Sample questions and mark scheme Tasks for the Summative Assessment for the term 1
LISTENING
Task
Part 1. Listen to the recording twice and underline an odd word.CD3.Tapescript 1.
| 1. [a:] park
| market
| bag
| [1]
|
| 2. [i] circus
| cinema
| disco
| [1]
|
| 3. [u:] zoo
| pool
| post
| [1]
|
Part 2. Listen to the recording twice and number the pictures. The first picture is done for you as an example.
F 1
Total [6]
9
READING
Task. Read the text about four learners’ daily routine.
What do they do after school?
Read the text again and identify who does each activity. Write the learners’ names or first letters next to the phrases. The first task is done for you as an example.
M = Max, J = Julia, L = Luke, S = Sara.
Example: go to the park M
1. enjoy Art
_ [1]
2. do sport activities [1]
3. like music [1]
4. keen on reading [1]
5. spend time with friends __ [1]
6. do house work [1]
Total [6]
10
WRITING
Task. Your pen- friend has sent you a postcard of his/her hometown.
Write a postcard to your friend about your hometown. The sample postcard will help you to write a reply.
Hello dear friend,
This is a postcard of my town. My town is not very big, but I think it is a fantastic place. My favourite place is the Castle Bath – I usually go there with my friends. Can you send me a postcard of your town? How big is your town? What is your favorite place in the town? Where do you usually go at the weekends?
Love, Alex
Write your answer to Alex. Make a plan of your writing and answer the questions.
Total [6]
10
SPEAKING
Task. Choose one of the pictures below and describe it. Answer the questions:
· What can you see in the picture?
· Where are people or cartoon characters?
· What are they doing?
· Do you like the picture and why?
Total [6] Total marks /24
Mark scheme Listening and Reading
| №
| Answer
| Mark
| Additional information
|
| 1.
2.
3.
4.
5.
6.
| Bag
| 1
|
|
| Circus
| 1
|
|
| Post
| 1
|
|
| A3
| 1
|
|
| B2
| 1
|
|
| C1
| 1
|
|
| 1.
2.
3.
4.
5.
6.
| J
| 1
|
|
| S
| 1
|
|
| L
| 1
|
|
| L
| 1
|
|
| M
| 1
|
|
| M
| 1
|
|
|
Total
| 12
|
|
11
CRITERIA FOR MARKING WRITING
Mark scheme Writing and Speaking
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
