Aim of the Summative Assessment for the term

Grade 5

Content

1. Aim of the Summative Assessment for the term................................................................. 3

2. The document defining the content of the Summative Assessment for the term................ 3

3. Expected outcomes on the subject “English”, Grade 5...................................................... 3

4. Level of thinking skills on the subject ‘English’, Grade 5.................................................. 4

5. Administration rules............................................................................................................ 5

6. Moderation and marking..................................................................................................... 5

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1................................ 6

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2.............................. 15

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3.............................. 25

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4.............................. 34

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.

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.

4. Level of thinking skills on subject ‘English’, Grade 5

Strand	Level of thinking skills	Description	Recommended type of question
Listening	Knowledge and comprehension	Understand classroom instructions on curricular topics; understand basic and personal questions on general and curricular topics; understand meaning of the talk on curricular topics; understand detail information of the talk within the framework of familiar topics; recognise the meaning of a story with some support; identify speakers’ opinion on curricular topics;	Questions with multiple choice answers. Questions that require short answer. Questions requiring an extended answer.
Listening	Higher order thinking skills	figure out the content of a conversation with some support in an extended talk;
Speaking	Application	use syntax, subject-specific vocabulary in a talk; make up coherent sentences on familiar, general and curricular topics; retell stories and events on familiar topics; present information within framework of familiar topics; ask simple questions and answer the questions on curricular topics;	Questions that require short answer. Questions requiring an extended answer.
Speaking	Higher order of thinking skills	express own points of view and attitude with supporting arguments on curricular topics; interact in a pair and group work;
Reading	Knowledge and comprehension	recognise the main and specific information of a text on different genres and style within the framework of familiar topics; read short fiction and non-fiction texts on curricular topics; recognise writer’s opinion and attitude;	Questions with multiple choice answers. Questions that require short answer. Questions requiring an extended answer.
	Application	use different reference resources;
	Higher order thinking skills	deduce the meaning from context in short texts; distinguish facts and opinions in a text on curricular topics;

Writing

Application

links and coordinates sentences and paragraphs in a text within the framework of familiar topics; use spelling, grammatical and stylistic norms of the language correctly and punctuation marks;

Questions that require short answer.

Questions requiring an extended answer.

Higher order of thinking skills

plan, write, edit and proofread texts within the framework of familiar topics; write sequence of short sentences in a paragraph; write extended sentences that provides personal information; describe people, places and objects, real and imaginary events in past, present and future on curricular topics.

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.

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.

Total marks - 24

LISTENING

Task

Part 1. Listen to the recording twice and underline an odd word.CD3.Tapescript 1.

1. [a:] park	market	bag	[1]
2. [i] circus	cinema	disco	[1]
3. [u:] zoo	pool	post	[1]

Part 2. Listen to the recording twice and number the pictures. The first picture is done for you as an example.

F 1

4.A [1]

5.B [1]

6.C [1]

Total [6]

READING

Task. Read the text about four learners’ daily routine.

WRITING

Task. Your pen- friend has sent you a postcard of his/her hometown.

Write a postcard to your friend about your hometown. The sample postcard will help you to write a reply.

Hello dear friend,

This is a postcard of my town. My town is not very big, but I think it is a fantastic place. My favourite place is the Castle Bath – I usually go there with my friends. Can you send me a postcard of your town? How big is your town? What is your favorite place in the town? Where do you usually go at the weekends?

Love, Alex

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

Total

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 / Criterio n	Content (relevance and development of ideas)	Organization (cohesion, paragraphing and format)	Vocabulary (style and accuracy)	Grammar (style and accuracy) and Punctuation (accuracy)
6	· 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.	· 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 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.	· 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.
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;	· Uses basic connectors correctly. · Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of	· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors. · Has good control of word	· 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.	each paragraph may reflect imbalanced development of ideas. · The format is appropriate.	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.
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 short and extended 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 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.	· 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	· Writes short simple sentence forms and most extended simple sentence forms correctly. · Errors in grammar and/or punctuation may distort meaning at times.

			correctly. · Errors in word choice and/or spelling 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 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.	· 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 only very short 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. OR · The response is completely irrelevant to the task. OR · 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

Total marks- 24

LISTENING

Task. Listen to the recording twice and fill in the blanks with suitable words from the box.

CD3. Tapescript 2.

Married	Lives	Are
Large	flowers	Works

My family 1

in Melbourne. There 2

six

people in my family. My mother and father live in a 3 house. The house has four bedrooms and a big backyard. There are 4 in the front yard. My older brother, Alan, is 5 and has two children. My younger brother, Bill, and my sister, Sue, live at home. My father 6 in an office in Belmore. He is a manager. My mother works at home and looks after the house. I am very lucky to have a wonderful family.

READING

Task. Read the text about Molly’s job.

She works at a zoo

I’m at the zoo with Molly. Molly works at the zoo. She looks after the big animals: elephants, giraffes, lions and tigers. Molly says,

“My favorite animals are the elephants. At the moment we’ve got six elephants at the zoo. Two of the elephants are babies.

They are very cute.”

Molly gets up every day at six o’clock. She starts work at seven o’clock. First, she feeds the lions and tigers. They eat meat.

Then she feeds the giraffes and the elephants. They eat vegetables. All the animals drink water. Molly says, “I go home at three o’clock. I’m always happy as I love my job!”

WRITING

Task. Write a letter to your friend about your new friends. The sample letter will help you to write a reply.

Hello dear friend,

I want to tell you about my new friends in Cambridge. I met them at school. They are very funny and friendly. They are Nicola, Mark and Sue. We go to school together. We have the same interests. Write me about your friends.

