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Specification of Summative Assessment for term on the subject “English”
Grade 5
Content 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”, Grade 5 ...................................................... 3
4. Level of thinking skills on the subject ‘English’, Grade 5 ................................................. 4
5. Administration rules ........................................................................................................... 5
6. Moderation and marking ..................................................................................................... 5
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 ................................. 6
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 ............................... 15
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 ............................... 25
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 ............................... 34
2
1. Aim of the Summative Assessment for the term
Summative assessment is aimed to assess learners’ success in terms of the learning objectivesachievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content.
Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 5.
2. The document defining the content of the Summative Assessment for the termSubject Programme for “English” (within the framework of updating the content of secondary
education) for Grades 5-9 of basic secondary education.
3. Expected outcomes on the subject “English”, Grade 5
ContentA 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 idea of a text 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.
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.
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.
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.
3
4. Level of thinking skills on subject ‘English’, Grade 5
Strand Level of thinking skills
Description Recommended type of question
Listening Knowledge and comprehension
Understand classroom instructions on curricular topics;
understand basic and personal questions on general and curricular topics;
understand meaning of the talk on curricular topics;
understand detail information of the talk within the framework of familiar topics;
recognise the meaning of a story with some support;
identify speakers’ opinion on curricular topics;
Questions with multiple choice answers. Questions that require short answer. Questions requiring an extended answer.
Higher order thinking skills
figure out the content of a conversation with some support in an extended talk;
Speaking Application
use syntax, subject-specific vocabulary in a talk; make up coherent sentences on familiar, general and curricular topics;
retell stories and events on familiar topics;
present information within framework of familiar topics;
ask simple questions and answer the questions on curricular topics;
Questions that require short answer. Questions requiring an extended answer.
Higher order of thinking skills
express own points of view and attitude with supporting arguments on curricular topics;
interact in a pair and group work; Reading Knowledge and
comprehension recognise the main and specific
information of a text on different genres and style within the framework of familiar topics;
read short fiction and non-fiction texts on curricular topics;
recognise writer’s opinion and attitude;
Questions with multiple choice answers. Questions that require short answer. Questions requiring an extended answer. Application use different reference resources;
Higher order thinking skills
deduce the meaning from context in short texts;
distinguish facts and opinions in a text on curricular topics;
4
Writing Application links and coordinates sentences and paragraphs in a text within the framework of familiar topics;
use spelling, grammatical and stylistic norms of the language correctly and punctuation marks;
Questions that require short answer. Questions requiring an extended answer.
Higher order of thinking skills
plan, write, edit and proofread texts within the framework of familiar topics;
write sequence of short sentences in a paragraph;
write extended sentences that provides personal information;
describe people, places and objects, real and imaginary events in past, present and future on curricular topics.
5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and mapsthat 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.
Always tell the learners that they have 5 minutes left before the end of the Summative Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it isnecessary to check learner sample papers with the marks awarded to ensure there are no deviations from the standardized mark scheme.
5
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 Review of summative assessment for term 1
Duration of the summative assessment– 40 minutes Listening – 10 minutes Reading – 10 minutes Writing – 20 minutes
Speaking task is conducted separately. Total marks - 24
The structure of the Summative Assessment This Summative Assessment consists of 14 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term. Multiple choice tasks consist of several possible answers from which the correct one should
be selected. Gap filling task is a task in which words/numbers are removed from a text and replaced with
spaces. Learners have to fill each space with the missing word/number or a suitable word. Matching tasks require learners to match two sets of items according to the instructions for
the task. Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.
The content of the summative assessment for the 1 term should be selected on topics “Home and Away” or/and “Living things” for any strands.
6
Cha
ract
eris
tic o
f tas
ks fo
r su
mm
ativ
e as
sess
men
t for
the
1 te
rm
Uni
t St
rand
L
earn
ing
obje
ctiv
e *T
otal
num
ber
of
ques
tions
*Que
stio
n№
*T
ype
ofqu
estio
n*T
ask
desc
ript
ion
Tim
e T
otal
m
arks
Hom
e an
d A
way
. Li
ving
th
ings
.
List
enin
g
5.L6
Ded
uce
mea
ning
from
cont
ext i
n sh
ort,
supp
orte
d ta
lkon
an
incr
easi
ng r
ange
of
gene
ral a
nd c
urric
ular
topi
cs.
5.L1
Und
erst
and
a se
quen
ce o
fsu
ppor
ted
clas
sroo
m
inst
ruct
ions
.
6 1 2 3
Mul
tiple
ch
oice
Ea
ch le
arne
r wor
ks in
divi
dual
ly.
Lear
ners
list
en to
the
reco
rdin
g on
to
pic
‘Hom
e an
d A
way
’ tw
ice
and
unde
rline
one
wor
d ou
t of t
hree
with
d i
ffer
ent s
pelli
ng. B
efor
e th
e re
cord
ing
star
ts le
arne
rs h
ave
one
min
u te
to g
et fa
mili
ar w
ith th
e qu
estio
ns.
5 m
inut
es
3
4 5 6
Mat
chin
g Ea
ch le
arne
r wor
ks in
divi
dual
ly.
Lear
ners
list
en to
the
reco
rdin
g tw
ice
and
writ
e nu
mbe
rs t
o th
e pi
ctur
es i
n an
ord
er th
ey a
ppea
r in
the
reco
rdin
g.
5 m
inut
es
3
Rea
ding
5.R
1 U
nder
stan
d th
e m
ain
poin
ts in
a li
mite
d ra
nge
ofsh
ort s
impl
e te
xts o
n ge
nera
lan
d cu
rric
ular
topi
cs.
6 1 2 3 4 5 6
Mat
chin
g Ea
ch le
arne
r wor
ks in
divi
dual
ly.
Lear
ners
rea
d th
e te
xt r
elat
ed t
o th
e to
pic
“Hom
e an
d aw
ay”
and
writ
e th
e na
mes
or
first
let
ters
of
the
child
ren
next
to th
e ac
tiviti
es g
iven
in th
e ta
sk.
10
min
utes
6
Writ
ing
5.W
1 Pl
an, w
rite,
edi
t and
proo
frea
d w
ork
at te
xt le
vel
with
supp
ort o
n a
limite
d ra
nge
of g
ener
al a
nd c
urric
ular
topi
cs.
5.W
2 W
rite
with
supp
ort a
sequ
ence
of s
hort
sent
ence
s in
a pa
ragr
aph
on a
lim
ited
rang
eof
fam
iliar
gen
eral
topi
cs.
5.W
7 U
se w
ith so
me
supp
ort
1 1
Ope
n en
ded
Each
lear
ner w
orks
indi
vidu
ally
. The
y w
rite
the
post
card
. Le
arne
rs
mak
e a
plan
of
w
ritin
g.
Lear
ners
ar
e ex
pect
ed
to
answ
er
Ale
x’s
ques
tions
. Le
arne
rs
shou
ld w
rite
thei
r pe
rson
al f
eelin
gs a
nd
opin
ions
on
a gi
ven
topi
c us
ing
topi
cal
voca
bula
ry w
ith a
ppro
pria
te
spel
ling.
20
min
utes
6
7
appr
opria
te la
yout
at t
ext l
evel
fo
r a li
mite
d ra
nge
of w
ritte
n ge
nres
on
fam
iliar
gen
eral
to
pics
and
som
e cu
rric
ular
to
pics
Spea
king
5.S1
Pro
vide
bas
ic in
form
atio
nab
out t
hem
selv
es a
nd o
ther
s at
sent
ence
leve
l on
an in
crea
sing
rang
e of
gen
eral
topi
cs.
5.S3
Giv
e an
opi
nion
at
sent
ence
leve
l on
a lim
ited
rang
e of
gen
eral
and
cur
ricul
arto
pics
.
1 1
Ope
n en
ded
Lear
ners
are
sugg
este
d to
cho
ose
one
pict
ure.
Le
arne
rs in
divi
dual
ly d
escr
ibe
the
pict
ure
usin
g qu
estio
ns a
s a su
ppor
t. Te
ache
r can
ask
supp
ortin
g qu
estio
ns
if ne
cess
ary
to h
elp
lear
ners
.
Each
le
arne
r ta
lks f
or
1 m
inut
e.
6
TO
TA
L:
40
min
utes
24
Not
e: *
- se
ctio
ns th
at c
an b
e ch
ange
d
8
Sample questions and mark scheme Tasks for the Summative Assessment for the term 1
LISTENING
Task Part 1. Listen to the recording twice and underline an odd word.CD3.Tapescript 1. 1. [a:] park market bag [1] 2. [i] circus cinema disco [1] 3. [u:] zoo pool post [1]
Part 2. Listen to the recording twice and number the pictures. The first picture is done for you as an example.
F__1__
4.A_____ [1] 5.B________ [1] 6.C_________ [1]
Total [6]
9
What do they do after school?
My name is Max. After school, I help my mum and dad. Then I go to the park. There I meet my friends and we play different games. When I come home I usually play chess.
I am Julia. After school, I like drawing and painting pictures. Then I write stories. I put the stories and pictures on my bedroom wall.
I am Luke. After school, I do my homework. Then I listen to my CDs and when I have some spare time I sing songs. In the evenings I prefer reading.
My name is Sara. I go swimming every Monday. I play tennis with my friends every Tuesday. Every Thursday I skate in the park with my sister.
Read the text again and identify who does each activity. Write the learners’ names or first letters next to the phrases. The first task is done for you as an example. M = Max, J = Julia, L = Luke, S = Sara.
Example: go to the park M___ 1. enjoy Ar _t ____ [1]2. do sport activities ____ [1] 3. like music4. keen on reading
____ [1]
5. spend time with friends ____ [1]6. do house work ____ [1]
Total [6]
10
READING
Task. Read the text about four learners’ daily routine.
____ [1]
WRITING
Task. Your pen- friend has sent you a postcard of his/her hometown.
Write a postcard to your friend about your hometown. The sample postcard will help you to write a reply.
Hello dear friend,
This is a postcard of my town. My town is not very big, but I think it is a fantastic place. My favourite place is the Castle Bath – I usually go there with my friends. Can you send me a postcard of your town? How big is your town? What is your favorite place in the town? Where do you usually go at the weekends?
Love, Alex
Write your answer to Alex. Make a plan of your writing and answer the questions. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Total [6]
10
SPEAKING
Task. Choose one of the pictures below and describe it. Answer the questions: • What can you see in the picture?• Where are people or cartoon characters?• What are they doing?• Do you like the picture and why?
Total [6]
Total marks __/24
Mark scheme Listening and Reading
№ Answer Mark Additional information
1. 2. 3. 4. 5. 6.
Bag 1 Circus 1 Post 1 A3 1 B2 1 C1 1
1. 2. 3. 4. 5. 6.
J 1 S 1 L 1 L 1 M 1 M 1
Total 12
11
Mar
k sc
hem
e W
ritin
g an
d Sp
eaki
ng
CR
ITE
RIA
FO
R M
AR
KIN
G W
RIT
ING
Giv
e po
ints
out
of 6
for
each
cri
teri
on (c
onte
nt, o
rgan
izat
ion,
voc
abul
ary
and
gram
mar
and
pun
ctua
tion)
, and
then
cal
cula
te a
mea
n to
giv
e a
tota
l mar
k ou
t of 6
. All
frac
tiona
l mar
ks sh
ould
be
roun
ded
up to
the
clos
est w
hole
mar
k.
Mar
k /
Cri
teri
on
Con
tent
(rel
evan
ce a
nd
deve
lopm
ent o
f ide
as)
Org
aniz
atio
n (c
ohes
ion,
pa
ragr
aphi
ng a
nd fo
rmat
) V
ocab
ular
y (s
tyle
and
ac
cura
cy)
Gra
mm
ar (s
tyle
and
acc
urac
y)
and
Punc
tuat
ion
(acc
urac
y)
6
•A
ll co
nten
t is r
elev
ant t
o th
eta
sk.
•Th
e re
gist
er c
ompl
etel
yco
rres
pond
s to
the
requ
irem
ents
of t
he ta
sk.
•A
ll co
nten
t poi
nts a
re fu
llyad
dres
sed
and
deve
lope
d in
aba
lanc
ed w
ay.
•U
ses a
rang
e of
bas
icco
nnec
tors
cor
rect
ly.
•U
ses p
arag
raph
s to
sepa
rate
idea
s; a
ll pa
ragr
aphs
revo
lve
arou
nd o
ne id
ea o
r a se
t of
like
idea
s; th
e si
ze o
f eac
hpa
ragr
aph
allo
ws f
or a
pro
per
and
bala
nced
dev
elop
men
t of
idea
s.•
The
form
at is
app
ropr
iate
, but
may
be
mod
ified
for a
bet
ter
read
ing
expe
rienc
e.
•U
ses a
rang
e of
eve
ryda
yvo
cabu
lary
app
ropr
iate
ly;
atte
mpt
s to
use
less
com
mon
lexi
cal i
tem
s with
occ
asio
nal
inap
prop
riaci
es.
•H
as g
ood
cont
rol o
f wor
dfo
rmat
ion;
may
mak
eoc
casi
onal
err
ors i
n pr
oduc
ing
less
com
mon
wor
d fo
rms.
