СОР И СОЧ The English language Grade 10 (natural-mathematical direction)

Specification of Summative Assessment for term
on the subject «The English language»
Grade 10
(natural-mathematical direction)
Nur-Sultan, 2019
2
CONTENTS
1. Aim of the Summative Assessment for term ........................................................................... 3
2. The document defining the content of the Summative Assessment for term .......................... 3
3. Expected outcomes on the subject «The English language», Grade 10 .................................. 3
4. Level of thinking skills on the subject of «The English language», Grade 10 ........................ 4
5. Administration rules ................................................................................................................ 4
6. Moderation and marking .......................................................................................................... 6
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 .................................. 7
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 ................................ 20
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 ................................ 33
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 ................................ 48
3
1. Aim of the Summative Assessment for term
Summative assessment (SA) 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 upper secondary education content.
Specification describes the content and procedure for the delivery of the Summative
Assessment for term in «The English language» in Grade 10.
2. The document defining the content of the Summative Assessment for term
Subject Programme for «The English language» for 10-11 grades of upper secondary
education of the Natural-Mathematical direction on the updated content.
3. Expected outcomes on the subject «The English language», Grade 10
Listening
A learner understands the main ideas of authentic texts of a range of genres, conversations on
familiar and partially unfamiliar topics; recognises functionally important meanings, including
details and specific information to fill in forms, tables, schemes; understands the meaning of terms
and the key units of texts on a range of curricular topics and general topics; distinguishes between a
fact and an opinion; recognises and compares inconsistencies in medium-length texts of a range of
genres and styles on general and curricular topics; deduces the meanings of unfamiliar words using
the context.
Speaking
A learner participates in a conversation in situations of formal and informal everyday
communication; correctly formulates utterances using the lexical and grammatical resources of the
language; expresses an emotional and evaluative attitude to the reality using a previously suggested
strategy of oral communication; analyses and compares texts providing arguments to support their
point of view; reasons evaluating events, opinions, and problems; makes conclusions and suggests
ways to solve a given problem.
Reading
A learner understands the main ideas of fiction and non-fiction texts on familiar and
unfamiliar general and curricular topics; uses a range of reading strategies; identifies the time and
cause-effect connections of events and phenomena; checks and extends the meanings of words
using paper and digital resources; critically evaluates the content of texts of a range of familiar
general and curricular topics, and some unfamiliar topics.
Writing
A learner plans and makes a brief outline of a written text, edits and proofreads texts of a
range of genres and styles; observes spelling and grammar rules; provides arguments in a written
text; writes discursive texts expressing an opinion of an issue; writes business letters and other
documents; writes essays on a range of familiar general and curricular topics.
4
4. Level of thinking skills on the subject of «The English language», Grade 10
Strand
Level of thinking
skills
Description
Recommended
type of
question
Listening
Knowledge and
comprehension
Recognise the main points in
unsupported extended talk;
identify specific information in
unsupported extended talk;
recognise the detail of an argument in
unsupported extended talk;
Questions with
multiple choice
answers.
Questions that
require short
answer.
Questions that
require an
extended
answer.
Higher order
thinking skills
deduce meaning from context in
unsupported extended talk;
recognise speaker viewpoints and
extent of explicit agreement between
speakers;
Speaking
Application use formal and informal language
registers in talk;
use appropriate subject-specific
vocabulary and syntax;
Questions that
require an
extended
answer.
Higher order
thinking skills
ask and respond to complex questions
to get information about a wide range of
general and curricular topics;
explain and justify own and others’
point of view;
evaluate and comment on the views of
others in a growing variety of talk
contexts;
interact with peers to make hypotheses
about a wide range of general and
curricular topics;
navigate talk and modify language
through paraphrase and correction in talk;
Reading
Knowledge and
comprehension
recognise main points in extended texts;
identify specific information and detail
in extended texts;
Questions with
multiple choice
answers.
Questions that
require short
answer.
Questions that
require an
extended
answer.
Higher order
thinking skills
deduce meaning from context in
extended texts;
recognise the attitude or opinion of the
writer in extended texts;
recognise patterns of development in
lengthy texts [inter-paragraph level];
recognise inconsistencies in argument
in extended texts;
5
Writing
Application use a growing range of vocabulary,
which is appropriate to topic and genre,
and which is spelt accurately;
write with grammatical accuracy;
use style and register to achieve
appropriate degree of formality in a
growing variety of written genres;
write coherently at text level using a
variety of connectors;
Questions that
require an
extended
answer.
Higher order
thinking skills
use independently appropriate layout at
text level on a range of general and
curricular topics;
Use of
English
Application use a variety of quantifiers for
countable and uncountable nouns and a
variety of noun phrases;
use a variety of compound adjectives,
adjectives as participles, comparative
structures indicating degree, and
intensifying adjectives;
use perfect continuous forms and a
variety of simple perfect active and passive
forms including time adverbials … so far,
lately, all my life;
use a variety of future active and
passive and future continuous forms;
use a variety of reported statements and
question forms;
use infinitive forms after an increased
number of verbs and adjectives use gerund
forms after a variety of verbs and
prepositions
use a variety of prepositional and
phrasal verb;
use a wide variety of conjunctions;
use if / if only in third conditional
structures, use a variety of relative clauses
including with which [whole previous
clause reference].
Questions that
require short
answer.
Questions that
require an
extended
answer.
5. Administration rules
During the Assessment cover all visual materials like diagrams, schemes, posters and maps
that can serve as prompts for 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 learners are working individually and not helping each other. During the
Summative Assessment learners should not have any access to additional recourses 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.
6
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 learners that they have 5 minutes left before the end of the Summative
Assessment.
Tell 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 standardised mark scheme.
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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 sample of Summative Assessment consists of 14 questions: listening, reading, writing
and speaking. Different types of tasks are used in the summative assessment for term.
Listening – True/False task on the topic «Science and Scientific Phenomena».
Reading – multiple choice task on the topic «Science and Scientific Phenomena».
Writing – writing a newspaper article on the topics «Science and Scientific Phenomena» and
«Natural Disasters».
Speaking – making an individual speech on the topics «Science and Scientific Phenomena»
and «Natural Disasters».
Transcript for listening task can be found after the mark scheme.
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Characteristic of tasks for summative assessment for term 1
Unit Strand Learning objective
*Total
number of
questions
*Question
№
*Type of
question
*Task description Time
Total
marks
Science and
Scientific
Phenomena
Natural
Disasters
Listening 10.2.2 Understand specific
information in unsupported
extended talk on a wide
range of general and
curricular topics, including
talk on a limited range of
unfamiliar topics
6 1
2
3
4
5
6
True/
False
Each learner works individually.
Learners listen to the recording
twice on topic «Science and
Scientific Phenomena», having
chance to look through the
questions before the recording
starts. The task consists of 6
questions. Learners answer the
questions while listening.
10 minutes 6
Reading 10.4.1 Understand main
points in extended texts on
a wide range of unfamiliar
general and curricular
topics
6 1
2
3
4
5
6
Multiple
choice
Open
ended
Each learner works individually.
Learners read the text on topic:
«Science and Scientific
Phenomena» 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
Writing 10.5.4 Use style and
register to achieve
appropriate degree of
formality in a growing
variety of written genres on
a range of general and
curricular topics
1 1 Open
ended
Each learner works individually.
They write an article for school
newspaper. Learners have to
choose between two topics to
write. Topic 1 is on «Science and
Scientific Phenomena».
