SS - SAT - English - Grade 8 - Eng

Specification of Summative Assessment for term on the subject of
“The English language”

Grade 8
1
Contents
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 “The English language”, Grade 8............................................... 3
4. Level of thinking skills on the subject “The English language”, Grade 8 ......................................... 4
5. Administration rules ........................................................................................................................... 8
6. Moderation and marking .................................................................................................................... 8
SPECIFICATION OF THE SUMMATIVE ASSESSMENT FOR TERM 1 ........................................... 9
SPECIFICATION OF THE SUMMATIVE ASSESSMENT FOR TERM 2 ......................................... 25
2
1. Aim of the Summative Assessment for the term
Summative assessment is aimed to assess learners’ success in terms of the learning
objectivesachievement 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 “The English langauge” in Grade 8.
2. The document defining the content of the Summative Assessment for the term
The Subject Programme for “The English language” for 5-9 grades of secondary
education on theupdated content.
3. Expected outcomes on the subject “The English language”, Grade 8

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, respecting differing points
of view and using feedback for setting personal learning objectives.
Listening
A learner understands the main ideas of texts 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; recognizes the opinion of the speaker with little or no
support in extended talk within the framework of familiar topics
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; uses appropriate subject-specific vocabulary and syntax to talk about
somegeneral and curricular topics.
Reading
A learner identifies the main ideas of texts and details in texts of a range of styles and
genreswithin 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; recognizes inconsistencies in argument in short,
simple texts ona range of general and curricular topics.
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 imaginary 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; develops with support coherent arguments supported when necessary by
examples and reasons on a limited range of general and curricular topics.
Use of English
3
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 modal verbs; uses some complex grammar structures such
asconjunctions to explain reasons and first conditional and relative clauses on a wide range of
familiar topics.
4. Level of thinking skills on the subject “The English language”, Grade 8
Strand Level of Description Recommende

