Specification of Summative Assessment for term on the subject “English language”

Specification of Summative Assessment for term on the subject “English language”

Grade 7

Contents

 

1. Aim of the Summative Assessment for the term.. 3

2. The document defining the content of the Summative Assessment for the term.. 3

3. Expected outcomes on the subject “English language”, Grade 7. 3

4. Level of thinking skills on the subject “English language”, Grade 7. 4

5.    Administration rules. 5

6.    Moderation and marking. 6

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1. 7

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2. 20

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3. 33

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4. 46

 

 

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 “Englishlanguage” in Grade 7. 

2. The document defining the content of the Summative Assessment for the term

The Subject Programme for "English language" for 5-9 grades of secondary education on the updated content. 

 

Expected outcomes on the subject “English language”, Grade 7

Content

A learner develops skills needed for success in a range of academic subjects such as using speaking and listening skills to solve problems, organising information clearly for others and developing intercultural awareness through reading and discussion.

Listening

A learner understands the main ideas of texts on curricular topics; identifies essential facts distinguishing them from non-essential; understands details within the framework of familiar topics; formulates complex questions based on listening material in order to obtain additional information; deduces the meaning of listening material using context clues; identifies specific information within the framework of familiar topics; recognizes inconsistencies in arguments within the framework of familiar topics.

 

Speaking

A learner conveys the main ideas of a text within the framework of familiar topics logically organizing events; uses the formal and informal registers; presents information within the framework of familiar topics; predicts the content of a text using the heading, pictures, key words, extracts within the framework of familiar topics; asks simple and complex questions to obtain specific information; interacts with peers (in a pair, group) to fulfill learning tasks; compares and contrasts texts within the framework of familiar topics; expresses and opinion providing arguments.

Reading

A learner identifies the main ideas of texts and details in texts of a range of styles and genres within the framework of familiar topics; uses a range of information sources (reference materials, dictionaries, the Internet); recognizes specific information in a text and a range of styles and genres within the framework of familiar topics; predicts the content of a text using the heading, pictures, key words, extracts; identifies the attitude and opinion of the author; evaluates information from different texts.

Writing

A learner fills in tables, diagrams, schemes, questionnaires, forms; plans, writes, edits and proofreads texts within the framework of familiar topics; makes notes based on a text according to a communicative task; describes real and/or imagined events of the past, present, and future using the knowledge of topics studied before; links and coordinates sentences and paragraphs in a text within the framework of familiar topics; correctly uses punctuation in a text within the framework of familiar topics; creates texts of a range of styles and genres using appropriate rules and layout.

 

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.

 

 

Administration rules

During the Assessment cover all visual materials like, diagram, schemes, posters and maps that can serve as prompts for the learners.

At the beginning of the Assessment read out the instructions and inform the learners about the assessment duration. Remind learners that they are not allowed to talk with each other during the Summative Assessment. After the instructions, make sure they have understood given instructions and ask if they have any questions before the start of the assessment.

Ensure that the learners are working individually and not helping each other. During the Summative Assessment learners should not have any access to additional resources that can help them, for example, dictionaries (excluding the cases when it is allowed in specification).

Recommend learners to cross the wrong answers instead of using an eraser.

During the assessment you can answer learners’ questions, regarding the instructions and the assessment duration. You should not spell, paraphrase or provide any information that could give the learner an advantage.

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.

 

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.

Total marks - 24

 

Listening

Task. Listen to the interview with Mike and Kim Black and write NO MORE THAN THREE missing words.  You will listen to the recording twice. CD 3. Tapescript 1.

 

Example: Mike and Kim Black are from the British band ‘ Bad Day’.

1. Mike and Kim live in the flat _______________ of London.                                              [1]

2. Mike likes London but he thinks it is ________________.                                                  [1]

3. They listen to a lot of _______________________ music.                                                  [1]

4. Mike and Kim like to ________________in their free time.                                                [1]

5. They watch TV a lot but they do not go to the__________.                                               [1]

6. Kim’s brother is in the band _______________________.                                                 [1]

Total [6]

Reading

Task. Read the article about mobile phones and do the tasks.