Topic 2 is on «Natural
20 minutes 6
9
10.5.7 Use independently
appropriate layout at text
level on a range of general
and curricular topics
10.6.3 Use a variety of
compound adjectives,
adjectives as participles,
comparative structures
indicating degree, and
intensifying adjectives on a
wide range of familiar
general and curricular
topics
Disasters». They should write
with appropriate style, register
and layout using a variety of
adjectives. They should follow
the tips for writing.
Speaking 10.3.1 Use formal and
informal language registers
in talk on a wide range of
general and curricular
topics
10.3.4 Evaluate and
comment on the views of
others in a growing variety
of talk contexts on a
growing range of general
and curricular topics
10.6.11 Use a variety of
reported statements and
question forms on a wide
range of familiar general
and curricular topics
1 1 Open
ended
Learners work as a whole class,
listening to each other and
participating in the discussion
agreeing or disagreeing on the
topics: «Science and Scientific
Phenomena», «Natural
Disasters». Learners are provided
with some set of questions for a
discussion beforehand. They
show own points of view on
topics, explaining and justifying
their positions and answers.
Learners should provide answers
using appropriate degree of
formality and a range of reported
statements and question forms.
The whole
group
speaks for
30-40minutes.
6
TOTAL:
40 minutes
(excluding
Speaking)
24
Note: * - sections that can be changed
10
Sample questions and mark scheme
Tasks for the Summative Assessment for term 1
LISTENING
Task. Listen to the tape and write if the information is True (T) or False (F).
Follow the link below to listen the audio (listen until 2.06) https://b779011024006a6071c1-5c160b94f727c0d27cbeccc854542bc6.r78.cf1.rackcdn.com/B1_amazing_facts.mp3
1. Only about one tenth of the cells in your body are bacteria. _______ [1]
2. Bacteria are mostly helpful. _______ [1]
3. Animals need bacteria to digest food. _______ [1]
4. You have 7 million cells in your body. _______ [1]
5. Most of the atoms are empty. _______ [1]
6. Most of the atoms are tiny circles. _______ [1]
Total [6]
READING
Read the article about scientific researches about volcanoes and complete the task below.
Collecting Information about Volcanoes Is Difficult
For most volcanoes, we don’t know enough. The last time volcano Agung erupted was in
1963. That was before we had all the tools we have today to measure it. Mount Pinatubo in the
Philippines erupted in 1991. Before that, it had not erupted for 500 years. In 1991, two months of
changes came before the eruption. Ash burst from the top. The volcano's shape changed.
Earthquakes were bigger. They also happened more often. We know more about Mount St. Helens
volcano in the U.S. Scientists have watched it for many years. They can now make good
predictions about it. They know that if there are small earthquakes happening it will erupt in two
weeks. We don’t know exactly what Agung volcano did before its 1963 eruption. These events
could mean an eruption is coming in two weeks. Or, it could be months or even years.
Correct Predictions Are Important
Today, we use satellites to study volcanoes. Satellites give scientists a good look at the
volcano from space. They can’t give smaller details, though. Satellites usually only pass over a
given volcano once every week or two. The other tools we use cost a lot of money. We cannot have
them everywhere. Predicting volcanic eruptions correctly is very important. If it erupts before
people leave, they could die. They need to know before it happens. What if they leave and the
volcano doesn’t erupt? That can be a different problem. This happened in Mammoth Mountain,
California, in 1984. People stopped visiting. It cost money for everyone to leave. The community
lost millions of dollars. The eruption never happened. To predict eruptions correctly, we need to
know about each volcano. Without that, we have to compare with other volcanoes. Nothing beats
really getting to know each volcano, though.
(Tracy K.P. Gregg is a professor of geology at the State University of New York at Buffalo.)
Task. Read and choose the best answer A, B, C or D.
1. What do scientists know about Mount St. Helens volcano? [1]
A) Small earthquakes will cause eruption.
B) The shape of the volcano is changed.
C) The last earthquakes were bigger.
D) The last eruption was 500 years ago.
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2. Which word could replace the word "predictions" WITHOUT changing the meaning of the first
sentence? [1]
“They can now make good predictions about it. They know that if there are small earthquakes
happening it will erupt in two weeks.”
A) answers
B) guesses
C) tips
D) truths
3. Which question is answered in these sentences? [1]
Predicting volcanic eruptions correctly is very important. If it erupts before people leave, they
could die. They need to know before it happens.
A) How can people predict volcanoes’ eruption?
B) What can happen if volcanoes erupt earlier than predicted?
C) What can happen if volcanoes do not erupt at all?
D) Where are the most dangerous volcanoes located?
Task. Read the text and give a short answer.
4. What technology is used by scientist today to study volcanoes? [1]
5. Why do NOT scientists use other kinds of technologies to study volcanoes? [1]
6. Why is scientific prediction important for people? [1]
Total [6]
WRITING
Task. Choose ONE topic and write an article.
Topic 1. Your school magazine is organising a competition for best articles among school learners.
You have to write an article about latest scientific news. Your article should include the following
information:
- what exactly has happened;
- the place where it occurred;
- its potential effects/results.
Topic 2. Your school magazine is organising a competition for best articles among school learners.
You have to write an article about a deadly natural disaster. Your article should include the
following information:
- the type of a natural disaster and its description;
- the place where it occurred;
- the description of its consequences.
Total [6]
SPEAKING
If your group consists of 10-14 students, you can work as a whole group. If your students’ number
is more than 15, you need to make two groups for speaking. Beforehand study the rules for Socrates
seminar with your learners.
Learners work as a whole class. Learners sit in a circle. Questions for discussion can be handed in
advance to learners to have a look and think them over. This set of questions is not compulsory.
Feel free to include class-discussed questions. No need to discuss all the suggested questions. Make
notes in order to assess your learners and provide effective feedback later.
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Work as a whole class or small groups. Choose any question you want to discuss with your peers.
Start your speech. Mind the rules for Socratic seminars.
Explain and justify your answers.
Rules for Socratic seminar
 Treat one another respectfully.
 This is a shared talk, NOT a debate.
 Everyone needs to talk AND listen.
 Do NOT talk over one another.
 Do not raise hands. You can agree or disagree with the speaker on any points you want.
 Address each other and NOT your teacher.
 Ask questions. Before asking, “What do you think about it?” tell your own opinion.
 Be courageous in presenting your own thoughts and reasoning, but be flexible and willing to
change your mind in the face of new and compelling evidence.
Questions for discussion:
 How many types of natural disaster can you name? Which is the worst?
 What natural disasters are common in your country?
 What is the best / worst natural disaster movie you have seen?
 Think of three natural disasters. What can you do to stay safe during and after these natural
disasters?
 What is a difference between a hurricane, a typhoon, and a cyclone?
 Which country has the most natural disasters?
 Would you ever volunteer to help after a natural disaster hit? If yes, what would you like to
volunteer to do? If no, why not?
 How can technology lessen the damage caused by natural disasters?
 What is your favourite science subject? Biology? Physics? Chemistry? Why?
 How will science change the world in the next 100 years?
 Do you like science?
 What has science done for humankind?
 What will science uncover in the next few decades?
 What questions will science never answer?
 What will the next big discovery in science be?
 Why do children at school need to study science?
You can use the following phrases:
In my opinion/It is not my point of view …
I think …
In my view …
I agree with/do not agree with …
I see your point …
I support your view …
I take a different view …
Total [6]
Total marks____/24
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Mark scheme
Listening and Reading
Question
№
Answer Mark Additional information
Listening
1
2
3
4
5
6
False 1 F
True 1 T
True 1 T
False 1 F
True 1 T
False 1 F
Reading
1
2
3
4
5
6
A 1
B 1
B 1
Satellites 1
They cost a lot of money 1 cost a lot of money
they are expensive
If it erupts before people leave, they
could die.
