“English” Grade 7 Content. Specification of Summative Assessment for term on the subject

01 май 2018, Вторник
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Specification of Summative Assessment for
term on the subject “English”
Grade 7
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 7 ........................................................... 3
4. Level of thinking skills on the subject “English”, Grade 7 ..................................................... 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 .................................... 19
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 .................................... 31
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 .................................... 43
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 7.
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 7
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 ideas of texts 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.
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.
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.
3
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.
4. Level of thinking skills on the subject “English”, Grade 7
Strand Level of thinking
skills
Description Recommended
type of question
Listening Knowledge and
comprehension
Understand the main ideas of talk on
curricular topics;
understands details of an argument
in a talk within the framework of
familiar topics;
identify specific information in a
talk within the framework of familiar
topics;
understands narratives on general
and curricular topics;
recognize speaker’s opinion in
extended talk;
Questions with
multiple choice
answers.
Questions that
require short
answer.
Questions that
require an
extended answer.
Higher order
thinking skills
deduce the meaning of listening
material using context clues;
Speaking Application use the formal and informal
registers in a talk;
use subject specific vocabulary and
syntax;
Questions that
require short
answers.
Questions that
require an
extended answer.
Higher order
thinking skills
ask complex questions to obtain
specific information;
convey the main ideas of a text
within the framework of familiar topics
logically organizing events;
present information within the
framework of familiar topics;
interact with peers (in a pair, group)
to fulfill learning tasks;
compare and contrast texts within
the framework of familiar topics;
express and opinion providing
arguments;
Reading Knowledge and
comprehension
identify the main ideas of texts and
details in texts of a range of styles and
genres within the framework of familiar
topics;
recognize specific information and
detail argument in a text and a range of
styles and genres within the framework
of familiar topics;
identify the attitude and opinion of
the author in a text;
read fiction and non-fiction texts;
Questions with
multiple choice
answers.
Questions that
require short
answers.
Questions that
require an
extended answer.
4
Application use a range of information sources
(reference materials, dictionaries, the
Internet);
Higher order
thinking skills
deduce the meaning from context in
short texts;
Writing Application link and coordinate sentences and
paragraphs in a text within the
framework of familiar topics;
correctly use punctuation in a text
within the framework of familiar topics;
spell high frequency words
accurately;
use accurately grammatical
structures;
Questions that
require short
answers.
Questions that
require an
extended answer.
Higher order
thinking skills
plan, write, edit and proofread texts
within the framework of familiar topics;
describe real and/or imagined
events of the past, present, and future
using the knowledge of topics studied
before;
create texts of a range of styles and
genres using appropriate rules and
layout;
provide arguments: examples and
reasons in a writing paper.
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.
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.
Multiple choice tasks consist of several possible answers from which the correct one should
be selected.
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
“Hobbies and Leisure” or/and “Communication and Technology”.
6
Characteristic of tasks for summative assessment for the 1 term
Unit Strand Learning objective
*Total
number
of tasks
*Question

*Type
of
question
*Task description Time Total
marks
Hobbies and
Leisure.
Communication
and
Technology.
Listening 7.L2 Understand with little
support most specific
information in extended talk
on a limited range of general
and curricular topics.
6 123456
Gap
filling
Each learner works individually. The
task enables learners to elicit
specific information in extended
talk.
Learners listen to the recording
twice on topic ‘Hobbies and
Leisure’, having chance to look
through the questions before the
recording starts (1-2 min to read the
questions before the recording
starts). The task consists of 6
questions. Learners complete the
gaps with no more than three words
while listening.
10
minutes
6
Reading 7.R1 Understand the main
points in texts on a limited
range of unfamiliar general
and curricular topics.
7.R3 Understand the detail of
an argument on a growing
range of familiar general and
curricular topics, including
some extended texts.
6 123456
Multiple
choice
Open
ended
Each learner works individually.
The task enables learners to identify
general information from the text
and elicit details.
Learners read the text on topic
‘Communication and Technology’
and answer the questions. This task
consists of 6 questions with one
possible answer. In question 1-3
learners choose the right answer. In
questions 4-6 learners give short
answers.
10
minutes
6
7
Unit Strand Learning objective
*Total
number
of tasks
*Question

*Type
of
question
*Task description Time Total
marks
Writing 7.W3 Write with moderate
grammatical accuracy on a
limited range of familiar
general and curricular topics.
7.W8 Spell most highfrequency
vocabulary
accurately for a growing
range of familiar general and
curricular topics.
1 1 Open
ended
Each learner works individually.
Learner should write on topics
‘Hobbies and Leisure’ or
‘Communication and
Technology’. They should follow
the structure and answer in full
sentences. Learners should write
with grammatical accuracy using a
variety of topic related vocabulary.
20
minutes
6
Speaking 7.S3 Give an opinion at
discourse level on a growing
range of general and
curricular topics.
7.S5 Keep interaction with
peers to negotiate, agree and
organise priorities and plans
for completing classroom
tasks.
7.S1 Use formal and
informal registers in their
talk on a limited range of
general and curricular topics.
