memorized
utterances.
0
• No attempt at the response.
OR
• No rateable language.
*Speech deficiencies should not be considered as affecting intelligibility.
24
SPECIFICATION OF SUMMATIVE ASSESSMMENT FOR TERM 3
Review of summative assessment for term 3
Duration of the summative assessment – 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 24
The structure of the summative assessment
This Summative Assessment consists of 14 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with
spaces. Learners have to fill each space with the missing word/number or a suitable word.
Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.
The content of the summative assessment for the 3 term should be selected on topics
“Creativity” or/and “Reading for pleasure” or/and “Fantasy world” for any strands.
25
Characteristic of tasks for summative assessment for the 3 term
Unit Strand Learning objective
*Total
number
of
questions
*Ques
tion

*Type of
question *Task description Time Total
marks
Creativity.
Reading
for
pleasure.
Fantasy
world.
Listening
5.L4 Understand the main
points of supported extended
talk on a range of general and
curricular topics.
6 123456
Open ended Each learner works individually.
Learners listen to the recording twice
and write the name of the room in the
plan. Before the recording starts, learners
have one minute to get familiar with the
picture.
The task includes 6 questions. Learners
write the names of the rooms in the
space provided.
10
minutes
6
Reading
5.R2 Understand with little
support specific information
and detail in short, simple
texts on a limited range of
general and curricular topics.
6 123456
Gap filling Each learner works individually.
Learners read a short text on the topic
“Fantasy World” and complete the
sentences with the given words.
10
minutes
6
Writing
5.W6 Link, with some
support, sentences into
coherent paragraphs using
basic connectors on a limited
range of familiar general
topics.
5.W8 Spell most highfrequency
words accurately
for a limited range of general
topics.
1 1 Open ended Each learner works individually. 20
minutes
6
26
Learners write a paragraph about
imaginary place using supporting
questions. They are expected to
use appropriate linking words to
make a coherent paragraph and
spell topic related vocabulary
accurately.
Speaking
5.S1 Provide basic
information about themselves
and others at sentence level on
an increasing range of general
topics.
1 1 Open ended Learners choose one card and provide
personal information using supporting
questions. Teacher can ask supporting
questions if necessary to help learners.
Each
learner
talks for
1 minute
6
TOTAL: 40
minutes
24
Note: *-sections that can be changed
27
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 3
Listening
Task. Listen to the recording and write the name of each room in the correct place on the Floor
plan. You will listen to the recording twice.
CD3. Tapescript 3.
A Floor plan
Total [6]
Reading
Task. Read the text and complete the sentences using the words from the box in the correct form.
Dolphin Dreams is a perfect holiday! We
take people in our boats and we visit
dolphins in the sea. You can swim with
beautiful dolphins!
Do you know…?
29
Are you looking for the perfect holiday?
Dolphin Dreams
Dolphins aren’t dangerous. They are
very friendly. They love playing with
people.
Dolphins can’t breathe under water,
but they can stay under water for
about 15 minutes.
Dolphins live in families
Dolphins have names. Their names
are special sounds. They use the
sounds to call their friends and
family.
Dolphins can’t live in polluted water,
but a lot of the sea is polluted. We
want to make the sea a clean and safe
place for dolphins
1. Dolphins aren’t ugly. They are _________________________________. [1]
2. Dolphins can’t live in polluted water. They live in ______________ water.[1]
3. Dolphins are safe. They aren’t _________________________________. [1]
4. Dolphins are not aggressive. They are ___________________________. [1]
5. A lot of the sea isn’t clean. It is _________________________________. [1]
6. The sea isn’t dangerous place for dolphins. It’s ____________________. [1]
Total [6]
Writing
Task. Think about imaginary place you would like to live. Describe it. The following questions will
help you.
What place is it?
Why would you like to live there?
What is the weather there?
What does this place have?
What can you there?
What can you do there?
The name of the place is Velcita. I like this place because it is beautiful and clean.______
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
Total [6]
to pollute a danger beauty to clean a friend to save
30
Speaking
Task. Choose one card, speak about the topic and answer the questions.