1 The same meaning in another
word choice
Total marks 12
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Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give a mark out of 6 for each criterion (content, organisation, vocabulary, grammar and punctuation) and then calculate a mean to give an
overall total out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Criterion
Content (relevance and
development of ideas)
Organisation (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 wide range of
connectors accurately;
referencing is mostly clear.
• 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.
• Uses a range of advanced
vocabulary appropriately; uses
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 variety in length
and complexity.
• Uses complex sentences
accurately, including
punctuation.
• Rare errors in grammar and/or
punctuation.
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; occasional and
inconsistent misuse of register
may be present.
• Most content points are
addressed, but their development
• Uses a range of basic
connectors accurately and
attempts to use more advanced
connectors, but not always
accurately, and referencing, but
not always clearly or
appropriately.
• Uses paragraphs to separate
ideas; most paragraphs revolve
around one idea or a set of like
• Uses a range of everyday
vocabulary appropriately; uses
less common lexical items, but
may make frequent errors.
• Has good control of word
formation; may make errors in
producing less common word
forms.
• Spells common vocabulary
items correctly; few (no more
• Writes simple and compound
sentence forms correctly, but
does not demonstrate variety in
length.
• Occasional errors in grammar
and/or punctuation do not distort
meaning.
15
may be slightly imbalanced. ideas; the size of each
paragraph may reflect
imbalanced development of
ideas.
• The format is appropriate.
than five) occasional spelling
mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort meaning.
4
• Most content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the requirements
of the task.
• Most content points are
addressed, but some content
points may be more fully
covered than others.
• Uses a range of basic
connectors accurately.
• 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 some basic connectors,
but these may be inaccurate or
repetitive.
• 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
correctly.
• Errors in word choice and/or
spelling distort meaning at
times.
• Writes simple sentence forms
mostly correctly.
• Errors in grammar and/or
punctuation may 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.
• Uses an extremely limited
range of vocabulary.
• Has very limited control of
word formation; can produce a
few common word forms
• Writes some simple sentence
forms correctly.
• Frequent errors in grammar and/
or punctuation distort meaning.
16
• Attempts to write in
paragraphs, but their use may
be confusing (may start every
sentence with a new line).
• The format may be
inappropriate.
correctly.
• Makes many errors in spelling,
including a range of simple
words.
• Errors in word choice and/or
spelling 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 memorised
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 distin guishable, so there is a lack of
context to verify meaning.
17
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development, fluency, and language) and then calculate a mean to give an overall total out of 6.
Mark /
Criterion
Development and Fluency Language
6
• Produces stretches of language in a register which is
appropriate to the situation provided in the task and may opt to
vary register to enhance meaning.
• 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.
• Uses 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
• Produces stretches of language in a register which is
appropriate to the situation provided in the task.
• 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
• Produces stretches of language in a register which is generally
appropriate to the situation provided in the task.
• 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.
18
3
• Produces stretches of language without awareness of register.
• Responses tend to be brief and are characterised 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.
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 memorised utterances.
• Uses a limited range of appropriate vocabulary to talk about a very
limited range of general topics.
• Makes numerous errors except in memorised 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 memorised
utterances.
0
• No attempt at the response.
OR
• No rateable language.
19
Transcript
A: Hey, I’m reading this really interesting article about the human body.
B: Yeah? Well, we know all about that from biology lessons.
A: No, we didn’t learn much at all at school! They’re discovering loads more things all the time.
Really amazing things! Did you know that only about one tenth of the cells in your body are really
you? The rest are bacteria.
B: What? I’m not really me?
A: No, of course you are you, but you also have millions, or trillions, of bacteria in you.
B: Eeeeuuugh!
A: No, they’re mostly really helpful. Someone did an experiment to see if animals can live without
bacteria, and he found that a lot of them died or had to have a special diet. Animals need bacteria to
digest food, you see. So we’re better off with bacteria.
B: Unless the bacteria are bad.
A: Unless they are bad, but they’re nearly all good. Oh yeah, and going back to cells, do you know
how many cells you have in your body?
B: Quite a lot, I’d say. A good few.
A: Yeah, but how many?
B: I don’t know. I’m not mathematical.
A: 7 octillion! That’s 7 plus 27 noughts.
B: I knew it was a lot.
A: OK, that’s an amazingly huge number, almost impossible to imagine. But the really weird thing
is that most of the atoms are empty space, just air or nothingness. And if you took out the empty
space, you could fit your body inside a tiny cube which measures one 500th of a centimetre on
either side. That’s a box measuring 0.002 of a centimetre on each side. You’d be much too small to
see.
B: Mmm, I can imagine that…
20
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2
Review of Summative Assessment for term 2
Duration of the summative assessment – 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks - 24
The structure of the summative assessment
This sample of Summative Assessment consists of 14 tasks: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for term.
Listening – multiple-matching and sentence completion tasks on the topic «Virtual Reality».
Reading – multiple-matching and True/ False tasks on the topic «Organic and Non-organic
Worlds».
Writing – open-ended task on the topics «Virtual Reality» and «Organic and Non-organic
Worlds».
Speaking – making a dialogue on the topics «Virtual Reality» and «Organic and Non-organic
Worlds».
Tapescript for listening task can be found in CD3 Tapescript 1. Transcript for listening task
can be found after the mark scheme.
21
Characteristic of tasks for summative assessment for term 2
Unit
Strand
Learning objective
*Total
number of
questions
*Question
№
*Type of
question
*Task description Time
Total
marks
Virtual
Reality
Organic and
Non-organic
Worlds
Listening 10.2.7 Understand
speaker viewpoints and
extent of explicit
agreement between
speakers on a range of
general and curricular
topics
6 1
2
3
4
5
6
Multiplematching
Sentence
completion
Each learner works individually.
Learners listen to the
conversation twice on the topic
«Virtual Reality» having chance
to look through 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 10.4.7 Recognise
patterns of development
in lengthy texts [interparagraph level] on a
range of general and
curricular topics
6 1
2
3
4
5
6
Multiplematching
True/
False
Each learner works individually.
Learners read the text on the
topic «Organic and Non-organic
Worlds» and complete the task.
This task consists of 6questions.
Questions 1-4 require choosing
the right option.
In questions 5-6, learners should
mark the sentences True/False
according to the context.
10 minutes 6
Writing 10.5.2 Use a growing
range of vocabulary,
which is appropriate to
topic and genre, and
which is spelt
accurately
1 1 Openended
Each learner works individually.
Learner should choose one topic
out of two to write. The tasks
focus on the topics «Virtual
Reality»; «Organic and Nonorganic Worlds». They answer
20 minutes 6
22
10.6.2 Use a variety of
quantifiers for countable
and uncountable nouns
and a variety of noun
phrases on a wide range
of familiar general and
curricular topics
the questions with explanation.
They give full answers to the
questions. They use subject
related vocabulary and
punctuation marks accurately in
written paragraphs forms.
Speaking 10.3.5 Interact with
peers to make
hypotheses about a wide
range of general and
curricular topics
10.3.6 Navigate talk and
modify language
through paraphrase and
correction in talk on a
range of familiar
general and curricular
topics
10.6.8 Use a variety of
future active and
passive and future
continuous forms on a
wide range of familiar
general and curricular
topics
1 1 Openended
Learners work in pairs.
Learners take turns in asking and
answering the questions. They
use visual and written prompts
for a discussion; learners add
each other answers, correct some
ideas and give some responses
with clearness. The questions are
be based on topics «Virtual
Reality» and «Organic and Nonorganic Worlds». Teacher can
ask additional questions to
support learners or cut the
number of questions in the cards.
