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Приготовление дезинфицирующих растворов различной концентрации Практические работы по географии для 6 класса Организация работы процедурного кабинета Изменения в неживой природе осенью Уборка процедурного кабинета Сольфеджио. Все правила по сольфеджио Балочные системы. Определение реакций опор и моментов защемления |
Mark sentences as True or False.
1. A horror movie is scary. [1] True False 2. Harry likes movies about love. [1] True False 3. Harry really hates action and adventure movies. [1] True False
Fill in the gaps with ONE word.
4. Musicals do not sound too ___________________ for Harry. [1] _______________________________________________________________ 5. I heard it's pretty exciting because nobody can guess who the _____________ [1] _________ is. Total [5] Reading Task. Read the text about Alex’s hometown. My town – Newquay Newquay is a small town on the Atlantic coast in the south of England. It has got great beaches and is the best place to surf in the United Kingdom. There are lots of surf schools where you can learn how to surf. I go surfing with my friends every weekend. I love Newquay because there are lots of other things to do as well as surfing. If you like water sports, you can go kayaking, water-skiing or coasteering. Coasteering involves rock climbing, jumping into the sea and swimming in the same activity. So, you should always go with a special instructor. If you like animals you can also visit the Blue Reef Aquarium and see lots of different fish and even sharks. You can also go horse riding on the beach or visit Newquay Zoo. There are lots of other attractions too like mini golf and bowling.
Circle the 3 things Alex writes about. A) Rainy weather in Newquay B) Water activities in Newquay C) Interesting history of Newquay D) Water attraction to visit in Newquay E) Tasty meals in Newquay F) Location of Newquay in England [3] [
Complete the sentences below, follow the sentence structure: 4. Alex likes Newquay because he can go … [1]
__________________________________________________________________ 5. While coasteering you should always take a special instructor with you because it involves… [1] __________________________________________________________________ Total [5]
§ Answer all the questions. § Spell topical vocabulary accurately. § Use prepositions of time, location and direction. Topic 1. Our countryside Think about your home place (home town or village) and write some information about it.
§ Where do you live? Write about its location. § Do you like this town / village? Why? § What is your favourite place in this town / village? Where is it located? § What can you do in your home town / village? Write about some winter or summer activities and sports.
Topic 2. Drama and comedy Think about your genre preferences and write some information about your experience.
§ Do you like watching films on the weekdays or on Sundays? Why? § Can you name your favourite cinema? Where is it located? § How do you usually get to your favourite cinema? § What is your favourite movie? Why do you like it? Total [6] Speaking Task. Choose one of the cards and prepare an individual talk. Provide own experience on topics, using appropriate subject-specific vocabulary. You have 1 minute to prepare and 1-2 minutes to talk.
Card 1. Prepare an individual talk on the topic ‘Our countryside’. The following questions will help you to organize your talk: 1) Do you know your hometown/village well? 2) Where is it situated? 3) What does it look like? 4) Do tourists like to visit your town/village? 5) Is your hometown a good place to live in? Why / Why not?
Card 2. Prepare an individual talk on the topic ‘Our countryside’. The following questions will help you to organize your talk: 1) What is your favourite place in the countryside? 2) Where is it located? 3) What is special about it? 4) What can you do in this area? 5) Why do you like it?
Card 3. Prepare an individual talk on the topic ‘Our countryside’. The following questions will help you to organize your talk: 1) What is the most interesting part of your hometown/village? 2) What jobs are popular in your hometown / village? 3) Is your home town / village changing? 4) Is it a good place to live? Why? 5) What can you change to make it better to live in?
Card 4. Prepare an individual talk on the topic ‘Our countryside’. The following questions will help you to organize your talk: 1) Do you live in a town or village? 2) What kind of place is it? 3) Do you like living there? 4) What are the main tourist attractions in your home town / village? 5) What place there do you like best? Why?
Card 5. Prepare an individual talk on the topic ‘Drama and Comedy’. The following questions will help you to organize your talk: 1) Who are the famous actors and musicians in your country? Why do you think so? 2) Who are your favourite actors and actresses? 3) Why do you think so? 4) Who is your favourite producer?
5) Why do people like watching comedies?
