ENGLISH PLUS

(BEN WETZ, DIANA PYE)

OXFORD PRESS

Samples and specifications of Summative Assessment for term

on the subject “English”
Grade 5

2019-2020
 Content

1. The graph of the Summative Assessments

2. Aim of the Summative Assessment for the term
3. The document defining the content of the Summative Assessment for the term
4. Expected outcomes on the subject “English”, Grade 5
5. Level of thinking skills on the subject ‘English’, Grade 5
6. Administration rules
7. Moderation and marking

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4
 ГРАФИК
проведения контрольных работ
Английский язык
5 - класс
2019- 2020 учебный год
Тема(Theme) Продолжитель
суммативного Форма проведения ность Date/Сроки
Term/четверть оценивания за оценивания выполнения
раздел и четверть суммативного
оценивания
Summative Аудирование 20 мин
assessment for the Listening
1st unit “Home and Говорение Speaking
I term away ”
Summative Чтение Reading 20 мин
assessment 2 for the Письмо Writing
unit” Living things”.
Аудирование 40 мин
Summative Listening
assessment for the Говорение Speaking
1st term Чтение Reading
Письмо Writing
Грамматика Use of
English
Summative Аудирование 20 мин
assessment 3 for the Listening
unit” Values”. Говорение Speaking
II term Summative Чтение Reading 20 мин
assessment 4 for the Письмо Writing
unit” The world of
work”.
Аудирование 40 мин
Summative Listening
assessment for the Говорение Speaking
2nd term Чтение Reading
Письмо Writing
Грамматика Use of
English
Summative Аудирование 20 мин
assessment 5 for the Listening
III term unit” Creativity”. Говорение Speaking
Summative Чтение Reading 20 мин
assessment 6 for the Письмо Writing
unit” Fantasy
world”.
 Тема(Theme) Продолжитель
суммативного Форма проведения ность Date/Сроки
Term/четверть оценивания за оценивания выполнения
раздел и четверть суммативного
оценивания
Аудирование
Summative Listening
III term assessment for the Говорение Speaking
3rd term Чтение Reading 40 мин
Письмо Writing
Грамматика Use of
English
Summative Аудирование 20 мин
assessment 7 for the Listening
unit” Sports ” Говорение Speaking
IV term
Summative Чтение Reading 20 мин
assessment 8 for the Письмо Writing
unit” Holidays ”

Summative Control Аудирование 40 мин

work for the fourth Listening
term. Говорение Speaking
Чтение Reading
Письмо Writing
Грамматика Use of
English

2
1. Aim of the Summative Assessment for the term

Summative assessment is aimed to assess learners’ success in terms of the learning objectives
achievement and reveal their level of knowledge and skills acquired during the term within the
framework of updating the secondary education content.
Specification describes the content and procedure for the delivery of the Summative Assessment
for the term in “English” in Grade 5.

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

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

skills type of question
Listening Knowledge and Understand classroom instructions on Questions with
comprehension curricular topics; multiple choice
understand basic and personal answers.
questions on general and curricular Questions that
topics; require short
understand meaning of the talk on answer.
curricular topics; Questions
understand detail information of the requiring an
talk within the framework of familiar extended answer.
topics;
recognise the meaning of a story with
some support;
identify speakers’ opinion on
curricular topics;
Higher order figure out the content of a
thinking skills conversation with some support in an
extended talk;
Speaking Application use syntax, subject-specific Questions that
vocabulary in a talk; require short
make up coherent sentences on answer.
familiar, general and curricular Questions
topics; requiring an
retell stories and events on extended answer.
familiar topics;
present information within
framework of familiar topics;
ask simple questions and answer
the questions on curricular topics;
Higher order of express own points of view and
thinking skills attitude with supporting arguments on
curricular topics;
interact in a pair and group work;

Reading Knowledge and recognise the main and specific Questions with
comprehension information of a text on different multiple choice
genres and style within the answers.
framework of familiar topics; Questions that
read short fiction and non-fiction require short
texts on curricular topics; answer.
recognise writer’s opinion and Questions
attitude; requiring an
Application use different reference resources; extended answer.

Higher order deduce the meaning from context in

thinking skills short texts;
distinguish facts and opinions in a text
on curricular topics;

4
 Writing Application links and coordinates sentences and Questions that
paragraphs in a text within the require short
framework of familiar topics; answer.
use spelling, grammatical and Questions
stylistic norms of the language requiring an
correctly and punctuation marks; extended answer.
Higher order of plan, write, edit and proofread texts
thinking skills 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 maps
that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about
the assessment duration. Remind learners that they are not allowed to talk with each other during
the Summative Assessment. After the instructions, make sure they have understood given
instructions and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the
Summative Assessment learners should not have any access to additional resources that can help
them, for example, dictionaries (excluding the cases when it is allowed in specification).
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the
assessment duration. You should not spell, paraphrase or provide any information that could give
the learner an advantage.
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 is
necessary 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
 Characteristic of tasks for summative assessment for the 1 term

*Total
Unit Strand Learning objective number *Question *Type of *Task description Time
Total
of № question marks
questions
5.L6 Deduce meaning from 6 1 Multiple Each learner works individually. 6 3
context in short, supported talk 2 choice Learners listen to the recording on minutes
on an increasing range of 3 topic ‘Home and Away’ twice and
general and curricular topics. 4

underline one word out of three with

5.L1 Understand a sequence of
supported classroom
Listening instructions.
Home
5. R1 Understand the main
and
points in a limited range of
Away
short simple texts on general
. Reading
and curricular topics.
Living
things.
5.W1 Plan, write, edit and
proofread work at text level
with support on a limited range
of general and curricular
Writing topics.
5.W2 Write with support a
sequence of short sentences in
a paragraph on a limited range
of familiar general topics.
5.W7 Use with some support
7
different spelling. Before the
recording starts learners have one
minute to get familiar with the
questions.
Making a Each learner works individually. 4 3
sentence
5 Learners listen to the recording twice minutes
6 and write numbers to the pictures in
an order they appear in the recording.
6 1 Matching Each learner works individually. 10 6
2 Learners read the text related to the minutes
3 topic “Home and away” and write the
4 names or first letters of the children
5 next to the activities given in the task.
6
1 1 Open Each learner works individually. They 20 6
ended write the postcard. Learners make minutes
a plan of writing. Learners are
expected to answer Alex’s
questions. Learners should write
their personal feelings and
opinions on a given topic using
topical vocabulary with appropriate
spelling.
 appropriate layout at text level
for a limited range of written
genres on familiar general
topics and some curricular
topics
5.S1 Provide basic information 1 1 Open Learners are suggested to choose one Each 6
about themselves and others at ended picture. learner
sentence level on an increasing Learners individually describe the talks for
range of general topics. picture using questions as a support. 1
Speaking
5.S3 Give an opinion at Teacher can ask supporting questions Minute
sentence level on a limited if necessary to help learners. or 2
range of general and curricular minutes.
topics.
TOTAL: 40 24
minutes
8
 Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
I. LISTENING

Link: https://www.passporttoenglish.com › Beginning-English › Lesson1 › Liste..