Mobile Fever

Why are we so addicted to mobile phones? There are now over forty million people in Britain with mobiles and if the present trend continues, every man, woman and child in Britain will soon have one – or two, or three!

They can be expensive and are possibly bad for us. You can spend a lot of money if you use your mobile a lot. According to some scientists, if we go on using mobiles, we’ll cook our brains. Some people even say that radiation from mobiles causes cancer.

Teenagers are among the biggest users of mobiles, and ‘texting’ is creating a new language full of abbreviations such as ‘How RU?’ in Japan, Surveys show teenagers are reading less and mobile use is affecting the marks of secondary school learners. A big problem in Britain is crime. Last year half a million British teenagers were victims of mobile phone theft.

As technology improves, mobiles can do more and more. If you have one of the new multimedia mobiles, you can log on the net, pay for things, play games, interact with TV programs and take photos to send to your friends.

 

Topic 1. About Sam’s hobby

Sam, 19 years old, a programmer, has got a family.

 Give some information about Sam. What is his favourite hobby?

Example: Sam is nineteen years old.

 

What is he going to plant?

______________________________________________________________________

 

What should a person do to make his garden look nice?

______________________________________________________________________

 

Does he enjoy his hobby? Why?

______________________________________________________________________

 

Do you like gardening? Why? Why not?

 

Speaking

 

Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. You have 1 minute to prepare and 2 minutes to talk.

 

Card 1

Discuss with your partner the topic ‘Hobbies and Leisure’. The following questions will help you to organize your talk:

1) What hobbies do you have?

2) What do you enjoy the most?

3) When did you start your hobby?

4) What do you usually do after school?

5) What hobby you cannot live without?

 

Card 2

Discuss with your partner the topic ‘Hobbies and Leisure’. The following questions will help you to organize your talk:

1) What is your hobby?

2) Tell about your friend’s interests and hobbies.

3) Do you have any common interests (hobbies)?

4) Do you spend much time chatting with your friend(s)?

5) What is the most popular hobby now?

Card 3

Discuss with your partner the topic ‘Hobbies and Leisure’. The following questions will help you to organize your talk:

1) What do you usually do in your free time?

2) What is your favourite free time activity?

3) Do you spend your leisure time with your friends?

4) How do you spend your leisure time with your friends?

5) Do you often go out?

 

Card 4

Discuss with your partner the topic ‘Hobbies and Leisure’. The following questions will help you to organize your talk:

1) What is your hobby?

2) Why you think your hobby is interesting?

3) When do you usually enjoy your hobby?

4) Do you think that every person should have a hobby?

5) What is the most popular hobby now?

 

Card 5

Discuss with your partner the topic ‘Communication and Technology’. The following questions will help you to organize your talk:

1) How much television do you watch per day/week?

2) What time of a day do you usually watch TV?

3) Who do you normally watch TV with?

4) What kind of TV programmes do you like the most?

5) Do you have a favourite TV programme at the moment?

 

Card 6

Discuss with your partner the topic ‘Communication and Technology’. The following questions will help you to organize your talk:

1) Which modern electronic devices are popular now?

2) Do you have any electronic device?

3) What do you mainly use your electronic device for?

4) Do you spend much time chatting with your friend(s)?

5) Do you think electronic devices help you study?

 

Card 7

Discuss with your partner the topic ‘Communication and Technology’. The following questions will help you to organize your talk:

1) How many text messages do you send per day?

2) Do you like Facebook /Vkontakte /Instagramm?

3) What do you use your mobile for?

4) What app do you like now?

5) Where do you upload photos (Facebook, email, etc.)?

 

Card 8

Discuss with your partner the topic ‘Communication and Technology’. The following questions will help you to organize your talk:

1) Do you often use Internet?

2) What information do you usually search on the Internet?

3) How often do you communicate with people on the Internet?

4) Do you think it is comfortable to work on the Internet?

5) Can you believe everything that is posted on the Internet?