1 1 Open
ended
Learners pair up and have a two-way
conversation on topics: ‘Hobbies and
Leisure’, ‘Communication and
Technology’. They have 1 minute to
prepare and 2 minutes to talk on the
topic. Learners are provided with
some visual aids (pictures) and
questions for a discussion. They
provide own points of view on
topics, explaining and justifying
their positions and answers. Teacher
can ask additional questions to
support learners if necessary.
Each
pair
talks for
2
minutes.
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. Listen to the interview with Mike and Kim Black and write NO MORE THAN
THREE missing words. You will listen to the recording twice. CD3. Tapescript 1.
Example: Mike and Kim Black are from the British band ‘Bad Day’.
1. Mike and Kim live in the flat _______________ of London. [1]
2. Mike likes London but he thinks it is ________________. [1]
3. They listen to a lot of _______________________ music. [1]
4. Mike and Kim like to ________________in their free time. [1]
5. They watch TV a lot but they do not go to the__________. [1]
6. Kim’s brother is in the band _______________________. [1]
Total [6]
Reading
Task. Read the article about mobile phones and do the tasks.
Mobile Fever
Why are we so addicted to mobile phones? There are now over forty million people in
Britain with mobiles and if the present trend continues, every man, woman and child in Britain will
soon have one – or two, or three!
They can be expensive and are possibly bad for us. You can spend a lot of money if you use
your mobile a lot. According to some scientists, if we go on using mobiles, we’ll cook our brains.
Some people even say that radiation from mobiles causes cancer.
Teenagers are among the biggest users of mobiles, and ‘texting’ is creating a new language
full of abbreviations such as ‘How RU?’ in Japan, Surveys show teenagers are reading less and
mobile use is affecting the marks of secondary school learners. A big problem in Britain is crime.
Last year half a million British teenagers were victims of mobile phone theft.
As technology improves, mobiles can do more and more. If you have one of the new
multimedia mobiles, you can log on the net, pay for things, play games, interact with TV programs
and take photos to send to your friends.
Read the text again and answer the questions.
Example: Is this text about addiction to mobile phones?
A) No, it is not
B)Yes, it is
C)No information
D) Neither A nor B
1. How many British people are addicted to mobile phones?
A)60 million
B) 40 million
C) 5 million
D)2million [1]
9
2. Mobiles can be the reason of…
A)toothache
B) stomachache
C) cancer
D)headache
[1]
3. … are among the biggest users of mobiles.
A) Middle age people
B) Old people
C) Young people
D) Adult people [1]
Read the text and give a short answer.
4. Is radiation one of causes of cancer? _______________ [1]
5. Is ‘texting’ creating a new type of communication? _______________ [1]
6. Does a mobile phone improve the marks of the learners? _______________ [1]
Total [6]
Writing
Task . Choose one of the topics below. Answer all the questions with appropriate details.
Follow the questions, use topical vocabulary and pay attention to the grammar.
Topic 1. About Sam’s hobby
Sam, 19 years old, a programmer, has got a family.
Give some information about Sam. What is his favourite
hobby?
Example: Sam is nineteen years old.
What is he going to plant?
______________________________________________________________________
What should a person do to make his garden look nice?
______________________________________________________________________
Does he enjoy his hobby? Why?
______________________________________________________________________
Do you like gardening? Why? Why not?
10
Topic 2. About John’s computer games addiction
John, 28 years old, a manager, has not got a family
Give some information about John. Do you think he is a
computer games addict?
Example: John is 28 years old and works as a manager.
What is he doing now?
______________________________________________________________________
What should a person do to be good at playing computer games?
______________________________________________________________________
What do you think does he enjoy playing computer games? Why?
____________________________________________________________________
Does this activity help John work well as a manager?
______________________________________________________________________
Do you like playing computer games? Why? Why not?
_____________________________________________________________________
Total [6]
Speaking
Task . Work in pairs. Choose one of the cards and make a dialogue with a partner. You have 1
minute to prepare and 2 minutes to talk.
Card 1
Discuss with your partner the topic ‘Hobbies and Leisure’. The following questions will help
you to organize your talk:
1) What hobbies do you have?
2) What do you enjoy the most?
3) When did you start your hobby?
4) What do you usually do after school?
5) What hobby you cannot live without?
Card 2
Discuss with your partner the topic ‘Hobbies and Leisure’. The following questions will help
you to organize your talk:
1) What is your hobby?
2) Tell about your friend’s interests and hobbies.
3) Do you have any common interests (hobbies)?
4) Do you spend much time chatting with your friend(s)?
5) What is the most popular hobby now?
Card 3
Discuss with your partner the topic ‘Hobbies and Leisure’. The following questions will help
you to organize your talk:
1) What do you usually do in your free time?
2) What is your favourite free time activity?
3) Do you spend your leisure time with your friends?
4) How do you spend your leisure time with your friends?
5) Do you often go out?
11
Card 4
Discuss with your partner the topic ‘Hobbies and Leisure’. The following questions will help
you to organize your talk:
1) What is your hobby?
2) Why you think your hobby is interesting?
3) When do you usually enjoy your hobby?
4) Do you think that every person should have a hobby?
5) What is the most popular hobby now?
Card 5
Discuss with your partner the topic ‘Communication and Technology’. The following
questions will help you to organize your talk:
1) How much television do you watch per day/week?