Each pair
talks for 2-3
minutes.
6
TOTAL:
40 minutes
(excluding
Speaking)
24
Note: * - sections that can be changed
23
Sample questions and mark scheme
Tasks for the Summative Assessment for term 2
LISTENING
Task. Listen to Mia and Ryan talking about computer games. Answer the questions 1-3 while you
listen to the recording. Listen and decide who these ideas belong to. Write Mia or Ryan in the
spaces provided. CD3 Tapescript 1.
1. Does not find strategy games interesting. _________ [1]
2. Considers the game good for collaboration. __________ [1]
3. Enjoys playing a game that involves imagination and pleasant experiences.______ [1]
4. Does not find the game violent. _________ [1]
5. Thinks that Final Fantasy checks your ability of playing. ____________ [1]
Task. Complete the sentence according to what you hear.
6. Mia and Ryan agree that they both enjoy playing __________________________ [1]
Total [6]
READING
What are biofuels?
1. The use of biological material (biomass) as a fuel or lighting material is not new; the
earliest evidence for humans using wood for fires is at Gesher Benot Ya'aqov in Israel, 790,000
years ago. However, concern over the impact that the burning of fossil fuels is potentially having on
the climate has resulted in renewed interest in biofuels. The difference between fossil fuels and
biofuels is that fossil fuels were produced millions of years ago when plants and other organisms
died, became buried and were subjected to high temperatures and pressures forming coal, oil or
natural gas. Biofuels, on the other hand, are produced from biological
material that has been living recently. There are a number of ways in
which biofuels can be produced.
2. Some biofuels can be produced from waste material, such as
recycled plant oils, whilst others can be produced from plants
specially grown for the purpose. Both liquid and gaseous forms of
biofuels can be produced from crops that either have a high sugar
content, such as sugar cane or sugar beet, or contain starch that can
be converted into sugars, such as maize. Plants containing high levels
of plant oils, such as oil palm or soybean, can also be used. Wood
and its by-products can be converted into a variety of biofuels.
Task. Which paragraph contains the following information? Write Paragraph 1 or 2 next to the
sentences below.
1. The main ways in which humans use biofuels __________ [1]
2. Fuels can give energy to humans _________ [1]
3. The main difference between fossils and biofuels __________ [1]
4. The main ways biofuels can be produced _________ [1]
Task. Mark the sentences True or False.
5. Biofuels are possible to produce by converting recycled plant materials. ________ [1]
6. It is not possible to convert trees into a type of biofuels._________ [1]
Total [6]
24
WRITING
Task. Choose ONE topic to write.
Topic 1. Virtual Reality
Look at the famous icons of mobile applications. Choose two you use more often. Write how and
why you use them in your life. Use quantifiers much and many correctly where it is necessary.
You may use these questions to write:
What are your two chosen apps? How much do you use them and why? Why have you
chosen them? What do you use them for? What are pluses of using your chosen apps? How much
time do you save with them? How? Are there any possible threats of using mobile apps?
Topic 2. Organic and Non-organic Worlds
Look at the picture below. Use quantifiers some and any correctly where it is necessary.
You may use these questions to write:
What products are named as organic and some are non-organic? Why do you think some
products are organic and some non-organic? What farmers should do to have more organic products
in the shops? Should the price be equal for both groups? Why do people buy and eat more non organic foods?
Total [6]
25
SPEAKING
Task. You have to work in pairs. Choose one card and discuss questions with your partner. You
should collaborate, agree or disagree, showing your point of view. You have one minute to prepare,
2-3 minutes to talk on the topic.
Card 1.Use these questions for discussion:
1. How important is farming in Kazakhstan?
2. What crops are farmed in Kazakhstan?
3. Is farming in your country in good conditions? Why or why
not?
4. Why do farmers use pesticides in your opinion?
5. Do you think practice of intensive farming is bad for people’s
health? Why or why not?
Card 2.Use these questions for discussion:
1. In what way farming can be dangerous for people?
2. Is farming dangerous for people in Kazakhstan? Why or why
not?
3. What are the difficulties the farming industry faces today?
4. Does farming in Kazakhstan help environment? Why? Why
not?
5. What do you think about factory farming?
Card 3.Use these questions for discussion:
1. How many text messages do you send per day? Why?
2. Do you know how to use functions on your phone? Give some
examples of usage.
3. What kind of features do your cell phones have?
4. How long have you had a mobile phone?
5. How long can you stay without your mobile?
Card 4. Use these questions for discussion:
1. Are you allowed to use your mobile switched on in your class?
Yes/no/ Why do you think so?
2. In what way using mobiles in classes can be beneficial.
3. What disadvantages using mobiles in classes may have?
4. At what age do kids now get cell phones?
5. Does it bother you when people use mobiles in public place?
Yes/no. Why?
Total [6]
Total marks____/24
26
Mark scheme
Listening and Reading
Question № Answer Mark Additional information
Listening
1
2
3
4
5
6
Ryan 1
Mia 1
Ryan 1
Ryan 1
Ryan 1
Need for Speed 1
Reading
1
2
3
4
5
6
Paragraph 1 1
Paragraph 1 1
Paragraph 1 1
Paragraph 2 1
True 1
False 1
Total marks 12
27
Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give a mark out of 6 for each criterion (content, organisation, vocabulary, grammar and punctuation) and then calculate a mean to give an
overall total out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Criterion
Content (relevance and
development of ideas)
Organisation (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 wide range of
connectors accurately;
referencing is mostly clear.
• 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.
• Uses a range of advanced
vocabulary appropriately; uses
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 variety in length
and complexity.
• Uses complex sentences
accurately, including
punctuation.
• Rare errors in grammar and/or
punctuation.
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; occasional and
inconsistent misuse of register
may be present.
• Most content points are
addressed, but their development
• Uses a range of basic
connectors accurately and
attempts to use more advanced
connectors, but not always
accurately, and referencing, but
not always clearly or
appropriately.
• Uses paragraphs to separate
ideas; most paragraphs revolve
around one idea or a set of like
• Uses a range of everyday
vocabulary appropriately; uses
less common lexical items, but
may make frequent errors.
• Has good control of word
formation; may make errors in
producing less common word
forms.
• Spells common vocabulary
items correctly; few (no more
• Writes simple and compound
sentence forms correctly, but
does not demonstrate variety in
length.
• Occasional errors in grammar
and/or punctuation do not distort
meaning.
28
may be slightly imbalanced. ideas; the size of each
paragraph may reflect
imbalanced development of
ideas.
• The format is appropriate.
than five) occasional spelling
mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort meaning.
4
• Most content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the requirements
of the task.
• Most content points are
addressed, but some content
points may be more fully
covered than others.
• Uses a range of basic
connectors accurately.
• 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 some basic connectors,
but these may be inaccurate or
repetitive.
• 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
correctly.
• Errors in word choice and/or
spelling distort meaning at
times.
• Writes simple sentence forms
mostly correctly.
• Errors in grammar and/or
punctuation may 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.
• Uses an extremely limited
range of vocabulary.
• Has very limited control of
word formation; can produce a
few common word forms
• Writes some simple sentence
forms correctly.
• Frequent errors in grammar and/
or punctuation distort meaning.
29
• Attempts to write in
paragraphs, but their use may
be confusing (may start every
sentence with a new line).
• The format may be
inappropriate.
correctly.
• Makes many errors in spelling,
including a range of simple
words.
• Errors in word choice and/or
spelling 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 memorised
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.