•Sp
ells
com
mon
voc
abul
ary
item
s cor
rect
ly; v
ery
few
(one
or tw
o) o
ccas
iona
l spe
lling
mis
take
s may
be
pres
ent.
•M
ay o
ccas
iona
lly m
issp
ell
less
com
mon
lexi
cal i
tem
s.•
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
do n
ot d
isto
rtm
eani
ng.
•W
rites
shor
t and
ext
ende
dsi
mpl
e an
d co
mpo
und
sent
ence
form
s cor
rect
ly.
AN
D
•M
ay a
ttem
pt so
me
com
plex
sent
ence
s, bu
t the
y te
nd to
be
less
acc
urat
e, in
clud
ing
punc
tuat
ion.
•Er
rors
in g
ram
mar
and
/or
punc
tuat
ion
do n
ot d
isto
rtm
eani
ng.
5
•A
ll co
nten
t is r
elev
ant t
o th
eta
sk; i
nsig
nific
ant c
onte
ntom
issi
ons m
ay b
e pr
esen
t.•
The
regi
ster
on
the
who
leco
rres
pond
s to
the
requ
irem
ents
of t
he ta
sk;
•U
ses b
asic
con
nect
ors
corr
ectly
.•
Use
s par
agra
phs t
o se
para
teid
eas;
mos
t par
agra
phs
revo
lve
arou
nd o
ne id
ea o
r ase
t of l
ike
idea
s; th
e si
ze o
f
•U
ses a
rang
e of
eve
ryda
yvo
cabu
lary
app
ropr
iate
ly;
atte
mpt
s to
use
less
com
mon
lexi
cal i
tem
s, bu
t may
mak
efr
eque
nt e
rror
s.•
Has
goo
d co
ntro
l of w
ord
•W
rites
shor
t and
ext
ende
dsi
mpl
e an
d co
mpo
und
sent
ence
form
s cor
rect
ly.
•O
ccas
iona
l err
ors i
n gr
amm
aran
d/or
pun
ctua
tion
do n
otdi
stor
t mea
ning
.
10
occa
sion
al a
nd in
cons
iste
nt
mis
use
of re
gist
er m
ay b
e pr
esen
t. •
Mos
t con
tent
poi
nts a
read
dres
sed,
but
thei
rde
velo
pmen
t may
be
slig
htly
imba
lanc
ed.
each
par
agra
ph m
ay re
flect
im
bala
nced
dev
elop
men
t of
idea
s. •
The
form
at is
app
ropr
iate
.
form
atio
n; m
ay m
ake
erro
rs in
pr
oduc
ing
less
com
mon
wor
d fo
rms.
•Sp
ells
com
mon
voc
abul
ary
item
s cor
rect
ly; f
ew (n
o m
ore
than
five
) occ
asio
nal s
pelli
ngm
ista
kes m
ay b
e pr
esen
t.•
May
ofte
n m
issp
ell l
ess
com
mon
lexi
cal i
tem
s.•
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
do n
ot d
isto
rtm
eani
ng.
4
•M
ost c
onte
nt is
rele
vant
to th
eta
sk; i
nsig
nific
ant c
onte
ntom
issi
ons m
ay b
e pr
esen
t.•
The
regi
ster
on
the
who
leco
rres
pond
s to
the
requ
irem
ents
of t
he ta
sk.
•M
ost c
onte
nt p
oint
s are
addr
esse
d, b
ut so
me
cont
ent
poin
ts m
ay b
e m
ore
fully
cove
red
than
oth
ers.
•U
ses s
ome
basi
c co
nnec
tors
,bu
t the
se m
ay b
e in
accu
rate
or
repe
titiv
e.•
Use
s par
agra
phs t
o se
para
teid
eas,
but t
ends
to m
isus
epa
ragr
aphi
ng (a
scrip
t is a
set
of v
ery
shor
t par
agra
phs o
rso
me
para
grap
hs m
ay b
em
uch
long
er th
an o
ther
one
sfo
r no
appa
rent
reas
on).
•Th
e fo
rmat
is g
ener
ally
appr
opria
te.
•U
ses e
very
day
voca
bula
ryge
nera
lly a
ppro
pria
tely
, whi
leoc
casi
onal
ly o
veru
sing
cer
tain
lexi
cal i
tem
s.•
Has
goo
d co
ntro
l of w
ord
form
atio
n; c
an p
rodu
ceco
mm
on w
ord
form
sco
rrec
tly.
•M
ay m
ake
infr
eque
nt e
rror
s in
spel
ling
mor
e di
ffic
ult w
ords
.•
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
rare
ly d
isto
rtm
eani
ng.
•W
rites
shor
t and
ext
ende
dsi
mpl
e an
d so
me
com
poun
dse
nten
ce fo
rms c
orre
ctly
.•
Whi
le e
rror
s in
gram
mar
and/
or p
unct
uatio
n ar
eno
ticea
ble,
mea
ning
is ra
rely
dist
orte
d.
3
•So
me
cont
ent i
s rel
evan
t to
the
task
; sig
nific
ant c
onte
ntom
issi
ons m
ay b
e pr
esen
t.•
The
regi
ster
bar
ely
corr
espo
nds t
o th
ere
quire
men
ts o
f the
task
.•
Onl
y so
me
cont
ent p
oint
s,w
hich
are
min
imal
lyad
dres
sed.
•U
ses a
ver
y lim
ited
rang
e of
basi
c co
nnec
tors
cor
rect
ly.
•W
rites
in p
arag
raph
s, bu
t may
not u
se th
em to
sepa
rate
idea
s(a
scrip
t may
hav
e ra
ndom
brea
ks b
etw
een
para
grap
hs).
•Th
e fo
rmat
may
be
inap
prop
riate
in p
lace
s.
•U
ses b
asic
voc
abul
ary
reas
onab
ly a
ppro
pria
tely
.•
Has
som
e co
ntro
l of w
ord
form
atio
n; c
an p
rodu
ce so
me
com
mon
wor
d fo
rms
corr
ectly
.•
Mak
es fr
eque
nt e
rror
s in
spel
ling
mor
e di
ffic
ult w
ords
,bu
t sim
ple
wor
ds a
re sp
elle
d
•W
rites
shor
t sim
ple
sent
ence
form
s and
mos
t ext
ende
dsi
mpl
e se
nten
ce fo
rms
corr
ectly
.•
Erro
rs in
gra
mm
ar a
nd/o
rpu
nctu
atio
n m
ay d
isto
rtm
eani
ng a
t tim
es.
11
corr
ectly
. •
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
dist
ort m
eani
ng a
ttim
es.
2
•Se
vere
irre
leva
nces
and
mis
inte
rpre
tatio
ns o
f the
task
may
be
pres
ent.
•O
nly
few
con
tent
poi
nts,
whi
ch a
re m
inim
ally
addr
esse
d.
•M
ay u
se a
ver
y lim
ited
rang
eof
bas
ic c
onne
ctor
s, an
d th
ose
used
may
not
indi
cate
alo
gica
l rel
atio
nshi
p be
twee
nid
eas.
•A
ttem
pts t
o w
rite
inpa
ragr
aphs
, but
thei
r use
may
be c
onfu
sing
(may
star
t eve
ryse
nten
ce w
ith a
new
line
).•
The
form
at m
ay b
ein
appr
opria
te.
•U
ses a
n ex
trem
ely
limite
dra
nge
of v
ocab
ular
y.•
Has
ver
y lim
ited
cont
rol o
fw
ord
form
atio
n; c
an p
rodu
ce a
few
com
mon
wor
d fo
rms
corr
ectly
.•
Mak
es m
any
erro
rs in
spel
ling,
incl
udin
g a
rang
e of
sim
ple
wor
ds.
•Er
rors
in w
ord
choi
ce a
nd/o
rsp
ellin
g di
stor
t mea
ning
.
•W
rites
onl
y ve
ry sh
ort s
impl
ese
nten
ce fo
rms c
orre
ctly
.•
Freq
uent
err
ors i
n gr
amm
aran
d/or
pun
ctua
tion
dist
ort
mea
ning
.
1
•A
ttem
pts t
he ta
sk, b
ut it
isla
rgel
y m
isin
terp
rete
d an
d th
ere
spon
se is
bar
ely
rele
vant
toth
e ta
sk.
•Li
nks a
re m
issi
ng o
r inc
orre
ct.
•D
oes n
ot w
rite
in p
arag
raph
sat
all
(a sc
ript i
s a b
lock
of
text
).•
The
form
at is
not
app
ropr
iate
.
•C
an o
nly
use
a fe
w is
olat
edw
ords
and
/or m
emor
ized
phra
ses.
•H
as e
ssen
tially
no
cont
rol o
fw
ord
form
atio
n; c
an b
arel
ypr
oduc
e an
y w
ord
form
s.•
Dis
play
s few
exa
mpl
es o
fco
nven
tiona
l spe
lling
.
•N
o ev
iden
ce o
f sen
tenc
efo
rms.
0
•D
oes n
ot a
ttem
pt th
e ta
sk in
any
way
.O
R•
The
resp
onse
is c
ompl
etel
y irr
elev
ant t
o th
e ta
sk.
OR
•
Ther
e is
too
little
lang
uage
to a
sses
s.O
R•
Con
tent
is c
ompl
etel
y in
com
preh
ensi
ble
due
to e
xtre
mel
y po
or h
andw
ritin
g: v
ery
few
wor
ds a
re d
istin
guis
habl
e, so
ther
e is
a la
ck o
fco
ntex
t to
verif
y m
eani
ng.
12
CR
ITE
RIA
FO
R M
AR
KIN
G S
PEA
KIN
G
Giv
e a
mar
k ou
t of 6
for
each
cri
teri
on (d
evel
opm
ent a
nd fl
uenc
y, a
nd la
ngua
ge),
and
then
cal
cula
te a
mea
n to
giv
e an
ove
rall
tota
l out
of 6
.
Mar
k /
Cri
teri
on
Dev
elop
men
t and
Flu
ency
L
angu
age
6
•Sh
ows s
usta
ined
abi
lity
to m
aint
ain
a co
nver
satio
n an
d to
mak
ere
leva
nt c
ontri
butio
ns a
t som
e le
ngth
.•
Prod
uces
ext
ende
d st
retc
hes o
f lan
guag
e de
spite
som
e he
sita
tion.
•C
an re
spon
d to
cha
nge
in d
irect
ion
of th
e co
nver
satio
n.•
Pron
unci
atio
n is
inte
lligi
ble*
.•
Into
natio
n is
app
ropr
iate
.
•Pr
oduc
es e
rror
-fre
e si
mpl
e se
nten
ces.
•A
ttem
pts s
ome
com
plex
gra
mm
atic
al fo
rms,
but m
ay m
ake
erro
rs, w
hich
rare
ly c
ause
com
preh
ensi
on p
robl
ems.
•U
ses a
rang
e of
app
ropr
iate
voc
abul
ary
to g
ive
and
exch
ange
view
s on
a gr
owin
g ra
nge
of g
ener
al a
nd c
urric
ular
topi
cs.
5
•R
espo
nds r
elev
antly
and
at l
engt
h w
hich
mak
es fr
eque
ntpr
ompt
ing
unne
cess
ary,
resu
lting
in a
com
pete
nt c
onve
rsat
ion.
•Pr
oduc
es m
ostly
ext
ende
d st
retc
hes o
f lan
guag
e de
spite
som
ehe
sita
tion,
alth
ough
inst
ance
s of u
sing
shor
t phr
ases
may
be
pres
ent.
•C
an g
ener
ally
resp
ond
to c
hang
e in
dire
ctio
n of
the
conv
ersa
tion.
•Pr
onun
ciat
ion
is g
ener
ally
inte
lligi
ble.
•In
tona
tion
is g
ener
ally
app
ropr
iate
•Pr
oduc
es e
rror
-fre
e si
mpl
e se
nten
ces.
•U
ses a
rang
e of
app
ropr
iate
voc
abul
ary
whe
n ta
lkin
g ab
out a
rang
e of
gen
eral
and
cur
ricul
ar to
pics
.•
Occ
asio
nal m
ista
kes d
o no
t cau
se c
ompr
ehen
sion
pro
blem
s.
4
•A
ttem
pts t
o re
spon
d to
que
stio
ns a
nd p
rom
pts.
•Pr
oduc
es re
spon
ses w
hich
are
ext
ende
d be
yond
shor
t phr
ases
,de
spite
hes
itatio
n.•
Effo
rt w
ill n
eed
to b
e m
ade
to d
evel
op th
e co
nver
satio
n; o
nly
parti
al su
cces
s will
be
achi
eved
.•
Pron
unci
atio
n is
mos
tly in
telli
gibl
e.•
May
not
follo
w E
nglis
h in
tona
tion
patte
rns a
t tim
es.
•Fr
eque
ntly
pro
duce
s err
or-f
ree
sim
ple
sent
ence
s.•
Use
s app
ropr
iate
voc
abul
ary
to ta
lk a
bout
a li
mite
d ra
nge
ofge
nera
l and
cur
ricul
ar to
pics
.•
Erro
rs m
ay c
ause
com
preh
ensi
on p
robl
ems.