Total [6]
Total marks __/24
Reading books
1. How often do you read books?
2. When do you normally read books?
3. What is your favourite book?
4. Where do you like reading books?
Music
1. How often do you listen to music?
2. When do you normally listen to music?
3. Can you do other activities when you
listen to music?
4. What music do you like?
Poem
1. What poem have you learnt by heart
recently?
2. When did you learn it?
3. What is this poem about?
4. Did you like the poem? Why? Why not?
Art
1. What types of art activities do you
know?
2. What art activity are you fond of?
3. Describe your activity.
4. When and where do you like doing it?
Music
1. Do you like to listen to music? Why?
2. Where do you usually listen to
music?
3. What music do you like to listen?
4. When do you usually listen to music?
Reading books
1. Do you like to read books?
2. When do you read books? Why?
3. What is your favourite book?
4. Is reading important? Why?
Art
1. What activities do you prefer?
2. What activities are popular among your
friends?
3. Describe the activity you like most.
4. When and where do you like doing it?
Poem
1. Do you like poems? Why?
2. Do you often learn poems?
3. What is your favourite poem?
4. Who wrote that poem?
31
Mark scheme
Listening and Reading
№ Answer Mark Additional
information
1.
2.
3.
4.
5.
6.
Hall 1
Lounge 1
Dining room 1
Bathroom 1
Kitchen 1
Bedroom 1
1.
2.
3.
4.
5.
6.
Beautiful 1
Clean 1
Dangerous 1
Friendly 1
Polluted 1
Safe 1
Total 12
32
Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a
total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Criterio
n
Content (relevance and
development of ideas)
Organization (cohesion,
paragraphing and format)
Vocabulary (style and
accuracy)
Grammar (style and accuracy)
and Punctuation (accuracy)
6
• All content is relevant to the
task.
• The register completely
corresponds to the
requirements of the task.
• All content points are fully
addressed and developed in a
balanced way.
• Uses a range of basic
connectors correctly.
• Uses paragraphs to separate
ideas; all paragraphs revolve
around one idea or a set of
like ideas; the size of each
paragraph allows for a proper
and balanced development of
ideas.
• The format is appropriate, but
may be modified for a better
reading experience.
• Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items with occasional
inappropriacies.
• Has good control of word
formation; may make
occasional errors in producing
less common word forms.
• Spells common vocabulary
items correctly; very few (one
or two) occasional spelling
mistakes may be present.
• May occasionally misspell
less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Writes short and extended
simple and compound
sentence forms correctly.
AND
• May attempt some complex
sentences, but they tend to be
less accurate, including
punctuation.
• Errors in grammar and/or
punctuation do not distort
meaning.
5
• All content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the
• Uses basic connectors
correctly.
• Uses paragraphs to separate
ideas; most paragraphs
revolve around one idea or a
• Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items, but may make
frequent errors.
• Writes short and extended
simple and compound
sentence forms correctly.
• Occasional errors in grammar
and/or punctuation do not
29
requirements of the task;
occasional and inconsistent
misuse of register may be
present.
• Most content points are
addressed, but their
development may be slightly
imbalanced.
set of like ideas; the size of
each paragraph may reflect
imbalanced development of
ideas.
• The format is appropriate.
• Has good control of word
formation; may make errors in
producing less common word
forms.
• Spells common vocabulary
items correctly; few (no more
than five) occasional spelling
mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
distort meaning.
4
• Most content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the
requirements of the task.
• Most content points are
addressed, but some content
points may be more fully
covered than others.
• Uses some basic connectors,
but these may be inaccurate or
repetitive.
• Uses paragraphs to separate
ideas, but tends to misuse
paragraphing (a script is a set
of very short paragraphs or
some paragraphs may be
much longer than other ones
for no apparent reason).
• The format is generally
appropriate.
• Uses everyday vocabulary
generally appropriately, while
occasionally overusing certain
lexical items.
• Has good control of word
formation; can produce
common word forms
correctly.
• May make infrequent errors in
spelling more difficult words.
• Errors in word choice and/or
spelling rarely distort
meaning.
• Writes short and extended
simple and some compound
sentence forms correctly.
