СОЧ ТЖБ SAT English Grade 8 Summative Assessment for term

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Specification of Summative Assessment for term on the subject “English”
Grade 8
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Contents
1. Aim of the Summative Assessment for the term………………………………4
2. The document defining the content of the Summative Assessment for the term……4
3. Expected outcomes on the subject “English”, Grade 8………………………..4
4. Level of thinking skills on the subject “English”, Grade 8………………….5
5. Administration rules…………………………………………………….6
6. Moderation and marking…………………………………………………..7
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1………………………………8
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2……………………………..20
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3……………………………..32
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4……………………………..46
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1. Aim of the Summative Assessment for the term
Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content.
Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 8.
2. The document defining the content of the Summative Assessment for the term
Subject Program for «English» (within the framework of updating the content of secondary education) secondary education (Grade 8).
3. Expected outcomes on the subject “English”, Grade 8
Content:
A learner develops skills needed for success in a range of academic subjects such as using speaking and listening skills to solve problems, organising information clearly for others and developing intercultural awareness through reading and discussion, respecting differing points of view and using feedback for setting personal learning objectives.
Listening:
A learner understands the main ideas of texts on curricular topics; identifies essential facts distinguishing them from non-essential; understands details within the framework of familiar topics; formulates complex questions based on listening material in order to obtain additional information; deduces the meaning of listening material using context clues; identifies specific information within the framework of familiar topics; recognizes inconsistencies in arguments within the framework of familiar topics; recognizes the opinion of the speaker with little or no support in extended talk within the framework of familiar topics
Speaking:
A learner conveys the main ideas of a text within the framework of familiar topics logically organizing events; uses the formal and informal registers; presents information within the framework of familiar topics; predicts the content of a text using the heading, pictures, key words, extracts within the framework of familiar topics; asks simple and complex questions to obtain specific information; interacts with peers (in a pair, group) to fulfill learning tasks; compares and contrasts texts within the framework of familiar topics; expresses and opinion providing arguments; uses appropriate subject-specific vocabulary and syntax to talk about some general and curricular topics.
Writing:
A learner fills in tables, diagrams, schemes, questionnaires, forms; plans, writes, edits and proofreads texts within the framework of familiar topics; makes notes based on a text according to a communicative task; describes real and/or imagined events of the past, present, and future using the knowledge of topics studied before; links and coordinates sentences and paragraphs in a text within the framework of familiar topics; correctly uses punctuation in a text within the framework of familiar topics; creates texts of a range of styles and genres using appropriate rules and layout; develops with support coherent arguments supported when necessary by examples and reasons on a limited range of general and curricular topics.
Reading:
A learner identifies the main ideas of texts and details in texts of a range of styles and genres within the framework of familiar topics; uses a range of information sources (reference materials, dictionaries, the Internet); recognizes specific information in a text and a range of styles and genres within the framework of familiar topics; predicts the content of a text using the
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heading, pictures, key words, extracts; identifies the attitude and opinion of the author; evaluates information from different texts; recognizes inconsistencies in argument in short, simple texts on a range of general and curricular topics
Use of English:
A learner expresses him/herself using a good lexical range and variety of language with a generally high degree of accuracy. A learner develops ability to use a range of past, present and future forms and a wider range of modals; uses some complex grammar structures such as conjunctions to explain reasons and first conditional and relative clauses on a wide range of familiar topics.
4. Level of thinking skills on the subject “English”, Grade 8
Strand Level of thinking skills Description Recommended type of question
Listening Knowledge and comprehension Understand the main ideas in extended text on different topics; understands details in extended texts within the framework of familiar topics; understand most of the detail of an argument in extended talk; understands some of the implied meaning in extended talk on familiar topics; understands extended narratives; recognize speaker’s opinion; recognise typical features at word, sentence and text level; Questions with multiple choice answers. Questions that require short answer. Questions that require an extended answer.
Higher order thinking skills deduce the meaning of listening material using context clues;
Speaking Application use the formal and informal registers in talk; use appropriate subject-specific vocabulary and syntax; retell some extended stories and events; Questions that require short answer. Questions that require an extended answer.
Higher order thinking skills ask more complex questions to get information; give an opinion at discourse level; respond with some flexibility at both sentence and discourse level to unexpected comments; interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; link comments with some flexibility to what others say at sentences and discourse level;
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Reading Knowledge and comprehension identify the main ideas of texts within the framework of familiar topics; recognize details and specific information in a text and a range of styles and genres within the framework of familiar topics; identify the detail of an argument; recognise the attitude and opinion of the writer; recognise typical features at word, sentence and text level; Questions with multiple choice answers. Questions that require short answer. Questions that require an extended answer.
Application read a growing range of extended fiction and non-fiction texts; use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding;
Higher order thinking skills deduce the meaning from context in short and extended texts; recognize inconsistencies in argument in short texts on a range of general and curricular subjects;
Writing Application use grammatical structures accurately on a limited range of familiar topics; use with some support style and register; link and coordinate sentences and paragraphs in a text within the framework of familiar topics; use with minimal support appropriate layout at text level; spell most high-frequency vocabulary accurately; correctly use punctuation in a text within the framework of familiar topics; Questions that require short answer. Questions that require an extended answer.
Higher order thinking skills plan, write, edit and proofread texts within the framework of familiar topics; develop with support coherent arguments supported when necessary by examples and reasons; describe real and imagined events of the past, activities and experiences.
5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about the assessment duration. Remind learners that they are not allowed to talk with each other during the Summative Assessment. After the instructions, make sure they have understood given
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instructions and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the Summative Assessment learners should not have any access to additional resources that can help them, for example, dictionaries (excluding the cases when it is allowed in specification).
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the assessment duration. You should not spell, paraphrase or provide any information that could give the learner an advantage.
In case of finishing Listening section before than 10 minutes, feel free to come to Reading section.
Always tell the learners that they have 15 and 5 minutes left before the end of the Summative Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is necessary to check learner sample papers with the marks awarded to ensure there are no deviations from the standardized mark scheme.
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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. The time spent on an individual learner should not be more than 2-3 minutes (1 minute for preparation, 1-2 minutes for the learner’s speech) Total marks — 24
The structure of the Summative Assessment
This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Listening — True/False task. Tapescript for listening task can be found in CD3. And transcript can be found after the mark scheme.
Reading — Multiple choice questions with one answer and one question with two answers. Writing — Writing an informal letter.
Speaking — Individual long-turn talk.
True/False task offers a series of statements each of which should be judged as true or false according to the listening text.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
The content of the summative assessment for the 1 term should be selected on topics “Our World” and “Daily Life and Shopping”.
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Characteristic of tasks for summative assessment for the 1 term
Unit Strand Learning objective *Total number of questions *Quest ion № *Type of question *Task description Time Total marks
Our World. Daily life and Shopping. Listening 8.2.3.1 (8.L3) Understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics 6 1 2 3 4 5 6 True / False Each learner works individually. Task enables learners to identify the detail of an argument in the monologue. The task has 6 questions. The question itself comprises an argument which is true or false according to the recording. Learners should be given 1 minute to look through the questions before they listen. They should listen to the recording twice 10 minutes 6
Reading 8.4.3.1 (8.R3) Understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts 6 1 2 3 4 5 6 Multiple choice Each learner works individually. Task comprises 4 wh-questions referring to the writer’s ideas. The questions refer to the details of an argument discussed by the writer. Learners circle one correct answer according to the text from four alternatives. In questions 5 and 6 learners should circle two correct answers. 10 minutes 6
Writing 8.5.3.1 (8.W3) Write with moderate grammatical accuracy on a growing range of familiar general and curricular topics. 8.W8 Spell most high- 1 1 Open ended Each learner works individually. The task has two options. Learners should choose one topic to write. Topic 1. A learner should write an informal letter to a friend giving advice on family relations. Topic 2. A learner should write a letter 20 minutes 6
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Unit Strand Learning objective *Total number of questions *Quest ion № *Type of question *Task description Time Total marks
frequency vocabulary accurately for a range of familiar general and curricular topics. reviewing a fashion show using the given plan. The task consists of short information taken from a friend’s letter and a plan for writing.
Speaking 8.3.3.1 (8.S3) Give an opinion at discourse level on a wide range of general and curricular topics. 1 1 Open ended The speaking task has 8 different cards with 4 open questions. The questions are on the topics “Our World” and “Daily life and Shopping”. This speaking task is for individual long turn. A learner should choose one card and spend 1 minute for preparation and 1-2 minutes for speaking. They should provide their own points of view on the topics, explaining and justifying their answers. Teacher can ask additional questions or cut the number of questions to support learners if necessary. 2-3 minutes for an individua l 6
TOTAL: 40 minutes (excludi ng Speakin g) 24
Note: * — sections that can be changed
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Sample questions and mark scheme Tasks for the Summative Assessment for the term 1
Listening
Task 1. Listen to Trent Simons twice. Mark the following sentences TRUE or FALSE.