Total [6]

Total marks_ /24

Mark scheme

Listening and Reading

№	Answer	Mark	Additional information
1 2 3 4 5 6	in the centre	1	center
	very expensive	1	expensive
	rock	1
	go out	1
	cinema	1
	called ‘No Problem’	1	‘No Problem’
1 2 3 4 5 6	B	1
	C	1
	C	1
	Yes, it is	1
	Yes, it is	1
	No, it does not	1
Total		12

Mark scheme

Writing and Speaking

Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a total mark out of 6. All fractional marks should be rounded up to the closest whole mark.

Mark / Criterion	Content (relevance and development of ideas)	Organization (cohesion, paragraphing and format)	Vocabulary (style and accuracy)	Grammar (style and accuracy) and Punctuation (accuracy)
6	· All content is relevant to the task. · The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. · All content points are fully addressed and developed in a balanced way. *Such misuse of register should not harm the format of writing.	· Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. · Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas. · The format is appropriate, but may be modified for a better reading experience.	· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional inappropriacies. · Has good control of word formation; may make occasional errors in producing less common word forms. · Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present. · May occasionally misspell less common lexical items. · Errors in word choice and/or spelling do not distort meaning.	· Writes simple and compound sentence forms correctly and demonstrates some variety in length. · May attempt some complex sentences, but they tend to be less accurate, including punctuation. · Errors in grammar and/or punctuation do not distort meaning.
5	· All content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the requirements of the task; 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.

Total marks- 24

 

Listening

Task. Do the matching exercise 1 – 5 while you listen to the recording. Complete the table with the correct place from the box above.

Write the correct answer to the questions 6. CD3. Tapescript2.

Example: What time does the train arrive at Exeter? 6.30 p.m./18.30

Oxford        Manchester     London           Cambridge            Exeter

 

1. Listening A The speaker wants to go to	[1]
2. Listening B The speaker wants to go to	[1]
3. Listening C The speaker wants to go to	[1]
4. Listening D The train is going to	[1]
5. Listening E The passengers want to go to	[1]

6. Listening E

What time is the train back to London? _________________________________    [1]

                                                                                                                                       

                                                                  Total [6]

Reading

 

Task. Read the article.

Holidays in Space

The World Tourism Organization says that space will soon be a popular place to go on holiday – possibly by 2020. One Japanese company is getting ready. They are planning a space holiday centre. It will look like a bicycle wheel and have a hotel for 100 people and a theme park. It will travel round the Earth at a height of 300 km. The company hopes the centre will be ready in 2017. The company chairman says that flying to the centre will probably be quicker than flying from Hong Kong to Singapore. When they are on board of the centre, the tourists will take short trips to the Moon or go for walks in space.

An American hotel group is also thinking of building a hotel, called the Lunar Hotel. This will be on the Ьoon. Most of the hotel will be under the ground so it won’t become too hot or too cold. The rooms will look just like they do on Earth. The guests will eat normal food for lunch. The cooks will just push a button to mix dried food with water to become an instant meal!

 

 

Writing

Task. Choose one of the topics below.

Speaking

Task. You have to work in pairs. Choose one card and discuss the questions. You have one minute to prepare and 2-3 minutes to talk.

Card 1.

You may use the questions:

1. What are the most interesting places in Astana?

2. Why do people enjoy visiting these places?

3. What is the most exciting place to visit?

4. How does it look like?

5. Why are these places popular among visitors?

6. Would you like to visit Astana again?

 

Baiterek	Center of Peace and Accord	Khan Shatyr	Duman,Oceanarium

Khan Shatyr

Palace of Peace and Reconciliation

Card 2.

