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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



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.

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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


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



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


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


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



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


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


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: [email protected] 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

mailto:[email protected]



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

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