30
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development, fluency, and language) and then calculate a mean to give an overall total out of 6.
Mark /
Criterion
Development and Fluency Language
6
• Produces stretches of language in a register which is
appropriate to the situation provided in the task and may opt to
vary register to enhance meaning.
• 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.
• Uses 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
• Produces stretches of language in a register which is
appropriate to the situation provided in the task.
• 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
• Produces stretches of language in a register which is generally
appropriate to the situation provided in the task.
• 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.
31
3
• Produces stretches of language without awareness of register.
• Responses tend to be brief and are characterised 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.
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 memorised utterances.
• Uses a limited range of appropriate vocabulary to talk about a very
limited range of general topics.
• Makes numerous errors except in memorised 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 memorised
utterances.
0
• No attempt at the response.
OR
• No rateable language.
32
Transcript
Ryan: What are you playing at the moment?
Mia: I’ve just been catching up on how my zoo’s doing in Zoo Tycoon.
Ryan: I’m never sure about those business games. You construct places for the animals to live –
and then feed the animals, keep them clean … I mean, it isn’t exactly exciting, is it?
Mia: Yeah! Zoo Tycoon’s really fun. You gather all sorts of cool little things as your zoo grows,
you can sell animals to other zoos, or exchange them for different animals. Other players help you
out if you need something, and you get points for cooperating with other people.
Ryan: Hmm. I think the slightly old-fashioned graphics put me off!
Mia: I know what you mean, but games like this are about the satisfaction of looking after animals
and getting your business to grow.
Ryan: Mmm. I’m really into Final Fantasy, do you know it?
Mia: No.
Ryan: OK. So, it’s a fantasy-adventure game. The basic story is quite simple really. You have to try
to defeat the bad guys without being caught. But there are lots of different situations you have to
deal with, and you can get other characters to help you out.
Mia: I bet it’s violent.
Ryan: Not really. Of course, you have to fight people sometimes, but what I love is all the
characters’ movements. You can do a lot more than in most games. You can run up and across
walls, and you can dive, and roll along the ground. And crawl under things on your hands and
knees. It’s really realistic. And you have to be really precise – you might have to do something like
balance on a narrow pipe high up between two buildings. I tell you, it really tests your gaming
skills!
Mia: Are you still playing Need for Speed? I thought that was your favourite.
Ryan: I still play a bit, but not as much as Final Fantasy.
Mia: You might be surprised to hear my new number one game is … Need for Speed! I’m totally
addicted!
Resources
Listening: the task was adapted from Styring J., Tims N. “Prepare! Level 6” Student’s Book, Unit 5
Virtual Action
33
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 sample of Summative Assessment consists of 14 tasks: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for term.
Listening – open-ended task on the topic «Breakthrough Technologies».
Reading – multiple choice and Yes\No\Not Given tasks on the topic «Reading for Pleasure».
Writing – .open-ended task on the topics «Capabilities of Human Brain» and «Breakthrough
Technologies».
Speaking – making a dialogue on the topics «Capabilities of Human Brain» and
«Breakthrough Technologies».
Transcript for listening task can be found after the mark scheme.
34
Characteristic of tasks for summative assessment for term 3
Unit Strand Learning objective
*Total
number of
questions
*Question
№
*Type of
question
*Task description Time
Total
marks
Reading for
Pleasure
Capabilities
of Human
Brain
Breakthrough
Technologies
Listening 10.2.3 Understand the
detail of an argument in
unsupported extended
talk on a wide range of
general and curricular
topics, including talk on
a limited range of
unfamiliar topics
6 1
2
3
4
5
6
Open
ended
Each learner works individually.
Learners listen to the recording
twice on the topic «Breakthrough
Technologies» 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 10.4.2 Understand
specific information
and detail in extended
texts on a range of
familiar general and
curricular topics, and
some unfamiliar topics
10.4.9 Recognise
inconsistencies in
argument in extended
texts on a wide range of
general and curricular
topics
6 1
2
3
4
5
6
Multiplechoice
Yes\No\
Not
Given
Each learner works individually.
Learners read the text on the
topic «Reading for Pleasure» and
complete the task. The task
consists of 2 parts: Part 1 is to
choose the correct answer from
four alternatives A, B, C or D.
Part 2 is to find inconsistences in
statements and mark them Yes,
No, Not Given.
10 minutes 6
35
Writing 10.5.3 Write with
grammatical accuracy
on a range of familiar
general and curricular
topics
10.5.7 Use
independently
appropriate layout at
text level on a range of
general and curricular
topics
10.6.16 Use a wide
variety of conjunctions
on a wide range of
familiar general and
curricular topics
1 1 Open
ended
Each learner works individually.
Learners choose one topic to
write about the topic
«Capabilities of Human Brain»
and «Breakthrough
Technologies». Write the
response to the question linking
paragraphs into coherent text.
Learners should use a variety of
conjunctions correctly.
20 minutes 6
Speaking 10.3.2 Ask and respond
to complex questions to
get information about a
wide range of general
and curricular topics
10.3.7 Use appropriate
subject-specific
vocabulary and syntax
to talk about a range of
general and curricular
topics
10.6.15 Use infinitive
forms after an increased
number of verbs and
adjectives use gerund
forms after a variety of
verbs and prepositions
1 1 Open
ended
Learners work in pairs. Learners
are given one task to produce a
two- way conversation on topics:
«Capabilities of Human Brain»
and «Breakthrough
Technologies». Learners are
expected to ask questions and
respond them by giving opinion
and using appropriate topicrelated vocabulary and
infinitive/gerund forms.
Learners
talk for 2-3
minutes
6
36
use a variety of
prepositional and
phrasal verb on a wide
range of familiar
general and curricular
topics
TOTAL:
40 minutes
(excluding
Speaking)
24
Note: *-sections that can be changed
37
Sample questions and mark scheme
Tasks for the Summative Assessment for term 3
Listening
Task. Listen to the recording and answer the questions. Write NO MORE THAN THREE
WORDS or A NUMBER.
Go to this link to listen to the audio https://breakingnewsenglish.com/1109/110907-nanotechnology.html
1. What did Dr. Charles Sykes and his team create from a single molecule? [1]
2. What was his invention called in the Guinness Book of World Records? [1]
3. In what medical fields will this smallest machine be used? [1]
4. What will Dr. Sykes’ invention produce being the first in the world? [1]
5. What is the speed of motor rotation of this invention? [1]
6. What is Dr. Sykes excited about thinking about his invention? [1]
Total [6]
Reading
Read the text carefully and answer the questions.
Good Health
Most people would agree with the definition of good health as
being a state where you are free from sickness. People used to only
think of their health when they were sick. But these days more and
more people are taking measures to make sure that they don't get
sick.
One of the best things you can do for your body is exercise.
But how much is enough? Not everyone agrees on exactly how much
people should exercise each day. Some people think that doing
simple things like cleaning the house are helpful. Other people do heavy exercise everyday such as
running or swimming.
Along with exercise, having a healthy diet can help promote good health. Foods like
vegetables and fruits should be eaten several times each day. It is also important to eat foods high in
fiber such as beans, grains, fruit and vegetables. Fiber helps your body to digest the food you eat. It
also helps your body in other ways such as decreasing the chance of getting cancer, heart disease
and diabetes. Avoiding foods with a lot of sugar, salt and fat is a good idea to decrease the
possibility of having problems as obesity. Obesity means having so much fat on your body that you
are risking your health.