thinking skills d type of
question
Listening Knowledge Understand with little or no support the Questions
and main points in extended talk on a wide range with
comprehension of general and curricular topics; multiple
understand with little or no support most choice
specific information in extended talk on a wide answers.
range of general and curricular topics; Questions
understand with little or no support most of that
the details of an argument in extended talk on a require
wide range of general and curricular topics; short
understand extended narratives on a wide answer.
range of general and curricular topics. Questions
that
Higher order understand with little or no support most of require an
thinking skills the implied meaning in extended talk on a wide extended
range of general and curricular topics; answer.
recognise the opinion of the speaker(s)
with little or no support in extended talk on a
wide range of general and curricular topics;
deduce meaning from context withlittle or
no support in extended talk on a growing range
of general and curricular topics;
8recognize typical features at word,
sentence and text level of a growing range of
spoken genres.
Speaking Application use formal and informal registers in their Questions
talk on a growing range of general and that
curricular topics use appropriate subject- require
specific vocabulary and syntax to talk about a short
wide increased range of general and curricular answer.
topics; Questions
that
require an
extended
4
Higher order ask more complex questions to get answer.
thinking skills information about a growing range of general
topics and some curricular topics;
give an opinion at discourse level on a
wide range of general and curricular topics
recount some extended stories and events
on a range of general and curricular topics
respond with some flexibility at both
sentence and discourse level to unexpected
comments on a range of general and curricular
topics
interact with peers to negotiate, agree and
organise priorities and plans for completing
classroom tasks
link comments with some flexibility to
what others say at sentence and discourse
level in pair, group and whole class exchanges.
Reading Knowledge understand the main points in texts on a Questions with
and growing range of unfamiliar general and multiple choice
comprehension curricular topics, including some extended answers.
texts Questions that
understand specific information anddetail require short
in texts on a growing range of familiar general answer.
and curricular topics, including some extended Questions that
texts require an
understand the detail of an argument on a extended
range of familiar general and curricular topics, answer.
including some extended texts
read a growing range of extended fiction
and non-fiction texts on familiar and some
unfamiliar general and curricular topics
Application use familiar and some unfamiliar paper
and digital reference resources to check
meaning and extend understanding
Higher order deduce meaning from context in short
thinking skills texts and some extended texts on a growing
range of familiar general and curricular topics
recognise the attitude or opinion of the
writer on a growing range of unfamiliar
general and curricular topics, including some
extended texts
recognise typical features at word,
sentence and text level in a range of written
genres
recognise inconsistencies in argument in
short texts on a limited range of general and
curricular subjects
Writing Application write with moderate grammatical Questions that
accuracy on a growing range of familiar require short
5
general and curricular topics answer.
use with some support style and register Questions that
appropriate to a limited variety of written require an
genres on general and curricular topics extended
link, independently, sentences into answer.
coherent paragraphs using a variety of basic
connectors on a range of familiar general
topics and some curricular topics
spell most high-frequency vocabulary
accurately for a range of familiar general and
curricular topics
punctuate written work at text level on a
growing range of familiar general and
curricular topics with growing accuracy write
with minimal or no support style and register
appropriate to a growing variety of written
genres on general and curricular topics
Higher order plan, write, edit and proofread work at text
thinking skills level with little support on a range ofgeneral
and curricular topics
write with minimal support about realand
imaginary past events, activities and
experiences on a growing range of familiar
general topics and some curricular topics
develop with support coherent arguments
supported when necessary by examples and
reasons for a growing range of written genres
in familiar general and curricular topics
Use of Application use some abstract nouns and complex Questions with
English noun phrases on a range of familiar general and multiple choice
curricular topics answers.
use a growing variety of quantifiers for Questions that
countable and uncountable nouns including require short
several, plenty, a large/small number/amount answer.
on a range of familiar general and curricular Questions that
topics require an
use a growing variety of compound extended
adjectives and adjectives as participles and answer.
some comparative structures including not
as…as, much …than to indicate degree on a
range of familiar general and curricular topics
use an increased variety of determiners
including all, half, both [of] inpre-determiner
function on a range of familiar general and
curricular topics
use questions which include a variety of
different tense and modal forms on a range of
familiar general and curricular topics
use a variety of pronouns including
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indefinite pronouns anybody, anyone,
anything and quantitative pronouns everyone,
everything, none, more, less, a few on a range
of familiar general and curricular topics
use a variety of simple perfect formsto
express recent, indefinite and unfinished past
on a range of familiar general and curricular
topics
use a growing variety of future forms
including present continuous and present
simple with future meaning on a range of
use appropriately a variety of active and
passive simple present and past forms and past
perfect simple forms in narrative and reported
speech on a range of familiar general and
curricular topics
use present continuous forms for present
and future meaning and past continuous,
including some passive forms, on a range of
use some reported speech forms for
statements, questions and commands: say,
ask, tell including reported requests on a range
of familiar general and curricular topics
use comparative degree adverb structures
not as quickly as / far less quickly with regular
and irregular adverbs. Use anincreased variety
of pre-verbal, post-verbal and end-position
adverbs on a range of familiar general and
curricular topics
use a growing variety of modal forms for
different functions: obligation, necessity,
possibility, permission, requests, suggestions,
prohibition on a range of familiar general and
curricular topics
use a some prepositions before nouns and
adjectives; use prepositions as, like to indicate
manner; use dependent prepositions
following adjectives on a range of familiar
general andcurricular topics;
use infinitive forms after a limited
number of verbs and adjectives, use gerund
forms after a limited variety of verbs and
prepositions, use some prepositional verbs and
begin to use common phrasal verbs on a
growing range of familiar general and
curricular topics
7
use a growing variety of conjunctions
including since, as to explain reasons and the
structures so ... that, such a ... that in giving
explanations on a range of familiar general and
curricular topics;
use if / unless/ if only in second
conditional clauses and wish [that] clauses
[present reference], use a growing variety of
relative clauses including why clauses on a
range of familiar general and 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
giveninstructions 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
helpthem, 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.
If learners finish listening (reading) section earlier than 10 minutes they can feel free to
come to next section.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end
ofthe 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.
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SPECIFICATION OF THE SUMMATIVE ASSESSMENT FOR TERM 1
Review of the summative assessment for term 1
Duration of the summative assessment– 45 minutes