CD3. Tapescript 1. And transcript for listening task can be found after the mark scheme.
Example: John and his twin brother go to one and the same school. FALSE
1. John has the same tastes and personalities as his brother.____________________________________________________
2. John is active while his brother does nothing in sport.__________________________________________________________
3. John is a captain of the football team and his brother is a captain of volleyball team.______
4. John and his brother usually play computer games together. ________
5. John’s parents see him and his brother as two individual people. ________
6. Both brothers have poor sight. ________
Total [6]
Reading
Task 1. Read the text and circle the most suitable answer.
Checking out second-hand city
Do you love to go shopping, but seem to spend all your money on just one or two items? If so, why not consider hunting around for cheaper, second-hand options? With a little time and patience, it’s possible to find some great bargains. Take a look at the shopping alternatives we’ve come up with.
Car Boot Sales
People bring unwanted things that they dig out of their attics and garages to a car boot sale. Anything from children’s toys to sports equipment can turn up at these sales, which are usually held at weekends or on Bank Holidays.
Second-Hand Shops
Good second-hand shops can be full of surprises and are often the perfect place to pick up a bargain! Many shops often specialize in certain items such as rare books, designer clothes and antique furniture.
Charity Shops
People donate used clothes, shoes, toys and other different items to charity shops where you can usually buy them for next to nothing! The money often goes to help people who are hungry, homeless or who live in poor developing countries.
Christmas Bazaars
These are wonderful places to buy handmade gifts, Christmas decorations and second-hand items. The beauty of these bazaars is that all the money raised usually goes to charity, so you can shop till you drop knowing that it’s all for a good cause!
So, next time you’re in the mood to shop, instead of using your credit card, head for ‘second-hand city’.
Example: What does not the writer say about second-hand bazaars?
A) The things are usually cheaper there.
B) The money earned usually goes to charity.
C) They are usually organized by the local government.
D) These bazaars are sometimes a part of traditional holidays.
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1. What does this text mainly explain? [ 1]
A) how second-hand sales raise money for charity
B) where you can go to buy second-hand things
C) why second-hand items are great bargains
D) who benefit from second-hand sales
2. What does the writer say about car boot sales? [1]
A) A wide range of things may be found on sale there.
B) They are a fun way to spend a holiday weekend.
C) You probably wouldn’t want the things on sale there.
D) They are not popular among the traders.
3. What does the writer say about second-hand shops? [1]
A) They are not ideal place for purchases.
B) They always sell things that have been carefully checked.
C) They often sell only one particular type of thing.
D) You cannot buy anything unusual there.
4. What does the writer say about charity shops and bazaars? [1]
A) They are good places for poor, homeless people to shop.
B) They are good because shopping there helps poor people.
C) They give second-hand items to people in poor countries.
D) They sell tasty Christmas food and drinks.
5. 6. Which TWO of the following statements might the writer agree with? [2]
A) Do your second-hand shopping at weekends, Christmas and on Bank Holidays.
B) First decide what you want to buy then find the place that specializes in it.
C) Second-hand shopping takes a bit longer, but it’s worth it.
D) The main purpose of Christmas Bazaars is to raise money.
Total [6]
Writing .
Task. Choose ONE of the topics to write.
Topic 1. You received a letter from your friend in which he says that he is having a problem in communication with his older sister. Write a reply giving your friend advice on how to make better relations with his family member. Pay attention to the grammar. Spell words correctly. Use the following plan:
Dear……………………………,
(Paragraph 1) — write a salutation to your friend (Paragraph 2) — express your sympathy, offer help (Paragraph 3) — give your advice
Your friend,
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Topic 2. Write a letter to your friend inviting him to your country/city and describe how you would spend one day. Pay attention to the grammar. Spell words correctly.
Use the following plan:
Dear…………………….,
(Paragraph 1) — write a salutation to your friend (Paragraph 2) — offer your friend to come (Paragraph 3) — describe a day
Your friend,
Total [6]
Speaking
Task. Choose one of the cards and answer the questions. You have 1 minute to prepare and 1-2 minutes to speak.
Card 1. Prepare an individual talk. The following questions will help you to organize your talk.
1. What rules do you have in your family?
2. Are there any rules your families all share? (doing household chores, preparing meals,
watching TV, talking on the phone)
3. Who usually sets rules in your family?
4. Are there any rules that you do not agree with? Why?
Card 2. Prepare an individual talk. The following questions will help you to organize your
talk.
1. In what ways are you similar to and different from your grandparents, parents, brothers and sisters?
2. Who are you most/least similar to in your family? (character, habits, looks)
3. Do you know anyone who is an only child? What are they like?
4. Do you think being an only child is good?
Card 3. Prepare an individual talk. The following questions will help you to organize your talk.
1. Can you tell us about your positive qualities?
2. What can you tell us about your negative qualities?
3. How have you changed over the last five years? (habits, personality, likes and dislikes)
4. What do you want to change now?
Card 4. Prepare an individual talk. The following questions will help you to organize your talk.
1. What types of families do you know?
2. Could you describe at least two types of families discussing advantages and disadvantages?
3. Can you tell us something unusual or special about your family?
4. Who do you trust most in your family? Why?
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Card 5. Prepare an individual talk. The following questions will help you to organize your talk.
1. What’s the best thing about spending time with your family?
2. What’s the worst thing?
3. Do you think parents should be strict with their children?
4. Should parents be leaders or friends? Explain why.
Card 6. Prepare an individual talk. The following questions will help you to organize your talk.
1. Can you tell us something you are doing by yourself?
2. Can you tell us something you do not like doing by yourself?
3. What do you mainly use social networking for?
4. What are the advantages and disadvantages of social networking?
Card 7. Prepare an individual talk. The following questions will help you to organize your talk.
1. What do you prefer wearing at leisure time? Why?
2. Where do you usually buy your clothes?
3. How is your daily life different from British/Russian/Japanese/American. Please, choose one and give reasons why.
4. How is it alike?
Card 8. Prepare an individual talk. The following questions will help you to organize your talk.
1. What do you think about extreme makeover?
2. What does happiness mean for you?
3. What should people do in order to be happy?
4. How has the meaning of happiness changed in last ten years?
Total [6] Total marks /24
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Mark scheme Listening and Reading
Task № Answer Mark Additional information
1 False 1
2 True 1
3 False 1
4 False 1
5 True 1
6 True 1
1 B 1
2 A 1
3 C 1
4 B 1
5 C 1 In any order
6 D 1
Total marks 12
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Mark scheme Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give
a total mark out of 6. All fractional mar ks should be rounded up to the closest whole mark.
Mark / Criterion Content: relevance, style and register, and development of ideas Organization: cohesion, paragraphing, and format Vocabulary & Spelling Grammar & Punctuation: range and accuracy
6 • All content is relevant to the task. • The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. • All content points are fully addressed and developed in a balanced way. *Such misuse of register should not harm the format of writing. • Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. • Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas. • The format is appropriate, but may be modified for a better reading experience. • Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional inappropriacies. • Has good control of word formation; may make occasional errors in producing less common word forms. • Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present. • May occasionally misspell less common lexical items. • Errors in word choice and/or spelling do not distort meaning. • Writes simple and compound sentence forms correctly and demonstrates some variety in length. • May attempt some complex sentences, but they tend to be less accurate, including punctuation. • Errors in grammar and/or punctuation do not distort meaning.
5 • All content is relevant to the task; insignificant content omissions may be present. • The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register may be present. • Most content points are addressed, but their • Uses a range of basic connectors correctly. • Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of each paragraph may reflect imbalanced development of ideas. • The format is appropriate. • Uses a range of everyday vocabulary appropriately; attempts to use 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 than five) occasional spelling mistakes may be present. • 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.
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development may be slightly imbalanced. • May often misspell less common lexical items. • Errors in word choice and/or spelling do not distort meaning.
4 • Most content is relevant to the task; insignificant content omissions may be present. • The register on the whole corresponds to the requirements of the task. • Most content points are addressed, but some content points may be more fully covered than others. • Uses some basic connectors, but these may be inaccurate or repetitive. • Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason). • The format is generally appropriate. • Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items. • Has good control of word formation; can produce common word forms correctly. • May make infrequent errors in spelling more difficult words. • Errors in word choice and/or spelling rarely distort meaning. • Writes simple and some compound sentence forms correctly. • While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.
3 • Some content is relevant to the task; significant content omissions may be present. • The register barely corresponds to the requirements of the task. • Only some content points, which are minimally addressed. • Uses a very limited range of basic cohesive devices correctly. • Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs). • The format may be inappropriate in places. • Uses basic vocabulary reasonably appropriately. • Has some control of word formation; can produce some common word forms correctly. • Makes frequent errors in spelling more difficult words, but simple words are spelled 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. • Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line). • The format may be inappropriate. • Uses an extremely limited range of vocabulary. • Has very limited control of word formation; can produce a few common word forms correctly. • Makes many errors in spelling, including a range of simple words. • Errors in word choice and/or spelling distort meaning. • Writes some simple sentence forms correctly. • Frequent errors in grammar and/or punctuation distort meaning.