3
•R
espo
nses
tend
to b
e br
ief a
nd a
re c
hara
cter
ized
by
freq
uent
hesi
tatio
n.•
Has
to b
e en
cour
aged
to g
o be
yond
shor
t res
pons
es a
nd st
rugg
les
to d
evel
op a
con
vers
atio
n.•
Ther
e is
a la
ck o
f int
ellig
ibili
ty o
f pro
nunc
iatio
n, b
ut it
is u
nlik
ely
•Pr
oduc
es b
asic
sent
ence
form
s and
som
e co
rrec
t sim
ple
sent
ence
s.•
Use
s a li
mite
d ra
nge
of a
ppro
pria
te v
ocab
ular
y to
talk
abo
ut a
limite
d ra
nge
of g
ener
al to
pics
.•
Erro
rs a
re fr
eque
nt a
nd m
ay le
ad to
mis
unde
rsta
ndin
g.
13
to im
pede
com
mun
icat
ion.
•
May
not
follo
w E
nglis
h in
tona
tion
patte
rns f
requ
ently
.
2
•R
espo
nses
are
so b
rief t
hat l
ittle
is c
omm
unic
ated
.•
Bar
ely
enga
ges i
n a
conv
ersa
tion.
•Pr
onun
ciat
ion
may
cau
se so
me
com
mun
icat
ion
diff
icul
ty.
•D
oes n
ot fo
llow
Eng
lish
into
natio
n pa
ttern
s.
•A
ttem
pts b
asic
sent
ence
form
s, bu
t with
lim
ited
succ
ess.
OR
•H
eavi
ly re
lies o
n ap
pare
ntly
mem
oriz
ed u
ttera
nces
.•
Use
s a li
mite
d ra
nge
of a
ppro
pria
te v
ocab
ular
y to
talk
abo
ut a
very
lim
ited
rang
e of
gen
eral
topi
cs.
•M
akes
num
erou
s err
ors e
xcep
t in
mem
oriz
ed e
xpre
ssio
ns.
1 •
No
com
mun
icat
ion
poss
ible
.•
Pron
unci
atio
n an
d in
tona
tion
patte
rns c
ause
diff
icul
ty fo
r eve
n th
em
ost s
ympa
thet
ic li
sten
er.
•C
anno
t pro
duce
bas
ic se
nten
ce fo
rms.
•C
an o
nly
prod
uce
isol
ated
wor
ds a
nd p
hras
es o
r mem
oriz
edut
tera
nces
.
0 •
No
atte
mpt
at t
he re
spon
se.
OR
•N
o ra
teab
le la
ngua
ge.
*Spe
ech
defic
ienc
ies s
houl
d no
t be
cons
ider
ed a
s aff
ectin
g in
telli
gibi
lity.
14
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 Review of summative assessment for term 2
Duration of the summative assessment – 40 minutes Listening – 10 minutes Reading – 10 minutes Writing – 20 minutes Speaking task is conducted separately.
Total marks- 24
The structure of the summative assessment
This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
True/False task offer a series of statements each of which should be judged as true or false according to the text.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
The content of the summative assessment for the 2 term should be selected on topics “Values” or/and “The world of work” for any strands.
15
Cha
ract
eris
tic o
f tas
ks fo
r su
mm
ativ
e as
sess
men
t for
the
2 te
rm
Uni
t St
rand
L
earn
ing
obje
ctiv
e *T
otal
num
ber
of
ques
tions
*Que
stio
n №
*Typ
e of
ques
tion
*Tas
k de
scri
ptio
nT
ime
Tot
al
mar
ks
Val
ues.
The
wor
ld
of w
ork.
List
enin
g
5.L8
Und
erst
and
supp
orte
dna
rrat
ives
, inc
ludi
ng so
me
exte
nded
talk
, on
anin
crea
sing
rang
e of
gen
eral
and
curr
icul
ar to
pics
6 1 2 3 4 5 6
Gap
fil
ling
Each
lear
ner w
orks
indi
vidu
ally
. Le
arne
rs li
sten
to th
e re
cord
ing
twic
e an
d co
mpl
ete
the
sent
ence
s with
su
itabl
e w
ords
from
the
box
rela
ted
to th
e to
pics
“V
alue
s”.
Bef
ore
the
reco
rdin
g st
arts
lear
ners
ha
ve o
ne m
inut
e to
get
fam
iliar
with
th
e qu
estio
ns.
The
task
incl
udes
6 q
uest
ions
. Le
arne
rs m
atch
the
pict
ures
to th
e nu
mbe
rs.
10
min
utes
6
Rea
ding
5.R
2 U
nder
stan
d w
ith li
ttle
supp
ort s
peci
fic in
form
atio
nan
d de
tail
in s
hort,
sim
ple
text
s on
a l
imite
d ra
nge
ofge
nera
l an
d cu
rric
ular
topi
cs.
6 1 2 3 4 5 6
True
/Fal
se
Each
lear
ner w
orks
indi
vidu
ally
. Le
arne
rs re
ad th
e te
xt.
The
task
con
sist
s of
6 q
uest
ions
. In
ea
ch
ques
tion
lear
ners
sh
ould
id
entif
y w
heth
er t
he s
tate
men
ts a
re
true
or fa
lse
and
writ
e Tr
ue o
r Fal
se.
10
min
utes
6
Writ
ing
5.W
7 U
se w
ith so
me
supp
ort a
ppro
pria
te la
yout
at te
xt le
vel
for a
lim
ited
rang
e of
writ
ten
genr
es o
nfa
mili
ar g
ener
al to
pics
and
som
e cu
rric
ular
topi
cs.
5.W
5 Li
nk w
ithou
t sup
port
sent
ence
s usi
ng b
asic
coor
dina
ting
conn
ecto
rs
1 1
Ope
n en
ded
Each
lear
ner w
orks
indi
vidu
ally
. Le
arne
rs w
rite
a sh
ort l
ette
r usi
ng
appr
opria
te g
ram
mar
stru
ctur
es,
layo
ut fo
r the
lette
r and
link
ing
wor
ds c
over
ed d
urin
g th
e te
rm.
20
min
utes
6
16
Spea
king
5.
S7 U
se a
ppro
pria
tesu
bjec
t-spe
cific
voc
abul
ary
and
synt
ax to
talk
abo
ut a
limite
d ra
nge
of g
ener
alto
pics
.
1 1
Ope
n en
ded
Lear
ners
in
divi
dual
ly
desc
ribe
the
pict
ure
usin
g su
bjec
t re
late
d vo
cabu
lary
and
gra
mm
ar s
truct
ures
co
vere
d du
ring
the
term
on
the
topi
cs
“Val
ues”
, “T
he w
orld
of
the
wor
k”.
Lear
ners
pre
pare
for
1 m
inut
e an
d sp
eak
1 m
inut
e.
Teac
her
can
ask
supp
ortin
g qu
estio
ns i
f ne
cess
ary
to
help
lear
ners
. Lea
rner
s ar
e su
ppos
ed
to
use
appr
opria
te
gram
mar
st
ruct
ures
.
Each
le
arne
r ta
lks f
or
1 m
inut
e
6
TO
TA
L:
40
min
utes
24
Not
e: *
-sec
tions
that
can
be
chan
ged
17
Sample questions and mark scheme Tasks for the Summative Assessment for the term 2
LISTENING
Task. Listen to the recording twice and fill in the blanks with suitable words from the box. CD3. Tapescript 2.
Married Lives Are Large flowers Works
My family 1 __________________ in Melbourne. There 2 ____________________ six people in my family. My mother and father live in a 3 ___________________ house. The house has four bedrooms and a big backyard. There are 4___________________ in the front yard. My older brother, Alan, is 5____________________and has two children. My younger brother, Bill, and my sister, Sue, live at home. My father 6 ___________________ in an office in Belmore. He is a manager. My mother works at home and looks after the house. I am very lucky to have a wonderful family.
18
READING
Task. Read the text about Molly’s job.
She works at a zoo
I’m at the zoo with Molly. Molly works at the zoo. She looks after the big animals: elephants, giraffes, lions and tigers. Molly says,
“My favorite animals are the elephants. At the moment we’ve got six elephants at the zoo. Two of the elephants are babies. They are very cute.”
Molly gets up every day at six o’clock. She starts work at seven o’clock. First, she feeds the lions and tigers. They eat meat.
Then she feeds the giraffes and the elephants. They eat vegetables. All the animals drink water. Molly says, “I go home at three o’clock. I’m always happy as I love my job!”
Read the text again and write next to the sentences True/False according to the text. The first sentence is done for you as an example.
Example: Molly works at a garage. _________ _False_______________
1. She looks after the big animals. _______________________________[1] 2. Her favorite animals are the tigers. _______________________________[1] 3. There are four elephants at the zoo. _______________________________[1] 4. Molly gets up at 6 o’clock. _______________________________[1] 5. The lions eat salad. _______________________________[1] 6. The animals drink water. _______________________________[1]
Total [6]
19
WRITING
Task. Write a letter to your friend about your new friends. The sample letter will help you to write a reply.
Hello dear friend,
I want to tell you about my new friends in Cambridge. I met them at school. They are very funny and friendly. They are Nicola, Mark and Sue. We go to school together. We have the same interests. Write me about your friends.
I am looking forward to your answer.
Love, Miras
Write your answer to Miras. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Total [6]
SPEAKING
Task. Choose one of the below shown pictures and describe it. Answer the questions: • Who is on the picture?• What does he/she do?• Where does he/she work?• Who does he/she work with?• Do you like this profession? Why? / Why not?
Total [6] Total marks __/24
20
Mark scheme Listening and Reading
№ Answer Mark Additional information
1. 2. 3. 4. 5. 6.
Lives 1 Are 1 Large 1 Flowers 1 Married 1 Works 1
1. 2. 3. 4. 5. 6.
True 1 False 1 False 1 True 1 False 1 True 1
Total 12
21
Mar
k sc
hem
e W
ritin
g an
d Sp
eaki
ng
CR
ITE
RIA
FO
R M
AR
KIN
G W
RIT
ING
Giv
e po
ints
out
of 6
for
each
cri
teri
on (c
onte
nt, o
rgan
izat
ion,
voc
abul
ary
and
gram
mar
and
pun
ctua
tion)
, and
then
cal
cula
te a
mea
n to
giv
e a
tota
l mar
k ou
t of 6
. All
frac
tiona
l mar
ks sh
ould
be
roun
ded
up to
the
clos
est w
hole
mar
k.
Mar
k /
Cri
teri
on
Con
tent
(rel
evan
ce a
nd
deve
lopm
ent o
f ide
as)
Org
aniz
atio
n (c
ohes
ion,
pa
ragr
aphi
ng a
nd fo
rmat
) V
ocab
ular
y (s
tyle
and
ac
cura
cy)
Gra
mm
ar (s
tyle
and
acc
urac
y)
and
Punc
tuat
ion
(acc
urac
y)
6
•A
ll co
nten
t is r
elev
ant t
o th
eta
sk.
•Th
e re
gist
er c
ompl
etel
yco
rres
pond
s to
the
requ
irem
ents
of t
he ta
sk.
•A
ll co
nten
t poi
nts a
re fu
llyad
dres
sed
and
deve
lope
d in
aba
lanc
ed w
ay.
•U
ses a
rang
e of
bas
icco
nnec
tors
cor
rect
ly.
•U
ses p
arag
raph
s to
sepa
rate
idea
s; a
ll pa
ragr
aphs
revo
lve
arou
nd o
ne id
ea o
r a se
t of
like
idea
s; th
e si
ze o
f eac
hpa
ragr
aph
allo
ws f
or a
pro
per
and
bala
nced
dev
elop
men
t of
idea
s.•
The
form
at is
app
ropr
iate
, but
may
be
mod
ified
for a
bet
ter
read
ing
expe
rienc
e.
•U
ses a
rang
e of
eve
ryda
yvo
cabu
lary
app
ropr
iate
ly;
atte
mpt
s to
use
less
com
mon
lexi
cal i
tem
s with
occ
asio
nal
inap
prop
riaci
es.
•H
as g
ood
cont
rol o
f wor
dfo
rmat
ion;
may
mak
eoc
casi
onal
err
ors i
n pr
oduc
ing
less
com
mon
wor
d fo
rms.
•Sp
ells
com
mon
voc
abul
ary
item
s cor
rect
ly; v
ery
few
(one
or tw
o) o
ccas
iona
l spe
lling
mis
take
s may
be
pres
ent.
•M
ay o
ccas
iona
lly m
issp
ell
less
com
mon
lexi
cal i
tem
s.•
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
do n
ot d
isto
rtm
eani
ng.
•W
rites
shor
t and
ext
ende
dsi
mpl
e an
d co
mpo
und
sent
ence
form
s cor
rect
ly.
AN
D
•M
ay a
ttem
pt so
me
com
plex
sent
ence
s, bu
t the
y te
nd to
be
less
acc
urat
e, in
clud
ing
punc
tuat
ion.