Task
Part 1. Listen to the dialogue and choose the right answer:
1. What is the woman's name? (Paula – Carmen – Ann)
2. What is the man's name? (Peter – Paulo – Mark)
3. Where is he from? (Spain – Brazil – the USA).
4. Where is she from? (Spain – Brazil – Italy).
Part II. Write the words in order to form sentences:
5. meet you Nice to.
6. from you Where are? Total [6]

II. READING
Task. Read the text about four learners’ daily routine.
What do they do after school?
1. My name is Tim. After school, I help my mother and dad. Then I go to the park. There I meet my
friends and we play football. When I come home I usually play computer games.
2. I am Ann. After school, I like drawing and painting pictures. Then I write letters to my friends. I put
the photos into the envelope.
3. I am Ben. After school, I do my homework. Then I listen to my CDs and when I have free time I
play the piano.
4. My name is Jane. I go roller skating every Sunday. I play tennis with my friends every Tuesday.
Every Thursday I skate in the park with my brother.

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.
T = Tim, A = Ann, B = Benn, J = Jane.

Example: go to the park T

_ [1]
1. enjoy Art
2. meet with friends [1]
3. like music [1]
4. play the piano [1]
5. spend time with brother __ [1]
6. play computer games [1] Total [6]
III. WRITING

Task. Your pen- friend has sent you a letter of his best special person.
Write a letter to your friend about your special people. Choose one or two people and describe him or
her. Example of the letter:

Hello dear friend,

This is a photo of my special person, my cousin. He is fourteen. His name is Bill. Bill’s
father is my Uncle Tom. Bill is tall with short hair. He is fond of sports. He likes to swim.
Bill studies very well. Have you got a cousin? Please write me soon.
Love,
Alex
Write your answer to Alex.

__________________________________________________________________________________________

Total [6]
IV. 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. Carmen 1
2. Paulo 1
3. Brazil 1
4. Spain 1
5. Nice to meet you. 1
6. Where are you from? 1
Ann 1
1. Tim 1
2. Ben 1
3.
Ben 1
4.
5. Jane 1
6. Tim 1
Total 12

Script of a dialogue

A - Hi! My name's Carmen. What's your name?

B - I'm Paulo.
A - Are you a new student?
B - Yes, I am. I'm from Brazil. Where are you from?
A - I'm from Spain.
B - Nice to meet you.
A - Nice to meet you too.

CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a
total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Content (relevance
Criterion
and development of
ideas)
 All content is relevant to
the task.
 The register
completely
corresponds to the
requirements of the
task.
 All content points are fully
addressed and developed
6 in a balanced way.
 All content is relevant to
the task; insignificant
content omissions may be
5 present.
 The register on the
whole corresponds to
the
10
requirements of the task;
Mark scheme
Writing and Speaking
Organization (cohesion,
paragraphing and format)
 Uses a range of basic
connectors correctly.
 Uses paragraphs to separate
ideas; all paragraphs revolve
around one idea or a set of
like ideas; the size of each
paragraph allows for a proper
and balanced development of
ideas.
 The format is appropriate, but
may be modified for a better
reading experience.
 Uses basic connectors
correctly.
 Uses paragraphs to separate
ideas; most paragraphs
revolve around one idea or a
set of like ideas; the size of
Vocabulary (style and
accuracy)
 Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items with occasional
inappropriacies.
 Has good control of word
formation; may make
occasional errors in producing
less common word forms.
 Spells common vocabulary
items correctly; very few (one
or two) occasional spelling
mistakes may be present.
 May occasionally misspell
less common lexical items.
 Errors in word choice and/or
spelling do not distort
meaning.
 Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items, but may make
frequent errors.
 Has good control of word
Grammar (style and accuracy)
and Punctuation (accuracy)
 Writes short and extended
simple and compound
sentence forms correctly.
AND
 May attempt some complex
sentences, but they tend to be
less accurate, including
punctuation.
 Errors in grammar and/or
punctuation do not distort
meaning.
 Writes short and extended
simple and compound
sentence forms correctly.
 Occasional errors in grammar
and/or punctuation do not
distort meaning.
 occasional and inconsistent
misuse of register may be
present.
 Most content points are
addressed, but their
development may be slightly
imbalanced.
 Most content is relevant to the
task; insignificant content
omissions may be present.
 The register on the whole
corresponds to the
requirements of the task.
4  Most content points are
addressed, but some content
points may be more fully
covered than others.
 Some content is relevant to
the task; significant content
omissions may be present.
 The register barely
3 corresponds to the
requirements of the task.
 Only some content points,
which are minimally
addressed.
11
each paragraph may reflect
imbalanced development of
ideas.
 The format is appropriate.
 Uses some basic connectors,
but these may be inaccurate or
repetitive.
 Uses paragraphs to separate
ideas, but tends to misuse
paragraphing (a script is a set
of very short paragraphs or
some paragraphs may be
much longer than other ones
for no apparent reason).
 The format is generally
appropriate.
 Uses a very limited range of
basic connectors correctly.
 Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
 The format may be
inappropriate in places.
formation; may make errors in
producing less common word
forms.
 Spells common vocabulary
items correctly; few (no more
than five) occasional spelling
mistakes may be present.
 May often misspell less
common lexical items.
 Errors in word choice and/or
spelling do not distort
meaning.
 Uses everyday vocabulary  Writes short and extended
generally appropriately, while simple and some compound
occasionally overusing certain sentence forms correctly.
lexical items.  While errors in grammar
 Has good control of word and/or punctuation are
formation; can produce noticeable, meaning is rarely
common word forms distorted.
correctly.
 May make infrequent errors in
spelling more difficult words.
 Errors in word choice and/or
spelling rarely distort
meaning.
 Uses basic vocabulary  Writes short simple sentence
reasonably appropriately. forms and most extended
 Has some control of word simple sentence forms
formation; can produce some correctly.
common word forms  Errors in grammar and/or
correctly. punctuation may distort
 Makes frequent errors in meaning at times.
spelling more difficult words,
but simple words are spelled
 correctly.
 Errors in word choice and/or
spelling distort meaning at
times.
 Severe irrelevances and  May use a very limited range  Uses an extremely limited  Writes only very short simple
misinterpretations of the task of basic connectors, and those range of vocabulary. sentence forms correctly.
may be present. used may not indicate a  Has very limited control of  Frequent errors in grammar
 Only few content points, logical relationship between word formation; can produce a and/or punctuation distort
which are minimally ideas. few common word forms meaning.
2 addressed.  Attempts to write in correctly.
paragraphs, but their use may  Makes many errors in
be confusing (may start every spelling, including a range of
sentence with a new line). simple words.
 The format may be  Errors in word choice and/or
inappropriate. spelling distort meaning.
 Attempts the task, but it is  Links are missing or incorrect.  Can only use a few isolated  No evidence of sentence
largely misinterpreted and the  Does not write in paragraphs words and/or memorized forms.
response is barely relevant to at all (a script is a block of phrases.
the task. text).  Has essentially no control of
1
 The format is not appropriate. word formation; can barely
produce any word forms.
 Displays few examples of
conventional spelling.
 Does not attempt the task in any way.
OR
 The response is completely irrelevant to the task.
OR
0
 There is too little language to assess.
OR
 Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
12
 CRITERIA FOR MARKING SPEAKING

