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4. Katy: Have lots of breaks. I always ___________ for thirty minutes. Then I have a break for five minutes.                                                                                         [1]

5. Ben: I never have a ____________. I sometimes study for two or three hours. [1]

                                                                                                                                                      

Total [5]

Reading

Task. Read the article about London police.

The History of the London Police

In 1700 London had no policemen at all. A few men protected the city streets at night.

Many people were poor and there were so many thieves who stole money in the streets that people stayed in their homes as much as possible.

In 1750, Henry Fielding started to pay a group of people to stop thieves. They were like policemen and were called ‘Bow Street Runners’ because they worked near Bow Street.

Fifty years later, there were 120 Bow Street Runners, but London had become very big and needed more policemen. In 1829, the first London Police Force was started with 3000 officers. Most of the men worked on foot, but a few rode horses.

Today, London police are quite well paid and for the few police officers who still ride horses, the pay is even better than for the others.

Answer the questions.

1. Why did people stay in their homes as much as possible?                               [1]

_____________________________________________________________                                                           

2.  How did “Bow Street Runners” get their name?                                              [1]

______________________________________________________________                                                                                                                                                  

Choose True or False.

3. In 1800, there were not enough policemen in London.                                 [1]

True            False

4. All of the first 3000 London Police Force rode horses.                            [1]

True          False

5. Today, police officers who work with horses are paid more than their colleagues.

True           False                                                                                        [1]

                                                                                                              Total [5]

Writing

Task. Choose ONE of the topics below.  

Topic 1. Our class

Think about your favourite class. Give some information about the subject and classmates.

§ What is your favourite subject? Why?

§ What does a person do to be good at school?

§ Do you enjoy spending time with your classmates? Why?

§ What clubs or sport activities do you like most at your school? Why?

 

Topic 2. Helping and Heroes

Think about heroes of modern life. Give some information about any hero.

§ Who do you think is a hero of modern life? Why?

§ What does a hero do?

§ Why do heroes enjoy helping the other people?

§ Who is your superhero or a hero in real life? Why?

Total [6]


Speaking

Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own opinion on topic, ask questions, explain your position and answer your partners’ questions.

You have 1 minute to prepare and 2 minutes to talk.

 

Card 1.Discuss with your partner the topic ‘Our class’. The following questions will help you to organize your talk:

1) What grade are you in?

2) Do you have to wear a uniform?

3) What is your favourite subject at school?

4) What do you usually do after school?

5) Do you enjoy studying?

 

Card 2. Discuss with your partner the topic ‘Our class’. The following questions will help you to organize your talk:

1) What do you like about your classroom?

2) What colour of classroom walls is the best for you?

3) Can you describe your classroom in five words? What are they?

4) What are five things you don’t like about your classroom?

5) What are five things you would like to change in your classroom?

 

Card 3. Discuss with your partner the topic ‘Our class’. The following questions will help you to organize your talk:

1) How many students are there in your class?

2) Describe two of your classmates who attend your class

3) What subjects are you good at?

4) What subjects are you bad at?

5) Do you study a foreign language at school?

 

Card 4. Discuss with your partner the topic ‘Our class’. The following questions will help you to organize your talk:

1) Are good grades important to student?

2) Which subject do you enjoy studying? Why?

3) What are the qualities of a good student?

4) How much free time do you have at school?

5) Do you go to any clubs at your school? What are they?

 

Card 5. Discuss with your partner the topic ‘Helping and Heroes’. The following questions will help you to organize your talk:

1) Do you believe in superheroes?

2) Who is your favourite male superhero? Why?

3) Who is your favourite female superhero? Why?

4) Do you think people need superheroes?

5) Do you want to be a superhero? Why?

 

Card 6. Discuss with your partner the topic ‘Helping and Heroes’. The following questions will help you to organize your talk:

1) Do you usually help other people?

2) What do you usually do to help other people?

3) How often do you help other people?

4) Who do you usually help?

5) Why do you think you should help other people?

Card 7. Discuss with your partner the topic ‘Helping and Heroes’. The following questions will help you to organize your talk:

1) How can you help people in need?

2) How can you help the elderly people?

3) Did you do it alone, with friends or with your family?

4) Did you make new friends while you were doing the work?

5) How did you feel after finishing the work?

 

Card 8. Discuss with your partner the topic ‘Helping and Heroes’. The following questions will help you to organize your talk:

1) Did someone ever help you?

2) Who helped you?

3) When it happened?

4) Why did he / she help you?

5) How did you feel after this?

Total [6]

Total marks_ /22


Mark scheme

Listening and Reading

Answer Mark Additional information

1

2

3

4

5

C 1  
B 1  
A 1  
study 1  
break 1  

1

2

 

 

3

4

5

There were many thieves 1

Any other answers are acceptable if they answer the questions correctly. The answer can be shorter.

because they worked near Bow Street 1
False 1  
False 1  
True 1  

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 of writing. 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 1. Transcript for listening task.

Ben: You always get good marks at school. You’re lucky! I study but I don’t always get good marks.

Katy: I’m not lucky! I know how to study. I always do three things. Do you want to know them?

Ben: Yeah, please!

Katy: OK, number one. Always study in a quiet place.

Ben: I usually study in my bedroom. It’s very quiet.

Katy: Number two. Have a clear desk!

Ben: Right. A clear desk. My desk isn’t clear. There are lots of papers and books and pens on it.

Katy: Well, that isn’t very good!

Ben: What’s tip number three?

Katy: Have lots of breaks. I always study for thirty minutes. Then I have a break for five minutes. I move my arms and legs and drink some water. Then I study again for thirty minutes.

Ben: I never have a break. I sometimes study for two or three hours.

Katy: That isn’t a good idea! It’s important to get up and move your body.

Ben: OK. Thanks. Next time I think I can get good marks!                      Copyright: learnenglishteens.britishcouncil.org



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