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1 • Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task. • Links are missing or incorrect. • Does not write in paragraphs at all (a script is a block of text). • The format is not appropriate. • Can only use a few isolated words and/or memorized phrases. • Has essentially no control of word formation; can barely produce any word forms. • Displays few examples of conventional spelling. • No evidence of sentence forms.
0 • Does not attempt the task in any way. OR • The response is completely irrelevant to the task. OR • There is too little language to assess. OR • Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and grammar and vocabulary), and then calculate a mean to give an overall total out of 6.
Mark / Criterion Development and Fluency Grammar and Vocabulary
6 • Shows sustained ability to maintain a conversation and to make relevant contributions at some length. • Produces extended stretches of language despite some hesitation. • Can respond to change in direction of the conversation. • Pronunciation is intelligible. • Intonation is appropriate. • Produces error-free simple sentences. • Attempts some complex grammatical forms, but may make errors, which rarely cause comprehension problems. • Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics.
5 • Responds relevantly and at length which makes frequent prompting unnecessary, resulting in a competent conversation. • Produces mostly extended stretches of language despite some hesitation, although instances of using short phrases may be present. • Can generally respond to change in direction of the conversation. • Pronunciation is generally intelligible. • Intonation is generally appropriate • Produces error-free simple sentences. • Uses a range of appropriate vocabulary when talking about a range of general and curricular topics. • Occasional mistakes do not cause comprehension problems.
4 • Attempts to respond to questions and prompts. • Frequently produces error-free simple sentences.
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• 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. • Uses appropriate vocabulary to talk about a limited range of general and curricular topics. • Errors may cause comprehension problems.
3 • Responses tend to be brief and are characterized by frequent hesitation. • Has to be encouraged to go beyond short responses and struggles to develop a conversation. • There is a lack of intelligibility of pronunciation, but it is unlikely to impede communication. • May not follow English intonation patterns frequently. • Produces basic sentence forms and some correct simple sentences. • Uses a limited range of appropriate vocabulary to talk about a limited range of general topics. • Errors are frequent and may lead to misunderstanding.
2 • Responses are so brief that little is communicated. • Barely engages in a conversation. • Pronunciation may cause some communication difficulty. • Does not follow English intonation patterns. • Attempts basic sentence forms, but with limited success. OR • Heavily relies on apparently memorized utterances. • Uses a limited range of appropriate vocabulary to talk about a very limited range of general topics. • Makes numerous errors except in memorized expressions.
1 • No communication possible. • Pronunciation and intonation patterns cause difficulty for even the most sympathetic listener. • Cannot produce basic sentence forms. • Can only produce isolated words and phrases or memorized utterances.
0 • No attempt at the response. OR • No rateable language.
Term 1. Transcript for listening task.
Trent Simons
People think identical twins have the same tastes and personalities, but my brother and I are very different: I’m keen on sport and I’m really fit and active; he hardly ever does anything. I’m confident, I go out, I’m captain of the football team, but he’s really quiet. He has friends, but they’re a bit strange and they always play video games together. We’re probably different because we go to different schools and my parents don’t treat us as ‘the twins’, you know, as one person. Apart from our appearance, I think the only thing that is genetic is having poor sight. But then he wears thick glasses and I wear contact lenses!
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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. The time spent on a pair should not be more than 4 minutes (1 minute for preparation, 3 minutes for the learners’ conversation)
Total marks — 24 The structure of the Summative Assessment
This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Listening — Open-ended questions. Transcript for listening task can be found after the mark scheme.
Reading — True/False with explanation and open — ended tasks.
Writing — Writing a review.
Speaking — Speaking in pairs.
True/False task offer a series of statements each of which should be judged as true or false according to the listening text.
Open ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
The content of the summative assessment for the 2 term should be selected on topics “Entertainment and Media” and “Sport, Health and Exercise”.
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Characteristic of tasks for summative assessment for the 2 term
Unit Strand Learning objective *Total number of questions *Questi on № *Type of question *Task description Time Total marks
Entertain ment and Media. Sport, Health and Exercise. Listening 8.2.6.1(8.L6) Deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics. 6 1 2 3 4 5 6 Open -ended Each learner works individually. Task enables learners to identify meaning from the context. The task contains data. Learners should choose specific information from the recording which refers to the data and write them. Learners should be given 1 minute to look through the questions before they listen. Learners should listen to recording twice. 10 minutes 6
Reading 8.4.5.1(8.R5) Deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics. 8.4.2.1(8.R2) Understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts. 6 1 2 3 4 5 6 True / False Open ended Each learner works individually. Task enables learners to identify whether the given statements are true or false according to the context and explain their choice. The question itself comprises a sentence taken from the text that carries specific information about what is told in the text. Questions 4-6 comprise 3 open-ended questions that ask learners to give answer referring to the writer’s opinion. The number of a paragraph (to which the question refers) is written next to the question. There is no limit to the number of words in the answer. 10 minutes 6
Writing 8.5.3.1(8.W3) Write with moderate grammatical accuracy on a growing range of familiar general and curricular topics 8.5.4.1(8.W4) Use with some support style and 1 1 Open ended Each learner works individually. Learners should choose one topic. The task has two options: Topic 1. A learner should write a review of a computer game using topic related vocabulary and an appropriate register. The task may give a learner some clues that guide their writing. 20 minutes 6
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Unit Strand Learning objective *Total number of questions *Questi on № *Type of question *Task description Time Total marks
register appropriate to a variety of written genres on general and curricular topics. 8.5.8.1(8.W8) Spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics. Topic 2. A learner should write a review of a gym using topic related vocabulary and an appropriate style. The task may give a learner some clues that guide their writing.
Speaking 8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks. 8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics. 1 1 Open ended The task has 8 different cards with 4 questions. The questions are on the topics ‘Entertainment and Media’ and ‘Sport, Health and Exercise’. Learners pair up and have a two-way conversation discussing the given questions. Learners should use topic specific vocabulary while responding to the questions. They have 1 minute to prepare and 3 minutes to speak. They provide their own points of view on topics, explaining and justifying their positions. Teacher can ask additional questions or cut the number of questions to support learners if necessary. 4 minutes for a pair 6
TOTAL: 40 minutes (excludin g Speaking) 24
Note: * — sections that can be changed
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Sample questions and mark scheme Tasks for the Summative Assessment for the term 2
Listening
Task. Listen to the recording about Schumacher’s career. Write to what people and events these numbers and dates refer to.
Ttranscript for listening task can be found after the mark scheme.
Example:
1977 car accident with Jacques Villeneuve at GrandPrix
1. 4 March____________________________________________________
2. £1.3 million__________________________________________________
3. 1994_________________________________________________
4. 1999___________________________________________________
5. over 1.5 seconds___________________________________________________
6. 18 March___________________________________________________
Total [6]
Reading
Task. Read the statements, decide if they are TRUE or FALSE and explain your choice.
The power of advertising over kids
1. Advertising has an influence on everyone in one way or another, but it especially has had an influence on children.
2. Advertising influences children’s choice of toys. If a television commercial displays children laughing and playing, children think it must be a great toy, regardless of the type. For example, my three old desperately wants a skateboard for Christmas. Every time he sees a skateboard commercial, he gets excited. He believes that if he had a skateboard, he would instantly have the same fun and skill as the boys on television.
3. Another influence advertising has had is on the clothes children want to wear. Clothes from Wal-Mart and K-Mart are no longer satisfactory. Brand names such as GAP, Tommy Hilfiger, and American Eagle are much more appealing to them. My teenage daughter is constantly looking through catalogs and magazines, examining each outfit down to the last detail. She continuously wants to change her wardrobe to keep up with the latest fashion trends and most popular brand names.
4. Last, advertising influences the food children want to eat. Cartoon characters are placed on boxes of foods such as crackers and cereal to influence young children.
5. As long as companies to target our youth with advertising jingles, slogans, and cartoon characters, children and teenagers will continue to be influenced by the product with the most advertising appeal.____________________________________________________________________________________
True False Explanation
0 Example: Advertising does not influence the children. V Advertising has an influence on everyone, but it especially has had an influence on children.
1 Children want to buy products they see in the advertisement even if they don’t know what it is.
2 Teens and children don’t care about the latest fashion.
3 Companies do not use the famous cartoon characters to sell their products.
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Read the article and write the answers from the text.
4. What is the aim of an advertisement? (paragraph 1) [1]
5. What does a child believe having a skateboard? (paragraph 2) [1]
6. Why does a teenage girl want to change her wardrobe? (paragraph 3) [1]
Total [6]
Writing .
Task. Choose ONE of the topics to write.