I am looking forward to your answer. Love,

Miras

Write your answer to Miras.

Total [6]

SPEAKING

Task. Choose one of the below shown pictures and describe it. Answer the questions:

· Who is on the picture?

· What does he/she do?

· Where does he/she work?

· Who does he/she work with?

· Do you like this profession? Why? / Why not?

Total [6] Total marks /24

Total

Mark scheme Writing and Speaking

Mark / Criterio n	Content (relevance and development of ideas)	Organization (cohesion, paragraphing and format)	Vocabulary (style and accuracy)	Grammar (style and accuracy) and Punctuation (accuracy)
6	· 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.	· 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 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.	· 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.
5	· All content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the	· Uses basic connectors correctly. · Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a	· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors.	· 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.	set of like ideas; the size of each paragraph may reflect imbalanced development of ideas. · The format is appropriate.	· 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.	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 short and extended 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	· 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.	· 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,	· Writes short simple sentence forms and most extended simple sentence forms correctly. · Errors in grammar and/or punctuation may distort meaning at times.

	addressed.		but simple words are spelled correctly. · Errors in word choice and/or spelling 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 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.	· 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 only very short 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. OR · The response is completely irrelevant to the task. OR · 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

Total marks- 24

Listening

Task. Listen to the recording and write the name of each room in the correct place on the Floor plan. You will listen to the recording twice.

CD3. Tapescript 3.

A Floor plan

Total [6]

Reading

Task. Read the text and complete the sentences using the words from the box in the correct form.

Writing

1. Dolphins aren’t ugly. They are . [1]

2. Dolphins can’t live in polluted water. They live in water.[1]

3. Dolphins are safe. They aren’t . [1]

4. Dolphins are not aggressive. They are . [1]

5. A lot of the sea isn’t clean. It is . [1]

6. The sea isn’t dangerous place for dolphins. It’s . [1]

Total [6]

Task. Think about imaginary place you would like to live. Describe it. The following questions will help you.

What place is it?

Why would you like to live there? What is the weather there?

What does this place have? What can you there?

What can you do there?

The name of the place is Velcita. I like this place because it is beautiful and clean.

Total [6]

Speaking

Task. Choose one card, speak about the topic and answer the questions.

Total [6] Total marks /24

Total

Mark scheme Writing and Speaking

Mark / Criterio n	Content (relevance and development of ideas)	Organization (cohesion, paragraphing and format)	Vocabulary (style and accuracy)	Grammar (style and accuracy) and Punctuation (accuracy)
6	· 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.	· 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 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.	· 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.
5	· All content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the	· Uses basic connectors correctly. · Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a	· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors.	· 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.	set of like ideas; the size of each paragraph may reflect imbalanced development of ideas. · The format is appropriate.	· 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.	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 short and extended 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	· 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.	· 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,	· Writes short simple sentence forms and most extended simple sentence forms correctly. · Errors in grammar and/or punctuation may distort meaning at times.

	addressed.		but simple words are spelled correctly. · Errors in word choice and/or spelling 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 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.	· 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 only very short 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. OR · The response is completely irrelevant to the task. OR · 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.

Total marks - 24

LISTENING

READING

Task. Read the text and write True (T) or False (F) next to the sentences.

Hi Ellie, How are you? Are you having a nice holiday? I’m having a great time in Spain! It’s great weather here! It’s very hot and sunny. My family and I go to the beach every day. The beach is a lot of fun because you can do lots of water sports here. I’m going to waterski this afternoon. The food here is great. We’re going to eat in a seafood restaurant tonight. I love seadfood. I want to try octopus! We’re going to visit a museum tomorrow morning. It is about the history of Spain. Then later we’re going to go shopping in the town. We want to buy some presents. I want to get you a present from Spain. We are going to fly home next week. I want to show you all my photos! See you soon. Best wishes, Lisa

Ellie Harris, 4 Bluebell Lane, Oxford, OT2 9LM England

Write True or False.

1. Lisa is in Australia.	[1]
2. Lisa is going to waterski this afternoon.	[1]
3. Lisa’s family is going to eat seafood tonight.	[1]
4. Lisa doesn’t like seafood.	[1]
5. Lisa is going to buy Ellie a present.	[1]
6. Lisa is going to fly home tomorrow.	[1]

Total [6]

WRITING

Task. Rob is your pen-friend. Reply to Rob’s email. Tell him about sports in your school. Think about these questions:

What sports do you do at your school?

What after-school sports clubs do you go to?

What sports clubs can you recommend Rob to try in your school? Why?

To:	rob1995@gmail.com
From:
Subject:	Sports
Insert:	Attachments	Photos	Videos

Total [6]

SPEAKING

Task. Look at the pictures about Mike’s holiday. Ask your partner 3 questions to get information about Mike’s holiday. You can use the expressions below.

Total [6] Total marks /24

Total

Mark / Criterio n	Content (relevance and development of ideas)	Organization (cohesion, paragraphing and format)	Vocabulary (style and accuracy)	Grammar (style and accuracy) and Punctuation (accuracy)
6	· 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.	· 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 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.	· 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.
5	· All content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the	· Uses basic connectors correctly. · Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a	· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors.	· 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.	set of like ideas; the size of each paragraph may reflect imbalanced development of ideas. · The format is appropriate.	· 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.	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 short and extended 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	· 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.	· 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,	· Writes short simple sentence forms and most extended simple sentence forms correctly. · Errors in grammar and/or punctuation may distort meaning at times.

	addressed.		but simple words are spelled correctly. · Errors in word choice and/or spelling 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 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.	· 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 only very short 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. OR · The response is completely irrelevant to the task. OR · 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.