You may use the questions:

1. Would you like to be an astronaut?

2. Have you ever wanted to be an astronaut?

3. Would you like to go to the Moon or travel into space?

4. What kinds of people become astronauts?

5. How important is the job of an astronaut?

6. What planet would you like to travel?

 

 

 

Total [6]

Total marks _/24

Mark scheme

Listening and Reading

№	Answer	Mark	Additional information
1 2 3 4 5 6	Cambridge	1
	Manchester	1
	Oxford	1
	Exeter	1
	London	1
	4.20 p.m.	1	16.20
1 2 3 4 5 6	100 (one hundred)	1
	2017	1
	To the Moon	1
	Under the ground	1
	bicycle	1
	Moon	1
Total		12

Mark scheme

Writing and Speaking

Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a total mark out of 6. All fractional marks should be rounded up to the closest whole mark.

Mark / Criterion	Content (relevance and development of ideas)	Organization (cohesion, paragraphing and format)	Vocabulary (style and accuracy)	Grammar (style and accuracy) and Punctuation (accuracy)
6	· All content is relevant to the task. · The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. · All content points are fully addressed and developed in a balanced way. *Such misuse of register should not harm the format of writing.	· Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. · Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas. · The format is appropriate, but may be modified for a better reading experience.	· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional inappropriacies. · Has good control of word formation; may make occasional errors in producing less common word forms. · Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present. · May occasionally misspell less common lexical items. · Errors in word choice and/or spelling do not distort meaning.	· Writes simple and compound sentence forms correctly and demonstrates some variety in length. · May attempt some complex sentences, but they tend to be less accurate, including punctuation. · Errors in grammar and/or punctuation do not distort meaning.
5	· All content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the requirements of the task; 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.

Total marks- 24

Listening

Task. Listen to the recording twice and answer the questions. Write NO MORE THAN THREE WORDS or A NUMBER. CD3. Tapescript 3.OR

Go to this link to listen information. http://www.autoenglish.org/listening/JK.htm

Example: 0. Was she happy in her marriage? No, she was not.

 

1. What did J.K. Rowling study at university?

____________________________________________________________ [1]

2. What was her life when she was married?

____________________________________________________________ [1]

3. What town did J.K. Rowling prepare the first Harry Potter book?

____________________________________________________________ [1]

4. How many publishers did she offer her book to?

____________________________________________________________ [1]

5. What was the name of the publisher’s daughter?

____________________________________________________________ [1]

6. How many books were written later?

____________________________________________________________ [1]

 

Total [6]

Reading

Task. Read the text carefully and answer the questions.

Hurricanes

 

Have you ever been to a hurricane? Hurricanes are serious weather storms. They can do a lot of damage. But what is a hurricane? Another name for a hurricane is a tropical cyclone. A hurricane consists of thunderstorms, torrential rains, and waves with winds up to 75 mph or higher. A hurricane is a tropical storm that starts out in the ocean and gathers speed and strength as it travels.

When the winds inside these storms reach 39 mph, they are given names. An international committee developed the list of names. Hurricanes alternate back and forth between male and female names. Giving the hurricanes names makes it easier for meteorologists to identify and track certain storms. This makes it easier to announce hurricane warnings, as well.

The best place to be during a hurricane is indoors and away from windows and doors. If the hurricane is very bad, you will probably be asked to evacuate and move to safer ground. It is important to keep a bag ready that contains fresh water, long-lasting food, first aid kit, flashlight, rain gear, and other items that would be useful if you had to leave your home for a few days.

WRITING

Task. Look at the films below. Choose one of them to write a review about. Use linking words and connectors in sentences to make some coherent paragraphs. You can use prompts for your answer.

 

 

Write the name, actors, genre

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Write about acting, music, colour/animation, special effects

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Write why you like this film or do not like

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Write the reason why you recommend the film or not

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 Total [6]

SPEAKING

Task. You will be given a card which asks you to retell a short story about a particular situation. You should include your ideas while telling it. You will be given 1 minute to prepare your talk and then 1-2 minutes to speak. Your classmates prepare the questions to ask you on the topic.

Learners take turns in retelling the stories from the cards.

Card 1

Romanian Avalanche

In 2003, a British politics student named Ken Jones took a holiday from his studies and traveled to Romania, where he wanted to scale Moldoveanu Peak. He almost made it to the summit when the earth shook and a pair of avalanches dumped tons of snow on top of him, trapping him helpless on the mountain. He managed to walk ten miles through the freezing cold over the next three days to a remote Transylvanian village, where a local doctor saved his leg and his life.

