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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 |
Choose the best option between A, B, C or D for questions 1-3. ⇐ ПредыдущаяСтр 8 из 8
1. It is difficult to avoid travelling because… [1] A) people need to go to another countries B) people wait for it very much C) people cannot but travel D) people do it every day 2. To travel by plane takes a long time when… [1] A) there is a lot of people B) there are great distances C) there is much oil D) there is a good weather
3. Where do people travel often? [1] A) abroad for study B) abroad for holidays C) abroad for visiting relatives D) abroad for shopping Mark sentences 4-6 as True or False. 4. As a plane, a train is not a perfect mode for long distances travelling. [1] True or False
5. Going for the holiday on a cruise, would involve stopping at many different city ports. [1] True or False
6. Tourists will rely on their legs if they travel to places in the countryside. [1] True or False Total [6]
ü Choose one of the topics below ü Use punctuation marks and capital letters to get a full story ü Find 2 compound nouns in the 1st story and underline them ü Find 2 abstract nouns in the 2nd story and underline them Topic 1.Our Neighbourhood she looked at the man he was walking on the sidewalk she did not know this man he was a stranger she did not trust this man he did not live in this neighborhood she was driving her car slowly she was almost home she drove past the man she watched him in her rear-view mirror he stopped walking on the sidewalk he walked up her neighbor's driveway a car was in the driveway he walked up to the driver's door he stopped then he walked back to the sidewalk what he was doing she wondered then she realized what he was doing he was testing the driver's door he was testing it to see if it was locked she called the police Topic 2.Transport
linda wants to buy a new car she is full of hate for an old car her old car is a white Honda linda wants to buy a new Honda she wants to buy a new red Honda it will be her pride she has saved $1,000 she will use $1,000 to help buy the new car she will give $1,000 to the Honda dealer the Honda dealer will give her a contract to sign the contract will require her to pay $400 a month for seven years her new red Honda will cost Linda a lot of money but that's okay because Linda makes a lot of money Total [6] Speaking
Task Choose one of the cards and make up a talk with your partner. Look at the pictures and tell about yourself. Use subject-specific vocabulary while talking on a given topic. You have 1 minute to prepare and 2 minutes to talk
Card 1
Card 2
Card 3
Card 4
Total [6] Total marks_ /24
Mark scheme Listening and Reading
Total marks | 12 | |||||||||||||||||||||||||||||||||||||||||||||||||
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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Discuss with your partner the place you live in. Why you like this place. What makes it special for you and your friend? Can you name some popular natural places in your neighborhood?
Discuss with your partner what places in your city you like to visit. What different services are there in your neighborhood? Are they far from the city center?
What is the best place to eat in your city?
Discuss with tour partner different kinds of transport teenagers like to ride. If you have a bicycle/roller skates/ Segway, how well you ride on it. Is it difficult or easy to use it? Why? Tell why teenagers like modern forms of transport?