Topic 1. Write a review of a computer game that you have played lastly. Tell what it is, how it can be played and your opinion. Use the style and structure of a review. Pay attention to the grammar. Spell words correctly.
Topic 2. Write a review of a gym you have visited lastly. Tell what and where it is, what you can do there and your opinion. Use the style and structure of a review. Pay attention to the grammar. Spell words correctly.
Total [6] Speaking
Task. Work in pairs. Choose one of the cards and answer the questions. You have 1 minute to prepare and 3 minutes to speak. While speaking do not forget to use topic related vocabulary. Show interaction asking and answering questions.
Card 1
1. Do you think the news influence people too much?
2. Should people believe the information on mass media?
3. Would you like to work for the media? Why? Why not?
4. What are the good and bad things about the media in your country?
Card 2
1. Do you think you are a physically active person?
2. How much physical activity do you do every day?
3. Would you like to be fitter? How?
4. What new sport would you like to take up, if you could?
Card 3
1. What do you think about the way you eat every day?
2. How much water do you drink every day?
3. Are you usually excited about trying new food?
4. Do you think your diet needs to improve? In what way?
Card 4
1. Are the hospitals good in your country?
2. Have you ever been to hospital?
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3. Did you have to wait long? What was the service like?
4. Were there any situations when you preferred home remedy instead of visiting a doctor? Why?
Card 5
1. In your opinion, what makes people feel happy?
2. Do you agree with the statement that healthy people are happy people? Why or why not?
3. What is the difference between traditional and non-traditional medicine?
4. What are the advantages and disadvantages of each of them?
Card 6
1. How would you describe modern information technology?
2. What problems are caused by modern information technology?
3. What new technologies are becoming popular?
4. What other technologies do you think will be invented in the future?
Card 7
1. Do you prefer to keep up with the latest news? How?
2. Do you know anybody who has ever been on the news? What was the story?
3. Do the media concentrate too much on “bad news” and not enough on “good news” stories?
4. What do you think about the future of mass media?
Card 8
1. What ways of entertainment are popular among the teenagers?
2. What genre of movies and TV shows do you tend to watch the most?
3. Could you live without seeing another movie again? Why or why not?
4. Would the world be a better place without TVs and movie theatres? Why or why not?
Total [6] Total marks /24
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Mark scheme Listening and Reading
Task Answer Mark Additional
№ information
1 (was) the first Grand Prix race 1 The learners may
2 had to pay (payment) for breaking an agreement (rule) 1 write their answers
3 first accident (at the Australian Grand Prix) 1 using their own words
4 car accident/broke his leg (at the British Grand Prix) 1 with the correct
5 won the race (at the Australian Grand Prix) 1 information from the
6 won the race (at The Malaysian Grand Prix) 1 monologue.
1 True. Explanation: Advertising influences children’s choice of toys. 1 The learners may answer using their
2 False. Explanation: Another influence advertising has had is on the clothes children want to wear. 1 own words or information from the
3 False. Explanation: Companies use cartoon characters to influence on children. 1 text. It can be part of the sentence or a full sentence.
4 to have an influence on everyone (especially children) 1 A learner may
5 he would have the same fun and skills as the boys on television 1 paraphrase the sentences.
6 to keep up with the latest fashion trends 1
Total marks 12
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Mark scheme Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark / Criterion Content: relevance, style and register, and development of ideas Organization: cohesion, paragraphing, and format Vocabulary and Spelling Grammar and Punctuation: range and accuracy
6 • All content is relevant to the task. • The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. • All content points are fully addressed and developed in a balanced way. *Such misuse of register should not harm the format of writing. • Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. • Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas. • The format is appropriate, but may be modified for a better reading experience. • Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional inappropriacies. • Has good control of word formation; may make occasional errors in producing less common word forms. • Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present. • May occasionally misspell less common lexical items. • Errors in word choice and/or spelling do not distort meaning. • Writes simple and compound sentence forms correctly and demonstrates some variety in length. • May attempt some complex sentences, but they tend to be less accurate, including punctuation. • Errors in grammar and/or punctuation do not distort meaning.
5 • All content is relevant to the task; insignificant content omissions may be present. • The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register • Uses a range of basic connectors correctly. • Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of each paragraph may reflect imbalanced • Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors. • Has good control of word formation; may make errors in • 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.
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may be present. • Most content points are addressed, but their development may be slightly imbalanced. development of ideas. • The format is appropriate. producing less common word forms. • Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present. • May often misspell less common lexical items. • Errors in word choice and/or spelling do not distort meaning.
4 • Most content is relevant to the task; insignificant content omissions may be present. • The register on the whole corresponds to the requirements of the task. • Most content points are addressed, but some content points may be more fully covered than others. • Uses some basic connectors, but these may be inaccurate or repetitive. • Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason). • The format is generally appropriate. • Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items. • Has good control of word formation; can produce common word forms correctly. • May make infrequent errors in spelling more difficult words. • Errors in word choice and/or spelling rarely distort meaning. • Writes simple and some compound sentence forms correctly. • While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.
3 • Some content is relevant to the task; significant content omissions may be present. • The register barely corresponds to the requirements of the task. • Only some content points, which are minimally addressed. • Uses a very limited range of basic cohesive devices correctly. • Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs). • The format may be inappropriate in places. • Uses basic vocabulary reasonably appropriately. • Has some control of word formation; can produce some common word forms correctly. • Makes frequent errors in spelling more difficult words, but simple words are spelled 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. • Attempts to write in paragraphs, • Uses an extremely limited range of vocabulary. • Has very limited control of word formation; can produce a few common word forms correctly. • Writes some simple sentence forms correctly. • Frequent errors in grammar and/or punctuation distort meaning.
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but their use may be confusing (may start every sentence with a new line). • The format may be inappropriate. • 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 memorized phrases. • Has essentially no control of word formation; can barely produce any word forms. • Displays few examples of conventional spelling. • No evidence of sentence forms.
0 • Does not attempt the task in any way. OR • The response is completely irrelevant to the task. OR • There is too little language to assess. OR • Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total out of 6.
Mark / Criterion Development and Fluency Grammar and Vocabulary
6 • Shows sustained ability to maintain a conversation and to make relevant contributions at some length. • Produces extended stretches of language despite some hesitation. • Can respond to change in direction of the conversation. • Pronunciation is intelligible. • Produces error-free simple sentences. • Attempts some complex grammatical forms, but may make errors, which rarely cause comprehension problems. • Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics.
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• Intonation is appropriate.
5 • Responds relevantly and at length which makes frequent prompting unnecessary, resulting in a competent conversation. • Produces mostly extended stretches of language despite some hesitation, although instances of using short phrases may be present. • Can generally respond to change in direction of the conversation. • Pronunciation is generally intelligible. • Intonation is generally appropriate • Produces error-free simple sentences. • Uses a range of appropriate vocabulary when talking about a range of general and curricular topics. • Occasional mistakes do not cause comprehension problems.
4 • Attempts to respond to questions and prompts. • Produces responses which are extended beyond short phrases, despite hesitation. • Effort will need to be made to develop the conversation; only partial success will be achieved. • Pronunciation is mostly intelligible. • May not follow English intonation patterns at times. • Frequently produces error-free simple sentences. • Uses appropriate vocabulary to talk about a limited range of general and curricular topics. • Errors may cause comprehension problems.
3 • Responses tend to be brief and are characterized by frequent hesitation. • Has to be encouraged to go beyond short responses and struggles to develop a conversation. • There is a lack of intelligibility of pronunciation, but it is unlikely to impede communication. • May not follow English intonation patterns frequently. • Produces basic sentence forms and some correct simple sentences. • Uses a limited range of appropriate vocabulary to talk about a limited range of general topics. • Errors are frequent and may lead to misunderstanding.
2 • Responses are so brief that little is communicated. • Barely engages in a conversation. • Pronunciation may cause some communication difficulty. • Does not follow English intonation patterns. • Attempts basic sentence forms, but with limited success. OR • Heavily relies on apparently memorized utterances. • Uses a limited range of appropriate vocabulary to talk about a very limited range of general topics. • Makes numerous errors except in memorized expressions.
1 • No communication possible. • Pronunciation and intonation patterns cause difficulty for even the most sympathetic listener. • Cannot produce basic sentence forms. • Can only produce isolated words and phrases or memorized utterances.
0 • No attempt at the response. OR • No rateable language.
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Term 2. Transcript for listening task
Formula 1: Man and Machine
To win in Formula One, you need the perfect driver and the perfect car. Last year that meant Michael Schumacher and Ferrari. Can the man and the machine do the same this year? Will Schumacher and Ferrari rule this season, too?
In a way, Formula One is a race between teams of engineers. The different teams try to make their car the fastest and the best. Ferrari’s Formula One car is a wonderful machine. Jean Todt is the Sporting Director of the Ferrari team.