• While errors in grammar
and/or punctuation are
noticeable, meaning is rarely
distorted.
3
• Some content is relevant to
the task; significant content
omissions may be present.
• The register barely
corresponds to the
requirements of the task.
• Only some content points,
which are minimally
• Uses a very limited range of
basic connectors correctly.
• Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
• The format may be
inappropriate in places.
• Uses basic vocabulary
reasonably appropriately.
• Has some control of word
formation; can produce some
common word forms
correctly.
• Makes frequent errors in
spelling more difficult words,
• Writes short simple sentence
forms and most extended
simple sentence forms
correctly.
• Errors in grammar and/or
punctuation may distort
meaning at times.
30
addressed. but simple words are spelled
correctly.
• Errors in word choice and/or
spelling distort meaning at
times.
2
• Severe irrelevances and
misinterpretations of the task
may be present.
• Only few content points,
which are minimally
addressed.
• May use a very limited range
of basic connectors, and those
used may not indicate a
logical relationship between
ideas.
• Attempts to write in
paragraphs, but their use may
be confusing (may start every
sentence with a new line).
• The format may be
inappropriate.
• Uses an extremely limited
range of vocabulary.
• Has very limited control of
word formation; can produce a
few common word forms
correctly.
• Makes many errors in
spelling, including a range of
simple words.
• Errors in word choice and/or
spelling distort meaning.
• Writes only very short simple
sentence forms correctly.
• Frequent errors in grammar
and/or punctuation distort
meaning.
1
• Attempts the task, but it is
largely misinterpreted and the
response is barely relevant to
the task.
• Links are missing or incorrect.
• Does not write in paragraphs
at all (a script is a block of
text).
• The format is not appropriate.
• Can only use a few isolated
words and/or memorized
phrases.
• Has essentially no control of
word formation; can barely
produce any word forms.
• Displays few examples of
conventional spelling.
• No evidence of sentence
forms.
0
• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
31
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and language), and then calculate a mean to give an overall total out of 6.
Mark /
Criterio
n
Development and Fluency Language
6
• Shows sustained ability to maintain a conversation and to make
relevant contributions at some length.
• Produces extended stretches of language despite some hesitation.
• Can respond to change in direction of the conversation.
• Pronunciation is intelligible*.
• Intonation is appropriate.
• Produces error-free simple sentences.
• Attempts some complex grammatical forms, but may make
errors, which rarely cause comprehension problems.
• Uses a range of appropriate vocabulary to give and exchange
views on a growing range of general and curricular topics.
5
• Responds relevantly and at length which makes frequent
prompting unnecessary, resulting in a competent conversation.
• Produces mostly extended stretches of language despite some
hesitation, although instances of using short phrases may be
present.
• Can generally respond to change in direction of the conversation.
• Pronunciation is generally intelligible.
• Intonation is generally appropriate
• Produces error-free simple sentences.
• Uses a range of appropriate vocabulary when talking about a
range of general and curricular topics.
• Occasional mistakes do not cause comprehension problems.
4
• Attempts to respond to questions and prompts.
• Produces responses which are extended beyond short phrases,
despite hesitation.
• Effort will need to be made to develop the conversation; only
partial success will be achieved.
• Pronunciation is mostly intelligible.
• May not follow English intonation patterns at times.
• Frequently produces error-free simple sentences.
• Uses appropriate vocabulary to talk about a limited range of
general and curricular topics.
• Errors may cause comprehension problems.
3
• Responses tend to be brief and are characterized by frequent
hesitation.
• Has to be encouraged to go beyond short responses and struggles
• Produces basic sentence forms and some correct simple
sentences.
• Uses a limited range of appropriate vocabulary to talk about a
32
to develop a conversation.
• There is a lack of intelligibility of pronunciation, but it is unlikely
to impede communication.
• May not follow English intonation patterns frequently.
limited range of general topics.
• Errors are frequent and may lead to misunderstanding.
2
• Responses are so brief that little is communicated.
• Barely engages in a conversation.
• Pronunciation may cause some communication difficulty.
• Does not follow English intonation patterns.