Another factor that affects our health is stress. There are different things that cause stress for
different people. Money problems, work and relationships with other people can all cause stress. It
can also be caused by good things like getting married or moving into a new house. Exercise and
sports are a great way to reduce stress. Other activities like Tai Chi, yoga or taking a walk also help
reduce stress. Changing the way you think can also reduce stress. Try living for now, and do not
worry about the future.
38
Task. Choose the correct answer A, B, C or D.
1. What is the main idea of the text? [1]
A) Exercising, a healthy diet and reducing stress lead to a healthy life.
B) Knowing the difference between good health and bad health is important.
C) People all over the world have different ideas of what “good health” means.
D) Removing stress out of life is important.
2. Beans, grains, fruit and vegetables are examples of what? [1]
A) Foods high in salt and fat.
B) Foods that can cause obesity.
C) Foods that difficult to digest.
D) Foods with lots of fiber.
3. Tai Chi, Yoga and taking a walk are examples of … [1]
A) changing how you think
B) how we live now
C) ways of causing stress
D) ways to reduce stress
Task. Mark these sentences Yes / No / Not Given.
4. You must do difficult exercise for a long time every day to be healthy. ________ [1]
5. Foods high in fiber can protect from serious health problems. ________ [1]
6. Stress can be caused by only negative situations. ________ [1]
Total [6]
WRITING
Task. Choose ONE of the topics to write.
Topic 1. Robots in the Future
Look at the table below. Three teenagers answered the question ‘Would you be happy to have
robots in your life in the future?’ Write the response that will present your own ideas. You can use
some ideas from the table. Pay attention at the usage of linking devices.
Jessica I think it would be really cool to have a robot to do all the housework in
my home. Robots could do all those jobs I hate like doing the washing up
and tidying my room. Remember about the 3 d’s – Robots tend to do
work that is dirty, dangerous or dull.
Steve I find the idea of robots looking like, and even acting like humans, pretty
scary. It is like one of those disturbing futuristic science fiction films.
Kim It’s like any new technology. You have to learn to use it wisely. We will
soon get used to more robots in our lives.
Topic 2. Capability of Human Brain.
Look at the text below. Write the response that will present your own ideas if it is a good or bad
idea to change something in human brains. Pay attention at the usage of linking devices. You can
use some ideas from the text.
“Researchers found a special gene. It is in mice. It could help us forget painful memories. Many
people have painful memories that make them ill. The illness is called post-traumatic stress
39
disorder (PTSD). Researchers want to change painful memories into nice thoughts and feelings.
This would help millions of people with PTSD.”
You can use the following linking words:
 Further
 Furthermore
 Moreover
 In addition
 Additionally
 Then
 Also
 Too
Total [6]
Speaking
Task. Work in pairs. Choose ONE of the cards and answer the questions. You have 1 minute to
prepare and 2-3 minutes to speak.
In your speaking you should:
 try to keep the conversation going;
 use topic-related vocabulary;
 use infinitives and gerunds.
Card 1
1. What is nanotechnology?
2. Do you know of any examples of nanotechnology?
3. When do you think nanotechnology will be a widely used part of our life?
4. Why do you think people are interested in nanotechnology?
Card 2
1. What springs to mind when you hear the word ‘nanotechnology’?
2. What would you like nanotechnology to do?
3. How excited are you about the future of techonology?
4. How might nanotechnology help us in the future?
Card 3
1. What is stress?
2. What causes stress?
3. Have you been under stress recently?
4. How does stress affect you?
Card 4
1. Do you have a stressful lifestyle?
2. What stresses you out?
3. How do you relieve stress?
4. How can you eliminate stressful situations?
40
Card 5
1. What is the most amazing thing about the brain?
2. What are some extraordinary things some people can do with their brains?
3. What do you wish your brain was better at?
4. Do you think humans will ever completely understand the brain? Why or why not?
Card 6
1. What images spring to mind when you hear the word 'robot'?
2. If you had a robot, what would you like it to do?
3. Will robots ever like identical to humans? Why yes/ Why not?
4. What will happen if robots take over the world one day?
Total [6]
Total marks____/24
41
Mark scheme
Listening and Reading
Question № Answer Mark Additional information
Listening
1
2
3
4
5
6
The motor 1 Motor
The smallest ever 1 Smallest/the smallest
nano-surgery, robotic surgery 1 Any of two/ surgery
power 1
50 times a second 1 50
The future 1 Future
Reading
1
2
3
4
5
6
A 1
D 1
C 1
Not given 1
Yes 1
No 1
Total marks 12
42
Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give a mark out of 6 for each criterion (content, organisation, vocabulary, grammar and punctuation) and then calculate a mean to give an
overall total out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Criterion
Content (relevance and
development of ideas)
Organisation (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 wide range of
connectors accurately;
referencing is mostly clear.
• 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.
• Uses a range of advanced
vocabulary appropriately; uses
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 variety in length
and complexity.
• Uses complex sentences
accurately, including
punctuation.
• Rare errors in grammar and/or
punctuation.
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; occasional and
inconsistent misuse of register
may be present.
• Most content points are
addressed, but their development
• Uses a range of basic
connectors accurately and
attempts to use more advanced
connectors, but not always
accurately, and referencing, but
not always clearly or
appropriately.
• Uses paragraphs to separate
ideas; most paragraphs revolve
around one idea or a set of like
• Uses a range of everyday
vocabulary appropriately; uses
less common lexical items, but
may make frequent errors.
• Has good control of word
formation; may make errors in
producing less common word
forms.
• Spells common vocabulary
items correctly; few (no more
• Writes simple and compound
sentence forms correctly, but
does not demonstrate variety in
length.
• Occasional errors in grammar
and/or punctuation do not distort
meaning.
43
may be slightly imbalanced. ideas; the size of each
paragraph may reflect
imbalanced development of
ideas.
• The format is appropriate.
than five) occasional spelling
mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort meaning.
4
• Most content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the requirements
of the task.
• Most content points are
addressed, but some content
points may be more fully
covered than others.
• Uses a range of basic
connectors accurately.
• 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 some basic connectors,
but these may be inaccurate or
repetitive.
• 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
correctly.
• Errors in word choice and/or
spelling distort meaning at
times.
• Writes simple sentence forms
mostly correctly.
• Errors in grammar and/or
punctuation may 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.
• Uses an extremely limited
range of vocabulary.
• Has very limited control of
word formation; can produce a
few common word forms
• Writes some simple sentence
forms correctly.
• Frequent errors in grammar and/
or punctuation distort meaning.
44
• Attempts to write in
paragraphs, but their use may
be confusing (may start every
sentence with a new line).
• The format may be
inappropriate.
correctly.
• Makes many errors in spelling,
including a range of simple
words.
• Errors in word choice and/or
spelling 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 memorised
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.
45
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development, fluency, and language) and then calculate a mean to give an overall total out of 6.
Mark /
Criterion
Development and Fluency Language
6
• Produces stretches of language in a register which is
appropriate to the situation provided in the task and may opt to
vary register to enhance meaning.
• 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.
• Uses 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
• Produces stretches of language in a register which is
appropriate to the situation provided in the task.
• 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
• Produces stretches of language in a register which is generally
appropriate to the situation provided in the task.
• 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.
46
3
• Produces stretches of language without awareness of register.
• Responses tend to be brief and are characterised 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.
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 memorised utterances.
• Uses a limited range of appropriate vocabulary to talk about a very
limited range of general topics.
• Makes numerous errors except in memorised 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 memorised
utterances.
0
• No attempt at the response.
OR
• No rateable language.