The first Grand Prix race of the season was on 4 March in Melbourne, Australia. Before this race Todt said that this year’s car was fast enough to win the pole position. And then win the race. He thinks that this is Ferrari’s fastest car in the last few years. The car is ready — what about the driver?
Michael Schumacher has had a big problem this year. He had to pay £1.3 million to a company for breaking an agreement to wear their helmets. This wasn’t Schumacher’s first problem in the sport. He has been in trouble with race officials after crashes in races. The first was with Damon Hill in 1994 at the Australian Grand Prix. Schumacher still won the race. Then in 1997 he crashed with Jacques Villeneuve. After that accident, Grand Prix officials didn’t let Schumacher drive in the next race. In 1999 he crashed again, this time during the British Grand Prix, and broke his leg. But many people still think that Schumacher is the best driver in the world.
Todt was right about his car for the first race of the season — Schumacher’s Ferrari started the Australian Grand Prix in pole position. There was one problem. Schumacher put his hand up during the race. At first the team was worried that the car had a serious problem. In fact, Schumacher was having more helmet problems! But the race still went well for the team. Schumacher was far in front of the other cars, so he didn’t drive hard in the later laps. He still won the race by over 1.5 seconds. But there was sadness on the day because an official was killed in an accident during the race. Schumacher won the second race of the season too. The Malaysian Grand Prix on the 18 March.
So the perfect man and machine made a great start to the season. But will Schumacher and Ferrari celebrate at the end of the season? Todt is sure that there are no problems with the car. The question is Schumacher. Can he stay out of trouble and drive Ferrari to success again? He thinks that he can. Now every other Formula One driver wants to prove that he is wrong.
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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. The time spent on an individual learner should not be more than 2-3 minutes (1 minute for preparation, 1-2 minutes for the learner’s speech).
Total marks — 24 The structure of the Summative Assessment
This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Listening — Multiple matching task with explanation. Transcript for listening task can be found after the mark scheme.
Reading — Multiple matching and open ended tasks.
Writing — Writing a story or newsletter.
Speaking — Individual long-turn.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Multiple matching tasks require learners match sentences or phrases or questions to extracts or to paragraphs or sections of the passage.
The content of the summative assessment for the 3 term should be selected on topics “Reading for pleasure”, “The Natural World” and “Travel and Transport”.
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Characteristic of tasks for summative assessment for the 3 term
Unit Strand Learning objective *Total number of questions *Quest ion № *Type of question *Task description Time Total marks
Readin Listeni 8.2.2.1(8.L2) Understand 6 1 Multiple Each learner works individually. 10 6
g for ng with little or no support 2 matching Task comprises a piece of minutes
pleasur most specific information in 3 information related to one of the
e. extended talk on a wide 4 speakers. Learners should match this
The range of general and 5 information with the right speaker’s
Natural curricular topics. 6 name and write it. Learners should
World. 8.2.4.1 (8.L4) Understand identify implied meaning in what
Travel with little or no support the speakers say and explain their
and most of the implied choice. Learners should be given 1
Transp meaning in extended talk minute to look through the questions
ort. on a range of general and before they listen. They should
curricular topics. listen to the recording twice.
Readin 8.4.7.1 (8.R7) Recognise 6 1 Multiple Each learner works individually. 10 6
g typical features at word, 2 matching Task enables learners to recognize minutes
sentence and text level in a 3 patterns at text level. The task
range of written genres. comprises 4 sentences (A-D) taken
from the context. Learners need to
use three of them, one is odd.
Learners should put these sentences
into the gaps according to the
8.4.5.1(8.R5) Deduce 4 context.
meaning from context in 5 Open ended In questions 4-6 learners identify
short texts and some 6 meaning of the words or phrases
extended texts on a growing according to the context. The
range of familiar general question itself comprises definition
and curricular topics. of a word or a phrase and shows
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Unit Strand Learning objective *Total number of questions *Quest ion № *Type of question *Task description Time Total marks
which paragraph it is taken from.
Writing 8.5.4.1(8.W4) Use with some support style and register appropriate to a variety of written genres on general and curricular topics. 8.5.7.1(8.W7) Use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics. 1 1 Open ended Each learner works individually. Learners should choose one topic. The task has two options: Topic 1. A learner should write a story describing an imaginary or real adventure. The task consists of short information and a plan for writing. They should follow the structure of a story and pay attention to the grammar. Topic 2. A learner should write a newsletter describing an imaginary or real event. The task consists of short information and a plan. They should follow the structure of an article and pay attention to the grammar. 20 minutes 6
Speakin g 8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics. 8.3.8.1 (8.S8) Recount some extended stories and 1 1 Open ended The speaking task has 8 different cards with 4 open questions. The questions are on the topics ‘Reading for Pleasure’ and ‘The Natural World’ and ‘Travel and Transport’. This speaking task is for individual long turn. A learner should choose one card and spend 1 minute for preparation and 1-2 minutes for 2-3 minutes for an individual 6
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Unit Strand Learning objective *Total number of questions *Quest ion № *Type of question *Task description Time Total marks
events on a range of general and curricular topics. speaking. They should provide their own points of view by describing and recounting some stories and events and using topic related vocabulary accurately. Teacher can ask additional questions or cut the number of questions to support learners if necessary.
TOTA L: 40 minutes (excludin g Speaking) 24
Note: *-sections that can be changed
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Sample questions and mark scheme Tasks for the Summative Assessment for the term 3 Listening
Task 1. Listen to Andrew and Rachel talking about their experiences abroad. Find who has such kind of experience, write the name.
Transcript for listening task can be found after mark scheme.
Andrew (A)
Rachel (R)
Example: had problems with language R
1. felt homesick
2. enjoyed the old buildings
3. liked TV shows
4. shared tapas with friends
5. didn’t like the rainy weather
6. found difficult to adjust to late dinner
Total [6] Reading
Task. Read the text carefully. Three sentences are missing in the text. Choose from the sentences A-D the one which fits each gap 1-3. There is one extra sentence that you do not need.
Monarch without a kingdom
I. This November a hundred million butterflies will drop from the sky over Mexico, like autumn leaves. But for how long? Genetically modified maize could mean extinction for this beautiful butterfly. Rafael Ruiz reports.
II. In November, millions of Monarchs fall like bright, golden rain onto the forests in the mountains of central Mexico. In the silence of these mountains you can hear a strange flapping of wings, as the Monarchs arrive at their destinations. 1)____________________________________________
III. Before reaching their journey’s end they have faced strong winds, rain and snowstorms and they do not all manage to reach their destination. When the winters are really bad, perhaps 70 per cent of them will not survive. Their long journey to Mexico is thought to be one of the most amazing events in the whole of the American continent. When they get there they will stay until the beginning of April, when their internal calendar tells them that it is time to go back. 2)________________________________________________.
IV. These delicate creatures now face danger of another kind — from scientific progress.
3)_______________________________________. Laboratory experiments have shown that half of
the butterflies which feed on the leaves of genetically modified maize die within 48 hours. Not all experts agree that this variety of maize is responsible for the threat to the Monarchs. In spite of these doubts, the European Union has refused to approve new crops of genetically modified maize until further investigations have been carried out.
A. In the US, millions of farms grow genetically modified maize which is pure poison for the butterfly.
B. In the mountains, which reach a height of 3,000 metres, the butterflies are safe.
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C. According to the investigations of the European Union, the Monarch butterfly may disappear in several decades.
D. The long journey, with all its dangers, begins again.
[3]
Find words in the text which have a similar meaning to these definitions.
Example: An organism containing genetic material that has been artificially altered genetically modified.
4. when a particular kind of animal no longer exists (paragraph I)____________________________________________________ [1]
5. the noise wings make as they move (paragraph II) ______________________________________ [1]
6. what a scientist does in order to find something out (paragraph IV)________________ [1]
Total [6] Writing
Task. Choose ONE of the topics to write.
Topic 1. Write a story with the title ‘An Exciting Adventure’ for your school magazine. Write 3 paragraphs using the plan below:
(Paragraph 1) — when / where / description of the main characters (Paragraph 2) — events in the order they happened/ your feelings (Paragraph 3) — the end of the story (resolution)
Topic 2. Write an article about ‘The Saiga’ for your school newsletter ‘Our Endangered Planet’. Write 3 paragraphs using the plan below:
(Paragraph 1) — short information about the Saiga (what / where)
(Paragraph 2) — why it is endangered (Paragraph 3) — ways of preservation
Total [6] Speaking
Task Choose one of the cards and answer the questions. You have 1 minute to prepare and 1-2 minutes to speak.