•Er
rors
in g
ram
mar
and
/or
punc
tuat
ion
do n
ot d
isto
rtm
eani
ng.
5
•A
ll co
nten
t is r
elev
ant t
o th
eta
sk; i
nsig
nific
ant c
onte
ntom
issi
ons m
ay b
e pr
esen
t.•
The
regi
ster
on
the
who
leco
rres
pond
s to
the
•U
ses b
asic
con
nect
ors
corr
ectly
.•
Use
s par
agra
phs t
o se
para
teid
eas;
mos
t par
agra
phs
revo
lve
arou
nd o
ne id
ea o
r a
•U
ses a
rang
e of
eve
ryda
yvo
cabu
lary
app
ropr
iate
ly;
atte
mpt
s to
use
less
com
mon
lexi
cal i
tem
s, bu
t may
mak
efr
eque
nt e
rror
s.
•W
rites
shor
t and
ext
ende
dsi
mpl
e an
d co
mpo
und
sent
ence
form
s cor
rect
ly.
•O
ccas
iona
l err
ors i
n gr
amm
aran
d/or
pun
ctua
tion
do n
ot
20
requ
irem
ents
of t
he ta
sk;
occa
sion
al a
nd in
cons
iste
nt
mis
use
of re
gist
er m
ay b
e pr
esen
t. •
Mos
t con
tent
poi
nts a
read
dres
sed,
but
thei
rde
velo
pmen
t may
be
slig
htly
imba
lanc
ed.
set o
f lik
e id
eas;
the
size
of
each
par
agra
ph m
ay re
flect
im
bala
nced
dev
elop
men
t of
idea
s. •
The
form
at is
app
ropr
iate
.
•H
as g
ood
cont
rol o
f wor
dfo
rmat
ion;
may
mak
e er
rors
inpr
oduc
ing
less
com
mon
wor
dfo
rms.
•Sp
ells
com
mon
voc
abul
ary
item
s cor
rect
ly; f
ew (n
o m
ore
than
five
) occ
asio
nal s
pelli
ngm
ista
kes m
ay b
e pr
esen
t.•
May
ofte
n m
issp
ell l
ess
com
mon
lexi
cal i
tem
s.•
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
do n
ot d
isto
rtm
eani
ng.
dist
ort m
eani
ng.
4
•M
ost c
onte
nt is
rele
vant
to th
eta
sk; i
nsig
nific
ant c
onte
ntom
issi
ons m
ay b
e pr
esen
t.•
The
regi
ster
on
the
who
leco
rres
pond
s to
the
requ
irem
ents
of t
he ta
sk.
•M
ost c
onte
nt p
oint
s are
addr
esse
d, b
ut so
me
cont
ent
poin
ts m
ay b
e m
ore
fully
cove
red
than
oth
ers.
•U
ses s
ome
basi
c co
nnec
tors
,bu
t the
se m
ay b
e in
accu
rate
or
repe
titiv
e.•
Use
s par
agra
phs t
o se
para
teid
eas,
but t
ends
to m
isus
epa
ragr
aphi
ng (a
scrip
t is a
set
of v
ery
shor
t par
agra
phs o
rso
me
para
grap
hs m
ay b
em
uch
long
er th
an o
ther
one
sfo
r no
appa
rent
reas
on).
•Th
e fo
rmat
is g
ener
ally
appr
opria
te.
•U
ses e
very
day
voca
bula
ryge
nera
lly a
ppro
pria
tely
, whi
leoc
casi
onal
ly o
veru
sing
cer
tain
lexi
cal i
tem
s.•
Has
goo
d co
ntro
l of w
ord
form
atio
n; c
an p
rodu
ceco
mm
on w
ord
form
sco
rrec
tly.
•M
ay m
ake
infr
eque
nt e
rror
s in
spel
ling
mor
e di
ffic
ult w
ords
.•
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
rare
ly d
isto
rtm
eani
ng.
•W
rites
shor
t and
ext
ende
dsi
mpl
e an
d so
me
com
poun
dse
nten
ce fo
rms c
orre
ctly
.•
Whi
le e
rror
s in
gram
mar
and/
or p
unct
uatio
n ar
eno
ticea
ble,
mea
ning
is ra
rely
dist
orte
d.
3
•So
me
cont
ent i
s rel
evan
t to
the
task
; sig
nific
ant c
onte
ntom
issi
ons m
ay b
e pr
esen
t.•
The
regi
ster
bar
ely
corr
espo
nds t
o th
ere
quire
men
ts o
f the
task
.•
Onl
y so
me
cont
ent p
oint
s,w
hich
are
min
imal
ly
•U
ses a
ver
y lim
ited
rang
e of
basi
c co
nnec
tors
cor
rect
ly.
•W
rites
in p
arag
raph
s, bu
t may
not u
se th
em to
sepa
rate
idea
s(a
scrip
t may
hav
e ra
ndom
brea
ks b
etw
een
para
grap
hs).
•Th
e fo
rmat
may
be
inap
prop
riate
in p
lace
s.
•U
ses b
asic
voc
abul
ary
reas
onab
ly a
ppro
pria
tely
.•
Has
som
e co
ntro
l of w
ord
form
atio
n; c
an p
rodu
ce so
me
com
mon
wor
d fo
rms
corr
ectly
.•
Mak
es fr
eque
nt e
rror
s in
spel
ling
mor
e di
ffic
ult w
ords
,
•W
rites
shor
t sim
ple
sent
ence
form
s and
mos
t ext
ende
dsi
mpl
e se
nten
ce fo
rms
corr
ectly
.•
Erro
rs in
gra
mm
ar a
nd/o
rpu
nctu
atio
n m
ay d
isto
rtm
eani
ng a
t tim
es.
21
addr
esse
d.
but s
impl
e w
ords
are
spel
led
corr
ectly
. •
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
dist
ort m
eani
ng a
ttim
es.
2
•Se
vere
irre
leva
nces
and
mis
inte
rpre
tatio
ns o
f the
task
may
be
pres
ent.
•O
nly
few
con
tent
poi
nts,
whi
ch a
re m
inim
ally
addr
esse
d.
•M
ay u
se a
ver
y lim
ited
rang
eof
bas
ic c
onne
ctor
s, an
d th
ose
used
may
not
indi
cate
alo
gica
l rel
atio
nshi
p be
twee
nid
eas.
•A
ttem
pts t
o w
rite
inpa
ragr
aphs
, but
thei
r use
may
be c
onfu
sing
(may
star
t eve
ryse
nten
ce w
ith a
new
line
).•
The
form
at m
ay b
ein
appr
opria
te.
•U
ses a
n ex
trem
ely
limite
dra
nge
of v
ocab
ular
y.•
Has
ver
y lim
ited
cont
rol o
fw
ord
form
atio
n; c
an p
rodu
ce a
few
com
mon
wor
d fo
rms
corr
ectly
.•
Mak
es m
any
erro
rs in
spel
ling,
incl
udin
g a
rang
e of
sim
ple
wor
ds.
•Er
rors
in w
ord
choi
ce a
nd/o
rsp
ellin
g di
stor
t mea
ning
.
•W
rites
onl
y ve
ry sh
ort s
impl
ese
nten
ce fo
rms c
orre
ctly
.•
Freq
uent
err
ors i
n gr
amm
aran
d/or
pun
ctua
tion
dist
ort
mea
ning
.
1
•A
ttem
pts t
he ta
sk, b
ut it
isla
rgel
y m
isin
terp
rete
d an
d th
ere
spon
se is
bar
ely
rele
vant
toth
e ta
sk.
•Li
nks a
re m
issi
ng o
r inc
orre
ct.
•D
oes n
ot w
rite
in p
arag
raph
sat
all
(a sc
ript i
s a b
lock
of
text
).•
The
form
at is
not
app
ropr
iate
.
•C
an o
nly
use
a fe
w is
olat
edw
ords
and
/or m
emor
ized
phra
ses.
•H
as e
ssen
tially
no
cont
rol o
fw
ord
form
atio
n; c
an b
arel
ypr
oduc
e an
y w
ord
form
s.•
Dis
play
s few
exa
mpl
es o
fco
nven
tiona
l spe
lling
.
•N
o ev
iden
ce o
f sen
tenc
efo
rms.
0
•D
oes n
ot a
ttem
pt th
e ta
sk in
any
way
.O
R•
The
resp
onse
is c
ompl
etel
y irr
elev
ant t
o th
e ta
sk.
OR
•
Ther
e is
too
little
lang
uage
to a
sses
s.O
R•
Con
tent
is c
ompl
etel
y in
com
preh
ensi
ble
due
to e
xtre
mel
y po
or h
andw
ritin
g: v
ery
few
wor
ds a
re d
istin
guis
habl
e, so
ther
e is
a la
ck o
fco
ntex
t to
verif
y m
eani
ng.
22
CR
ITE
RIA
FO
R M
AR
KIN
G S
PEA
KIN
G
Giv
e a
mar
k ou
t of 6
for
each
cri
teri
on (d
evel
opm
ent a
nd fl
uenc
y, a
nd la
ngua
ge),
and
then
cal
cula
te a
mea
n to
giv
e an
ove
rall
tota
l out
of 6
.
Mar
k /
Cri
teri
on
Dev
elop
men
t and
Flu
ency
L
angu
age
6
•Sh
ows s
usta
ined
abi
lity
to m
aint
ain
a co
nver
satio
n an
d to
mak
ere
leva
nt c
ontri
butio
ns a
t som
e le
ngth
.•
Prod
uces
ext
ende
d st
retc
hes o
f lan
guag
e de
spite
som
e he
sita
tion.
•C
an re
spon
d to
cha
nge
in d
irect
ion
of th
e co
nver
satio
n.•
Pron
unci
atio
n is
inte
lligi
ble*
.•
Into
natio
n is
app
ropr
iate
.
•Pr
oduc
es e
rror
-fre
e si
mpl
e se
nten
ces.
•A
ttem
pts s
ome
com
plex
gra
mm
atic
al fo
rms,
but m
ay m
ake
erro
rs, w
hich
rare
ly c
ause
com
preh
ensi
on p
robl
ems.
•U
ses a
rang
e of
app
ropr
iate
voc
abul
ary
to g
ive
and
exch
ange
view
s on
a gr
owin
g ra
nge
of g
ener
al a
nd c
urric
ular
topi
cs.
5
•R
espo
nds r
elev
antly
and
at l
engt
h w
hich
mak
es fr
eque
ntpr
ompt
ing
unne
cess
ary,
resu
lting
in a
com
pete
nt c
onve
rsat
ion.
•Pr
oduc
es m
ostly
ext
ende
d st
retc
hes o
f lan
guag
e de
spite
som
ehe
sita
tion,
alth
ough
inst
ance
s of u
sing
shor
t phr
ases
may
be
pres
ent.
•C
an g
ener
ally
resp
ond
to c
hang
e in
dire
ctio
n of
the
conv
ersa
tion.
•Pr
onun
ciat
ion
is g
ener
ally
inte
lligi
ble.
•In
tona
tion
is g
ener
ally
app
ropr
iate
•Pr
oduc
es e
rror
-fre
e si
mpl
e se
nten
ces.
•U
ses a
rang
e of
app
ropr
iate
voc
abul
ary
whe
n ta
lkin
g ab
out a
rang
e of
gen
eral
and
cur
ricul
ar to
pics
.•
Occ
asio
nal m
ista
kes d
o no
t cau
se c
ompr
ehen
sion
pro
blem
s.
4
•A
ttem
pts t
o re
spon
d to
que
stio
ns a
nd p
rom
pts.
•Pr
oduc
es re
spon
ses w
hich
are
ext
ende
d be
yond
shor
t phr
ases
,de
spite
hes
itatio
n.•
Effo
rt w
ill n
eed
to b
e m
ade
to d
evel
op th
e co
nver
satio
n; o
nly
parti
al su
cces
s will
be
achi
eved
.•
Pron
unci
atio
n is
mos
tly in
telli
gibl
e.•
May
not
follo
w E
nglis
h in
tona
tion
patte
rns a
t tim
es.
•Fr
eque
ntly
pro
duce
s err
or-f
ree
sim
ple
sent
ence
s.•
Use
s app
ropr
iate
voc
abul
ary
to ta
lk a
bout
a li
mite
d ra
nge
ofge
nera
l and
cur
ricul
ar to
pics
.•
Erro
rs m
ay c
ause
com
preh
ensi
on p
robl
ems.
3
•R
espo
nses
tend
to b
e br
ief a
nd a
re c
hara
cter
ized
by
freq
uent
hesi
tatio
n.•
Has
to b
e en
cour
aged
to g
o be
yond
shor
t res
pons
es a
nd st
rugg
les
to d
evel
op a
con
vers
atio
n.•
Ther
e is
a la
ck o
f int
ellig
ibili
ty o
f pro
nunc
iatio
n, b
ut it
is u
nlik
ely
•Pr
oduc
es b
asic
sent
ence
form
s and
som
e co
rrec
t sim
ple
sent
ence
s.•
Use
s a li
mite
d ra
nge
of a
ppro
pria
te v
ocab
ular
y to
talk
abo
ut a
limite
d ra
nge
of g
ener
al to
pics
.•
Erro
rs a
re fr
eque
nt a
nd m
ay le
ad to
mis
unde
rsta
ndin
g.