47
Transcript
Scientists have made the smallest electric motor ever created. It is a feat of scientific genius that
most of us could never even try to understand. Dr. Charles Sykes and his team from America’s
Tufts University created the motor from a single molecule just a billionth of a metre wide. Dr Sykes
is in contact with the Guinness Book of World Records to have his motor recognised as the smallest
ever. The current world-record holder is a 200-nanometre-long nano-tube made from carbon. Dr.
Sykes’ creation is an incredible 200 times smaller. Naturally, the researchers hope their creation has
uses for mankind. It will be used to power the tiniest machines ever built, and be used by doctors in
nano-surgery and robotic surgery.
It is the first time an electric motor has been made from a single molecule. Scientists can make
molecules convert energy from light and chemical reactions into movement, but Dr. Sykes’
invention is the first to be classed as a motor – something that can continually generate power.
There is some mind-boggling science behind Sykes’ device. A combination of chemicals and metals
produces the miniscule motor that rotates 50 times a second. Dr. Sykes was excited about the future
of his discovery, saying: "The next thing to do is to get the thing to do work that we can measure -to [link] it to other molecules, lining them up next to one another so they're like miniature cog wheels.”
Resources
Listening: the task was adapted from https://breakingnewsenglish.com/1109/110907-nanotechnology.html
48
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 summative assessment
This sample of Summative Assessment consists of 14 tasks: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for term.
Listening – multiple choice and sentence completion tasks on the topic «Space X».
Reading – multiple choice and open-ended tasks on the topic «Space X».
Writing – open-ended task on the topic «Space X».
Speaking – open-ended task on the topic «Space X».
Transcript for listening task can be found after the mark scheme.
49
Characteristic of tasks for summative assessment for term 4
Unit Strand Learning objective
*Total
number of
questions
*Question
№
*Type of
question
*Task description Time
Total
marks
Space X
Independent
Project
Listening 10.2.1 Understand the main
points in unsupported
extended talk on a wide
range of general and
curricular topics, including
talk on a limited range of
unfamiliar topics
10.2.6 Deduce meaning
from context in unsupported
extended talk on a wide
range of general and
curricular topics, including
talk on a limited range of
unfamiliar topics
6 1
2
3
4
5
6
Multiplechoice
Sentence
completion
Each learner works individually.
Learners listen to the recording
twice on topic «Space X»,
having chance to look through
the questions before the
recording starts. The task
consists of 6 questions with one
possible answer. In questions 1-3 learners choose correct answer
from four alternatives A, B, C or
D. In questions 4-6 they
complete the gaps with no more
than two words.
10 minutes 6
Reading 10.4.5 Deduce meaning
from context in extended
texts on a wide range of
familiar general and
curricular topics, and some
unfamiliar topics
10.4.6 Recognise the
attitude or opinion of the
writer in extended texts on a
wide range of familiar
general and curricular topics
6 1
2
3
4
5
6
Multiple
-choice
Openended
Each learner works individually.
Learners read the text on the
topic «Space X» and answer the
questions. The task consists of 6
questions with one possible
answer. In questions 1-3
learners find information in the
text and choose the correct
answer from four alternatives. In
questions 4-6 they write the
meaning of the phrases.
10 minutes 6
50
Writing 10.5.6 Write coherently at
text level using a variety of
connectors on a range of
familiar general and
curricular topics
10.6.17 Use if / if only in
third conditional structures,
use a variety of relative
clauses including with
which [whole previous
clause reference] on a wide
range of familiar general
and curricular topics
1 1 Open
ended
Each learner works individually.
Learners write a continuation of
the story. They answer the
questions in full sentences. In
writing, they use appropriate
language and own ideas and
feelings. Learners should use If
in 3
rd
conditional structure
correctly.
20 minutes 6
Speaking 10.3.3 Explain and justify
own and others’ point of
view on a wide range of
general and curricular topics
10.6.7 Use perfect
continuous forms and a
variety of simple perfect
active and passive forms
including time adverbials …
so far, lately, all my life, on
a wide range of familiar
general and curricular topics
1 1 Open
ended
Learners work in pairs,
explaining and justifying their
viewpoints on topics:
«Space X». They answer the
questions, agreeing or
disagreeing. They show own
point of view with a good
choice of topical vocabulary.
Each pair
talks for 2-3
minutes.
6
TOTAL:
40 minutes
(excluding
Speaking)
24
Note: *-sections that can be changed
51
Sample questions and mark scheme
Tasks for the Summative Assessment for term 4
Listening
Task. Listen to the recording and choose the best option A, B, C or D.
Use the link to listen: https://www.esl-lab.com/story1/storysc1.htm
1. Where was the man coming from when he first saw the Unidentified Flying Object (UFO) ? [1]
A. He was returning home from a party.
B. He just got off work when he saw the UFO.
C. He was driving home from a restaurant.
D. He was returning home from the school.
2. What time did the man report the incident to the police? [1]
A. about 12:00 AM
B. about 2:00 AM
C. about 5:00 AM
D. about 3.00 AM
3. What jumped out in front of the man's car? [1]
A. a giant deer
B. a strange man
C. a hairy clown
D. a hairy creature
Task. Fill in the gaps with NO MORE THAN TWO WORDS:
4. The beast picked up the front of my car and said, "Get out of the car. I'm taking you to
__________________________!" [1]
5. When I did not get out of the car, the beast opened the car door, carried me on his shoulders to
this round-shaped __________________, and well, that is when I woke up alongside the road. [1]
6. We have a great ____________________ that deals with THESE kinds of cases. [1]
Total [6]
Reading
Search for Supernova
Sometimes a star explodes. The explosion is called a supernova.
Supernovas are the biggest explosions that happen in space. They are one of
the most powerful events in the universe. Usually, changes to planets and stars
happen very, very slowly. For example, it took millions of years for our solar
system to form. That is a very long time. A supernova, however, happens very
quickly. The explosion lasts only about 15 seconds.
In Galaxies Far, Far Away
A galaxy is a system of millions of stars and the planets that circle them. Our solar system is
in the Milky Way galaxy. In galaxies like ours, there are two or three supernovas every hundred
years. There are many, many galaxies in the universe. Scientists can usually observe a few hundred
supernovas every year.
Ingredients for Planets
Supernovas are important for shooting elements into the universe. Everything in the Universe
is made of matter, and matter is made of elements. Huge stars are kind of like factories. The burning
52
core of a star cooks up the elements needed to make everything else in the universe. When a star
explodes, it shoots the elements into space. Eventually, the elements form new stars and new
planets. These become solar systems, which make up galaxies. The elements are ingredients for
making planets, moons, and even us!
Task. Read the questions and choose the best option A, B, C or D.
1. Which question is answered in the section "Search for Supernovas"? [1]
A. What causes supernovas?
B. Who can discover supernovas?
C. Where do supernovas happen?
D. Why do scientists study supernovas?
2. What information do you get from the section "Ingredients for Planets"? [1]
A. details about what kinds of stars can eventually become supernovas
B. facts about how long most supernovas last
C. details about what causes supernovas to happen
D. facts about how supernovas help make other things in the universe
3. Which detail from the article BEST states its MAIN idea? [1]
A. A galaxy is a system of millions of stars and the planets that circle them.
B. Everything in the Universe is made of matter, and matter is made of elements.
C. There are many, many galaxies in the universe.
D. Supernovas are one of the most powerful events in the universe.
Task. Explain what these numbers state in the text.
Example: A few hundred number of supernovas observed every year
4. millions years _________________________________________ [1]
5. every hundred years _______________________________________ [1]
6. 15 seconds _______________________________________________ [1]
Total [6]
Writing
Task. Read the beginning of the story and continue it. Open the brackets in the final sentence
correctly.