Card 1
1. What challenges do people face when they live or study abroad?
2. What difficulties do they face?
3. How do they feel?
4. In what ways does their life change?
Card 2
1. What ways of travelling would you prefer?
2. What types of travelling do you know?
3. What transport would you choose and why?
4. What are the advantages and disadvantages of this way of travelling?
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Card 3
1. Have you ever experienced culture shock?
2. When did you experience culture shock?
3. What problems did you face?
4. How did you cope with them?
Card 4
1. What safety rules should you know before travelling to another country?
2. Could you share your bad travel experiences?
3. How did you feel?
4. What would you do differently in order to avoid such situations?
Card 5
1. What modes of transport do you know?
2. What are the most and least safe ways of travelling?
3. What transport is popular in your country? Why?
4. What are the future trends of transport in your country?
Card 6
1. What animals, which are in danger of extinction, do you know?
2. Why do animals become extinct?
3. What does your country do in order to solve the problem of animal extinction?
4. What are your responsibilities in order to solve this problem?
Card 7
1. What is world heritage?
2. What world heritage sites do you know?
3. What specific world heritage is there in Kazakhstan?
4. What special animal is a heritage in Kazakhstan?
Card 8
1. What do you think about reading a book?
2. What do people of your age prefer reading?
3. What do you like reading?
4. Is reading popular nowadays? Why or why not?
Total [6] Total marks /24
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Mark scheme Listening and Reading
Task № Answer Mark Additional information
1 Rachel 1
2 Andrew 1
3 Andrew 1
4 Rachel 1
5 Andrew 1
6 Rachel 1
1 B 1
2 D 1
3 A 1
4 extinction 1
5 flapping 1
6 (laboratory) experiment 1 experiments
Total marks 12
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Mark scheme Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a total mark out of 6. All fractional marks should be rounded up to the closest whole mark._______________________________________________________
Mark / Criterio n Content: relevance, style and register, and development of ideas Organization: cohesion, paragraphing, and format Vocabulary and Spelling Grammar and Punctuation: range and accuracy
6 • All content is relevant to the task. • The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. • All content points are fully addressed and developed in a balanced way. *Such misuse of register should not harm the format of writing. • Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. • Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas. • The format is appropriate, but may be modified for a better reading experience. • Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional inappropriacies. • Has good control of word formation; may make occasional errors in producing less common word forms. • Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present. • May occasionally misspell less common lexical items. • Errors in word choice and/or spelling do not distort meaning. • Writes simple and compound sentence forms correctly and demonstrates some variety in length. • May attempt some complex sentences, but they tend to be less accurate, including punctuation. • Errors in grammar and/or punctuation do not distort meaning.
5 • All content is relevant to the task; insignificant content omissions may be present. • The register on the whole corresponds to the requirements of the task; • Uses a range of basic connectors correctly. • Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of • Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors. • Has good control of word • Writes simple and compound sentence forms correctly, but does not demonstrate variety in length. • Occasional errors in grammar and/or punctuation do not
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occasional and inconsistent misuse of register may be present. • Most content points are addressed, but their development may be slightly imbalanced. each paragraph may reflect imbalanced development of ideas. • The format is appropriate. formation; may make errors in producing less common word forms. • Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present. • May often misspell less common lexical items. • Errors in word choice and/or spelling do not distort meaning. distort meaning.
4 • Most content is relevant to the task; insignificant content omissions may be present. • The register on the whole corresponds to the requirements of the task. • Most content points are addressed, but some content points may be more fully covered than others. • Uses some basic connectors, but these may be inaccurate or repetitive. • Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason). • The format is generally appropriate. • Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items. • Has good control of word formation; can produce common word forms correctly. • May make infrequent errors in spelling more difficult words. • Errors in word choice and/or spelling rarely distort meaning. • Writes simple and some compound sentence forms correctly. • While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.
3 • Some content is relevant to the task; significant content omissions may be present. • The register barely corresponds to the requirements of the task. • Only some content points, which are minimally addressed. • Uses a very limited range of basic cohesive devices correctly. • Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs). • The format may be inappropriate in places. • Uses basic vocabulary reasonably appropriately. • Has some control of word formation; can produce some common word forms correctly. • Makes frequent errors in spelling more difficult words, but simple words are spelled • Writes simple sentence forms mostly correctly. • Errors in grammar and/or punctuation may distort meaning at times.
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correctly. • Errors in word choice and/or spelling distort meaning at times.
2 • Severe irrelevances and misinterpretations of the task may be present. • Only few content points, which are minimally addressed. • May use a very limited range of basic cohesive devices, and those used may not indicate a logical relationship between ideas. • Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line). • The format may be inappropriate. • Uses an extremely limited range of vocabulary. • Has very limited control of word formation; can produce a few common word forms correctly. • Makes many errors in spelling, including a range of simple words. • Errors in word choice and/or spelling distort meaning. • Writes some simple sentence forms correctly. • Frequent errors in grammar and/or punctuation distort meaning.
1 • Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task. • Links are missing or incorrect. • Does not write in paragraphs at all (a script is a block of text). • The format is not appropriate. • Can only use a few isolated words and/or memorized phrases. • Has essentially no control of word formation; can barely produce any word forms. • Displays few examples of conventional spelling. • No evidence of sentence forms.
0 • Does not attempt the task in any way. OR • The response is completely irrelevant to the task. OR • There is too little language to assess. OR • Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.
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CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total out of 6.
Mark / Criterio n Development and Fluency Grammar and Vocabulary
6 • Shows sustained ability to maintain a conversation and to make relevant contributions at some length. • Produces extended stretches of language despite some hesitation. • Can respond to change in direction of the conversation. • Pronunciation is intelligible. • Intonation is appropriate. • Produces error-free simple sentences. • Attempts some complex grammatical forms, but may make errors, which rarely cause comprehension problems. • Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics.
5 • Responds relevantly and at length which makes frequent prompting unnecessary, resulting in a competent conversation. • Produces mostly extended stretches of language despite some hesitation, although instances of using short phrases may be present. • Can generally respond to change in direction of the conversation. • Pronunciation is generally intelligible. • Intonation is generally appropriate • Produces error-free simple sentences. • Uses a range of appropriate vocabulary when talking about a range of general and curricular topics. • Occasional mistakes do not cause comprehension problems.
4 • Attempts to respond to questions and prompts. • Produces responses which are extended beyond short phrases, despite hesitation. • Effort will need to be made to develop the conversation; only partial success will be achieved. • Pronunciation is mostly intelligible. • May not follow English intonation patterns at times. • Frequently produces error-free simple sentences. • Uses appropriate vocabulary to talk about a limited range of general and curricular topics. • Errors may cause comprehension problems.
3 • Responses tend to be brief and are characterized by frequent hesitation. • Has to be encouraged to go beyond short responses and struggles to develop a conversation. • Produces basic sentence forms and some correct simple sentences. • Uses a limited range of appropriate vocabulary to talk about a limited range of general topics.
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• There is a lack of intelligibility of pronunciation, but it is unlikely to impede communication. • May not follow English intonation patterns frequently. • Errors are frequent and may lead to misunderstanding.
2 • Responses are so brief that little is communicated. • Barely engages in a conversation. • Pronunciation may cause some communication difficulty. • Does not follow English intonation patterns. • Attempts basic sentence forms, but with limited success. OR • Heavily relies on apparently memorized utterances. • Uses a limited range of appropriate vocabulary to talk about a very limited range of general topics. • Makes numerous errors except in memorized expressions.
1 • No communication possible. • Pronunciation and intonation patterns cause difficulty for even the most sympathetic listener. • Cannot produce basic sentence forms. • Can only produce isolated words and phrases or memorized utterances.
0 • No attempt at the response. OR • No rateable language.
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Term 3. Transript for listening task Moving around
1. Andrew
When I was in college, I spent a semester studying in London. I loved the lifestyle in London. During my free time, I had a lot of fun playing soccer with my British friends — of course they call it football over there. And I really loved the old buildings. I mean they’re really old. We don’t have anything that old in the US, so that part was pretty amazing! Another thing was TV. The British have a different sense of humour… very dry. I really like it. Their shows are really funny!
I’d have to say my experience was a positive one overall, except for the rainy weather, of course. I had trouble getting used to that.
2. Rachel
I lived in Madrid for a whole year. And I have to be honest and say that at first, well, I wasn’t very happy. You see, I was homesick. I missed my family, and I just wanted to go home. Part of the problem was my Spanish. I couldn’t communicate very well.
But I love to eat! And that’s what really saved me. I tried tapas, those small plates of food with bite-sized portions that they serve in places all over the city. There were so many kinds! Fried squid, sausages, olives, all kinds of meat and seafood in sauces … Oh! It makes me hungry just thinking about it. And of course, tapas are meant to be shared with other people, so it’s really fun. I made some Spanish friends, and we’d go out for tapas all the time. So, I got to eat a lot of delicious food, and of course, my Spanish improved dramatically as well. But there was one thing that was difficult to adjust to, and that was that dinner was always served at a late hour. I wasn’t used to eating at eleven o’clock at night!
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SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 Review of summative assessment for term 4 Duration of summative assessment — 40 minutes
Listening — 10 minutes Reading — 10 minutes Writing — 20 minutes
Speaking task is conducted separately. The time spent for a pair should not be more than 4 minutes (1 minute for preparation, 3 minutes for the learners’ speech)
Total marks — 24 The structure of the Summative Assessment
This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Listening — True/False and Gap-filling tasks. Transcript for listening task can be found after the mark scheme.