23
to im
pede
com
mun
icat
ion.
•
May
not
follo
w E
nglis
h in
tona
tion
patte
rns f
requ
ently
.
2
•R
espo
nses
are
so b
rief t
hat l
ittle
is c
omm
unic
ated
.•
Bar
ely
enga
ges i
n a
conv
ersa
tion.
•Pr
onun
ciat
ion
may
cau
se so
me
com
mun
icat
ion
diff
icul
ty.
•D
oes n
ot fo
llow
Eng
lish
into
natio
n pa
ttern
s.
•A
ttem
pts b
asic
sent
ence
form
s, bu
t with
lim
ited
succ
ess.
OR
•H
eavi
ly re
lies o
n ap
pare
ntly
mem
oriz
ed u
ttera
nces
.•
Use
s a li
mite
d ra
nge
of a
ppro
pria
te v
ocab
ular
y to
talk
abo
ut a
very
lim
ited
rang
e of
gen
eral
topi
cs.
•M
akes
num
erou
s err
ors e
xcep
t in
mem
oriz
ed e
xpre
ssio
ns.
1 •
No
com
mun
icat
ion
poss
ible
.•
Pron
unci
atio
n an
d in
tona
tion
patte
rns c
ause
diff
icul
ty fo
r eve
n th
em
ost s
ympa
thet
ic li
sten
er.
•C
anno
t pro
duce
bas
ic se
nten
ce fo
rms.
•C
an o
nly
prod
uce
isol
ated
wor
ds a
nd p
hras
es o
r mem
oriz
edut
tera
nces
.
0 •
No
atte
mpt
at t
he re
spon
se.
OR
•N
o ra
teab
le la
ngua
ge.
*Spe
ech
defic
ienc
ies s
houl
d no
t be
cons
ider
ed a
s aff
ectin
g in
telli
gibi
lity.
24
SPECIFICATION OF SUMMATIVE ASSESSMMENT FOR TERM 3 Review of summative assessment for term 3
Duration of the summative assessment – 40 minutes Listening – 10 minutes Reading – 10 minutes Writing – 20 minutes Speaking task is conducted separately.
Total marks- 24
The structure of the summative assessment This Summative Assessment consists of 14 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term. Gap filling task is a task in which words/numbers are removed from a text and replaced with
spaces. Learners have to fill each space with the missing word/number or a suitable word. Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.
The content of the summative assessment for the 3 term should be selected on topics “Creativity” or/and “Reading for pleasure” or/and “Fantasy world” for any strands.
25
Cha
ract
eris
tic o
f tas
ks fo
r su
mm
ativ
e as
sess
men
t for
the
3 te
rm
Uni
t St
rand
L
earn
ing
obje
ctiv
e
*Tot
alnu
mbe
rof
qu
estio
ns
*Que
stio
n№
*Typ
e of
ques
tion
*Tas
k de
scri
ptio
nT
ime
Tot
al
mar
ks
Cre
ativ
ity.
Rea
ding
fo
r pl
easu
re.
Fant
asy
wor
ld.
List
enin
g
5.L4
Und
erst
and
the
mai
npo
ints
of s
uppo
rted
exte
nded
talk
on
a ra
nge
of g
ener
al a
ndcu
rric
ular
top
ics.
6 1 2 3 4 5 6
Ope
n en
ded
Each
lear
ner w
orks
indi
vidu
ally
. Le
arne
rs li
sten
to th
e re
cord
ing
twic
e an
d w
rite
the
nam
e of
the
room
in th
e pl
an. B
efor
e th
e re
cord
ing
star
ts, l
earn
ers
have
one
min
ute
to g
et fa
mili
ar w
ith th
e pi
ctur
e.
The
task
incl
udes
6 q
uest
ions
. Lea
rner
s w
rite
the
n am
es o
f the
room
s in
the
spac
e pr
ovid
ed.
10
min
utes
6
Rea
ding
5.R
2 U
nder
stan
d w
ith li
ttle
supp
ort s
peci
fic in
form
atio
nan
d de
tail
in sh
ort,
sim
ple
text
s on
a lim
ited
rang
e of
gene
ral a
nd c
urric
ular
topi
cs.
6 1 2 3 4 5 6
Gap
filli
ng
Each
lear
ner w
orks
indi
vidu
ally
. Le
arne
rs re
ad a
shor
t tex
t on
the
topi
c “F
anta
sy W
orld
” an
d co
mpl
ete
the
sent
ence
s with
the
give
n w
ords
.
10
min
utes
6
Writ
ing
5.W
6 L
ink,
with
som
esu
ppor
t, se
nten
ces i
nto
cohe
rent
par
agra
phs u
sing
basi
c co
nnec
tors
on
a lim
ited
rang
e of
fam
iliar
gen
eral
topi
cs.
5.W
8 S
pell
mos
t hig
h-fr
eque
ncy
wor
ds a
ccur
atel
yfo
r a li
mite
d ra
nge
of g
ener
alto
pics
.
1 1
Ope
n en
ded
Each
lear
ner w
orks
indi
vidu
ally
. 20
m
inut
es
6
26
Lear
ners
writ
e a
para
grap
h ab
out
imag
inar
y pl
ace
usin
g su
ppor
ting
ques
tions
. The
y ar
e ex
pect
ed to
us
e ap
prop
riate
link
ing
wor
ds to
m
ake
a co
here
nt p
arag
raph
and
sp
ell t
opic
rela
ted
voca
bula
ry
accu
rate
ly.
Spea
king
5.S1
Pro
vide
bas
icin
form
atio
n ab
out t
hem
selv
esan
d ot
hers
at s
ente
nce
leve
l on
an in
crea
sing
ran
ge o
f gen
eral
topi
cs.
1 1
Ope
n en
ded
Lear
ners
cho
ose
one
card
and
pro
vide
pe
rson
al in
form
atio
n us
ing
supp
ortin
g qu
estio
ns. T
each
er c
an a
sk su
ppor
ting
ques
tions
if n
eces
sary
to h
elp
lear
ners
.
Each
le
arne
r ta
lks f
or
1 m
inut
e
6
TO
TA
L:
40
min
utes
24
Not
e: *
-sec
tions
that
can
be
chan
ged
27
Sample questions and mark scheme Tasks for the Summative Assessment for the term 3
Listening
Task. Listen to the recording and write the name of each room in the correct place on the Floor plan. You will listen to the recording twice. CD3. Tapescript 3.
A Floor plan
Total [6] Reading
Task. Read the text and complete the sentences using the words from the box in the correct form.
Dolphin Dreams is a perfect holiday! We take people in our boats and we visit dolphins in the sea. You can swim with beautiful dolphins!
Do you know…?
29
Are you looking for the perfect holiday?
Dolphin Dreams
Dolphins aren’t dangerous. They are very friendly. They love playing with people. Dolphins can’t breathe under water, but they can stay under water for about 15 minutes. Dolphins live in families Dolphins have names. Their names are special sounds. They use the sounds to call their friends and family. Dolphins can’t live in polluted water, but a lot of the sea is polluted. We want to make the sea a clean and safe place for dolphins
1. Dolphins aren’t ugly. They are _________________________________. [1]2. Dolphins can’t live in polluted water. They live in ______________ water.[1]3. Dolphins are safe. They aren’t _________________________________. [1]4. Dolphins are not aggressive. They are ___________________________. [1]5. A lot of the sea isn’t clean. It is _________________________________. [1]6. The sea isn’t dangerous place for dolphins. It’s ____________________. [1]
Total [6]
Writing
Task. Think about imaginary place you would like to live. Describe it. The following questions will help you. What place is it? Why would you like to live there? What is the weather there? What does this place have? What can you there? What can you do there?
The name of the place is Velcita. I like this place because it is beautiful and clean.______ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________________
Total [6]
to pollute a danger beauty to clean a friend to save
30
Speaking
Task. Choose one card, speak about the topic and answer the questions.
Total [6]
Total marks __/24
Reading books 1. How often do you read books?
2. When do you normally read books?
3. What is your favourite book?
4. Where do you like reading books?
Music 1. How often do you listen to music?
2. When do you normally listen to music?
3. Can you do other activities when youlisten to music?
4. What music do you like?
Poem 1. What poem have you learnt by heartrecently?
2. When did you learn it?
3. What is this poem about?
4. Did you like the poem? Why? Why not?
Art 1. What types of art activities do youknow?
2. What art activity are you fond of?
3. Describe your activity.
4. When and where do you like doing it?
Music
1. Do you like to listen to music? Why?
2. Where do you usually listen tomusic?
3. What music do you like to listen?
4. When do you usually listen to music?
Reading books
1. Do you like to read books?
2. When do you read books? Why?
3. What is your favourite book?
4. Is reading important? Why?
Art 1. What activities do you prefer?
2. What activities are popular among yourfriends?
3. Describe the activity you like most.
4. When and where do you like doing it?
Poem 1. Do you like poems? Why?
2. Do you often learn poems?
3. What is your favourite poem?
4. Who wrote that poem?
31
Mark scheme Listening and Reading
№ Answer Mark Additional information
1. 2. 3. 4. 5. 6.
Hall 1 Lounge 1 Dining room 1 Bathroom 1 Kitchen 1 Bedroom 1
1. 2. 3. 4. 5. 6.
Beautiful 1 Clean 1 Dangerous 1 Friendly 1 Polluted 1 Safe 1
Total 12
32
Mar
k sc
hem
e W
ritin
g an
d Sp
eaki
ng
CR
ITE
RIA
FO
R M
AR
KIN
G W
RIT
ING
Giv
e po
ints
out
of 6
for
each
cri
teri
on (c
onte
nt, o
rgan
izat
ion,
voc
abul
ary
and
gram
mar
and
pun
ctua
tion)
, and
then
cal
cula
te a
mea
n to
giv
e a
tota
l mar
k ou
t of 6
. All
frac
tiona
l mar
ks sh
ould
be
roun
ded
up to
the
clos
est w
hole
mar
k.
Mar
k /
Cri
teri
on
Con
tent
(rel
evan
ce a
nd
deve
lopm
ent o
f ide
as)
Org
aniz
atio
n (c
ohes
ion,
pa
ragr
aphi
ng a
nd fo
rmat
) V
ocab
ular
y (s
tyle
and
ac
cura
cy)
Gra
mm
ar (s
tyle
and
acc
urac
y)
and
Punc
tuat
ion
(acc
urac
y)
6
•A
ll co
nten
t is r
elev
ant t
o th
eta
sk.
•Th
e re
gist
er c
ompl
etel
yco
rres
pond
s to
the
requ
irem
ents
of t
he ta
sk.
•A
ll co
nten
t poi
nts a
re fu
llyad
dres
sed
and
deve
lope
d in
aba
lanc
ed w
ay.
•U
ses a
rang
e of
bas
icco
nnec
tors
cor
rect
ly.
•U
ses p
arag
raph
s to
sepa
rate
idea
s; a
ll pa
ragr
aphs
revo
lve
arou
nd o
ne id
ea o
r a se
t of
like
idea
s; th
e si
ze o
f eac
hpa
ragr
aph
allo
ws f
or a
pro
per
and
bala
nced
dev
elop
men
t of
idea
s.•
The
form
at is
app
ropr
iate
, but
may
be
mod
ified
for a
bet
ter
read
ing
expe
rienc
e.
•U
ses a
rang
e of
eve
ryda
yvo
cabu
lary
app
ropr
iate
ly;
atte
mpt
s to
use
less
com
mon
lexi
cal i
tem
s with
occ
asio
nal
inap
prop
riaci
es.
•H
as g
ood
cont
rol o
f wor
dfo
rmat
ion;
may
mak
eoc
casi
onal
err
ors i
n pr
oduc
ing
less
com
mon
wor
d fo
rms.
•Sp
ells
com
mon
voc
abul
ary
item
s cor
rect
ly; v
ery
few
(one
or tw
o) o
ccas
iona
l spe
lling
mis
take
s may
be
pres
ent.
•M
ay o
ccas
iona
lly m
issp
ell
less
com
mon
lexi
cal i
tem
s.•
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
do n
ot d
isto
rtm
eani
ng.
•W
rites
shor
t and
ext
ende
dsi
mpl
e an
d co
mpo
und
sent
ence
form
s cor
rect
ly.
AN
D
•M
ay a
ttem
pt so
me
com
plex
sent
ence
s, bu
t the
y te
nd to
be
less
acc
urat
e, in
clud
ing
punc
tuat
ion.
•Er
rors
in g
ram
mar
and
/or
punc
tuat
ion
do n
ot d
isto
rtm
eani
ng.
5
•A
ll co
nten
t is r
elev
ant t
o th
eta
sk; i
nsig
nific
ant c
onte
ntom
issi
ons m
ay b
e pr
esen
t.•
The
regi
ster
on
the
who
leco
rres
pond
s to
the
•U
ses b
asic
con
nect
ors
corr
ectly
.•
Use
s par
agra
phs t
o se
para
teid
eas;
mos
t par
agra
phs
revo
lve
arou
nd o
ne id
ea o
r a
•U
ses a
rang
e of
eve
ryda
yvo
cabu
lary
app
ropr
iate
ly;
atte
mpt
s to
use
less
com
mon
lexi
cal i
tem
s, bu
t may
mak
efr
eque
nt e
rror
s.