2) What time of a day do you usually watch TV?
3) Who do you normally watch TV with?
4) What kind of TV programmes do you like the most?
5) Do you have a favourite TV programme at the moment?
Card 6
Discuss with your partner the topic ‘Communication and Technology’. The following
questions will help you to organize your talk:
1) Which modern electronic devices are popular now?
2) Do you have any electronic device?
3) What do you mainly use your electronic device for?
4) Do you spend much time chatting with your friend(s)?
5) Do you think electronic devices help you study?
Card 7
Discuss with your partner the topic ‘Communication and Technology’. The following
questions will help you to organize your talk:
1) How many text messages do you send per day?
2) Do you like Facebook /Vkontakte /Instagramm?
3) What do you use your mobile for?
4) What app do you like now?
5) Where do you upload photos (Facebook, email, etc.)?
Card 8
Discuss with your partner the topic ‘Communication and Technology’. The following
questions will help you to organize your talk:
1) Do you often use Internet?
2) What information do you usually search on the Internet?
3) How often do you communicate with people on the Internet?
4) Do you think it is comfortable to work on the Internet?
5) Can you believe everything that is posted on the Internet?
Total [6]
Total marks_ /24
12
Mark scheme
Listening and Reading
№ Answer Mark Additional
information
123456
in the centre 1 center
very expensive 1 expensive
rock 1
go out 1
cinema 1
called ‘No Problem’ 1 ‘No Problem’
123456
B 1
C 1
C 1
Yes, it is 1
Yes, it is 1
No, it does not 1
Total 12
13
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 /
Criterion
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;
consistent and intentional
misuse of register* may
indicate a writer’s personal
style.
• All content points are fully
addressed and developed in a
balanced way.
*Such misuse of register should
not harm the format of writing.
• Uses a range of basic
connectors correctly and
attempts to use referencing,
but not always clearly or
appropriately.
• 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 simple and compound
sentence forms correctly and
demonstrates some variety in
length.
• 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 a range of 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 simple and compound
sentence forms correctly, but
does not demonstrate variety
in length.
• Occasional errors in grammar
and/or punctuation do not
14
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.
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 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 cohesive devices
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 simple sentence forms
mostly correctly.
• Errors in grammar and/or
punctuation may distort
meaning at times.
15
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 cohesive devices, 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 some 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.
16
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.
• 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.
17
• There is a lack of intelligibility of pronunciation, but it is unlikely
to impede communication.
• May not follow English intonation patterns frequently.
• 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.
18
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2
Review of summative assessment for term 2
Duration of 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.
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 2 term should be selected on topics
“Holidays and Travel” or/and “Space and Earth”.
19
Characteristic of tasks for summative assessment for the 2 term
Unit Strand Learning objective
*Total
number of
tasks
*Quest
ion №
*Type
of
questio
n
*Task description Time Total
marks
Holidays
and
Travel.
Space and
Earth.
Listening
7.L3 Understand with some
support most of the detail of
an argument in extended talk
on a limited range of general
and curricular topics.
7.L6 Deduce meaning from
context with little support in
extended talk on a limited
range of general and
curricular topics.
6 1
2
3
4
5
6
Matching
Open ended
Each learner works individually.
This task enables learners to
identify the detail of an argument
and deduce the meaning from the
recording. Learners listen to the
recording twice on topic ‘Holidays
and Travel’, having a chance to
look through the questions before
the recording starts (1-2 min to
read the questions before the
recording starts). The task consists
of two types of questions:
questions 1-5 are matching
exercise; question 6 requires a
short answer.
10
minutes
6
Reading
7.R3 Understand the detail of
an argument on a growing
range of familiar general and
curricular topics, including
some extended texts.
7.R5 Deduce meaning from
context in short texts on a
growing range of familiar
general and curricular topics
6 1
2
3
4
5
6
Open ended Each learner works individually.
The task enables learners to elicit
details and deduce the meaning of
the words from the context.
Learners read the text and write
short answers for the first part. The
second part requires understanding
the definition and deducing the
word from the text. This task
consists of 6 questions. Questions
1-4 require answers in three words
or a number. In questions, 5-6
learners should find the words
from the text according to given
definition.
10
minutes
6
Writing 7.W2 Write with minimal
support about real and
imaginary past
1 1 Open ended
Each learner works individually.
The task enables learners to write
about
20
minutes
6
20
Unit Strand Learning objective
*Total
number of
tasks
*Quest
ion №
*Type
of
questio
n
*Task description Time Total
marks
events, activities and
experiences on a growing
range of familiar general
topics and some curricular
topics.
7.UE9 Use appropriately a
variety of active and passive
simple present and past forms
and past perfect simple forms
on a range of familiar general
and curricular topics
real and imaginary past events
grammatically accurately and spell
the words accurately.
Learners should continue the given
story on the topics ‘Holidays and
Travel’, ‘Space and Earth’, using
imagination, creativity and
experiences. They should give full
answers to the questions.
Speaking
7.S4 Respond with some
flexibility at both sentence and
discourse level to unexpected
comments on a growing range
of general and curricular
topics. 7.S7 Use appropriate
subject-specific vocabulary
and syntax to talk about a
growing range of general
topics, and some curricular
topics.
