Mark sentences as True or False.

1. Andreas and Maria go to their neighbor’s house because they want to invite her to the party.                                                                                                                 [1]

True            False                                                                                                           

2. Andreas and Maria tell their neighbour that they are the Sanchez family.         [1]

True            False                                                                                                           

3. Betty shares some spare crockery with Andreas and Maria.                          [1]

True            False                                                                                                           

 

Fill in the gaps.Write no more than ONE WORD OR A NUMBER for each answer.

4. The party is at the Fernandez’s new __________________.                             [1]

5. The party is on Saturday and it starts at___________ o’clock.                         [1]

 

Total [5]

Reading

Task. Read the dialogue about transportation.

Means of transportation dialogue

Bob: Hello, I’m sorry, but I am late. Can you help me?

Mark: Sure, no problem! How may I help you?

Bob: When is the next train to Ansonia?

Mark: I am not sure, but I think the next one leaves tomorrow at 8 pm.

Bob: What?! I can’t wait that long! What time is the next bus?

Mark: It should go by in about two hours. It leaves the bus station at about 5.30 pm.

Bob: Well, I don’t know. Isn’t there any other option?

Mark: You could take a taxi…

Bob: What’s faster, the bus or the taxi?

Mark: The taxi, of course! All you have to do is to call and ask for a taxi and it will come right away.

Bob: You are right, but which is the cheapest one?

Mark: The cheapest means of transportation is the subway.

Bob: When have you ever seen a subway here in Connecticut?

Mark: You’re right. But anyway why don’t you just go walking? It’s only like 25 minutes away from here.

Bob: You’re absolutely right. Thanks for your help.

Choose the right option.

1. Bob wants to go to …                                                                                        [1]

A) Connecticut

B) Ansonia

C) Bus station

D) Home                                                                                                    

2. The train leaves …                                                                                              [1]

A) At 5.30 pm

B) In 25 minutes

C) At 8 pm

D) Right away         

3. The fastest means of transportation is …                                                           [1]

A) Train

B) Bus

C) Taxi

D) Subway                                            

Answer the questions.  Write NO MORE THAN THREE WORDS OR A NUMBER for each answer.

4. In Mark’s opinion which means of transportation is the cheapest?                    [1]

______________________________________                                   

 

5. How long will it take for Bob to walk?                                                     [1]

______________________________________                                        

 

Total [5]

Writing

Task. Choose ONE of the topics below.

· Express your opinion on topic.

· Connect your ideas into a paragraph.

· Use present simple forms.

· Use correct form of modal verbs.

· Use appropriate punctuation.

Topic 1. Our neighbourhood

Write about the places you like in your neighbourhood. Write what you can do there and explain why you like these places. Why your friends should visit these places one day.

Topic 2. Transport

Write what people can change to make transport system better in place where you live. Explain why. Write why people need these changes.

Total [6]

Speaking

Task. Choose one of the cards and make up an individual talk. Use subject related vocabulary while talking on a given topic. You have 1 minute to prepare and 1-2 minutes to talk

                                                                                                                                                 

Card 1. Talk about the topic ‘Our neighbourhood’. The following questions will help you to organize your talk:

1) Do you like living in your neighbourhood?

2) What are the advantages and disadvantages of your neighbourhood?

3) What would you change about your neighbourhood?

4) What types of services are popular near to you?

5) How far are you from the city center?

 

Card 2. Talk about the topic ‘Our neighbourhood’. The following questions will help you to organize your talk:

1) Do you like the neighbourhood?

2) Where is the best place to eat in your city/village/country?

3) What is the best attraction in your city/village?

4) What are popular natural places in your neighbourhood?

5) Where is the best place to shop in your city/village?

 

Card 3. Talk about the topic ‘Our neighbourhood’. The following questions will help you to organize your talk:

1) Are there many shops in your neighbourhood?

2) How far do you live to the city center /village center?

3) Are there any parks or playgrounds near where you live?

4) How near is the library/cultural center to where you live?

5) What sport clubs are there in your neighbourhood?

 

Card 4. Talk about the topic ‘Our neighbourhood’. The following questions will help you to organize your talk:

1) Do you like your neighbourhood? What do you like about it?

2) Do you have friends, neighbours? How did you meet?

3) Do you have the same interests with your neighbours?

4) Do you help your neighbours? Do they help you?

5) What holidays do you celebrate with your neighbours?

 

Card 5. Talk about the topic ‘Transport’. The following questions will help you to organize your talk:

1) Do you have a bicycle/roller skates/ segway?

2) When did you get it?

3) Is it difficult to ride it? Why?

4) How often do you ride it?

5) Why do you like it?

 

Card 6. Talk about the topic ‘Transport’. The following questions will help you to organize your talk:

1) How do you get to school?

2) How long does it take?

3) Do you often use public transportation?

4) How much is the bus fare?

5) Do you think it is safe to travel by bus?

 

Card 7. Talk about the topic Transport’. The following questions will help you to organize your talk:

1) What kind of transportation do you use most often?

2) What kind of transportation do you use least often?

3) Why do people sometimes take a taxi?

4) Do you feel safe when you use public transportation?

5) What kinds of transports are the most popular nowadays?

 

Card 8. Talk about the topic ‘Transport’. The following questions will help you to organize your talk:

1) Have you ever travelled by train? If so, do you like it? If not, would you want to?

2) Have you ever travelled by plane? If so, do you like it? If not, would you want to?

3) Have you ever travelled by ship? If so, do you like it? If not, would you want to?

4) What do you think is the safest way to travel?

5) What is the most dangerous way to travel?

Total [6]

Total marks_ /22

Mark scheme

Listening and Reading

№	Answer	Mark	Additional information
1 2 3 4 5	True	1
	False	1
	True	1
	house	1
	3 / three	1
1 2 3 4 5	B	1
	C	1
	C	1
	Subway	1
	25 minutes/ twenty five minutes	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 4. Transcript for listening task

When the workers and the removal van leave, Maria talks to Andreas.

Maria: How could they forget the crockery? Now we don't have anything to eat with!

Andreas: Calm down, honey. Why don't we ask our neighbours to lend us some plates, knives, forks, spoons and cups?

Maria: Good thinking! It will give us an opportunity to introduce ourselves!

Andreas: You know what; let's have a house-warming party this Saturday! We can invite all our neighbours.

Maria: That's a great idea!

They walk to the neighbour's house and ring the bell. A woman opens the door.

Maria: Hi! We're the Fernandez family. We're from next-door! My name is Maria.

Betty: Oh hi! Nice to meet you! I'm Betty.

Andreas: Nice to meet you too, Betty. I'm Andreas.

Maria: Betty, do you have some spare crockery?

Betty: Sure, I do. Do you need some?

Maria: Yes, please! The removal company forgot ours!

Betty: Sure, no problem! Just a second.

She goes inside and comes back with a box full of crockery.

Maria: That's so nice, thank you! Betty, would you like to come to our house-warming party this Saturday?

Betty: Sure, what time?

Maria: Around three in the afternoon.

Betty: Can I bring something? A salad may be?

Maria: Yes, please! That's so nice, thank you!                                                      Copyright http://www.learning-english-online.ne