Give a mark out of 6 for each criterion (development and fluency, and language), and then calculate a mean to give an overall total out of 6.

Mark /
Criterion Development and Fluency Language

 Shows sustained ability to maintain a conversation and to
make relevant contributions at some length.
 Produces extended stretches of language despite some hesitation.
6
 Can respond to change in direction of the conversation.
 Pronunciation is intelligible*.
 Intonation is appropriate.
 Responds relevantly and at length which makes frequent
prompting unnecessary, resulting in a competent
conversation.
 Produces mostly extended stretches of language despite
5 some hesitation, although instances of using short phrases
may be present.
 Can generally respond to change in direction of the conversation.
 Pronunciation is generally intelligible.
 Intonation is generally appropriate
 Attempts to respond to questions and prompts.
 Produces responses which are extended beyond short
phrases, despite hesitation.
4  Effort will need to be made to develop the conversation;
only partial success will be achieved.
 Pronunciation is mostly intelligible.
 May not follow English intonation patterns at times.
 Responses tend to be brief and are characterized by
frequent hesitation.
3  Has to be encouraged to go beyond short responses and
struggles to develop a conversation.
 There is a lack of intelligibility of pronunciation, but it is
unlikely
13
 Produces error-free simple sentences.
 Attempts some complex grammatical forms, but may make
errors, which rarely cause comprehension problems.
 Uses a range of appropriate vocabulary to give and exchange
views on a growing range of general and curricular topics.
 Produces error-free simple sentences.
 Uses a range of appropriate vocabulary when talking about a
range of general and curricular topics.
 Occasional mistakes do not cause comprehension problems.
 Frequently produces error-free simple sentences.
 Uses appropriate vocabulary to talk about a limited range of
general and curricular topics.
 Errors may cause comprehension problems.
 Produces basic sentence forms and some correct simple
sentences.
 Uses a limited range of appropriate vocabulary to talk about a
limited range of general topics.
 Errors are frequent and may lead to misunderstanding.
 to impede communication.
 May not follow English intonation patterns frequently.

 Responses are so brief that little is communicated.  Attempts basic sentence forms, but with limited success.
 Barely engages in a conversation. OR
 Pronunciation may cause some communication difficulty.  Heavily relies on apparently memorized utterances.
2
 Does not follow English intonation patterns.  Uses a limited range of appropriate vocabulary to talk about a
very limited range of general topics.
 Makes numerous errors except in memorized expressions.
 No communication possible.  Cannot produce basic sentence forms.
1  Pronunciation and intonation patterns cause difficulty for even the  Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
 No attempt at the response.
0 OR No rateable language.
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
 Characteristic of tasks for summative assessment for the 2 term

*Total
*Quest *Type of Total
Unit Strand Learning objective number *Task description Time
ion № question marks
of
questions
5.L8 Understand supported 8 1 Gap Each learner works individually. 10 8
narratives, including some 2 filling Learners listen to the recording minutes
extended talk, on an 3 twice and complete the sentences
increasing range of general 4 with suitable words from the box
and curricular topics 5 related to the topics “Values”.
6 Before the recording starts
Listening
7 learners have one minute to get
8 familiar with the questions.
The task includes 8 questions.
Learners match the pictures to
the numbers.

5.R2 Understand with little 6 1 True/False Each learner works individually. 10 6

Values.
support specific information
The
and detail in short, simple
world of Reading
texts on a limited range of
work.
general and curricular
topics.
5.W7 Use with some
support appropriate layout
at text level for a limited
range of written genres on
familiar general topics and
Writing some curricular topics.
5.W5 Link without support
sentences using basic
coordinating connectors
16
2 minutes
Learners read the text.
3
The task consists of 6 questions.
4 In each question learners should
5
identify whether the statements
6 are true or false and write True or
False.
1 1 Open Each learner works individually. 20 5
ended Learners write a short letter minutes
using appropriate grammar
structures, layout for the letter
and linking words covered
during the term.
 5. S7 Use appropriate 1 1 Open Learners individually describe the Each 5
Speaking subject-specific vocabulary ended picture using subject related learner
and syntax to talk about a vocabulary and grammar structures talks for
limited range of general covered during the term on the topics 1 minute
topics. “Values”, “The world of the work”.
Learners prepare for 1 minute and
speak 1 minute. Teacher can ask
supporting questions if necessary to
help learners. Learners are supposed
to use appropriate grammar
structures.
TOTAL: 40 24
minutes
17
 Sample questions and mark scheme
Tasks for the Summative Assessment for the term 2
I.LISTENING

Task. Listen to the recording twice and select the names of the people in the pictures.
https://www.passporttoenglish.com › Beginning-English › Lesson5 › listening...

A. B. C.
Carl Carl Carl
Ed Ed Ed
Ericka Ericka Ericka
Martha Martha Martha
Tommy Tommy Tommy
Wanda Wanda Wanda
Wilma Wilma Wilma

Total: [8]
II. READING
Task. Read the text about Molly’s job.
My morning routine
My name is Bob. Each day I drive my kids to school. My daughter goes to a school that’s far from
our house. It takes 30 minutes to get there. Then I drive my son to his school. It’s close to my job.
My daughter is in the sixth grade and my son is in the second. They are both good students. My
daughter usually sings her favorite songs while I drive. My son usually sleeps.
I arrive at the office at 8:30 AM. I say good morning to all my workmates then I get a big cup of
hot coffee. I turn on my computer and read my email. Some days I have a lot to read.
Read the text again and write next to the sentences True/False according to the text.
1. Each day Bob drives his children to school. ___________________________________
2. His daughter goes to the university. _________________________________________
3. Bob’s son is a pupil. ______________________________________________________
4. Bob’s children are not good students. _________________________________________
5. His daughter usually sings in the morning. ____________________________________
6. Bob arrives at his office at half past eight. _____________________________________
Total: [6]
III. WRITING
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 Nursultan. I met them at school. They are very funny
and friendly. They are Nikita, Mark and Saule. We go to school together. We have the same
interests. Write me about your friends.

