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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
Characteristic of tasks for summative assessment for the 1 term
Sample questions and mark scheme Tasks for the Summative Assessment for the term 1 Listening Task Listen to the conversation about the exam preparation and answer the questions. You will listen to the recording twice. Visit this link for listening: http://learnenglishteens.britishcouncil.org/skills/listening/intermediate-b1-listening/advice-exams 1. What does the teacher want the students to do? ___________________________________________________ [1] 2. What kind of a study place does the teacher suggest finding? ___________________________________________________ [1] 3. What are students advised to do? ___________________________________________________ [1] 4. Where can students do past exam papers? ___________________________________________________ [1] 5. What is important for the students? ___________________________________________________[1] 6. What is the teacher sure about the students? ___________________________________________________[1] Total [6] Reading Task Read the text and use the information in the text to complete the chart. ‘Heroes and sidekicks’ Sir Arthur Conan Doyle created Sherlock Holmes and his sidekick Doctor Watson in 1887. Holmes is an eccentric and untidy detective who smokes a pipe and shares a flat in London and solves mysteries with his assistant Dr. Watson. Dr. Watson is a reliable, ordinary man who has a moustache. Sherlock Holmes’s famous catchphrase is ‘Elementary my dear Watson’.
Wallace and Gromit were created for an animated comedy series, directed by Nick Park. Wallace is a good-natured, eccentric inventor, who loves eating cheese. Gromit is his pet dog, who is silent, but loyal and intelligent. Together they have lots of adventures. One of Wallace’s catchphrases is ‘’Cheese, Gromit!’’.
They are both 10-year-old boys, have yellow skin and go the same school but apart from that these friends from the TV show the Simpsons don’t have much in common. Milhouse is well behaved at school and he is a bit nerdy. Bart is cool, popular, and rebellious and he is always in trouble at school. His catch phrases include ‘Eat my shorts!’, ‘I didn’t do it.’ and ‘Ay caramba!’
Total [6]
· Write about 45-65 words. · Answer all the questions with appropriate details. Topic 1 ‘Our class’: ü Describe your best classmate ü Tell about his/her personality ( what kind of person he or she is) ü Tell about his/her appearance ü Why he/she is your best friend Topic 2 ‘Helping and Heroes’ ü Describe your favorite chore at home ü Why you like doing it ü How you help your parents ü Why it is important to help people
Total [6]
Speaking
Task Work in pairs. Read the story and retell it to your friend. You have 1 minute to prepare and 2 minutes to talk. Firstly one tells the story then another.
Learner A Andrew got down on his hands and knees. He put a dry sponge into the bucket. The bucket was full of soapy water. He squeezed the sponge. He scrubbed the kitchen floor. There were marks on the floor. There were spots on the floor. There was old food on the floor. He scrubbed the floor clean. Then he took the bucket into the bathroom. He poured the soapy water into the tub. The water went down the drain. He turned on the shower. He rinsed the tub. He turned the bucket over so it would dry. He washed his hands.
Learner B She inspected the carpet for small items. She saw a paper clip and a rubber band. She picked them up. She put them into a little box on the kitchen counter. She plugged in the vacuum cleaner. She turned on the switch. The cat ran out of the room. She vacuumed the living room. She went back and forth. She was finished ten minutes later. The green carpet looked clean. She pulled the vacuum cleaner plug out of the wall socket. She put the vacuum cleaner back into the hall closet. The cat returned to the living room. It climbed onto the back of the sofa. It looked out the window at the birds.
Total [6] Total marks_ /24 Mark scheme Listening and Reading
Total marks | 12 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Term 1
Transcript for listening task
Morning, everyone. Quiet, please. OK, I’m going to give you some advice to help you prepare for the exams next week. So make notes as I’m talking. Are you ready?
While you are studying, eat food that gives you energy. Don’t be tempted to eat sweets or drink cola. Sugar won’t help you study but fruit and cereals will. Apples are especially good. Find a comfortable place with plenty of light when you study. But not ‘too’ comfortable or you’ll fall asleep! Try and keep a positive mind. It is easier to study when you are positive and relaxed. If you start feeling anxious, have a break. Go out for a stroll around the block. Don’t try to learn everything. There isn’t time. Choose the ‘important’ things, the things that will get you most points in an exam. If you aren’t sure about this, ask me. First learn the main ideas and don’t worry too much about the details. If you have time, you can come
back later and read the details.