•W
rites
shor
t and
ext
ende
dsi
mpl
e an
d co
mpo
und
sent
ence
form
s cor
rect
ly.
•O
ccas
iona
l err
ors i
n gr
amm
aran
d/or
pun
ctua
tion
do n
ot
29
requ
irem
ents
of t
he ta
sk;
occa
sion
al a
nd in
cons
iste
nt
mis
use
of re
gist
er m
ay b
e pr
esen
t. •
Mos
t con
tent
poi
nts a
read
dres
sed,
but
thei
rde
velo
pmen
t may
be
slig
htly
imba
lanc
ed.
set o
f lik
e id
eas;
the
size
of
each
par
agra
ph m
ay re
flect
im
bala
nced
dev
elop
men
t of
idea
s. •
The
form
at is
app
ropr
iate
.
•H
as g
ood
cont
rol o
f wor
dfo
rmat
ion;
may
mak
e er
rors
inpr
oduc
ing
less
com
mon
wor
dfo
rms.
•Sp
ells
com
mon
voc
abul
ary
item
s cor
rect
ly; f
ew (n
o m
ore
than
five
) occ
asio
nal s
pelli
ngm
ista
kes m
ay b
e pr
esen
t.•
May
ofte
n m
issp
ell l
ess
com
mon
lexi
cal i
tem
s.•
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
do n
ot d
isto
rtm
eani
ng.
dist
ort m
eani
ng.
4
•M
ost c
onte
nt is
rele
vant
to th
eta
sk; i
nsig
nific
ant c
onte
ntom
issi
ons m
ay b
e pr
esen
t.•
The
regi
ster
on
the
who
leco
rres
pond
s to
the
requ
irem
ents
of t
he ta
sk.
•M
ost c
onte
nt p
oint
s are
addr
esse
d, b
ut so
me
cont
ent
poin
ts m
ay b
e m
ore
fully
cove
red
than
oth
ers.
•U
ses s
ome
basi
c co
nnec
tors
,bu
t the
se m
ay b
e in
accu
rate
or
repe
titiv
e.•
Use
s par
agra
phs t
o se
para
teid
eas,
but t
ends
to m
isus
epa
ragr
aphi
ng (a
scrip
t is a
set
of v
ery
shor
t par
agra
phs o
rso
me
para
grap
hs m
ay b
em
uch
long
er th
an o
ther
one
sfo
r no
appa
rent
reas
on).
•Th
e fo
rmat
is g
ener
ally
appr
opria
te.
•U
ses e
very
day
voca
bula
ryge
nera
lly a
ppro
pria
tely
, whi
leoc
casi
onal
ly o
veru
sing
cer
tain
lexi
cal i
tem
s.•
Has
goo
d co
ntro
l of w
ord
form
atio
n; c
an p
rodu
ceco
mm
on w
ord
form
sco
rrec
tly.
•M
ay m
ake
infr
eque
nt e
rror
s in
spel
ling
mor
e di
ffic
ult w
ords
.•
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
rare
ly d
isto
rtm
eani
ng.
•W
rites
shor
t and
ext
ende
dsi
mpl
e an
d so
me
com
poun
dse
nten
ce fo
rms c
orre
ctly
.•
Whi
le e
rror
s in
gram
mar
and/
or p
unct
uatio
n ar
eno
ticea
ble,
mea
ning
is ra
rely
dist
orte
d.
3
•So
me
cont
ent i
s rel
evan
t to
the
task
; sig
nific
ant c
onte
ntom
issi
ons m
ay b
e pr
esen
t.•
The
regi
ster
bar
ely
corr
espo
nds t
o th
ere
quire
men
ts o
f the
task
.•
Onl
y so
me
cont
ent p
oint
s,w
hich
are
min
imal
ly
•U
ses a
ver
y lim
ited
rang
e of
basi
c co
nnec
tors
cor
rect
ly.
•W
rites
in p
arag
raph
s, bu
t may
not u
se th
em to
sepa
rate
idea
s(a
scrip
t may
hav
e ra
ndom
brea
ks b
etw
een
para
grap
hs).
•Th
e fo
rmat
may
be
inap
prop
riate
in p
lace
s.
•U
ses b
asic
voc
abul
ary
reas
onab
ly a
ppro
pria
tely
.•
Has
som
e co
ntro
l of w
ord
form
atio
n; c
an p
rodu
ce so
me
com
mon
wor
d fo
rms
corr
ectly
.•
Mak
es fr
eque
nt e
rror
s in
spel
ling
mor
e di
ffic
ult w
ords
,
•W
rites
shor
t sim
ple
sent
ence
form
s and
mos
t ext
ende
dsi
mpl
e se
nten
ce fo
rms
corr
ectly
.•
Erro
rs in
gra
mm
ar a
nd/o
rpu
nctu
atio
n m
ay d
isto
rtm
eani
ng a
t tim
es.
30
addr
esse
d.
but s
impl
e w
ords
are
spel
led
corr
ectly
. •
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
dist
ort m
eani
ng a
ttim
es.
2
•Se
vere
irre
leva
nces
and
mis
inte
rpre
tatio
ns o
f the
task
may
be
pres
ent.
•O
nly
few
con
tent
poi
nts,
whi
ch a
re m
inim
ally
addr
esse
d.
•M
ay u
se a
ver
y lim
ited
rang
eof
bas
ic c
onne
ctor
s, an
d th
ose
used
may
not
indi
cate
alo
gica
l rel
atio
nshi
p be
twee
nid
eas.
•A
ttem
pts t
o w
rite
inpa
ragr
aphs
, but
thei
r use
may
be c
onfu
sing
(may
star
t eve
ryse
nten
ce w
ith a
new
line
).•
The
form
at m
ay b
ein
appr
opria
te.
•U
ses a
n ex
trem
ely
limite
dra
nge
of v
ocab
ular
y.•
Has
ver
y lim
ited
cont
rol o
fw
ord
form
atio
n; c
an p
rodu
ce a
few
com
mon
wor
d fo
rms
corr
ectly
.•
Mak
es m
any
erro
rs in
spel
ling,
incl
udin
g a
rang
e of
sim
ple
wor
ds.
•Er
rors
in w
ord
choi
ce a
nd/o
rsp
ellin
g di
stor
t mea
ning
.
•W
rites
onl
y ve
ry sh
ort s
impl
ese
nten
ce fo
rms c
orre
ctly
.•
Freq
uent
err
ors i
n gr
amm
aran
d/or
pun
ctua
tion
dist
ort
mea
ning
.
1
•A
ttem
pts t
he ta
sk, b
ut it
isla
rgel
y m
isin
terp
rete
d an
d th
ere
spon
se is
bar
ely
rele
vant
toth
e ta
sk.
•Li
nks a
re m
issi
ng o
r inc
orre
ct.
•D
oes n
ot w
rite
in p
arag
raph
sat
all
(a sc
ript i
s a b
lock
of
text
).•
The
form
at is
not
app
ropr
iate
.
•C
an o
nly
use
a fe
w is
olat
edw
ords
and
/or m
emor
ized
phra
ses.
•H
as e
ssen
tially
no
cont
rol o
fw
ord
form
atio
n; c
an b
arel
ypr
oduc
e an
y w
ord
form
s.•
Dis
play
s few
exa
mpl
es o
fco
nven
tiona
l spe
lling
.
•N
o ev
iden
ce o
f sen
tenc
efo
rms.
0
•D
oes n
ot a
ttem
pt th
e ta
sk in
any
way
.O
R•
The
resp
onse
is c
ompl
etel
y irr
elev
ant t
o th
e ta
sk.
OR
•
Ther
e is
too
little
lang
uage
to a
sses
s.O
R•
Con
tent
is c
ompl
etel
y in
com
preh
ensi
ble
due
to e
xtre
mel
y po
or h
andw
ritin
g: v
ery
few
wor
ds a
re d
istin
guis
habl
e, so
ther
e is
a la
ck o
fco
ntex
t to
verif
y m
eani
ng.
31
CR
ITE
RIA
FO
R M
AR
KIN
G S
PEA
KIN
G
Giv
e a
mar
k ou
t of 6
for
each
cri
teri
on (d
evel
opm
ent a
nd fl
uenc
y, a
nd la
ngua
ge),
and
then
cal
cula
te a
mea
n to
giv
e an
ove
rall
tota
l out
of 6
.
Mar
k /
Cri
teri
on
Dev
elop
men
t and
Flu
ency
L
angu
age
6
•Sh
ows s
usta
ined
abi
lity
to m
aint
ain
a co
nver
satio
n an
d to
mak
ere
leva
nt c
ontri
butio
ns a
t som
e le
ngth
.•
Prod
uces
ext
ende
d st
retc
hes o
f lan
guag
e de
spite
som
e he
sita
tion.
•C
an re
spon
d to
cha
nge
in d
irect
ion
of th
e co
nver
satio
n.•
Pron
unci
atio
n is
inte
lligi
ble*
.•
Into
natio
n is
app
ropr
iate
.
•Pr
oduc
es e
rror
-fre
e si
mpl
e se
nten
ces.
•A
ttem
pts s
ome
com
plex
gra
mm
atic
al fo
rms,
but m
ay m
ake
erro
rs, w
hich
rare
ly c
ause
com
preh
ensi
on p
robl
ems.
•U
ses a
rang
e of
app
ropr
iate
voc
abul
ary
to g
ive
and
exch
ange
view
s on
a gr
owin
g ra
nge
of g
ener
al a
nd c
urric
ular
topi
cs.
5
•R
espo
nds r
elev
antly
and
at l
engt
h w
hich
mak
es fr
eque
ntpr
ompt
ing
unne
cess
ary,
resu
lting
in a
com
pete
nt c
onve
rsat
ion.
•Pr
oduc
es m
ostly
ext
ende
d st
retc
hes o
f lan
guag
e de
spite
som
ehe
sita
tion,
alth
ough
inst
ance
s of u
sing
shor
t phr
ases
may
be
pres
ent.
•C
an g
ener
ally
resp
ond
to c
hang
e in
dire
ctio
n of
the
conv
ersa
tion.
•Pr
onun
ciat
ion
is g
ener
ally
inte
lligi
ble.
•In
tona
tion
is g
ener
ally
app
ropr
iate
•Pr
oduc
es e
rror
-fre
e si
mpl
e se
nten
ces.
•U
ses a
rang
e of
app
ropr
iate
voc
abul
ary
whe
n ta
lkin
g ab
out a
rang
e of
gen
eral
and
cur
ricul
ar to
pics
.•
Occ
asio
nal m
ista
kes d
o no
t cau
se c
ompr
ehen
sion
pro
blem
s.
4
•A
ttem
pts t
o re
spon
d to
que
stio
ns a
nd p
rom
pts.
•Pr
oduc
es re
spon
ses w
hich
are
ext
ende
d be
yond
shor
t phr
ases
,de
spite
hes
itatio
n.•
Effo
rt w
ill n
eed
to b
e m
ade
to d
evel
op th
e co
nver
satio
n; o
nly
parti
al su
cces
s will
be
achi
eved
.•
Pron
unci
atio
n is
mos
tly in
telli
gibl
e.•
May
not
follo
w E
nglis
h in
tona
tion
patte
rns a
t tim
es.
•Fr
eque
ntly
pro
duce
s err
or-f
ree
sim
ple
sent
ence
s.•
Use
s app
ropr
iate
voc
abul
ary
to ta
lk a
bout
a li
mite
d ra
nge
ofge
nera
l and
cur
ricul
ar to
pics
.•
Erro
rs m
ay c
ause
com
preh
ensi
on p
robl
ems.
3 •
Res
pons
es te
nd to
be
brie
f and
are
cha
ract
eriz
ed b
y fr
eque
nthe
sita
tion.
•H
as to
be
enco
urag
ed to
go
beyo
nd sh
ort r
espo
nses
and
stru
ggle
s
•Pr
oduc
es b
asic
sent
ence
form
s and
som
e co
rrec
t sim
ple
sent
ence
s.•
Use
s a li
mite
d ra
nge
of a
ppro
pria
te v
ocab
ular
y to
talk
abo
ut a
32
to d
evel
op a
con
vers
atio
n.
•Th
ere
is a
lack
of i
ntel
ligib
ility
of p
ronu
ncia
tion,
but
it is
unl
ikel
yto
impe
de c
omm
unic
atio
n.•
May
not
follo
w E
nglis
h in
tona
tion
patte
rns f
requ
ently
.
limite
d ra
nge
of g
ener
al to
pics
. •
Erro
rs a
re fr
eque
nt a
nd m
ay le
ad to
mis
unde
rsta
ndin
g.
2
•R
espo
nses
are
so b
rief t
hat l
ittle
is c
omm
unic
ated
.•
Bar
ely
enga
ges i
n a
conv
ersa
tion.