• Attempts basic sentence forms, but with limited success.
OR
• Heavily relies on apparently memorized utterances.
• Uses a limited range of appropriate vocabulary to talk about a
very limited range of general topics.
• Makes numerous errors except in memorized expressions.
1
• No communication possible.
• Pronunciation and intonation patterns cause difficulty for even the
most sympathetic listener.
• Cannot produce basic sentence forms.
• Can only produce isolated words and phrases or memorized
utterances.
0
• No attempt at the response.
OR
• No rateable language.
*Speech deficiencies should not be considered as affecting intelligibility.
33
SPECIFICATION OF SUMMATIVE ASSESSMMENT FOR TERM 4
Review of summative assessment for term 4
Duration of the summative assessment - 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks - 24
The structure of the summative assessment
This Summative Assessment consists of 14 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with
spaces. Learners have to fill each space with the missing word/number or a suitable word.
True/false task requires learners to identify whether the given information is true or false.
Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.
The content of the summative assessment for the 4 term should be selected on topics
“Sports” or/and “Holidays” for any strands.
34
Characteristic of tasks for summative assessment for the 4 term
Unit Strand Learning objective
*Total
number
of
questions
*Quest
ion №
*Type of
question *Task description Time Total
marks
Sports.
Holidays.
Listening
5.L8 Understand
supported narratives,
including some extended
talk, on an increasing
range of general and
curricular topics.
6 123456
Gap filling Each learner works individually.
Learners listen to the recording twice and
complete the gaps with suitable word and
phrases.
Before the recording starts, learners have
one minute to get familiar with the
questions.
The task includes 6 questions.
10 minutes 6
Reading
5.R3 Understand the
detail of an argument on a
limited range of familiar
general and curricular
topics
6 123456
True/False Each learner works individually.
Learners read the postcard and identify
sentences for True or False statements
using information from the text. Learners
are expected to write True or False next to
the sentences.
10 minutes 6
Writing
5.W4 Write with support a
sequence of extended
sentences in a paragraph to
give basic personal
information.
1 1 Open ended Each learner works individually.
Learners write an e-mail answering the
given questions and providing personal
information.
20 minutes 6
Speaking
5.S2 Ask simple questions
to get information about a
limited range of general
topics
1 1 Open ended Learners work in pairs.
Learners are given the topic for the
discussion. They make up a dialogue by
asking and answering the questions using
words and expressions, and supporting
pictures.
Each pair
talks for 1-
2 minutes
6
TOTAL: 40 minutes 24
Note: *-sections that can be changed
35
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 4
LISTENING
Task. Listen to the conversation and complete the gaps with suitable phrases (1-2 words). You
will listen to the conversation twice.
CD3. Tapescript 4.
Total [6]
36
READING
Task. Read the text and write True (T) or False (F) next to the sentences.
Hi Ellie,
How are you? Are you having a nice holiday? I’m having a great time in
Spain!
It’s great weather here! It’s very hot and sunny. My family and I go to the
beach every day. The beach is a lot of fun because you can do lots of water
sports here. I’m going to waterski this afternoon.
The food here is great. We’re going to eat in a seafood restaurant tonight. I
love seadfood. I want to try octopus!
We’re going to visit a museum tomorrow morning. It is about the history of
Spain. Then later we’re going to go shopping in the town. We want to buy
some presents. I want to get you a present from Spain.
We are going to fly home next week. I want to show you all my photos!
See you soon.
Best wishes,
Lisa
Ellie Harris,
4 Bluebell Lane,
Oxford,
OT2 9LM
England
Write True or False.
1. Lisa is in Australia. __________________ [1]
2. Lisa is going to waterski this afternoon. __________________ [1]
3. Lisa’s family is going to eat seafood tonight. __________________ [1]
4. Lisa doesn’t like seafood. __________________ [1]
5. Lisa is going to buy Ellie a present. __________________ [1]
6. Lisa is going to fly home tomorrow. __________________ [1]
Total [6]
37
WRITING
Task. Rob is your pen-friend. Reply to Rob’s email. Tell him about sports in your school.