1 1 Open ended Learners work in pairs.
They describe interesting place to
visit for holidays. Learners take
turns in asking and answering the
questions using appropriate topical
vocabulary. They use visual and
written prompts for a discussion,
explaining and justifying own
viewpoints. They have 1 minute to
prepare and 2-3 minutes to talk on
the topic. The questions based on
the topics ‘Holidays and Travel’,
‘Space and Earth’.
Each pair
talks for 2-
3 minutes.
6
TOTAL: 40
minutes
24
Note: * - sections that can be changed
21
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 2
Listening
Task. Do the matching exercise 1 – 5 while you listen to the recording. Complete the table with the
correct place from the box above.
Write the correct answer to the question 6.CD3. Tapescript2.
Example: What time does the train arrive at Exeter? 6.30 p.m./18.30
Oxford Manchester London Cambridge Exeter
1. Listening A
The speaker wants to go to
[1]
2. Listening B
The speaker wants to go to
[1]
3. Listening C
The speaker wants to go to
[1]
4. Listening D
The train is going to
[1]
5. Listening E
The passengers want to go to
[1]
6. Listening E
What time is the train back to London? _________________________________ [1]
Total [6]
Reading
Task. Read the article.
Holidays in Space
The World Tourism Organization says that space will soon be a popular place to go on
holiday – possibly by 2020. One Japanese company is getting ready. They are planning a space
holiday centre. It will look like a bicycle wheel and have a hotel for 100 people and a theme park. It
will travel round the Earth at a height of 300 km. The company hopes the centre will be ready in
2017. The company chairman says that flying to the centre will probably be quicker than flying
from Hong Kong to Singapore. When they are on board of the centre, the tourists will take short
trips to the Moon or go for walks in space.
An American hotel group is also thinking of building a hotel, called the Lunar Hotel. This
will be on the Ьoon. Most of the hotel will be under the ground so it won’t become too hot or too
cold. The rooms will look just like they do on Earth. The guests will eat normal food for lunch. The
cooks will just push a button to mix dried food with water to become an instant meal!
22
Part 1.Read the article again and give answers to the questions. Write no more than THREE
WORDS or A NUMBER.
Example: When will space be a popular place for holiday? In 2020
1. How many people will be able to stay at the hotel? __________ [1]
2. When will the centre be ready? __________ [1]
3. Where will tourists be able to travel while they are at the center?__________ [1]
4. Where will most of the hotel on the moon be? __________ [1]
Part 2. Read definition of the word from the text. Write it in the given place.
5. a 2-wheeled vehicle that a person rides by pushing on foot pedals
_______________________________________ [1]
6. the large round object that circles the Earth and that shines at night by reflecting light from
the sun
_______________________________________ [1]
Total [6]
Writing
Task. Choose one of the topics below.
Topic 1. Read the beginning of the story and create your continuation.
Last month I travelled to Italy. When I came to Italy I realized that I had some problems
…..
You may use this plan for the answer:
What were the problems?
______________________________________________________________________
______________________________________________________________________
How did you solve them?
______________________________________________________________________
______________________________________________________________________
Describe the end
______________________________________________________________________
______________________________________________________________________
23
Topic 2. Read the beginning of the story and create your continuation.
Kyle and Steve were on board of the spaceship, the destination of which was Mars.
Suddenly Kyle looked out of the window and noticed something big with lots of flashing lights
coming towards their ship. The ship’s radio began to make noise and everybody was waiting for
something to happen. Then a little window at the end of the ship opened and a small green
creature appeared as if it was waiting outside. “An alien!” – Kyle shouted but people didn’t hear
him…
You may use this plan for the answer:
What happened next? __________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What did Kyle decide to do? ______________________________________________
_____________________________________________________________________
_____________________________________________________________________
Describe the end_______________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Total [6]
Speaking
Task. You have to work in pairs. Choose one card and discuss the questions. You have one minute
to prepare and 2-3 minutes to talk.
Card 1.
You may use the questions:
1. What are the most interesting places in Astana?
2. Why do people enjoy visiting these places?
3. What is the most exciting place to visit?
4. How does it look like?
5. Why are these places popular among visitors?
6. Would you like to visit Astana again?
Baiterek Center of Peace and Accord Khan Shatyr Duman,Oceanarium
Card 2.
24
You may use the questions:
1. Would you like to be an astronaut?
2. Have you ever wanted to be an astronaut?
3. Would you like to go to the Moon or travel into space?
4. What kinds of people become astronauts?
5. How important is the job of an astronaut?
6. What planet would you like to travel?
Total [6]
Total marks _/24
Mark scheme
Listening and Reading
№ Answer Mark Additional
information
123456
Cambridge 1
Manchester 1
Oxford 1
Exeter 1
London 1
4.20 p.m. 1 16.20
123456
100 (one hundred) 1
2017 1
To the Moon 1
Under the ground 1
bicycle 1
Moon 1
Total 12
25
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;
consistent and intentional
misuse of register* may
indicate a writer’s personal
style.
• All content points are fully
addressed and developed in a
balanced way.
*Such misuse of register should
not harm the format of writing.
• Uses a range of basic
connectors correctly and
attempts to use referencing,
but not always clearly or
appropriately.