I am looking forward to your answer.

Love,
Kairat.
Write your answer to Kairat.

Total [5]
IV.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 [5]

Total Marks: [24]

 Mark scheme
Listening and Reading

№ Answer Mark Additional

information
1. A.Ericka 1
2. A.Martha 1
3. A.Wilma 1
4. A. Ed 1
5. B. Martha 1
6. B. Carl 1
7. C. Wanda 1
8. C. Tommy 1
1. True 1
2. False 1
3. True 1
4. False 1
5. True 1
6. True 1
Total 14

CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a
total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Content (relevance
Criterion
and development of
ideas)
 All content is relevant to
the task.
 The register
completely
corresponds to the
requirements of the
task.
 All content points are fully
addressed and developed
5 in a balanced way.
 All content is relevant to
the task; insignificant
4 content omissions may be
present.
 The register on the
whole corresponds to
the
20
Mark scheme Writing and Speaking
Organization (cohesion,
paragraphing and format)
 Uses a range of basic
connectors correctly.
 Uses paragraphs to separate
ideas; all paragraphs revolve
around one idea or a set of
like ideas; the size of each
paragraph allows for a proper
and balanced development of
ideas.
 The format is appropriate, but
may be modified for a better
reading experience.
 Uses basic connectors
correctly.
 Uses paragraphs to separate
ideas; most paragraphs
revolve around one idea or a
Vocabulary (style and
accuracy)
 Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items with occasional
inappropriacies.
 Has good control of word
formation; may make
occasional errors in producing
less common word forms.
 Spells common vocabulary
items correctly; very few (one
or two) occasional spelling
mistakes may be present.
 May occasionally misspell
less common lexical items.
 Errors in word choice and/or
spelling do not distort
meaning.
 Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items, but may make
frequent errors.
Grammar (style and accuracy)
and Punctuation (accuracy)
 Writes short and extended
simple and compound
sentence forms correctly.
AND
 May attempt some complex
sentences, but they tend to be
less accurate, including
punctuation.
 Errors in grammar and/or
punctuation do not distort
meaning.
 Writes short and extended
simple and compound
sentence forms correctly.
 Occasional errors in grammar
and/or punctuation do not
 requirements of the task;
occasional and inconsistent
misuse of register may be
present.
 Most content points are
addressed, but their
development may be slightly
imbalanced.
 Most content is relevant to the
task; insignificant content
omissions may be present.
 The register on the whole
corresponds to the
requirements of the task.
3  Most content points are
addressed, but some content
points may be more fully
covered than others.
 Some content is relevant to
the task; significant content
omissions may be present.
 The register barely
2
corresponds to the
requirements of the task.
 Only some content points,
which are minimally
set of like ideas; the size of
each paragraph may reflect
imbalanced development of
ideas.
 The format is appropriate.
 Uses some basic connectors,
but these may be inaccurate or
repetitive.
 Uses paragraphs to separate
ideas, but tends to misuse
paragraphing (a script is a set
of very short paragraphs or
some paragraphs may be
much longer than other ones
for no apparent reason).
 The format is generally
appropriate.
 Uses a very limited range of
basic connectors correctly.
 Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
 The format may be
inappropriate in places.
 Has good control of word distort meaning.
formation; may make errors in
producing less common word
forms.
 Spells common vocabulary
items correctly; few (no more
than five) occasional spelling
mistakes may be present.
 May often misspell less
common lexical items.
 Errors in word choice and/or
spelling do not distort
meaning.
 Uses everyday vocabulary  Writes short and extended
generally appropriately, while simple and some compound
occasionally overusing certain sentence forms correctly.
lexical items.  While errors in grammar
 Has good control of word and/or punctuation are
formation; can produce noticeable, meaning is rarely
common word forms distorted.
correctly.
 May make infrequent errors in
spelling more difficult words.
 Errors in word choice and/or
spelling rarely distort
meaning.
 Uses basic vocabulary  Writes short simple sentence
reasonably appropriately. forms and most extended
 Has some control of word simple sentence forms
formation; can produce some correctly.
common word forms  Errors in grammar and/or
correctly. punctuation may distort
 Makes frequent errors in meaning at times.
spelling more difficult words,
 addressed. but simple words are spelled
correctly.
 Errors in word choice and/or
spelling distort meaning at
times.
 Attempts the task, but it is  Links are missing or incorrect.  Can only use a few isolated  No evidence of sentence
largely misinterpreted and the  Does not write in paragraphs words and/or memorized forms.
response is barely relevant to at all (a script is a block of phrases.
the task. text).  Has essentially no control of
1
 The format is not appropriate. word formation; can barely
produce any word forms.
 Displays few examples of
conventional spelling.
 Does not attempt the task in any way.
OR
 The response is completely irrelevant to the task.
OR
0
 There is too little language to assess.
OR
 Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
CRITERIA FOR MARKING SPEAKING

Give a mark out of 6 for each criterion (development and fluency, and language), and then calculate a mean to give an overall total out of 6.

Mark /
Criterion Development and Fluency Language

 Shows sustained ability to maintain a conversation and to
make relevant contributions at some length.
 Produces extended stretches of language despite some hesitation.
5
 Can respond to change in direction of the conversation.
 Pronunciation is intelligible*.
 Intonation is appropriate.
 Responds relevantly and at length which makes frequent
prompting unnecessary, resulting in a competent
conversation.
 Produces mostly extended stretches of language despite
4 some hesitation, although instances of using short phrases
may be present.
 Can generally respond to change in direction of the conversation.
 Pronunciation is generally intelligible.
 Intonation is generally appropriate
 Attempts to respond to questions and prompts.
 Produces responses which are extended beyond short
phrases, despite hesitation.
3  Effort will need to be made to develop the conversation;
only partial success will be achieved.
 Pronunciation is mostly intelligible.
 May not follow English intonation patterns at times.
 Responses tend to be brief and are characterized by
frequent hesitation.
2  Has to be encouraged to go beyond short responses and
struggles to develop a conversation.
 There is a lack of intelligibility of pronunciation, but it is
unlikely
 Produces error-free simple sentences.
 Attempts some complex grammatical forms, but may make
errors, which rarely cause comprehension problems.
 Uses a range of appropriate vocabulary to give and exchange
views on a growing range of general and curricular topics.
 Produces error-free simple sentences.
 Uses a range of appropriate vocabulary when talking about a
range of general and curricular topics.
 Occasional mistakes do not cause comprehension problems.
 Frequently produces error-free simple sentences.
 Uses appropriate vocabulary to talk about a limited range of
general and curricular topics.
 Errors may cause comprehension problems.
 Produces basic sentence forms and some correct simple
sentences.
 Uses a limited range of appropriate vocabulary to talk about a
limited range of general topics.
 Errors are frequent and may lead to misunderstanding.
 to impede communication.
 May not follow English intonation patterns frequently.