Think about these questions:
What sports do you do at your school?
What after-school sports clubs do you go to?
What sports clubs can you recommend Rob to try in your school? Why?
To: rob1995@gmail.com
From:
Subject: Sports
Insert: Attachments Photos Videos
Total [6]
SPEAKING
Task. Look at the pictures about Mike’s holiday. Ask your partner 3 questions to get information
about Mike’s holiday. You can use the expressions below.
Total [6]
Total marks __/24
eat a sandwich / eat an ice-cream wear a hat / wear sunglasses
water-ski / surf look at a bird / look at a fish
38
Mark scheme
Listening and Reading
№ Answer Mark Additional
information
1.
2.
3.
4.
5.
6.
Having fun 1
Reading 1
Playing 1
Likes snorkeling 1
Standing 1
Swimming 1
1.
2.
3.
4.
5.
6.
False 1
True 1
True 1
True 1
True 1
False 1
Total 12
39
Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a
total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Criterio
n
Content (relevance and
development of ideas)
Organization (cohesion,
paragraphing and format)
Vocabulary (style and
accuracy)
Grammar (style and accuracy)
and Punctuation (accuracy)
6
• All content is relevant to the
task.
• The register completely
corresponds to the
requirements of the task.
• All content points are fully
addressed and developed in a
balanced way.
• Uses a range of basic
connectors correctly.
• Uses paragraphs to separate
ideas; all paragraphs revolve
around one idea or a set of
like ideas; the size of each
paragraph allows for a proper
and balanced development of
ideas.
• The format is appropriate, but
may be modified for a better
reading experience.
• Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items with occasional
inappropriacies.
• Has good control of word
formation; may make
occasional errors in producing
less common word forms.
• Spells common vocabulary
items correctly; very few (one
or two) occasional spelling
mistakes may be present.
• May occasionally misspell
less common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
• Writes short and extended
simple and compound
sentence forms correctly.
AND
• May attempt some complex
sentences, but they tend to be
less accurate, including
punctuation.
• Errors in grammar and/or
punctuation do not distort
meaning.
5
• All content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the
• Uses basic connectors
correctly.
• Uses paragraphs to separate
ideas; most paragraphs
revolve around one idea or a
• Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items, but may make
frequent errors.
• Writes short and extended
simple and compound
sentence forms correctly.
• Occasional errors in grammar
and/or punctuation do not
40
requirements of the task;
occasional and inconsistent
misuse of register may be
present.
• Most content points are
addressed, but their
development may be slightly
imbalanced.
set of like ideas; the size of
each paragraph may reflect
imbalanced development of
ideas.
• The format is appropriate.
• Has good control of word
formation; may make errors in
producing less common word
forms.
• Spells common vocabulary
items correctly; few (no more
than five) occasional spelling
mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort
meaning.
distort meaning.
4
• Most content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the
requirements of the task.
• Most content points are
addressed, but some content
points may be more fully
covered than others.
• Uses some basic connectors,
but these may be inaccurate or
repetitive.
• Uses paragraphs to separate
ideas, but tends to misuse
paragraphing (a script is a set
of very short paragraphs or
some paragraphs may be
much longer than other ones
for no apparent reason).
• The format is generally
appropriate.
• Uses everyday vocabulary
generally appropriately, while
occasionally overusing certain
lexical items.
• Has good control of word
formation; can produce
common word forms
correctly.
• May make infrequent errors in
spelling more difficult words.
• Errors in word choice and/or
spelling rarely distort
meaning.
• Writes short and extended
simple and some compound
sentence forms correctly.
• While errors in grammar
and/or punctuation are
noticeable, meaning is rarely
distorted.
3
• Some content is relevant to
the task; significant content
omissions may be present.
• The register barely
corresponds to the
requirements of the task.
• Only some content points,
which are minimally
• Uses a very limited range of
basic connectors correctly.
• Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
• The format may be
inappropriate in places.
• Uses basic vocabulary
reasonably appropriately.
• Has some control of word
formation; can produce some
common word forms
correctly.
• Makes frequent errors in
spelling more difficult words,
• Writes short simple sentence
forms and most extended
simple sentence forms
correctly.