• 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 simple and compound
sentence forms correctly and
demonstrates some variety in
length.
• 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 a range of 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 simple and compound
sentence forms correctly, but
does not demonstrate variety
in length.
• Occasional errors in grammar
26
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.
and/or punctuation 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 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 cohesive devices
correctly.
• Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
• The format may be
• 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 simple sentence forms
mostly correctly.
• Errors in grammar and/or
punctuation may distort
meaning at times.
27
addressed. inappropriate in places. 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 cohesive devices, 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 some 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.
28
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 to
impede communication.
• May not follow English intonation patterns frequently.
• 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.
29
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.
30
SPECIFICATION OF SUMMATIVE ASSESSMENT 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.
Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.
Multiple choice tasks consist of several possible answers from which the correct one should
be selected.
Yes\No\Not Given tasks require learners to identify whether the statements agrees with the
writer (Yes), whether the statement contradicts the writer (Not), whether the information is not
found in the passage (Not Given).
The content of the summative assessment for the 3 term should be selected on topics
“Reading for pleasure” or/and “Entertainment and Media” or/and “Natural Disasters”.
31
Characteristic of tasks for summative assessment for the 3 term
Unit Strand Learning objective
*Total
number
of tasks
*Questi
on №
*Type of
question *Task description Time Total
marks
Reading
for
pleasure
Entertainm
ent and
Media.
Natural
Disasters
Listening
7.L4 Understand with little support
some of the implied meaning in
extended talk on a limited range of
general and curricular topics.
7.L8 Understand supported
narratives on a wide range of
general and curricular topics.
6 123456
Open ended Each learner works individually.
Learners listen to the recording
twice on topics ‘Entertainment and
Media’ having chance to look
through the questions before the
recording start. The task consists of
6 special questions. Questions
require answers in three words or a
number.
10 minutes 6
Reading
7.R6 Recognise the attitude or
opinion of the writer on a range of
unfamiliar general and curricular
topics.
7.R9 Recognise inconsistencies in
argument in short, simple texts on
a limited range of general and
curricular subjects.
6 12
Multiple
choice
Yes\NO\Not
Given
Each learner works individually.
Learners read the text about
‘Hurricanes’ and complete the task.
The task consists of 2 parts: 1 part is
to choose the correct answer from
four alternatives A,B,C or D.
10 minutes 6
345
6
2 part is to find inconsistences in
statements and mark them Yes, No,
Not Given.
32
Unit Strand Learning objective
*Total
number
of tasks
*Questi
on №
*Type of
question *Task description Time Total
marks
Writing
7.W1 Plan, write, edit and
proofread work at text level with
some support on a range of general
and curricular topics.
7.W6 Link with little or no
support, sentences into coherent
paragraphs using a variety of basic
connectors on a range of familiar
general topics and some curricular
topics.
1 1 Open ended Each learner works individually.
Learners plan and write a film
review based on one of the given
four options, linking sentences into
coherent paragraph.
20 minutes 6
Speaking
7.S4 Respond with some
flexibility at both sentence and
discourse level to unexpected
comments on a growing range of
general and curricular topics.
7.S8 Recount some extended
stories and events on a growing
range of general and curricular
topics.
1 1 Open ended Learners work in pairs.
They will be given a card with a
short story. The task is to retell it.
Learners have 1 minute to prepare
the talk and 1-2 minutes to speak on
it. Classmates prepare the questions
to ask about the story. The content
of the card is focused on the topics
‘Entertainment and Media’,
‘Natural disasters’.
Each
learner talk
for 1-2
minutes
6
TOTAL: 40 minutes 24
Note: *-sections that can be changed
33
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 3
Listening
Task. Listen to the recording twice and answer the questions. Write NO MORE THAN THREE
WORDS or A NUMBER.CD3. Tapescript 3.OR
Go to this link to listen information. http://www.autoenglish.org/listening/JK.htm
Example: 0. Was she happy in her marriage? No, she was not.
1. What did J.K. Rowling study at university?
____________________________________________________________ [1]
2. What was her life when she was married?
____________________________________________________________ [1]
3. What town did J.K. Rowling prepare the first Harry Potter book?
____________________________________________________________ [1]
4. How many publishers did she offer her book to?
____________________________________________________________ [1]
5. What was the name of the publisher’s daughter?
____________________________________________________________ [1]
6. How many books were written later?
____________________________________________________________ [1]
Total [6]
Reading
Task. Read the text carefully and answer the questions.
Hurricanes
Have you ever been to a hurricane? Hurricanes are serious weather storms. They can do a
lot of damage. But what is a hurricane? Another name for a hurricane is a tropical cyclone. A
hurricane consists of thunderstorms, torrential rains, and waves with winds up to 75 mph or higher.
A hurricane is a tropical storm that starts out in the ocean and gathers speed and strength as it
travels.
When the winds inside these storms reach 39 mph, they are given names. An international
committee developed the list of names. Hurricanes alternate back and forth between male and
female names. Giving the hurricanes names makes it easier for meteorologists to identify and track
certain storms. This makes it easier to announce hurricane warnings, as well.