 No communication possible.  Cannot produce basic sentence forms.

1  Pronunciation and intonation patterns cause difficulty for even the  Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
*Speech deficiencies should not be considered as affecting intelligibility.

Script:
Do you want to see pictures of my family?
B - Oh. Hi Martha. Yeah, of course! Oh. Who is the baby?
A - That's my daughter. Her name is Ericka. This picture is from her first birthday.
B - Oh. She's cute. Who are the other people in the picture?
A - Of course, that's me in the green dress. The other people are my parents. My mother's name is Wilma and my father's name is Ed.
A - Here's another picture.
B - I recognize you but who's the man.
A - That's my husband Carl. He's a great cook.
B - My husband's a terrible cook.
A - Here's another picture.
B - Who's that?
A - That's my sister Wanda and my nephew Tommy.
B - Those are nice pictures. Do you want to see my pictures?
A - Sure!
 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- 21

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.
Listen to the recording twice and choose the right answer is the task connected with
listening comprehension. Reading task deals with answering the questions on 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 3 term should be selected on topics
“Creativity” or/and “Reading for pleasure” or/and “Fantasy world” for any strands.
 Characteristic of tasks for summative assessment for the 3 term

*Total
*Ques
number *Type of Total
Unit Strand Learning objective tion *Task description Time
of question marks
№
questions
5. L4 Understand the main 5 1 Open ended Each learner works individually. 10 5
points of supported 2 Learners listen to the recording twice minutes
extended talk on a range of 3 and choose the right answer. Before the
general and curricular 4 recording starts, learners have one
Listening topics. 5 minute to get familiar with the picture.
The task includes 6 questions. Learners
write the names of the rooms in the
space provided.

Creativity. 5. R2 Understand with 6 1 Open Each learner works individually. 10 6

Reading little support specific 2 ended Learners read a short text on the topic minutes
for information and detail in 3 “Creativity” and answer the questions
Reading
pleasure. short, simple texts on a 4
Fantasy limited range of general 5
world. and curricular topics. 6
5.W6 Link, with some 1 1 Open ended Each learner works individually. 20 5
support, sentences into Learners write a paragraph about minutes
coherent paragraphs using imaginary place using supporting
basic connectors on a questions. They are expected to
limited range of familiar use appropriate linking words to
Writing
general topics. make a coherent paragraph and
5.W8 Spell most high- spell topic related vocabulary
frequency words accurately.
accurately for a limited
range of general topics.
26
 5.S1 Provide basic 1 1 Open ended Learners choose one card and provide Each 5
information about themselves personal information using supporting learner
and others at sentence level on questions. Teacher can ask supporting talks for
Speaking
an increasing range of general questions if necessary to help learners. 1 minute
topics.

TOTAL: 40 21
minutes
Note: *-sections that can be changed
27
 Sample questions and mark scheme
Tasks for the Summative Assessment for the term 3

I. LISTENIN Link: Ghttps://www.esl-lab.com › easy › reading-books-script

Task. Listen to the recording twice and choose the right answer:

Reading books
1. What is the father reading at the beginning of the conversation?
A) a magazine B) a newspaper C) a novel
2. What kind of book does the girl want to read?
A) a book about candy and cookies B) a book on dolls C) a book about animals
3. What does the girl's teacher say about reading?
A) The girl wants to read books every night.
B) The girl should read books every day.
C) The girl can check out books from the library.
4. What is one thing the girl wants to eat while they are reading?
A) bananas B) ice cream C) cookies
5. About what time of day is it in the conversation?
A) in the evening B) in the morning C) at night
Total: [5]

II. READING
Task. Read the text and answer the questions:
My name is Ben
My name is Ben and I come from Australia. I am 24 years old and I live in a small town near Sydney
called Branton.
I don't have a job now, but normally I clean shop windows. I am not married but I live with my very
beautiful girlfriend, Maria, in a nice house in Branton. We don't have any children...maybe next year.
My girlfriend is an actress, but she isn't very famous. She acts in a small theatre in our town. At the
weekend, we like to go swimming in a big lake near our house.
I normally get up at eight o'clock, but on Thursday I get up at six o'clock because that is the day when
I go running in the park.

1. Where does Ben come from?

2. How old is Ben?
3. Where does Ben live?
4. Is Ben married?
5. What does his girlfriend do?
6. What do they do at the weekend?

III. WRITING
Write a short text about a city you are going to visit. Give it a headline: e.g. Welcome to
London!
Divide your composition into 4 sections:
 Location
 Interesting places
 Sports and clubs
 Shops.

Total [5]
IV.SPEAKING
Task. Choose one card, speak about the topic and answer the questions.

Music
1. How often do you listen to music?
2. When do you normally listen to music?
3. Can you do other activities when you listen to music?
4. What music do you like?

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?

Art
1. What types of art activities do you know?
2. What art activity are you fond of?
3. Describe your activity.
4. When and where do you like doing it?

Art
1. What activities do you prefer?
2. What activities are popular among your friends?
3. Describe the activity you like most.
4. When and where do you like doing it?

A Fantasy World (Speak about a city of future)

Total [5]

Total [21]
 Mark scheme
Listening and Reading

№ Answer Mark Additional

information
1. B) a newspaper 1
2. C) a book about animals 1
3. A) The girl wants to read books every night. 1
4. C) cookies 1
5. A) in the evening 1

Reading

1. HE COMES FROM AUSTRALIA. 1

2. BEN IS 24 YEARS OLD. 1
3. HE LIVES IN THE TOWN OF BRANTON, NEAR 1
SYDNEY.
4. NO, HE ISN'T. 1
5. SHE IS AN ACTRESS. 1
6. THEY GO SWIMMING IN A BIG LAKE NEAR 1
THEIR HOUSE.
Total 11

CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a
total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Content (relevance
Criterion
and development of
ideas)
 All content is relevant to
the task.
 The register
completely
corresponds to the
requirements of the
task.
 All content points are fully
addressed and developed
5 in a balanced way.
 All content is relevant to
the task; insignificant
4 content omissions may be
present.
 The register on the
whole corresponds to
29
the
Mark scheme
Writing and Speaking
Organization (cohesion,
paragraphing and format)
 Uses a range of basic
connectors correctly.
 Uses paragraphs to separate
ideas; all paragraphs revolve
around one idea or a set of
like ideas; the size of each
paragraph allows for a proper
and balanced development of
ideas.
 The format is appropriate, but
may be modified for a better
reading experience.
 Uses basic connectors
correctly.
 Uses paragraphs to separate
ideas; most paragraphs
revolve around one idea or a
Vocabulary (style and
accuracy)
 Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items with occasional
inappropriacies.
 Has good control of word
formation; may make
occasional errors in producing
less common word forms.
 Spells common vocabulary
items correctly; very few (one
or two) occasional spelling
mistakes may be present.
 May occasionally misspell
less common lexical items.
 Errors in word choice and/or
spelling do not distort
meaning.
 Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items, but may make
frequent errors.
Grammar (style and accuracy)
and Punctuation (accuracy)
 Writes short and extended
simple and compound
sentence forms correctly.
AND
 May attempt some complex
sentences, but they tend to be
less accurate, including
punctuation.
 Errors in grammar and/or
punctuation do not distort
meaning.
 Writes short and extended
simple and compound
sentence forms correctly.
 Occasional errors in grammar
and/or punctuation do not
 requirements of the task;
occasional and inconsistent
misuse of register may be
present.
 Most content points are
addressed, but their
development may be slightly
imbalanced.
 Some content is relevant to
the task; significant content
omissions may be present.
 The register barely
3
corresponds to the
requirements of the task.
 Only some content points,
which are minimally
addressed.
30
set of like ideas; the size of
each paragraph may reflect
imbalanced development of
ideas.
 The format is appropriate.
 Uses a very limited range of
basic connectors correctly.
 Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
 The format may be
inappropriate in places.
 Has good control of word distort meaning.
formation; may make errors in
producing less common word
forms.
 Spells common vocabulary
items correctly; few (no more
than five) occasional spelling
mistakes may be present.
 May often misspell less
common lexical items.
 Errors in word choice and/or
spelling do not distort
meaning.
 Uses basic vocabulary  Writes short simple sentence
reasonably appropriately. forms and most extended
 Has some control of word simple sentence forms
formation; can produce some correctly.
common word forms  Errors in grammar and/or
correctly. punctuation may distort
 Makes frequent errors in meaning at times.
spelling more difficult words,
but simple words are spelled
correctly.
 Errors in word choice and/or
spelling distort meaning at
times.
  Severe irrelevances and
misinterpretations of the task
may be present.
 Only few content points,
which are minimally
2 addressed.
 Attempts the task, but it is
largely misinterpreted and the
response is barely relevant to
the task.
1
31
 May use a very limited range
of basic connectors, and those
used may not indicate a
logical relationship between
ideas.
 Attempts to write in
paragraphs, but their use may
be confusing (may start every
sentence with a new line).
 The format may be
inappropriate.
 Links are missing or incorrect.
 Does not write in paragraphs
at all (a script is a block of
text).
 The format is not appropriate.
 Uses an extremely limited  Writes only very short simple
range of vocabulary. sentence forms correctly.
 Has very limited control of  Frequent errors in grammar
word formation; can produce a and/or punctuation distort
few common word forms meaning.
correctly.
 Makes many errors in
spelling, including a range of
simple words.
 Errors in word choice and/or
spelling distort meaning.
 Can only use a few isolated  No evidence of sentence
words and/or memorized forms.
phrases.
 Has essentially no control of
word formation; can barely
produce any word forms.
 Displays few examples of
conventional spelling.
CRITERIA FOR MARKING SPEAKING

Give a mark out of 5 for each criterion (development and fluency, and language), and then calculate a mean to give an overall total out of 6.

Mark /
Criterio Development and Fluency
n
 Shows sustained ability to maintain a conversation and to make
relevant contributions at some length.
 Produces extended stretches of language despite some hesitation.
5
 Can respond to change in direction of the conversation.
 Pronunciation is intelligible*.
 Intonation is appropriate.
 Attempts to respond to questions and prompts.
 Produces responses which are extended beyond short phrases,
despite hesitation.
4  Effort will need to be made to develop the conversation; only
partial success will be achieved.
 Pronunciation is mostly intelligible.
 May not follow English intonation patterns at times.
 Responses tend to be brief and are characterized by frequent
3 hesitation.
 Has to be encouraged to go beyond short responses and struggles
to develop a conversation.
 There is a lack of intelligibility of pronunciation, but it is unlikely
to impede communication.
May not follow English intonation patterns frequently.
Language
 Produces error-free simple sentences.
 Attempts some complex grammatical forms, but may make
errors, which rarely cause comprehension problems.
 Uses a range of appropriate vocabulary to give and exchange
views on a growing range of general and curricular topics.
 Frequently produces error-free simple sentences.
 Uses appropriate vocabulary to talk about a limited range of
general and curricular topics.
 Errors may cause comprehension problems.
 Produces basic sentence forms and some correct simple
sentences.
 Uses a limited range of appropriate vocabulary to talk about a
limited range of general topics.
 Errors are frequent and may lead to misunderstanding.

 Responses are so brief that little is communicated.
 Barely engages in a conversation.
 Pronunciation may cause some communication difficulty.
2
 Does not follow English intonation patterns.
32
 Attempts basic sentence forms, but with limited success.
OR
 Heavily relies on apparently memorized utterances.
 Uses a limited range of appropriate vocabulary to talk about a
very limited range of general topics.
 Makes numerous errors except in memorized expressions.
  No communication possible.  Cannot produce basic sentence forms.
1  Pronunciation and intonation patterns cause difficulty for even the  Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
 No attempt at the response.
0 OR
 No rateable language.

Transcript for listening:

Reading books
Dad: Uh, let me finish the newspaper first?
Girl: You've been saying that forever!
Dad: Well, how about reading the business section of the newspaper together?
Girl: That's boring. Let's read this book. It's about a bear and cat that becomes friends. [Okay] And these books too.
Dad: Whoa. I thought you said one book. There must be ten here.
Girl: My teacher, Mrs. Green, says you have to read to me every night, and the newspaper doesn't count. And let's eat some popcorn and cookies while
we're reading
Dad: Well, it's bedtime right now. So, okay, here we go. Once upon a time in a deep, dark forest, lived a brown bear . . .
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.
Choose the correct answer in which learners listen to the recording twice and choose the
right answers. Before the recording starts, learners have one minute to get familiar with the
questions.
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
 Characteristic of tasks for summative assessment for the 4 term
*Total
number *Quest *Type of Total
Unit Strand Learning objective *Task description Time
of ion № question marks
questions
5.L8 Understand 6 1 Choose the Each learner works individually. 10 minutes 6
supported narratives, 2 correct Learners listen to the recording twice and
including some extended 3 answer choose the right answers.
talk, on an increasing 4 Before the recording starts, learners have
Listening
range of general and 5 one minute to get familiar with the
curricular topics. 6 questions.
The task includes 6 questions.