• Errors in grammar and/or
punctuation may distort
meaning at times.
41
addressed. but simple words are spelled
correctly.
• Errors in word choice and/or
spelling distort meaning at
times.
2
• Severe irrelevances and
misinterpretations of the task
may be present.
• Only few content points,
which are minimally
addressed.
• May use a very limited range
of basic connectors, and those
used may not indicate a
logical relationship between
ideas.
• Attempts to write in
paragraphs, but their use may
be confusing (may start every
sentence with a new line).
• The format may be
inappropriate.
• Uses an extremely limited
range of vocabulary.
• Has very limited control of
word formation; can produce a
few common word forms
correctly.
• Makes many errors in
spelling, including a range of
simple words.
• Errors in word choice and/or
spelling distort meaning.
• Writes only very short simple
sentence forms correctly.
• Frequent errors in grammar
and/or punctuation distort
meaning.
1
• Attempts the task, but it is
largely misinterpreted and the
response is barely relevant to
the task.
• Links are missing or incorrect.
• Does not write in paragraphs
at all (a script is a block of
text).
• The format is not appropriate.
• Can only use a few isolated
words and/or memorized
phrases.
• Has essentially no control of
word formation; can barely
produce any word forms.
• Displays few examples of
conventional spelling.
• No evidence of sentence
forms.
0
• Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
42
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and language), and then calculate a mean to give an overall total out of 6.
Mark /
Criterio
n
Development and Fluency Language
6
• Shows sustained ability to maintain a conversation and to make
relevant contributions at some length.
• Produces extended stretches of language despite some hesitation.
• Can respond to change in direction of the conversation.
• Pronunciation is intelligible*.
• Intonation is appropriate.
• Produces error-free simple sentences.
• Attempts some complex grammatical forms, but may make
errors, which rarely cause comprehension problems.
• Uses a range of appropriate vocabulary to give and exchange
views on a growing range of general and curricular topics.
5
• Responds relevantly and at length which makes frequent
prompting unnecessary, resulting in a competent conversation.
• Produces mostly extended stretches of language despite some
hesitation, although instances of using short phrases may be
present.
• Can generally respond to change in direction of the conversation.
• Pronunciation is generally intelligible.
• Intonation is generally appropriate
• Produces error-free simple sentences.
• Uses a range of appropriate vocabulary when talking about a
range of general and curricular topics.
• Occasional mistakes do not cause comprehension problems.
4
• Attempts to respond to questions and prompts.
• Produces responses which are extended beyond short phrases,
despite hesitation.
• Effort will need to be made to develop the conversation; only
partial success will be achieved.
• Pronunciation is mostly intelligible.
• May not follow English intonation patterns at times.
• Frequently produces error-free simple sentences.
• Uses appropriate vocabulary to talk about a limited range of
general and curricular topics.
• Errors may cause comprehension problems.
3
• Responses tend to be brief and are characterized by frequent
hesitation.
• Has to be encouraged to go beyond short responses and struggles
to develop a conversation.
• There is a lack of intelligibility of pronunciation, but it is unlikely
• Produces basic sentence forms and some correct simple
sentences.
• Uses a limited range of appropriate vocabulary to talk about a
limited range of general topics.
• Errors are frequent and may lead to misunderstanding.
43
to impede communication.
• May not follow English intonation patterns frequently.
2
• Responses are so brief that little is communicated.
• Barely engages in a conversation.
• Pronunciation may cause some communication difficulty.
• Does not follow English intonation patterns.
• Attempts basic sentence forms, but with limited success.
OR
• Heavily relies on apparently memorized utterances.
• Uses a limited range of appropriate vocabulary to talk about a
very limited range of general topics.
• Makes numerous errors except in memorized expressions.
1
• No communication possible.
• Pronunciation and intonation patterns cause difficulty for even the
most sympathetic listener.
• Cannot produce basic sentence forms.
• Can only produce isolated words and phrases or memorized
utterances.
0
• No attempt at the response.
OR
• No rateable language.
*Speech deficiencies should not be considered as affecting intelligibility.
44

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