Card 2

Indonesian Tsunami

The massive tsunami that was in Indonesia on the day after Christmas in 2004 still stands as one of the most devastating natural disasters in recorded history. In all of the chaos as waves up to 100 feet high covered the Indian Ocean coastline, some interesting stories came to light. One story was about a small boy named Martunis, who was washed away while playing soccer in Indonesia and spent the next 18 days floating in the ocean. He was finally rescued and taken to a hospital.

Card 3

Frankenstein

Radical scientist Victor Frankenstein and his equally brilliant protegee Igor Strausman share a noble vision of aiding humanity through their groundbreaking research into immortality. But Victor's experiments go too far, and his obsession has horrifying consequences. Only Igor can bring his friend back from the brink of madness and save him from his monstrous creation.

Card 4

Lion King

A young lion prince is born in Africa, thus making his uncle Scar the second in line to the throne. Scar plots with the hyenas to kill King Mufasa and Prince Simba, thus making himself King. The King is killed and Simba is led to believe by Scar that it was his fault, and so flees the kingdom in shame. After years of exile he is persuaded to return home to overthrow the usurper and claim the kingdom as his own thus completing the "Circle of Life".

Total [6]

Total marks _/24

Mark scheme

Listening and Reading

№	Answer	Mark	Additional information
1 2 3 4 5 6	French and the classics	1	French and classics
	Poor	1	She was poor
	Edinburgh	1	in Edinburgh
	Twelve	1	12
	Alice	1
	Six	1	6
1 2 3 4 5 6	B	1
	A	1
	Not Given	1
	No	1
	Yes	1
	No	1
Total		12

 

 

Mark scheme

Writing and Speaking

Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a total mark out of 6. All fractional marks should be rounded up to the closest whole mark.

Mark / Criterion	Content (relevance and development of ideas)	Organization (cohesion, paragraphing and format)	Vocabulary (style and accuracy)	Grammar (style and accuracy) and Punctuation (accuracy)
6	· All content is relevant to the task. · The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. · All content points are fully addressed and developed in a balanced way. *Such misuse of register should not harm the format of writing.	· Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. · Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas. · The format is appropriate, but may be modified for a better reading experience.	· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional inappropriacies. · Has good control of word formation; may make occasional errors in producing less common word forms. · Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present. · May occasionally misspell less common lexical items. · Errors in word choice and/or spelling do not distort meaning.	· Writes simple and compound sentence forms correctly and demonstrates some variety in length. · May attempt some complex sentences, but they tend to be less accurate, including punctuation. · Errors in grammar and/or punctuation do not distort meaning.
5	· All content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the requirements of the task; 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.

Total marks- 24

Listening

Task. Listen and choose between A, B, C or D. CD3. Tapescript 4.

Use the link to listen information http://www.listenaminute.com/f/fashion.mp3

Example: 0.What places tell us what is ‘in’ and ‘out’ this summer?

A) shops

B)newspapers

C)magazines

D) TV

1. According to the speaker fashion is

A) silly

B) strange

C) fantastic

D) boring                                                                                                              [1]

 

2. According to the speaker who tells us about fashion.

A) sportsmen

B) government

C) celebrities

D) people                                                                                                              [1]

Continue listening to tape and fill in the gaps with NO MORE THAN TWO WORDS:

 

3. Keeping up with fashion is _______________ these days.                                   [1]

4. The craziest fashion is the luxury ________________.                                          [1]

Choose the correct answer.

5. How much do people spend on fashionable things?

A)day’s salary

B)month’s salary

C)year’s salary

D)week’s salary                                                                                                      [1]

 

6. What is the speaker happy with?

A) known brand at half the price

B) unknown brand at full price

C) known brand at full price

D) unknown brand at half the price                                                                       [1]

Total [6]

Reading

Task. Read the text and fill in the table below with necessary information.