Reading — True/False task.
Writing — Writing an essay.
Speaking — Two-way discussion.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Multiple matching tasks require learners match sentences or phrases or questions to extracts or to paragraphs or sections of the passage.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
The content of the summative assessment for the 4 term should be selected on topics “Food and Drink” and “The World of Work”.
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Characteristic of tasks for summative assessment for the term 4
Unit Strand Learning objective *Total number of question s *Que stion № *Type of question *Task description Time Total marks
Food and Listening 8.2.4.1 (8.L5) Recognise 6 1 True / Each learner works individually. 10 6
Drink. the opinion of the 2 False Task 1 enables learners to identify minutes
The World speaker(s) with little or no 3 the speaker’s opinion. The task
of Work. support in extended talk on a wide range of general and curricular topics. 8.2.3.1(8.L3) Understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics. 4 5 6 Gap filling has 3 statements which are true or false according to the context. Learners should identify whether the statements are True or False according to the interview. In questions 4-6 learners identify the detail of an argument. The task has 3 statements with a gap where the learners should write no more than two words according to the context. Learners should be given 1 minute to look through the questions before they listen again. They should listen to the recording twice.
Reading 8.4.6.1(8.R6) Recognise 6 1 True / Each learner works individually. 10 6
the attitude or opinion of 2 False Task enables learners to identify minutes
the writer on a growing 3 whether the given statements are
range of unfamiliar general 4 true or false according to the
and curricular topics, 5 context. The question itself
including some extended 6 comprises a sentence taken from
texts. the text that carries information about what is told in the text.
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Unit Strand Learning objective *Total number of question s *Que stion № *Type of question *Task description Time Total marks
Writing 8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics. 8.5.4.1(8.W4) Use with some support style and register appropriate to a variety of written genres on general and curricular topics 1 1 Open ended Each learner works individually. The task has two options: A learner should write an essay according to the task. There are two options on the topics ‘Food and Drink’ or ‘The World of Work’. Learners should choose one topic to write an essay using appropriate style and register. They should pay attention to the grammar. 20 minutes 6
Speaking 8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks. 8.3.6.1(8.S6) Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges. 1 1 Open ended The task has 8 different cards with 4 questions. The questions are on the topics ‘Food and Drink’ and ‘The World of Work’. Learners pair up and have a two-way conversation discussing the given questions. They have 1 minute to prepare and 3 minutes to speak. They provide their own points of view on topics, explaining, justifying their positions and commenting others’ viewpoints. Teacher can ask additional questions or cut the number of 4 minutes for a pair 6
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Unit Strand Learning objective *Total number of question s *Que stion № *Type of question *Task description Time Total marks
questions to support learners if necessary.
TOTAL: 40 minutes (excludi ng Speakin g) 24
Note: *-sections that can be changed
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Sample questions and mark scheme Tasks for the Summative Assessment for the term 4
Listening
Task. You will hear a radio interview with a famous cardiologist. Decide whether the statements are TRUE or FALSE.
Transcript for listening task can be found after the mark scheme.
Example: Heart attacks are more common now than they were in the past. True
1. The main reason for increasing problems with heart is modern lifestyle. [1]
2. Dr. Shaw says most people would eat a healthier diet if they had more time. _____________________ [1]
3. If you have a healthy diet, you don’t have to exercise.
[1]
Listen and complete the sentences with NO MORE THAN TWO words.
Example: Dr. Shaw gives some advice on how to keep our hearts in good condition.
4. People tend to eat______________________________________________when they are too busy. [1]
5. If people do physical activities at a regular basis, they strengthen their muscles and increase their__________________________________________. [1]
6. Dr. Shaw says men in their 50s do not eat______________________________________________. [1]
Total [6] Reading
Task. Read the text about Kenneth. Mark the sentences TRUE or FALSE according to the context.
My dream job
My dream job would be becoming a professional baseball player. I grew up playing little league baseball. I was never the best player on the team; yet, playing baseball was something I would look forward to doing every day and just have fun doing it. I haven’t played baseball for the last four years. I really miss the times when I would just have that happy feeling when my dad would drive up to the park, when I would get a base hit, when I would catch a fly ball, or just the fact that I was a part of a team.
So many baseball players these days take their jobs for granted. Many play baseball not just because they are good at it, but because of the money. Alex Rodriguez signed a $252 million contract for the Texas Rangers in 2000. Anybody in the entire world would love to be in his shoes. After all, what would you do with $252 million? For myself, I would love to be in Alex Rodriguez’s shoes, not because of the money, not because of the fame, but because if I were in his shoes, I would just treasure every moment of every second that I am on the field.
I would feel like the luckiest person alive every time I am reminded that I am living the dream, a dream that many people like myself would die to get the chance to do.
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Example: A lot of players take their jobs for granted. True
1. Kenneth would like to be a baseball player because he was always
the best in the team. [1]
2. He enjoyed himself while playing baseball. ________ [1]
3. He has continuously played basketball since he was a child. ________ [1]
4. He enjoys being a part of a baseball team.___________________________________________________ [1]
5. He believes that money is one of the main reasons to become a baseball player. [1]
6. Kenneth would like to be in Alex Rodriguez’s place because of the fame. _________________ [1]
Total [6] Writing
Task. Choose ONE of the topics to write.
Topic 1. Write an essay about the following topic:
Nowadays food has become easier to prepare. Has this change improved the way people live?
Give reasons for your answer using your own ideas.
Topic 2. Write an essay about the following topic:
Doctors, nurses and teachers make a great contribution to society and should be paid more than entertainment and sports celebrities. Do you agree or disagree?
Give reasons for your answer using your own ideas.
Total [6] SPEAKING
Task. Work in pairs. Choose one of the cards and answer the questions. You have 1 minute to prepare and 3 minutes to speak.
Card 1
1. In your opinion, are vegetarians healthier than people who eat a lot of meat?
2. Do you agree that women worry more about their diet than men? Why or why not?
3. What do you think about your own eating?
4. Is there any kind of food that you can’t eat?
Card 2
1. Is food fuel or pleasure to you? Why?
2. Have you ever eaten “unhealthy’ food?
3. How do you feel about eating junk food?
4. What food do you like to eat when the weather is cold?
Card 3
1. What’s your dream j ob?
2. Does your job require a lot of training or experience? What are they?
3. Do you need to be physically strong to do it?
4. What is the future trend of popular jobs?
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Card 4
1. What is the usual retirement age for men and women in your country?
2. What do you think is the best age to retire?
3. When would you like to retire?
4. What would you like to do when you retire?
Card 5
1. What kinds of j ob are not popular among young people?
2. What do you think is the worst j ob in the world? Why?
3. What unusual jobs do you know?
4. Would you like to do an unusual job in the future?
Card 6
1. What restaurant in place you live do you recommend?
2. Why is it a good place?
3. What is your opinion about eating out?
4. What food do you prefer most: homemade or take-away?
Card 7
1. Do you think that food defines a culture? If so, how?
2. What are the eating habits in your country?
3. Are there any foods that bring back special memories for you?
4. Are there any eating rules in your family?
Card 8
1. Do you think taking a year off is a new trend?
2. In your opinion, what are the advantages of taking a gap year?
3. What are the disadvantages of taking a gap year??
4. Are you planning to take a gap year after school or rather continue studying?
Total [6] Total marks /24
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Mark scheme Listening and Reading
Task № Answer Mark Additional information
1 True 1
2 True 1
3 False 1
4 unhealthy food 1 take-out food
5 lung capacity 1
6 balanced meals 1
1 False 1
2 True 1
3 False 1
4 True 1
5 True 1
6 False 1
Total marks 12
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Mark scheme Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark / Criterio n Content: relevance, style and register, and development of ideas Organization: cohesion, paragraphing, and format Vocabulary and Spelling Grammar and Punctuation: range and accuracy
6 • All content is relevant to the task. • The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. • All content points are fully addressed and developed in a balanced way. *Such misuse of register should not harm the format of writing. • Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. • Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas. • The format is appropriate, but may be modified for a better reading experience. • Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional inappropriacies. • Has good control of word formation; may make occasional errors in producing less common word forms. • Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present. • May occasionally misspell less common lexical items. • Errors in word choice and/or spelling do not distort meaning. • Writes simple and compound sentence forms correctly and demonstrates some variety in length. • May attempt some complex sentences, but they tend to be less accurate, including punctuation. • Errors in grammar and/or punctuation do not distort meaning.
5 • All content is relevant to the task; insignificant content omissions may be present. • The register on the whole corresponds to the • Uses a range of basic connectors correctly. • Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a • Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors. • Writes simple and compound sentence forms correctly, but does not demonstrate variety in length.