Make notes of these key points and read them, then cover them up and try to remember all the points. It might be boring, but repetition helps you to remember. Use past exam papers to study. They will help you understand what kind of questions come up. There are plenty of past exam papers in the library. You can photocopy them and take them home. Take regular breaks while you are studying. A five-minute break every half hour is usually enough. Get some fresh air and stretch your arms and legs. Drink a glass of water too. It’s important to keep hydrated. And, last but not least, good luck! I’m sure you will all do your best.
Copyright: learnenglishteens.britishcouncil.org
CRITERIA FOR MARKING WRITING* are the same for all the writing types and four terms respectively
Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a mean to give an overall total out of 6.
Criteria for Marking Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work using some of the criteria from each column. There is no need to take into account all the points of the criteria.
| Mark / Criterion | Content: relevance, style and register, and development of ideas | Organization: cohesion, paragraphing, and format | Vocabulary and Spelling | Grammar and Punctuation: range and accuracy | ||
| 6 | All content is relevant to the task. The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. All content points are fully addressed and developed in a balanced way. | Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas. The format is appropriate, but may be modified for a better reading experience. | Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional mistakes. 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. | Writes simple and compound sentence forms correctly and demonstrates some variety in length. May attempt some complex sentences, but they tend to be less accurate, including punctuation. Errors in grammar and/or punctuation do not distort meaning. | ||
| 5 | All content is relevant to the task; insignificant content omissions may be present. The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register may be present. Most content points are addressed, but their development may be slightly imbalanced. | Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of each paragraph may reflect imbalanced development of ideas. The format is appropriate. | Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors. Has good control of word formation; may make errors in producing less common word forms. Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present. May often misspell less common lexical items. Errors in word choice and/or spelling do not distort meaning. | Writes simple and compound sentence forms correctly, but does not demonstrate variety in length. Occasional errors in grammar and/or punctuation do not distort meaning. | ||
| 4 | Most content is relevant to the task; insignificant content omissions may be present. The register on the whole corresponds to the requirements of the task. Most content points are addressed, but some content points may be more fully covered than others. | Uses some basic connectors, but these may be inaccurate or repetitive. Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason). The format is generally appropriate. | Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items. Has good control of word formation; can produce common word forms correctly. May make infrequent errors in spelling more difficult words. Errors in word choice and/or spelling rarely distort meaning. | Writes simple and some compound sentence forms correctly. While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted. | ||
| 3 | Some content is relevant to the task; significant content omissions may be present. The register barely corresponds to the requirements of the task. Only some content points, which are minimally addressed. | Uses a very limited range of basic cohesive devices correctly. Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs). The format may be inappropriate in places. | Uses basic vocabulary reasonably appropriately. Has some control of word formation; can produce some common word forms correctly. Makes frequent errors in spelling more difficult words, but simple words are spelled correctly. Errors in word choice and/or spelling distort meaning at times. | Writes simple sentence forms mostly correctly. Errors in grammar and/or punctuation may distort meaning at times. | ||
| 2 | Severe irrelevances and misinterpretations of the task may be present. Only few content points, which are minimally addressed. | May use a very limited range of basic cohesive devices, and those used may not indicate a logical relationship between ideas. Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line). The format may be inappropriate. | Uses an extremely limited range of vocabulary. Has very limited control of word formation; can produce a few common word forms correctly. Makes many errors in spelling, including a range of simple words. Errors in word choice and/or spelling distort meaning. | Writes some simple sentence forms correctly. Frequent errors in grammar and/or punctuation distort meaning. | ||
| 1 | Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task. | Links are missing or incorrect. Does not write in paragraphs at all (a script is a block of text). The format is not appropriate. | Can only use a few isolated words and/or memorized phrases. Has essentially no control of word formation; can barely produce any word forms. Displays few examples of conventional spelling. | No evidence of sentence forms. | ||
| 0 | Does not attempt the task in any way. The response is completely irrelevant to the task. There is too little language to assess. Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning. |
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