 

There are five main types of nutrients we need from our food. These are carbohydrates, proteins, fats, minerals and vitamins. A sixth important part of our diet is roughage or fibre.

Carbohydrates

Carbohydrates are mainly used by the body as fuel. Digestion breaks them into a simple sugar called glucose. This is carried in the blood to provide energy for all our body parts.

Proteins

Proteins perform many important jobs in the body. Your body needs them to grow, and to make repairs when it is damaged.

Fats

The body needs some fat to build its parts and keep them working properly. Fat can also be used as fuel, for energy.

Fibre

Fibre does not provide nutrition, but it helps bulk up waste so that it passes easily through the body. People who do not consume enough roughage are more likely to suffer from constipation, which can sometimes lead to more serious diseases of the intestines.

Minerals

Minerals are simple substances such as calcium, iron and salt. You need to eat a lot of mineral-rich food when your body is growing.

Vitamins

Vitamins are special substances that your body needs in tiny amounts but cannot make itself.

Nutrient	Importance in the diet
0.Carbohydrates	Example: This is carried in the blood to provide energy
1. Proteins	[1]
2. Fats	[1]
3.Vitamins	[1]
4.Minerals	[1]

Answer the questions.

5. What do you need to eat when you are growing? ________________________ [1]

6.What should you eat if you have some injuries? _______________________ [1]

Total [6]

Writing

Task.  

Topic1. Fill in all the spaces provided. You can write more than one idea.

People need to eat food. There are many kinds of food that you can eat. Your diet is all of the food that you eat. Some food is healthy. Some food is not healthy. Healthy food is good for you. It helps you stay strong and live a long time.

 

 

What kind of food do you eat during the day?

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

 

Write three foods that are healthy:

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

 

Write three foods that are NOT healthy:

1. __________________________________________________________________

2.  _________________________________________________________________

3. ___________________________________________________________________

What kind of food is popular in your home country?

1.___________________________________________________________________

2.___________________________________________________________________

3.___________________________________________________________________

 

Which country has healthiest diet?

What advice can you give to a person to live long and healthy life?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Topic 2. When we talk about fashion we usually mean the popular style in dress or behavior. For most modern people fashion is a method of wearing to express themselves. What do you think about it?

Write 80-90 words.

 

· Talk about the clothes you are wearing today. Do you like them? Why? / Why not?

· What new clothes would you like to buy?

· Have you ever bought fashion magazines? Why? / Why not?

· What are some of your favorite brands of clothing?

· Why do people spend lots of money on clothes?

· What do clothes tell people about our personalities?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Total [6]

SPEAKING

Task. Choose the card.Work individually. Look at the picture and make up a story for 1-2 minutes. Use the questions from the card.

 

Card 1   The healthy lifestyle of your family What do you do together with your family? Is it possible to have a healthy life style in a modern family? Why do many people try to have a healthy life style? How do you support a healthy life style in your family?

Card 2 Fruits with vegetables or junk food What is healthy food? Do you pay much attention to what you eat? Do you think it is more important for you to eat healthy or tasty food? Why do you need to eat fruits and vegetable?

Card 3 Kids and clothes What are some of the strangest fashions you have seen? What colors do you think look good on you? What fashions that you see today you think will be out of fashion within two years? What uniform do you wear at school?

Card 4 Modern or casual clothes What kind of clothes are in fashion now? What kind of clothes do you usually wear? What is the most expensive piece of clothing you have ever bought? What do you think of body piercing?

Card 5 Health and sport What do you do to keep healthy? Do you play any sports? How often do you exercise? What role does sport play in your life? Why?

Card 6 Health and personal hygiene Do you spend much time thinking about how to stay healthy Why?/Why not? Why should you wash fruits and vegetables? Do you think it is important to follow hygiene rules? Why? What advices/recommendations would you give to your classmates?

Card 7 Fabrics and clothes What kind of clothes are in fashion now? What are these clothes made of? What are your favourite clothes? What do types of fabrics do you like? Why?