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requirements of the task; occasional and inconsistent misuse of register may be present. • Most content points are addressed, but their development may be slightly imbalanced. set of like ideas; the size of each paragraph may reflect imbalanced development of ideas. • The format is appropriate. • Has good control of word formation; may make errors in producing less common word forms. • Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present. • May often misspell less common lexical items. • Errors in word choice and/or spelling do not distort meaning. • Occasional errors in grammar and/or punctuation do not distort meaning.
4 • Most content is relevant to the task; insignificant content omissions may be present. • The register on the whole corresponds to the requirements of the task. • Most content points are addressed, but some content points may be more fully covered than others. • Uses some basic connectors, but these may be inaccurate or repetitive. • Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason). • The format is generally appropriate. • Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items. • Has good control of word formation; can produce common word forms correctly. • May make infrequent errors in spelling more difficult words. • Errors in word choice and/or spelling rarely distort meaning. • Writes simple and some compound sentence forms correctly. • While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.
3 • Some content is relevant to the task; significant content omissions may be present. • The register barely corresponds to the requirements of the task. • Only some content points, which are minimally • Uses a very limited range of basic cohesive devices correctly. • Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs). • The format may be • Uses basic vocabulary reasonably appropriately. • Has some control of word formation; can produce some common word forms correctly. • Makes frequent errors in spelling more difficult words, • Writes simple sentence forms mostly correctly. • Errors in grammar and/or punctuation may distort meaning at times.
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addressed. inappropriate in places. but simple words are spelled correctly. • Errors in word choice and/or spelling distort meaning at times.
2 • Severe irrelevances and misinterpretations of the task may be present. • Only few content points, which are minimally addressed. • May use a very limited range of basic cohesive devices, and those used may not indicate a logical relationship between ideas. • Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line). • The format may be inappropriate. • Uses an extremely limited range of vocabulary. • Has very limited control of word formation; can produce a few common word forms correctly. • Makes many errors in spelling, including a range of simple words. • Errors in word choice and/or spelling distort meaning. • Writes some simple sentence forms correctly. • Frequent errors in grammar and/or punctuation distort meaning.
1 • Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task. • Links are missing or incorrect. • Does not write in paragraphs at all (a script is a block of text). • The format is not appropriate. • Can only use a few isolated words and/or memorized phrases. • Has essentially no control of word formation; can barely produce any word forms. • Displays few examples of conventional spelling. • No evidence of sentence forms.
0 • Does not attempt the task in any way. OR • The response is completely irrelevant to the task. OR • There is too little language to assess. OR • Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.
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CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total out of 6.
Mark / Criterio n Development and Fluency Grammar and Vocabulary
6 • Shows sustained ability to maintain a conversation and to make relevant contributions at some length. • Produces extended stretches of language despite some hesitation. • Can respond to change in direction of the conversation. • Pronunciation is intelligible. • Intonation is appropriate. • Produces error-free simple sentences. • Attempts some complex grammatical forms, but may make errors, which rarely cause comprehension problems. • Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics.
5 • Responds relevantly and at length which makes frequent prompting unnecessary, resulting in a competent conversation. • Produces mostly extended stretches of language despite some hesitation, although instances of using short phrases may be present. • Can generally respond to change in direction of the conversation. • Pronunciation is generally intelligible. • Intonation is generally appropriate • Produces error-free simple sentences. • Uses a range of appropriate vocabulary when talking about a range of general and curricular topics. • Occasional mistakes do not cause comprehension problems.
4 • Attempts to respond to questions and prompts. • Produces responses which are extended beyond short phrases, despite hesitation. • Effort will need to be made to develop the conversation; only partial success will be achieved. • Pronunciation is mostly intelligible. • May not follow English intonation patterns at times. • Frequently produces error-free simple sentences. • Uses appropriate vocabulary to talk about a limited range of general and curricular topics. • Errors may cause comprehension problems.
3 • Responses tend to be brief and are characterized by frequent hesitation. • Has to be encouraged to go beyond short responses and struggles to develop a conversation. • Produces basic sentence forms and some correct simple sentences. • Uses a limited range of appropriate vocabulary to talk about a limited range of general topics.
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• There is a lack of intelligibility of pronunciation, but it is unlikely to impede communication. • May not follow English intonation patterns frequently. • Errors are frequent and may lead to misunderstanding.
2 • Responses are so brief that little is communicated. • Barely engages in a conversation. • Pronunciation may cause some communication difficulty. • Does not follow English intonation patterns. • Attempts basic sentence forms, but with limited success. OR • Heavily relies on apparently memorized utterances. • Uses a limited range of appropriate vocabulary to talk about a very limited range of general topics. • Makes numerous errors except in memorized expressions.
1 • No communication possible. • Pronunciation and intonation patterns cause difficulty for even the most sympathetic listener. • Cannot produce basic sentence forms. • Can only produce isolated words and phrases or memorized utterances.
0 • No attempt at the response. OR • No rateable language.
Term 4. Transcript for listening task
Interviewer: Now, Welcome to “You and Your Health”. Today on our show we have the famous cardiologist Dr. Shaw. First of all maybe you could explain to us why the numbers of people suffering from heart attacks seem to be on the increase these days?
Dr Shaw: Well, I think the answer to that is, unfortunately, our modern lifestyle.
Interviewer: Could you be a little more specific please doctor?
Dr Shaw: Yes, of course. For example, how many times have you been too busy to eat a proper meal and so end up eating some unhealthy takeout food? Most of people underestimate the importance of a healthy diet.
Interviewer: So, what you are telling us is that if we all make an effort to eat healthier food we are less likely to suffer from heart problems.
Dr Shaw: Of course a healthier diet is going to help. Exercise is also important. We should all make sure we get a regular amount of daily exercise. Interviewer: You mean we should all join a gym or buy exercise machines?
Dr Shaw: Only if you have the time and the money. If not just spend thirty minutes a day doing a physical activity such as walking, cycling, gardening or even dancing, you will be helping your heart as well as strengthening your muscles and increasing your lung capacity. In fact, if I had to describe a potential heart attack victim it would be a man in his 50s with a stressful job and a family to support, who drinks a lot of coffee, smokes cigarettes doesn’t eat proper balanced meals and gets very little exercise.
Interviewer: Well, thanks Dr Shaw, you have certainly given us a lot to think about.
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One thought on “СОЧ ТЖБ SAT English Grade 8 Summative Assessment for term

  1. Summative assessment 1
    Grade 9
    Reading
    Read Dee’s diary and choose the correct answers. (4 marks)

    DEE’S DIARY
    Yesterday, I went to a primary school reunion. It was the first time I’d seen my old classmates for five years – since I left primary school. The others get together quite often, but my family moved to another area when I was eleven, so I hadn’t seen them for a long time.
    Poppy Symonds was there. I didn’t recognize her at first. Her hair had changed a lot. She used to have short, dark hair and now it’s long and blonde. Her personality hadn’t changed. She always used to joke and was friendly with everyone. She used to be good friends with Jamie, but they’d argued and he’d made new friends. She’d got quite upset at first, but now she’s got a different best friend called Ben.
    I hadn’t expected to see Simon. His mother had got an important job in Paris and his family moved there when he finished his last year at primary school. He had made a lot of new friends in Paris because he started his new secondary school at the same time as the other children. He used to be quiet and quite shy at primary school, but we talked a lot last night.
    It was a good evening!
    Today, Dee is … .
    a sixteen years old
    b a primary school teacher
    1 Dee tells us that she … .
    a sees her old classmates quite often
    b used to live in a different area
    2 Today, Poppy has got …
    a different hair and a different best friend 
    b a different appearance and personality
    3 Dee didn’t expect to see Simon because … .
    a he’d moved 
    b he didn’t have many friends
    4 At the party, Simon … .
    a was quite quiet  b chatted to Dee

    Writing
    Task1 Complete the sentences. Use the past simple or the past continuous form of the verbs. (5 marks)
    At this time yesterday, I was working. (work)
    1 At 8 a.m. on Saturday, I _________________ in bed! (sleep)
    2 Tim Berners-Lee ________________ the internet in the late twentieth century. (invent)
    3 When we ________________ to the protest, we saw an Anti-War poster. (walk)
    4 I _________________ off my bicycle while we were cycling. (fall)
    5 When I arrived, it ________________. (rain)

    Task2 Complete the sentences with the words. (4 marks)
    as for example like such
    There were good times and happy events in the seventies, such as the end of the Vietnam War.
    1 There were a lot of pop and disco bands in the charts, for __________, the Bee Gees and ABBA.
    2 There were also bad times, __________ instance, the death of eleven people in the 1972 Munich Olympics.
    3 People became more interested in issues such __________ the environment, and inventions like jumbo jets made travel cheap and easy.
    4 Many people wore fun, interesting clothes, __________ tall ‘platform’ shoes and colourful suits.

    TOTAL — 13
    (нужен ответы)

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