•Pr
onun
ciat
ion
may
cau
se so
me
com
mun
icat
ion
diff
icul
ty.
•D
oes n
ot fo
llow
Eng
lish
into
natio
n pa
ttern
s.
•A
ttem
pts b
asic
sent
ence
form
s, bu
t with
lim
ited
succ
ess.
OR
•H
eavi
ly re
lies o
n ap
pare
ntly
mem
oriz
ed u
ttera
nces
.•
Use
s a li
mite
d ra
nge
of a
ppro
pria
te v
ocab
ular
y to
talk
abo
ut a
very
lim
ited
rang
e of
gen
eral
topi
cs.
•M
akes
num
erou
s err
ors e
xcep
t in
mem
oriz
ed e
xpre
ssio
ns.
1 •
No
com
mun
icat
ion
poss
ible
.•
Pron
unci
atio
n an
d in
tona
tion
patte
rns c
ause
diff
icul
ty fo
r eve
n th
em
ost s
ympa
thet
ic li
sten
er.
•C
anno
t pro
duce
bas
ic se
nten
ce fo
rms.
•C
an o
nly
prod
uce
isol
ated
wor
ds a
nd p
hras
es o
r mem
oriz
edut
tera
nces
.
0 •
No
atte
mpt
at t
he re
spon
se.
OR
•N
o ra
teab
le la
ngua
ge.
*Spe
ech
defic
ienc
ies s
houl
d no
t be
cons
ider
ed a
s aff
ectin
g in
telli
gibi
lity.
33
SPECIFICATION OF SUMMATIVE ASSESSMMENT FOR TERM 4 Review of summative assessment for term 4
Duration of the summative assessment - 40 minutes Listening – 10 minutes Reading – 10 minutes Writing – 20 minutes Speaking task is conducted separately.
Total marks - 24
The structure of the summative assessment
This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
True/false task requires learners to identify whether the given information is true or false. Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.
The content of the summative assessment for the 4 term should be selected on topics “Sports” or/and “Holidays” for any strands.
34
Cha
ract
eris
tic o
f tas
ks fo
r su
mm
ativ
e as
sess
men
t for
the
4 te
rm
Uni
t St
rand
L
earn
ing
obje
ctiv
e
*Tot
alnu
mbe
rof
qu
estio
ns
*Que
stio
n №
*Typ
e of
ques
tion
*Tas
k de
scri
ptio
nT
ime
Tot
al
mar
ks
Spor
ts.
Hol
iday
s.
List
enin
g
5.L8
Und
erst
and
supp
orte
d na
rrat
ives
,in
clud
ing
som
e ex
tend
edta
lk, o
n an
incr
easi
ngra
nge
of g
ener
al a
ndcu
rric
ular
topi
cs.
6 1 2 3 4 5 6
Gap
filli
ng
Each
lear
ner w
orks
indi
vidu
ally
. Le
arne
rs li
sten
to th
e re
cord
ing
twic
e an
d co
mpl
ete
the
gaps
with
suita
ble
wor
d an
d ph
rase
s. B
efor
e th
e re
cord
ing
star
ts, l
earn
ers h
ave
one
min
ute
to g
et fa
mili
ar w
ith th
e qu
estio
ns.
The
task
incl
udes
6 q
uest
ions
.
10 m
inut
es
6
Rea
ding
5.R
3 U
nder
stan
d th
ede
tail
of a
n ar
gum
ent o
n a
limite
d ra
nge
of fa
mili
arge
nera
l and
cur
ricul
arto
pics
6 1 2 3 4 5 6
True
/Fal
se
Each
lear
ner w
orks
indi
vidu
ally
. Le
arne
rs re
ad th
e po
stca
rd a
nd id
entif
y se
nten
ces f
or T
rue
or F
alse
stat
emen
ts
usin
g in
form
atio
n fr
om th
e te
xt. L
earn
ers
are
expe
cted
to w
rite
True
or F
alse
nex
t to
the
sent
ence
s.
10 m
inut
es
6
Writ
ing
5.W
4 W
rite
with
supp
ort a
sequ
ence
of e
xten
ded
sent
ence
s in
a pa
ragr
aph
togi
ve b
asic
per
sona
lin
form
atio
n.
1 1
Ope
n en
ded
Each
lear
ner w
orks
indi
vidu
ally
. Le
arne
rs w
rite
an e
-mai
l ans
wer
ing
the
give
n qu
estio
ns a
nd p
rovi
ding
per
sona
l in
form
atio
n.
20 m
inut
es
6
Spea
king
5.S2
Ask
sim
ple
ques
tions
to g
et in
form
atio
n a
bout
alim
ited
rang
e of
gen
eral
topi
cs
1 1
Ope
n en
ded
Lear
ners
wor
k in
pai
rs.
Lear
ners
are
giv
en th
e to
pic
for t
he
disc
ussi
on. T
hey
mak
e up
a d
ialo
gue
by
aski
ng a
nd a
nsw
erin
g th
e qu
estio
ns u
sing
w
ords
and
exp
ress
ions
, and
supp
ortin
g pi
ctur
es.
Each
pai
r ta
lks f
or 1
-2
min
utes
6
TO
TA
L:
40 m
inut
es
24
Not
e: *
-sec
tions
that
can
be
chan
ged
35
Sample questions and mark scheme Tasks for the Summative Assessment for the term 4
LISTENING
Task. Listen to the conversation and complete the gaps with suitable phrases (1-2 words). You will listen to the conversation twice. CD3. Tapescript 4.
Total [6]
36
READING
Task. Read the text and write True (T) or False (F) next to the sentences.
Hi Ellie,
How are you? Are you having a nice holiday? I’m having a great time in Spain!
It’s great weather here! It’s very hot and sunny. My family and I go to the beach every day. The beach is a lot of fun because you can do lots of water sports here. I’m going to waterski this afternoon.
The food here is great. We’re going to eat in a seafood restaurant tonight. I love seadfood. I want to try octopus!
We’re going to visit a museum tomorrow morning. It is about the history of Spain. Then later we’re going to go shopping in the town. We want to buy some presents. I want to get you a present from Spain.
We are going to fly home next week. I want to show you all my photos!
See you soon.
Best wishes,
Lisa
Ellie Harris, 4 Bluebell Lane, Oxford, OT2 9LM England
Write True or False. 1. Lisa is in Australia. __________________ [1] 2. Lisa is going to waterski this afternoon. __________________ [1] 3. Lisa’s family is going to eat seafood tonight. __________________ [1] 4. Lisa doesn’t like seafood. __________________ [1] 5. Lisa is going to buy Ellie a present. __________________ [1] 6. Lisa is going to fly home tomorrow. __________________ [1]
Total [6]
37
WRITING
Task. Rob is your pen-friend. Reply to Rob’s email. Tell him about sports in your school. Think about these questions:
What sports do you do at your school? What after-school sports clubs do you go to? What sports clubs can you recommend Rob to try in your school? Why?
To: rob1995@gmail.com From: Subject: Sports Insert: Attachments Photos Videos
Total [6]
SPEAKING
Task. Look at the pictures about Mike’s holiday. Ask your partner 3 questions to get information about Mike’s holiday. You can use the expressions below.
Total [6] Total marks __/24
eat a sandwich / eat an ice-cream wear a hat / wear sunglasses water-ski / surf look at a bird / look at a fish
38
Mark scheme Listening and Reading
№ Answer Mark Additional information
1. 2. 3. 4. 5. 6.
Having fun 1 Reading 1 Playing 1 Likes snorkeling 1 Standing 1 Swimming 1
1. 2. 3. 4. 5. 6.
False 1 True 1 True 1 True 1 True 1 False 1
Total 12
39
Mar
k sc
hem
e W
ritin
g an
d Sp
eaki
ng
CR
ITE
RIA
FO
R M
AR
KIN
G W
RIT
ING
Giv
e po
ints
out
of 6
for
each
cri
teri
on (c
onte
nt, o
rgan
izat
ion,
voc
abul
ary
and
gram
mar
and
pun
ctua
tion)
, and
then
cal
cula
te a
mea
n to
giv
e a
tota
l mar
k ou
t of 6
. All
frac
tiona
l mar
ks sh
ould
be
roun
ded
up to
the
clos
est w
hole
mar
k.
Mar
k /
Cri
teri
on
Con
tent
(rel
evan
ce a
nd
deve
lopm
ent o
f ide
as)
Org
aniz
atio
n (c
ohes
ion,
pa
ragr
aphi
ng a
nd fo
rmat
) V
ocab
ular
y (s
tyle
and
ac
cura
cy)
Gra
mm
ar (s
tyle
and
acc
urac
y)
and
Punc
tuat
ion
(acc
urac
y)
6
•A
ll co
nten
t is r
elev
ant t
o th
eta
sk.
•Th
e re
gist
er c
ompl
etel
yco
rres
pond
s to
the
requ
irem
ents
of t
he ta
sk.
•A
ll co
nten
t poi
nts a
re fu
llyad
dres
sed
and
deve
lope
d in
aba
lanc
ed w
ay.
•U
ses a
rang
e of
bas
icco
nnec
tors
cor
rect
ly.
•U
ses p
arag
raph
s to
sepa
rate
idea
s; a
ll pa
ragr
aphs
revo
lve
arou
nd o
ne id
ea o
r a se
t of
like
idea
s; th
e si
ze o
f eac
hpa
ragr
aph
allo
ws f
or a
pro
per
and
bala
nced
dev
elop
men
t of
idea
s.•
The
form
at is
app
ropr
iate
, but
may
be
mod
ified
for a
bet
ter
read
ing
expe
rienc
e.
•U
ses a
rang
e of
eve
ryda
yvo
cabu
lary
app
ropr
iate
ly;
atte
mpt
s to
use
less
com
mon
lexi
cal i
tem
s with
occ
asio
nal
inap
prop
riaci
es.
•H
as g
ood
cont
rol o
f wor
dfo
rmat
ion;
may
mak
eoc
casi
onal
err
ors i
n pr
oduc
ing
less
com
mon
wor
d fo
rms.
•Sp
ells
com
mon
voc
abul
ary
item
s cor
rect
ly; v
ery
few
(one
or tw
o) o
ccas
iona
l spe
lling
mis
take
s may
be
pres
ent.
•M
ay o
ccas
iona
lly m
issp
ell
less
com
mon
lexi
cal i
tem
s.•
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
do n
ot d
isto
rtm
eani
ng.
•W
rites
shor
t and
ext
ende
dsi
mpl
e an
d co
mpo
und
sent
ence
form
s cor
rect
ly.
AN
D
•M
ay a
ttem
pt so
me
com
plex
sent
ence
s, bu
t the
y te
nd to
be
less
acc
urat
e, in
clud
ing
punc
tuat
ion.
•
Erro
rs in
gra
mm
ar a
nd/o
rpu
nctu
atio
n do
not
dis
tort
mea
ning
.
5
•A
ll co
nten
t is r
elev
ant t
o th
eta
sk; i
nsig
nific
ant c
onte
ntom
issi
ons m
ay b
e pr
esen
t.•
The
regi
ster
on
the
who
leco
rres
pond
s to
the
•U
ses b
asic
con
nect
ors
corr
ectly
.•
Use
s par
agra
phs t
o se
para
teid
eas;
mos
t par
agra
phs
revo
lve
arou
nd o
ne id
ea o
r a
•U
ses a
rang
e of
eve
ryda
yvo
cabu
lary
app
ropr
iate
ly;
atte
mpt
s to
use
less
com
mon
lexi
cal i
tem
s, bu
t may
mak
efr
eque
nt e
rror
s.
•W
rites
shor
t and
ext
ende
dsi
mpl
e an
d co
mpo
und
sent
ence
form
s cor
rect
ly.
•O
ccas
iona
l err
ors i
n gr
amm
aran
d/or
pun
ctua
tion
do n
ot
40
requ
irem
ents
of t
he ta
sk;
occa
sion
al a
nd in
cons
iste
nt
mis
use
of re
gist
er m
ay b
e pr
esen
t. •
Mos
t con
tent
poi
nts a
read
dres
sed,
but
thei
rde
velo
pmen
t may
be
slig
htly
imba
lanc
ed.
set o
f lik
e id
eas;
the
size
of
each
par
agra
ph m
ay re
flect
im
bala
nced
dev
elop
men
t of
idea
s. •
The
form
at is
app
ropr
iate
.
•H
as g
ood
cont
rol o
f wor
dfo
rmat
ion;
may
mak
e er
rors
inpr
oduc
ing
less
com
mon
wor
dfo
rms.
•Sp
ells
com
mon
voc
abul
ary
item
s cor
rect
ly; f
ew (n
o m
ore
than
five
) occ
asio
nal s
pelli
ngm
ista
kes m
ay b
e pr
esen
t.•
May
ofte
n m
issp
ell l
ess
com
mon
lexi
cal i
tem
s.•
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
do n
ot d
isto
rtm
eani
ng.
dist
ort m
eani
ng.
4
•M
ost c
onte
nt is
rele
vant
to th
eta
sk; i
nsig
nific
ant c
onte
ntom
issi
ons m
ay b
e pr
esen
t.•
The
regi
ster
on
the
who
leco
rres
pond
s to
the
requ
irem
ents
of t
he ta
sk.