It is the year 3034. We are on our way to visit unknown planet Bibblebop in a faraway galaxy.
Our huge spaceship flies for months past planets, stars and galaxies. At last, we have arrived. We
open a door and look out – this planet is very green. There is an alien behind the tree. He is very
scary… (why he feels some terror, what happened next)
(Express your feelings to this planet and people, write the end of your story)
If we (decide) to make a living at this planet some years ago, we (have) so many problems now.
Total [6]
53
SPEAKING
Students work in pairs. They are suggested two pictures (as the example below) to show own point
of view on suggested ideas. They ask and answer to the questions of each other.
Card 1
You can see two pictures. Discuss with your friend the topic of the pictures. Ask questions, agree or
disagree. You have 1 minute to prepare your speech and 2-3 minutes to speak. Questions can help
you to organise your answer.
1. Would you like to travel into space? Why or why not?
2. What do you think about space tourism?
3. How important is learning about space?
4. Which planet in our solar system is the smallest?
5. Which planet in our solar system is closest to the sun?
6. Which planet in our solar system is farthest from the sun?
Card 2
You can see two pictures. Discuss with your friend the topic of the pictures. Ask questions, agree or
disagree. You have 1 minute to prepare your speech and 2-3 minutes to speak. Questions can help
you to organise your answer.
1. Will humans ever travel to different solar systems? Why or why not?
2. What is the most interesting thing you know about space?
3. Have you ever seen any of the following movies: ET, Alien, Star Wars? Which one is your
favorite? Why?
4. Which planet in our solar system would you most want to visit?
5. How is the Earth unique in our solar system?
6. Do you think life exact on other solar systems?
Total [6]
Total marks____/24
54
Mark scheme
Listening and Reading
Question № Answer Mark Additional information
Listening
1
2
3
4
5
6
A 1
C 1
D 1
my master 1
flying saucer 1
Therapist 1
Reading
1
2
3
4
5
6
C 1
D 1
D 1
our solar system took … to form 1 Learners may use another
choice of words to convey their
ideas. The answer is accepted if
its meaning is right according
to the context.
There are two or three supernovas. 1
The explosion of a Supernova lasts… 1
Total marks 12
55
Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give a mark out of 6 for each criterion (content, organisation, vocabulary, grammar and punctuation) and then calculate a mean to give an
overall total out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Criterion
Content (relevance and
development of ideas)
Organisation (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 wide range of
connectors accurately;
referencing is mostly clear.
• 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.
• Uses a range of advanced
vocabulary appropriately; uses
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 variety in length
and complexity.
• Uses complex sentences
accurately, including
punctuation.
• Rare errors in grammar and/or
punctuation.
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; occasional and
inconsistent misuse of register
may be present.
• Most content points are
addressed, but their development
• Uses a range of basic
connectors accurately and
attempts to use more advanced
connectors, but not always
accurately, and referencing, but
not always clearly or
appropriately.
• Uses paragraphs to separate
ideas; most paragraphs revolve
around one idea or a set of like
• Uses a range of everyday
vocabulary appropriately; uses
less common lexical items, but
may make frequent errors.
• Has good control of word
formation; may make errors in
producing less common word
forms.
• Spells common vocabulary
items correctly; few (no more
• Writes simple and compound
sentence forms correctly, but
does not demonstrate variety in
length.
• Occasional errors in grammar
and/or punctuation do not distort
meaning.
56
may be slightly imbalanced. ideas; the size of each
paragraph may reflect
imbalanced development of
ideas.
• The format is appropriate.
than five) occasional spelling
mistakes may be present.
• May often misspell less
common lexical items.
• Errors in word choice and/or
spelling do not distort meaning.
4
• Most content is relevant to the
task; insignificant content
omissions may be present.
• The register on the whole
corresponds to the requirements
of the task.
• Most content points are
addressed, but some content
points may be more fully
covered than others.
• Uses a range of basic
connectors accurately.
• 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 some basic connectors,
but these may be inaccurate or
repetitive.
• 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
correctly.
• Errors in word choice and/or
spelling distort meaning at
times.
• Writes simple sentence forms
mostly correctly.
• Errors in grammar and/or
punctuation may 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.
• Uses an extremely limited
range of vocabulary.
• Has very limited control of
word formation; can produce a
few common word forms
• Writes some simple sentence
forms correctly.
• Frequent errors in grammar and/
or punctuation distort meaning.
57
• Attempts to write in
paragraphs, but their use may
be confusing (may start every
sentence with a new line).
• The format may be
inappropriate.
correctly.
• Makes many errors in spelling,
including a range of simple
words.
• Errors in word choice and/or
spelling 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 memorised
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.
58
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development, fluency, and language) and then calculate a mean to give an overall total out of 6.
Mark /
Criterion
Development and Fluency Language
6
• Produces stretches of language in a register which is
appropriate to the situation provided in the task and may opt to
vary register to enhance meaning.
• 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.
• Uses 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
• Produces stretches of language in a register which is
appropriate to the situation provided in the task.
• 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
• Produces stretches of language in a register which is generally
appropriate to the situation provided in the task.
• 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.
59
3
• Produces stretches of language without awareness of register.
• Responses tend to be brief and are characterised 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.
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 memorised utterances.
• Uses a limited range of appropriate vocabulary to talk about a very
limited range of general topics.
• Makes numerous errors except in memorised 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 memorised
utterances.
0
• No attempt at the response.
OR
• No rateable language.
60
Transcript
Police Officer: Hello. 24th Precinct. Officer Jones speaking.
Man: Help. Yeah, uh, it was wild, I mean bizarre.
Police Officer: Calm down sir! Now, what do you want to report?
Man: Well, I'd like to report a UFO sighting.
Police Officer: A what?
Man: What do you mean "what?" An unidentified flying object!
Police Officer: Wait, tell me exactly what you saw.
Man: Well, I was driving home from a party about three hours ago, so it was about 2:00 AM, when
I saw this bright light overhead.
Police Officer: Okay. And then what happened?
Man: Oh, man. Well, it was out of this world. I stopped to watch the light when it disappeared
behind a hill about a kilometer ahead of me.
Police Officer: All right. Then what?
Man: Well, I got back in my car and I started driving toward where the UFO landed.
Police Officer: Now, how do you know it was a UFO? Perhaps you only saw the lights of an
airplane [No], or the headlights of an approaching car [No]. Things like that happen, you know.
Man: Well if it was that, how do you explain "the BEAST"?
Police Officer: What do you mean, "The BEAST"?
Man: Okay. I kept driving for about five minutes when all of a sudden, this giant, hairy creature
jumped out in front of my car.
Police Officer: Oh, yeah. Then what?
Man: Well, then, the beast picked up the front of my car and said, "Get out of the car. I'm taking
you to my master!" Something like that.
Police Officer: Wow? A hairy alien who can speak English! Come on!
Man: I'm not making this up, if that's what you're suggesting. Then, when I didn't get out of the car,
the beast opened the car door, carried me on his shoulders to this round-shaped flying saucer, and
well, that's when I woke up alongside the road. The beast must have knocked me out and left me
there.
Police Officer: Well, that is the best story I have heard all night, sir. Now, have you been taking
any medication, drugs, or alcohol in the last 24 hours? You mentioned you went to a party.
Man: What? Well, I did have a few beers, but I am telling the truth.
Police Officer: Okay, okay. We have a great therapist that deals with THESE kinds of cases.
Man: I am not crazy.
Police Officer: Well, we'll look into your story. Thank you.
Resources
Listening: the task was adapted from https://www.esl-lab.com/story1/storysc1.htm