The best place to be during a hurricane is indoors and away from windows and doors. If the
hurricane is very bad, you will probably be asked to evacuate and move to safer ground. It is
important to keep a bag ready that contains fresh water, long-lasting food, first aid kit, flashlight,
rain gear, and other items that would be useful if you had to leave your home for a few days.
Part 1. Choose the correct answer.
Example: 0. According to the author the waves to form a hurricane should be..
A) less than 75 mph
B) less than 39 mph
C) up to 75 mph or higher
D) up to 39 mph
34
1. According to the author how fast does a tropical storm need to be moving in order to receive a
name?
A) 25 mph
B) Over 39 mph
C) 100 mph
D) Over 76 mph [1]
2. Where does the author write this informationto the question above?
A) Second paragraph
B) Third paragraph
C) First paragraph
D) None of the above
[1]
Part 2. Find some inconsistences in the statements. Mark these sentences Yes, No, Not Given.
3. Fishermen all over the world know when hurricanes start. ___________ [1]
4. Hurricanes usually start in the steppe. ___________ [1]
5. The best place to hide from hurricane is indoors. ___________ [1]
6. Humans’ names are not given to the hurricanes. ___________ [1]
Total [6]
WRITING
Task. Look at the films below. Choose one of them to write a review about. Use linking words and
connectors in sentences to make some coherent paragraphs. You can use prompts for your answer.
35
Write the name, actors, genre
____________________________________________________________________________
Write about acting, music, colour/animation, special effects
_____________________________________________________________________________
Write why you like this film or do not like
_____________________________________________________________________________
Write the reason why you recommend the film or not
_____________________________________________________________________________
Total [6]
SPEAKING
Task. You will be given a card which asks you to retell a short story about a particular situation.
You should include your ideas while telling it. You will be given 1 minute to prepare your talk and
then 1-2 minutes to speak. Your classmates prepare the questions to ask you on the topic.
Learners take turns in retelling the stories from the cards.
Card 1
Romanian Avalanche
In 2003, a British politics student named Ken Jones
took a holiday from his studies and traveled to
Romania, where he wanted to scale Moldoveanu
Peak. He almost made it to the summit when the earth
shook and a pair of avalanches dumped tons of snow on
top of him, trapping him helpless on the mountain. He
managed to walk ten miles through the freezing cold
over the next three days to a remote Transylvanian
village, where a local doctor saved his leg and his life.
Card 2
Indonesian Tsunami
The massive tsunami that was in Indonesia on the
day after Christmas in 2004 still stands as one of
the most devastating natural disasters in recorded
history. In all of the chaos as waves up to 100 feet
high covered the Indian Ocean coastline, some
interesting stories came to light. One story was
about a small boy named Martunis, who was
washed away while playing soccer in Indonesia
and spent the next 18 days floating in the ocean.
He was finally rescued and taken to a hospital.
Card 3
Frankenstein
Radical scientist Victor Frankenstein and his equally brilliant protegee Igor
Strausman share a noble vision of aiding humanity through their
groundbreaking research into immortality. But Victor's experiments go too far,
and his obsession has horrifying consequences. Only Igor can bring his friend
back from the brink of madness and save him from his monstrous creation.
36
Card 4
Lion King
A young lion prince is born in Africa, thus making his uncle Scar the
second in line to the throne. Scar plots with the hyenas to kill King
Mufasa and Prince Simba, thus making himself King. The King is
killed and Simba is led to believe by Scar that it was his fault, and so
flees the kingdom in shame. After years of exile he is persuaded to
return home to overthrow the usurper and claim the kingdom as his
own thus completing the "Circle of Life".
Total [6]
Total marks _/24
Mark scheme
Listening and Reading
№ Answer Mark Additional information
123456
French and the classics 1 French and classics
Poor 1 She was poor
Edinburgh 1 in Edinburgh
Twelve 1 12
Alice 1
Six 1 6
123456
B 1
A 1
Not Given 1
No 1
Yes 1
No 1
Total 12
37
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;
consistent and intentional
misuse of register* may
indicate a writer’s personal
style.
• All content points are fully
addressed and developed in a
balanced way.
*Such misuse of register should
not harm the format of writing.
• Uses a range of basic
connectors correctly and
attempts to use referencing,
but not always clearly or
appropriately.
• 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 simple and compound
sentence forms correctly and
demonstrates some variety in
length.
• 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 a range of 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 simple and compound
sentence forms correctly, but
does not demonstrate variety
in length.
• Occasional errors in grammar
38
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.
and/or punctuation 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 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 cohesive devices
correctly.
• Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
• The format may be
• 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 simple sentence forms
mostly correctly.
• Errors in grammar and/or
punctuation may distort
meaning at times.
39
addressed. inappropriate in places. 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 cohesive devices, 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 some 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.
40
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.
41
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.
42
SPECIFICATION OF SUMMATIVE ASSESSMENT 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.
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 4 term should be selected on topics
“Healthy Habits” or/and “Clothes and fashion”.
43
Characteristic of tasks for summative assessment for the term 4
Unit Strand Learning objective
*Total
number
of tasks
*Quest
ion №
*Type of
question *Task description Time Total
marks
Healthy
Habits.
Clothes
and
Fashion.
Listening
7.L5 Recognise the opinion of the
speaker(s) in supported extended
talk on a range of general and
curricular topics.