Card 6. Prepare an individual talk on the topic ‘Drama and Comedy’. The following questions will help you to organize your talk: 1) What is the most popular cartoon among teenagers? 2) Do you like it? Why or why not? 3) Who do you usually watch it with? 4) Do your friends like watching this cartoon? 5) Why do children prefer watching cartoons? Card 7. Prepare an individual talk on the topic ‘Drama and Comedy’. The following questions will help you to organize your talk: 1) What is your favourite comedy show? 2) Can you give its name and actors? 3) What is the program about? 4) How often do you watch it? 5) Why do you like it?
Card 8. Prepare an individual talk on the topic ‘Drama and Comedy’. The following questions will help you to organize your talk: 1) Do you have a favourite animal TV show? 2) What is the name of this animal TV show? 3) Why do you like it? 4) Who do you usually watch it with? 5) How did you feel after watching it? Total [6] Total marks_ /22 Mark scheme Listening and Reading
Total marks | 10 | ||||||||||||||||||||||||||||||||||||||||
CRITERIA FOR MARKING WRITING*
Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a mean to give an overall total out of 6.
| 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 errors. · 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 development may be slightly imbalanced. | · 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. · May often misspell less common lexical items. · Errors in word choice and/or spelling do not distort meaning. | · 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. | |
| 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. | |
| 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 Writing may be adapted by teacher according to the type and format. Teacher can assess learners’ work using some of the criteria from each column. There is no need to take into account all the points of the criteria.
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. · Intonation is appropriate. | · Produces error-free simple sentences. · Attempts some complex grammatical forms, but may make errors, which rarely cause comprehension problems. · Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics. | |
| 5 | · Responds relevantly and at length which makes frequent prompting unnecessary, resulting in a competent conversation. · Produces mostly extended stretches of language despite some hesitation, although instances of using short phrases may be present. · Can generally respond to change in direction of the conversation. · Pronunciation is generally intelligible. · Intonation is generally appropriate | · Produces error-free simple sentences. · Uses a range of appropriate vocabulary when talking about a range of general and curricular topics. · Occasional mistakes do not cause comprehension problems. | |
| 4 | · Attempts to respond to questions and prompts. · Produces responses which are extended beyond short phrases, despite hesitation. · Effort will need to be made to develop the conversation; only partial success will be achieved. · Pronunciation is mostly intelligible. · May not follow English intonation patterns at times. | · Frequently produces error-free simple sentences. · Uses appropriate vocabulary to talk about a limited range of general and curricular topics. · Errors may cause comprehension problems. | |
| 3 | · Responses tend to be brief and are characterized by frequent hesitation. · Has to be encouraged to go beyond short responses and struggles to develop a conversation. · There is a lack of intelligibility of pronunciation, but it is unlikely to impede communication. · May not follow English intonation patterns frequently. | · Produces basic sentence forms and some correct simple sentences. · Uses a limited range of appropriate vocabulary to talk about a limited range of general topics. · Errors are frequent and may lead to misunderstanding. | |
| 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 ratable language. | ||
*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some of the criteria from each column. There is no need to take into account all the points of the criteria.
Term 2. Transcript for listening task
Harry: Hey, Elizabeth, how would you like to go see a movie tonight?
Elizabeth: Sounds great! What would you like to see?
Harry: I don't know... how about that new horror movie at the Arlington Theater?
Elizabeth: Oh, I heard about that. It sounds a little scary to me. I'm more into romantic movies. Or maybe a romantic comedy.
Harry: No way! I hate that kind of stuff!
Elizabeth: Really? Well then, what kinds of movies do you like?
Harry: I guess I'm really into action and adventure type of movies.
Elizabeth: Oh yeah, well I guess they are okay, as long as they aren't too bloody. I also heard about this great new musical that just came out. What do you think about that?
Harry: Musical? I don't know. That doesn't sound too exciting. Is there anything we can agree on?
Elizabeth: It doesn't seem like it. Oh, I remember another movie that came out last week. It's a mystery and it had a little romance and some action, too. I heard it's pretty exciting because nobody can guess who the killer is and it has a surprise ending. What do you think about that one?
Harry: I guess that doesn't sound too bad. What time does it start?
Copyright: http://www.5minuteenglish.com/apr23.htm - listening activity link