5.R3 Understand the 6 1 True/False Each learner works individually. 10 minutes 6

detail of an argument on a 2 Learners read the postcard and identify
limited range of familiar 3 sentences for True or False statements
Sports. Reading
general and curricular 4 using information from the text. Learners
Holidays. 5
topics are expected to write True or False next to
6 the sentences.
5.W4 Write with support a 1 1 Open ended Each learner works individually. 20 minutes 6
sequence of extended Learners write an e-mail answering the
Writing
sentences in a paragraph to given questions and providing personal
give basic personal information.
information.
5.S2 Ask simple questions 1 1 Open ended Learners work in pairs. Each pair 6
to get information about a Learners are given the topic for the talks for 1-
limited range of general discussion. They make up a dialogue by 2 minutes
Speaking
topics asking and answering the questions using
words and expressions, and supporting
pictures.
TOTAL: 40 minutes 24
35
 Sample questions and mark scheme
Tasks for the Summative Assessment for the term 4

I. Listening
Task: Listen to the text:” A fun day” and choose the right answer:
Link: Listening comprehension exercises ESL - audio stories - podcast
https://agendaweb.org › listening-exercises

1. The young girl wants to go to _______.

A.to the park B.to the movies C.to the swimming pool
2. Who is going with them?
A. the girl's mother B.the girl's best friend C. the girl's older brother
3. What time does the activity start?
A. 2:15 p.m. B.2:30 p.m. C.2:45 p.m.
4. What does the girl want to do later?
A. She wants to walk to the ice cream store
B. She wants to swim at the park.
C. She wants to go down to the beach.
5. What does the father want to do at the end of the day?
A. go to a restaurant B. watch a fireworks display C.play a board game
6. Does the girl want to go the restaurant?
A. No, she doesn’t B.Yes, she does. C. I don’t know
Total: [6]

II. READING
Task. Read the text and write True (T) or False (F) next to the sentences and give the right answer to
prove:

Hi, Sara

How are you? Are you having a nice holiday? I’m having a great time in
Italy!

It’s great, nice weather here! It’s very hot and sunny. My Mum and I go to the
beach every day. The beach is a lot of fun because you can do lots of activities
here. I’m going to waterski this afternoon.

The food here is great. We’re going to eat in a seafood restaurant tonight. I Ann Smith,
love seafood. I want to try some unusual fish! 4 Green Street,
Oxford,
We’re going to visit a museum tomorrow morning. It is about the history of OT2 9LM
Italy. Then later we’re going to go shopping in the town. We want to buy England
some presents. I want to get you a present from Italy.

I want to show you all my photos when I come back!

See you soon.

Best wishes,
Ann
Write: True or false

1. Ann is in Australia.
2. She is going to waterski this afternoon.
3. Ann and her Mum are going to eat seafood tonight.
4. Ann doesn’t like seafood.
5. The girl is going to buy Sara a present.
6. Ann isn’t going to show photos to her friend.
Total: [6]

III. WRITING. Task: Write a composition about your

favourite holiday in Kazakhstan. (85 words). Use the
following plan:
My favourite holiday

1. We have a lot of holidays in Kazakhstan: New Year………

Best of all I like Nauryz.
2. When do people in Kazakhstan celebrate this holiday?
What do people usually do on this holiday?
3. I usually (describe your activities)……
4. Opinion: I like this holiday because……………….
Total: [6]
IV.SPEAKING
Task. Choose one card, speak about the topic and answer the questions.

Holidays:
1. When do you have holidays?
2. Do you go to any places?
3. What can pupils do in summer?
4. Do you enjoy holidays?

Activities
1. What types of art activities do you know?
2. What art activity are you fond of?
3. Describe your activity.
4. When and where do you like doing it?

Activities:

1. What activities do you prefer?

2. What activities are popular among your friends?
3. Describe the activity you like most.
4. When and where do you like doing it?

Holidays:
1. Are there a lot of holidays in our country?
2. Name the holidays in Kazakhstan.
3. What holiday do you like best of all?
4. How does your family celebrate this holiday?

Sport:
1. Are you fond of sport?
2. When do you begin going in for sport?
3. What is the role of sport?
4. Is sport important for you? Why?

Total [6]

Transcript:
Girl: Dad, I'm bored today. I want to go to a movie?
Dad: A movie today? Well, I don't know. Here. Let me look at the newspaper. Okay. Ah, here's a
movie that starts in the afternoon at 2:45. Well, should we take mommy with us?
Girl: Yeah.
Dad: Okay, we have to wait for mommy because she's at a meeting right now.
Girl: Okay.
Dad: Alright. And what should we do after we see the movie?
Girl: Go on a walk.
Dad: Well, where would you like to go on a walk? Would you like to go down to the beach or through
the park?
Girl: To the beach.
Dad: To the beach. Well, that sounds great. And then maybe we can go out to eat tonight. Does that
sound okay?
Girl: Yeah.

CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a
total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Content (relevance and
Criterio
development of ideas)
n
 All content is relevant to the
task.
 The register completely
corresponds to the
requirements of the task.
 All content points are fully
addressed and developed in a
balanced way.
6
 All content is relevant to the
task; insignificant content
5 omissions may be present.
 The register on the whole
corresponds to the
40
Mark scheme
Writing and Speaking
Organization (cohesion,
paragraphing and format)
 Uses a range of basic
connectors correctly.
 Uses paragraphs to separate
ideas; all paragraphs revolve
around one idea or a set of
like ideas; the size of each
paragraph allows for a proper
and balanced development of
ideas.
 The format is appropriate, but
may be modified for a better
reading experience.
 Uses basic connectors
correctly.
 Uses paragraphs to separate
ideas; most paragraphs
revolve around one idea or a
Vocabulary (style and
accuracy)
 Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items with occasional
inappropriacies.
 Has good control of word
formation; may make
occasional errors in producing
less common word forms.
 Spells common vocabulary
items correctly; very few (one
or two) occasional spelling
mistakes may be present.
 May occasionally misspell
less common lexical items.
 Errors in word choice and/or
spelling do not distort
meaning.
 Uses a range of everyday
vocabulary appropriately;
attempts to use less common
lexical items, but may make
frequent errors.
Grammar (style and accuracy)
and Punctuation (accuracy)
 Writes short and extended
simple and compound
sentence forms correctly.
AND
 May attempt some complex
sentences, but they tend to be
less accurate, including
punctuation.
 Errors in grammar and/or
punctuation do not distort
meaning.
 Writes short and extended
simple and compound
sentence forms correctly.
 Occasional errors in grammar
and/or punctuation do not
 requirements of the task;
occasional and inconsistent
misuse of register may be
present.
 Most content points are
addressed, but their
development may be slightly
imbalanced.
 Most content is relevant to the
task; insignificant content
omissions may be present.
 The register on the whole
corresponds to the
requirements of the task.
4  Most content points are
addressed, but some content
points may be more fully
covered than others.
 Some content is relevant to
the task; significant content
omissions may be present.
 The register barely
3
corresponds to the
requirements of the task.
 Only some content points,
which are minimally
41
set of like ideas; the size of
each paragraph may reflect
imbalanced development of
ideas.
 The format is appropriate.
 Uses some basic connectors,
but these may be inaccurate or
repetitive.
 Uses paragraphs to separate
ideas, but tends to misuse
paragraphing (a script is a set
of very short paragraphs or
some paragraphs may be
much longer than other ones
for no apparent reason).
 The format is generally
appropriate.
 Uses a very limited range of
basic connectors correctly.
 Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
 The format may be
inappropriate in places.
 Has good control of word distort meaning.
formation; may make errors in
producing less common word
forms.
 Spells common vocabulary
items correctly; few (no more
than five) occasional spelling
mistakes may be present.
 May often misspell less
common lexical items.
 Errors in word choice and/or
spelling do not distort
meaning.
 Uses everyday vocabulary  Writes short and extended
generally appropriately, while simple and some compound
occasionally overusing certain sentence forms correctly.
lexical items.  While errors in grammar
 Has good control of word and/or punctuation are
formation; can produce noticeable, meaning is rarely
common word forms distorted.
correctly.
 May make infrequent errors in
spelling more difficult words.
 Errors in word choice and/or
spelling rarely distort
meaning.
 Uses basic vocabulary  Writes short simple sentence
reasonably appropriately. forms and most extended
 Has some control of word simple sentence forms
formation; can produce some correctly.
common word forms  Errors in grammar and/or
correctly. punctuation may distort
 Makes frequent errors in meaning at times.
spelling more difficult words,
 addressed. but simple words are spelled
correctly.
 Errors in word choice and/or
spelling distort meaning at
times.
 Severe irrelevances and  May use a very limited range  Uses an extremely limited  Writes only very short simple
misinterpretations of the task of basic connectors, and those range of vocabulary. sentence forms correctly.
may be present. used may not indicate a  Has very limited control of  Frequent errors in grammar
 Only few content points, logical relationship between word formation; can produce a and/or punctuation distort
which are minimally ideas. few common word forms meaning.
2 addressed.  Attempts to write in correctly.
paragraphs, but their use may  Makes many errors in
be confusing (may start every spelling, including a range of
sentence with a new line). simple words.
 The format may be  Errors in word choice and/or
inappropriate. spelling distort meaning.
 Attempts the task, but it is  Links are missing or incorrect.  Can only use a few isolated  No evidence of sentence
largely misinterpreted and the  Does not write in paragraphs words and/or memorized forms.
response is barely relevant to at all (a script is a block of phrases.
the task. text).  Has essentially no control of
1
 The format is not appropriate. word formation; can barely
produce any word forms.
 Displays few examples of
conventional spelling.
 Does not attempt the task in any way.
OR
 The response is completely irrelevant to the task.
OR
0
 There is too little language to assess.
OR
 Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
42
CRITERIA FOR MARKING SPEAKING

Give a mark out of 6 for each criterion (development and fluency, and language), and then calculate a mean to give an overall total out of 6.

Mark /
Criterio Development and Fluency
n
 Shows sustained ability to maintain a conversation and to make
relevant contributions at some length.
 Produces extended stretches of language despite some hesitation.
6
 Can respond to change in direction of the conversation.
 Pronunciation is intelligible*.
 Intonation is appropriate.
 Responds relevantly and at length which makes frequent
prompting unnecessary, resulting in a competent conversation.
 Produces mostly extended stretches of language despite some
hesitation, although instances of using short phrases may be
5 present.
 Can generally respond to change in direction of the conversation.
 Pronunciation is generally intelligible.
 Intonation is generally appropriate
 Attempts to respond to questions and prompts.
 Produces responses which are extended beyond short phrases,
despite hesitation.
4  Effort will need to be made to develop the conversation; only
partial success will be achieved.
 Pronunciation is mostly intelligible.
 May not follow English intonation patterns at times.
 Responses tend to be brief and are characterized by frequent
hesitation.
3  Has to be encouraged to go beyond short responses and struggles
to develop a conversation.
 There is a lack of intelligibility of pronunciation, but it is unlikely
43
Language
 Produces error-free simple sentences.
 Attempts some complex grammatical forms, but may make
errors, which rarely cause comprehension problems.
 Uses a range of appropriate vocabulary to give and exchange
views on a growing range of general and curricular topics.
 Produces error-free simple sentences.
 Uses a range of appropriate vocabulary when talking about a
range of general and curricular topics.
 Occasional mistakes do not cause comprehension problems.
 Frequently produces error-free simple sentences.
 Uses appropriate vocabulary to talk about a limited range of
general and curricular topics.
 Errors may cause comprehension problems.
 Produces basic sentence forms and some correct simple
sentences.
 Uses a limited range of appropriate vocabulary to talk about a
limited range of general topics.
 Errors are frequent and may lead to misunderstanding.
 to impede communication.
 May not follow English intonation patterns frequently.

 Responses are so brief that little is communicated.  Attempts basic sentence forms, but with limited success.
 Barely engages in a conversation. OR
 Pronunciation may cause some communication difficulty.  Heavily relies on apparently memorized utterances.
2
 Does not follow English intonation patterns.  Uses a limited range of appropriate vocabulary to talk about a
very limited range of general topics.
 Makes numerous errors except in memorized expressions.
 No communication possible.  Cannot produce basic sentence forms.
1  Pronunciation and intonation patterns cause difficulty for even the  Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
 No attempt at the response.
0 OR
 No rateable language.
*Speech deficiencies should not be considered as affecting intelligibility.
 Mark
scheme
Listening
and
Reading

№ Answer Mark Additional

information
1. B. to the movies 1
2. A. the girl's mother 1
3. C. 2:45 p.m. 1
4. C. She wants to go down to the beach. 1

5. A. go to a restaurant 1

6. B. Yes, she does 1

Reading

1. False. I’m having a great time in 1

Italy!
2. True 1
3. True 1
4. False. The food here is great. We’re going to eat in a 1
seafood restaurant tonight.
I love seafood.
5. True 1
6. False. I want to show you all my photos when I come 1
back!
Total 12