7.L6 Deduce meaning from context
with little support in extended talk
on a limited range of general and
curricular topics.
6 123456
Multiple
choice
Gap filling
Each learner works individually.
Learners listen to the recording twice
on topic ‘Clothes and Fashion’,
having chance to look through the
questions before the recording starts.
The task consists of 6 questions with
one possible answer. Learners choose
correct answer from four alternatives
A, B, C or D and complete the gaps
with no more than two words.
10
minutes
6
Reading
7.R1 Understand the main points in
texts on a limited range of
unfamiliar general and curricular
topics.
7.R2 Understand specific
information and detail in texts on a
range of familiar general and
curricular topics.
6 123456
Matching Each learner works individually.
Learners read the text and answer the
questions. The task consists of 6
questions with one possible answer.
Learners find information in the text
and complete the table. They answer
open ended questions.
10
minutes
6
Writing
7.W6 Link with little or no
support, sentences into coherent
paragraphs using a variety of basic
connectors on a range of familiar
general topics and some curricular
topics.
7.W8 Spell most high-frequency
vocabulary accurately for a
1 1 Openended
Each learner works individually.
Learner writes a short essay about
healthy life or popular style. They
answer the questions in full sentences.
In writing they use appropriate linking
words and spell words correctly.
Learners are expected to apply
appropriate grammar structures and
20
minutes
6
44
Unit Strand Learning objective
*Total
number
of tasks
*Quest
ion №
*Type of
question *Task description Time Total
marks
growing range of familiar general
and curricular topics.
7.UE2 Use a growing variety of
quantifiers for countable and
uncountable nouns including too
much, too many, none any, enough
using a variety of quantifiers.
Speaking
7.S7 Use appropriate subjectspecific
vocabulary and syntax to
talk about a growing range of
general topics, and some curricular
topics.
7.S8 Recount some extended
stories and events on a growing
range of general and curricular
topics.
7.UE9 Use appropriately a variety
of active and passive simple present
and past forms and past perfect
simple forms on a range of familiar
general and curricular topics
1 1 Openended
Learners work individually,
explaining and justifying their
viewpoints on topics: ‘Healthy
Habits’ and ‘Clothes and Fashion’.
They make up or recount a story
using questions and picture provided.
Learners are expected to apply
appropriate grammar structures and
using topic related vocabulary
accurately.
Each
learner
talks for
1-2
minutes.
6
TOTAL: 40
minutes
24
Note: *-sections that can be changed
45
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 4
Listening
Task. Listen and choose between A, B, C or D. CD3. Tapescript 4.
Use the link to listen informationhttp://www.listenaminute.com/f/fashion.mp3
Example:0.What places tell us what is ‘in’ and ‘out’ this summer?
A) shops
B)newspapers
C)magazines
D) TV
1. According to the speaker fashion is
A) silly
B) strange
C) fantastic
D) boring [1]
2. According to the speaker who tells us about fashion.
A) sportsmen
B) government
C) celebrities
D) people [1]
Continue listening to tape and fill in the gaps with NO MORE THAN TWO WORDS:
3. Keeping up with fashion is _______________ these days. [1]
4. The craziest fashion is the luxury ________________. [1]
Choose the correct answer.
5. How much do people spend on fashionable things?
A)day’s salary
B)month’s salary
C)year’s salary
D)week’s salary [1]
6. What is the speaker happy with?
A) known brand at half the price
B) unknown brand at full price
C) known brand at full price
D) unknown brand at half the price [1]
Total [6]
46
Reading
Task. Read the text and fill in the table below with necessary information.
There are five main types of nutrients we need from our food. These are carbohydrates,
proteins, fats, minerals and vitamins. A sixth important part of our diet is roughage or fibre.
Carbohydrates
Carbohydrates are mainly used by the body as fuel. Digestion breaks them into a simple sugar
called glucose. This is carried in the blood to provide energy for all our body parts.
Proteins
Proteins perform many important jobs in the body. Your body needs them to grow, and to make
repairs when it is damaged.
Fats
The body needs some fat to build its parts and keep them working properly. Fat can also be used as
fuel, for energy.
Fibre
Fibre does not provide nutrition, but it helps bulk up waste so that it passes easily through the body.
People who do not consume enough roughage are more likely to suffer from constipation, which
can sometimes lead to more serious diseases of the intestines.
Minerals
Minerals are simple substances such as calcium, iron and salt. You need to eat a lot of mineral-rich
food when your body is growing.
Vitamins
Vitamins are special substances that your body needs in tiny amounts but cannot make itself.
Nutrient Importance in the diet
0.Carbohydrates Example: This is carried in the blood to provide energy
1. Proteins [1]
2. Fats [1]
3.Vitamins [1]
4.Minerals [1]
Answer the questions.
5. What do you need to eat when you are growing? ________________________ [1]
6.What should you eat if you have some injuries? _______________________ [1]
Total [6]
47
Writing
Task.
Topic1. Fill in all the spaces provided. You can write more than one idea.
People need to eat food. There are many kinds of food that you can eat. Your diet is all of the food
that you eat. Some food is healthy. Some food is not healthy. Healthy food is good for you. It
helps you stay strong and live a l ong time.