•M
ost c
onte
nt p
oint
s are
addr
esse
d, b
ut so
me
cont
ent
poin
ts m
ay b
e m
ore
fully
cove
red
than
oth
ers.
•U
ses s
ome
basi
c co
nnec
tors
,bu
t the
se m
ay b
e in
accu
rate
or
repe
titiv
e.•
Use
s par
agra
phs t
o se
para
teid
eas,
but t
ends
to m
isus
epa
ragr
aphi
ng (a
scrip
t is a
set
of v
ery
shor
t par
agra
phs o
rso
me
para
grap
hs m
ay b
em
uch
long
er th
an o
ther
one
sfo
r no
appa
rent
reas
on).
•Th
e fo
rmat
is g
ener
ally
appr
opria
te.
•U
ses e
very
day
voca
bula
ryge
nera
lly a
ppro
pria
tely
, whi
leoc
casi
onal
ly o
veru
sing
cer
tain
lexi
cal i
tem
s.•
Has
goo
d co
ntro
l of w
ord
form
atio
n; c
an p
rodu
ceco
mm
on w
ord
form
sco
rrec
tly.
•M
ay m
ake
infr
eque
nt e
rror
s in
spel
ling
mor
e di
ffic
ult w
ords
.•
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
rare
ly d
isto
rtm
eani
ng.
•W
rites
shor
t and
ext
ende
dsi
mpl
e an
d so
me
com
poun
dse
nten
ce fo
rms c
orre
ctly
.•
Whi
le e
rror
s in
gram
mar
and/
or p
unct
uatio
n ar
eno
ticea
ble,
mea
ning
is ra
rely
dist
orte
d.
3
•So
me
cont
ent i
s rel
evan
t to
the
task
; sig
nific
ant c
onte
ntom
issi
ons m
ay b
e pr
esen
t.•
The
regi
ster
bar
ely
corr
espo
nds t
o th
ere
quire
men
ts o
f the
task
.•
Onl
y so
me
cont
ent p
oint
s,w
hich
are
min
imal
ly
•U
ses a
ver
y lim
ited
rang
e of
basi
c co
nnec
tors
cor
rect
ly.
•W
rites
in p
arag
raph
s, bu
t may
not u
se th
em to
sepa
rate
idea
s(a
scrip
t may
hav
e ra
ndom
brea
ks b
etw
een
para
grap
hs).
•Th
e fo
rmat
may
be
inap
prop
riate
in p
lace
s.
•U
ses b
asic
voc
abul
ary
reas
onab
ly a
ppro
pria
tely
.•
Has
som
e co
ntro
l of w
ord
form
atio
n; c
an p
rodu
ce so
me
com
mon
wor
d fo
rms
corr
ectly
.•
Mak
es fr
eque
nt e
rror
s in
spel
ling
mor
e di
ffic
ult w
ords
,
•W
rites
shor
t sim
ple
sent
ence
form
s and
mos
t ext
ende
dsi
mpl
e se
nten
ce fo
rms
corr
ectly
.•
Erro
rs in
gra
mm
ar a
nd/o
rpu
nctu
atio
n m
ay d
isto
rtm
eani
ng a
t tim
es.
41
addr
esse
d.
but s
impl
e w
ords
are
spel
led
corr
ectly
. •
Erro
rs in
wor
d ch
oice
and
/or
spel
ling
dist
ort m
eani
ng a
ttim
es.
2
•Se
vere
irre
leva
nces
and
mis
inte
rpre
tatio
ns o
f the
task
may
be
pres
ent.
•O
nly
few
con
tent
poi
nts,
whi
ch a
re m
inim
ally
addr
esse
d.
•M
ay u
se a
ver
y lim
ited
rang
eof
bas
ic c
onne
ctor
s, an
d th
ose
used
may
not
indi
cate
alo
gica
l rel
atio
nshi
p be
twee
nid
eas.
•A
ttem
pts t
o w
rite
inpa
ragr
aphs
, but
thei
r use
may
be c
onfu
sing
(may
star
t eve
ryse
nten
ce w
ith a
new
line
).•
The
form
at m
ay b
ein
appr
opria
te.
•U
ses a
n ex
trem
ely
limite
dra
nge
of v
ocab
ular
y.•
Has
ver
y lim
ited
cont
rol o
fw
ord
form
atio
n; c
an p
rodu
ce a
few
com
mon
wor
d fo
rms
corr
ectly
.•
Mak
es m
any
erro
rs in
spel
ling,
incl
udin
g a
rang
e of
sim
ple
wor
ds.
•Er
rors
in w
ord
choi
ce a
nd/o
rsp
ellin
g di
stor
t mea
ning
.
•W
rites
onl
y ve
ry sh
ort s
impl
ese
nten
ce fo
rms c
orre
ctly
.•
Freq
uent
err
ors i
n gr
amm
aran
d/or
pun
ctua
tion
dist
ort
mea
ning
.
1
•A
ttem
pts t
he ta
sk, b
ut it
isla
rgel
y m
isin
terp
rete
d an
d th
ere
spon
se is
bar
ely
rele
vant
toth
e ta
sk.
•Li
nks a
re m
issi
ng o
r inc
orre
ct.
•D
oes n
ot w
rite
in p
arag
raph
sat
all
(a sc
ript i
s a b
lock
of
text
).•
The
form
at is
not
app
ropr
iate
.
•C
an o
nly
use
a fe
w is
olat
edw
ords
and
/or m
emor
ized
phra
ses.
•H
as e
ssen
tially
no
cont
rol o
fw
ord
form
atio
n; c
an b
arel
ypr
oduc
e an
y w
ord
form
s.•
Dis
play
s few
exa
mpl
es o
fco
nven
tiona
l spe
lling
.
•N
o ev
iden
ce o
f sen
tenc
efo
rms.
0
•D
oes n
ot a
ttem
pt th
e ta
sk in
any
way
.O
R
•Th
e re
spon
se is
com
plet
ely
irrel
evan
t to
the
task
.O
R
•Th
ere
is to
o lit
tle la
ngua
ge to
ass
ess.
OR
•
Con
tent
is c
ompl
etel
y in
com
preh
ensi
ble
due
to e
xtre
mel
y po
or h
andw
ritin
g: v
ery
few
wor
ds a
re d
istin
guis
habl
e, so
ther
e is
a la
ck o
fco
ntex
t to
verif
y m
eani
ng.
42
CR
ITE
RIA
FO
R M
AR
KIN
G S
PEA
KIN
G
Giv
e a
mar
k ou
t of 6
for
each
cri
teri
on (d
evel
opm
ent a
nd fl
uenc
y, a
nd la
ngua
ge),
and
then
cal
cula
te a
mea
n to
giv
e an
ove
rall
tota
l out
of 6
.
Mar
k /
Cri
teri
on
Dev
elop
men
t and
Flu
ency
L
angu
age
6
•Sh
ows s
usta
ined
abi
lity
to m
aint
ain
a co
nver
satio
n an
d to
mak
ere
leva
nt c
ontri
butio
ns a
t som
e le
ngth
.•
Prod
uces
ext
ende
d st
retc
hes o
f lan
guag
e de
spite
som
e he
sita
tion.
•C
an re
spon
d to
cha
nge
in d
irect
ion
of th
e co
nver
satio
n.•
Pron
unci
atio
n is
inte
lligi
ble*
.•
Into
natio
n is
app
ropr
iate
.
•Pr
oduc
es e
rror
-fre
e si
mpl
e se
nten
ces.
•A
ttem
pts s
ome
com
plex
gra
mm
atic
al fo
rms,
but m
ay m
ake
erro
rs, w
hich
rare
ly c
ause
com
preh
ensi
on p
robl
ems.
•U
ses a
rang
e of
app
ropr
iate
voc
abul
ary
to g
ive
and
exch
ange
view
s on
a gr
owin
g ra
nge
of g
ener
al a
nd c
urric
ular
topi
cs.
5
•R
espo
nds r
elev
antly
and
at l
engt
h w
hich
mak
es fr
eque
ntpr
ompt
ing
unne
cess
ary,
resu
lting
in a
com
pete
nt c
onve
rsat
ion.
•Pr
oduc
es m
ostly
ext
ende
d st
retc
hes o
f lan
guag
e de
spite
som
ehe
sita
tion,
alth
ough
inst
ance
s of u
sing
shor
t phr
ases
may
be
pres
ent.
•C
an g
ener
ally
resp
ond
to c
hang
e in
dire
ctio
n of
the
conv
ersa
tion.
•Pr
onun
ciat
ion
is g
ener
ally
inte
lligi
ble.
•In
tona
tion
is g
ener
ally
app
ropr
iate
•Pr
oduc
es e
rror
-fre
e si
mpl
e se
nten
ces.
•U
ses a
rang
e of
app
ropr
iate
voc
abul
ary
whe
n ta
lkin
g ab
out a
rang
e of
gen
eral
and
cur
ricul
ar to
pics
.•
Occ
asio
nal m
ista
kes d
o no
t cau
se c
ompr
ehen
sion
pro
blem
s.
4
•A
ttem
pts t
o re
spon
d to
que
stio
ns a
nd p
rom
pts.
•Pr
oduc
es re
spon
ses w
hich
are
ext
ende
d be
yond
shor
t phr
ases
,de
spite
hes
itatio
n.•
Effo
rt w
ill n
eed
to b
e m
ade
to d
evel
op th
e co
nver
satio
n; o
nly
parti
al su
cces
s will
be
achi
eved
.•
Pron
unci
atio
n is
mos
tly in
telli
gibl
e.•
May
not
follo
w E
nglis
h in
tona
tion
patte
rns a
t tim
es.
•Fr
eque
ntly
pro
duce
s err
or-f
ree
sim
ple
sent
ence
s.•
Use
s app
ropr
iate
voc
abul
ary
to ta
lk a
bout
a li
mite
d ra
nge
ofge
nera
l and
cur
ricul
ar to
pics
.•
Erro
rs m
ay c
ause
com
preh
ensi
on p
robl
ems.
3
•R
espo
nses
tend
to b
e br
ief a
nd a
re c
hara
cter
ized
by
freq
uent
hesi
tatio
n.•
Has
to b
e en
cour
aged
to g
o be
yond
shor
t res
pons
es a
nd st
rugg
les
to d
evel
op a
con
vers
atio
n.•
Ther
e is
a la
ck o
f int
ellig
ibili
ty o
f pro
nunc
iatio
n, b
ut it
is u
nlik
ely
•Pr
oduc
es b
asic
sent
ence
form
s and
som
e co
rrec
t sim
ple
sent
ence
s.•
Use
s a li
mite
d ra
nge
of a
ppro
pria
te v
ocab
ular
y to
talk
abo
ut a
limite
d ra
nge
of g
ener
al to
pics
.•
Erro
rs a
re fr
eque
nt a
nd m
ay le
ad to
mis
unde
rsta
ndin
g.
43
to im
pede
com
mun
icat
ion.
•
May
not
follo
w E
nglis
h in
tona
tion
patte
rns f
requ
ently
.
2
•R
espo
nses
are
so b
rief t
hat l
ittle
is c
omm
unic
ated
.•
Bar
ely
enga
ges i
n a
conv
ersa
tion.
•Pr
onun
ciat
ion
may
cau
se so
me
com
mun
icat
ion
diff
icul
ty.
•D
oes n
ot fo
llow
Eng
lish
into
natio
n pa
ttern
s.
•A
ttem
pts b
asic
sent
ence
form
s, bu
t with
lim
ited
succ
ess.
OR
•
Hea
vily
relie
s on
appa
rent
ly m
emor
ized
utte
ranc
es.
•U
ses a
lim
ited
rang
e of
app
ropr
iate
voc
abul
ary
to ta
lk a
bout
ave
ry li
mite
d ra
nge
of g
ener
al to
pics
.•
Mak
es n
umer
ous e
rror
s exc
ept i
n m
emor
ized
exp
ress
ions
.
1 •
No
com
mun
icat
ion
poss
ible
.•
Pron
unci
atio
n an
d in
tona
tion
patte
rns c
ause
diff
icul
ty fo
r eve
n th
em
ost s
ympa
thet
ic li
sten
er.
•C
anno
t pro
duce
bas
ic se
nten
ce fo
rms.
•C
an o
nly
prod
uce
isol
ated
wor
ds a
nd p
hras
es o
r mem
oriz
edut
tera
nces
.
0 •
No
atte
mpt
at t
he re
spon
se.
OR
•
No
rate
able
lang
uage
.*S
peec
h de
ficie
ncie
s sho
uld
not b
e co
nsid
ered
as a
ffec
ting
inte
lligi
bilit
y.
44
Сдано в набор 25.07.2017. Подписано в печать 27.07.2017. Формат 60х84/8. Бумага офисная 80 гр/м2. Печать цифровая.
Усл. печ. л.2,8. Тираж 18 экз. Заказ № 1574 Отпечатано в типографии ЧУ «Центр педагогического мастерства»
010000. г. Астана, ул. №31, дом 37а.e-mail: info@cpm.kz
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