What kind of food do you eat during the day?
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
Write three foods that are healthy:
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
Write three foods that are NOT healthy:
1. __________________________________________________________________
2. _________________________________________________________________
3. ___________________________________________________________________
What kind of food is popular in your home country?
1.___________________________________________________________________
2.___________________________________________________________________
3.___________________________________________________________________
Which country has healthiest diet?
What advice can you give to a person to live long and healthy life?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________
Topic 2. When we talk about fashion we usually mean the popular style in dress or behavior. For most
modern people fashion is a method of wearing to express themselves. What do you think about it?
• Talk about the clothes you are wearing today. Do you like them? Why? / Why not?
• What new clothes would you like to buy?
• Have you ever bought fashion magazines? Why? / Why not?
• What are some of your favorite brands of clothing?
• Why do people spend lots of money on clothes?
• What do clothes tell people about our personalities?
_______________________________________________________________________________
_______________________________________________________________________________
____________________________________________________________________
Total [6]
48
SPEAKING
Task. Choose the card. Work individually. Look at the picture and make up a story for 1-2 minutes.
Use the questions from the card.
Card 1
The healthy lifestyle of your family
What do you do together with your family?
Is it possible to have a healthy life style in a modern family?
Why do many people try to have a healthy life style?
How do you support a healthy life style in your family?
Card 2
Fruits with vegetables or junk food
What is healthy food?
Do you pay much attention to what you eat?
Do you think it is more important for you to eat healthy or
tasty food?
Why do you need to eat fruits and vegetable?
Card 3
Kids and clothes
What are some of the strangest fashions you have seen?
What colors do you think look good on you?
What fashions that you see today you think will be out of
fashion within two years?
What uniform do you wear at school?
Card 4
Modern or casual clothes
What kind of clothes are in fashion now?
What kind of clothes do you usually wear?
What is the most expensive piece of clothing you have ever
bought?
What do you think of body piercing?
49
Card 5
Health and sport
What do you do to keep healthy?
Do you play any sports?
How often do you exercise?
What role does sport play in your life? Why?
Card 6
Health and personal hygiene
Do you spend much time thinking about how to stay healthy
Why?/Why not?
Why should you wash fruits and vegetables?
Do you think it is important to follow hygiene rules? Why?
What advices/recommendations would you give to your
classmates?
Card 7
Fabrics and clothes
What kind of clothes are in fashion now?
What are these clothes made of?
What are your favourite clothes?
What do types of fabrics do you like? Why?
Card 8
Casual and uniform clothes
What types of clothes do you like wearing to school?
What do you wear to school?
Is it comfortable to wear school uniform? Why? /Why not?
Would you like to change anything in a school uniform? If
yes, what would you change?
Total [6]
Total marks _/24
50
Transcript for term 4
Have you ever thought how strange fashion is? People tell us what clothes to wear. That’s
weird. Fashion stores tell us what is “in” this summer or this winter. People then buy the same
clothes and look like everyone else because they want to feel trendy. The thing is, fashion is about
being an individual, but then we all wear clothes that are the same as everyone else’s! Keeping up
with fashion is expensive these days. Everyone is into brand fashion. Have you seen how much the
most fashionable sneakers are? How can kids afford those? The craziest fashion is the luxury
brands. People spend a month’s salary, or more, on a handbag or watch. That’s crazy. I’m happy
with an unknown brand at half the price. I don’t mind being unfashionable.
Mark scheme
Listening and Reading
№ Answer Mark Additional information
123456
B 1
D 1
expensive 1
brands 1
B 1
D 1
1 to grow, to make repairs 1 Answers can be shorter
2 to build parts and keep them or/and longer.
working properly
1
3 in tiny amounts 1
4 for building bones, carrying
oxygen in the blood, and
controlling blood pressure
1
5 minerals 1
6 proteins 1
Total 12
51
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;
consistent and intentional
misuse of register* may
indicate a writer’s personal
style.
• All content points are fully
addressed and developed in a
balanced way.
*Such misuse of register should
not harm the format of writing.
• Uses a range of basic
connectors correctly and
attempts to use referencing,
but not always clearly or
appropriately.
• 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 simple and compound
sentence forms correctly and
demonstrates some variety in
length.
• 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 a range of 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 simple and compound
sentence forms correctly, but
does not demonstrate variety
in length.
• Occasional errors in grammar
52
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.
and/or punctuation 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 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 cohesive devices
correctly.
• Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
• The format may be
• 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 simple sentence forms
mostly correctly.
• Errors in grammar and/or
punctuation may distort
meaning at times.
53
addressed. inappropriate in places. 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 cohesive devices, 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 some 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.
54
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
55
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.
56

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Кликните на изображение чтобы обновить код, если он неразборчив
OanmazGrips 11 мая 2018 02:49
Народ кто желает играть в современные игры на высоких настройках с динамичными теняими
даже на самых слабых ПК или ноутах. Без лагов и фризов (Но нужен более менее нормальный инет).
Читайте статья по настройке компа здесь.
Видео по установке и настройке смотрите тут.
Играю уже пол года на ведре 2005 г. Буду рад кому помог разорить буржуев игровой индустрии!!!
preemapHed 15 мая 2018 00:59
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