Listening – 10 minutes
Reading – 10 minutes
Writing – 25 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.
Listening – multiple choice and gap filling tasks on the topics “Daily Life and Shopping”.
Tapescript for listening task can be found after the mark scheme.
Reading – paragraph order and matching tasks on the topic “Our World”
Writing – writing a review on one of the topics “Our World” or “Daily Life and
Shopping”.
Speaking – discussions on the topics “Our World” and “Daily Life and Shopping”.
The content of the summative assessment for the 1 term should be selected on topics
“Our World”and “Daily Life and Shopping”.
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Characteristic of tasks for summative assessment for the 1 term
Unit Strand Learning objective *Total *Quest *Type of *Task description Time Total
number of ion № question marks
questions
Our World Listening 8.2.2.1 understand with 6 1 Identifying Each learner works individually. 10 6
little or no support most 2 statements Learners listen to an audio twice. minutes
Daily Life
and specific information in 3 Learners should be given 1 minute to
Shopping extended talk on a wide 4 look through the questions the task
range of general and 5 before they listen.
curricular topics 6 Task enables learners to identify the
specific information about speakers of a
talk in the dialogue. Learners should
write initial of the speaker next to each
statement. Spelling and capitalization
are important.
Reading 8.4.1.1 understand the 6 1 Paragraph Each learner works individually. 10 6
main points in texts on 2 order Task 1 comprises 3 paragraphs to put in minutes
a growing range of 3 the logical order. A learner reads the
unfamiliar general and 4 paragraphs to identify the main idea of
curricular topics, 5 Matching the whole text. Learners write the letter
including some 6 of the paragraph in the right order in the
extended texts special space under the text.
8.4.5.1 deduce meaning Task 2. In questions 4- 6 learners should
from context in short deduce the meaning of the words from
texts and some the text and match the words with their
extended texts on a meaning.
growing range of
familiar general and
curricular topics
10
Writing 8.5.2.1 write with 1 1 Open ended Each learner works individually. 25 6
minimal support about The task has two options. Learners minutes
real and imaginary past should choose one topic to write.
events, activities and Topic 1. A learner should write a review
experiences on a range of a fashion show that was held in their
of familiar general hometown last week.
topics and some Topic 2. A learner should write a review
curricular topics of a school fashion show that was held
last week.
8.5.6.1 link,
independently,
sentences into coherent
paragraphs using a
variety of basic
connectors on a range
of familiar general
topics and some
curricular topics
Speaking 8.3.3.1 Give an opinion 1 1 Open ended The speaking task has 4 different cards 4-5 6
at discourse level on a with 4 prompts. The questions should be minutes for
wide range of general on the topics “Our World” and “Lifeand pair of
and curricular topics. Shopping”. Learners pair up and students
8.3.7.1 use appropriate have a two-way conversation discussing
subject specific the given questions. Learners should
vocabulary and syntax choose one card and spend 1 minute for
to talk about range of preparation and 3-4 minutes for
general topics, and speaking. They should provide their own
some curricular topics points of view on the topics, explaining
and justifying their answers, using
topical vocabulary. Teacher can ask
additional questions to support if
necessary.
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TOTAL: 45 24
minutes
(excludin g
Speaking
)
Note: * - sections that can be changed
12
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
Listening
Task. Listen to an interview and find a person who answers the given questions. Write the A (for
Alice), D (for Daniel), or B (for both of them) next to each question.
Who…?
1. looks after their mother [1]
2. does a lot of housework [1]
3. can’t cook [1]
4. doesn’t live with their father [1]
5. gives their mother a massage [1]
6. never goes out with their phone [1]
/ [6]
Reading
Task 1. Read the text carefully. Put paragraphs A-C in the correct logical order.
1.__________ [1]
2.__________ [1]
3.__________ [1]
It’s Alive!
Green roofs! What a great idea, and so simple. Why didn’t anybody think of this
before?Well, actually they did. Green roofs, in the form of natural sod* roofs, have been
around for ages. Nowadays, these living roofs, also called eco-roofs, are a bit more complex
than those fromthe past, but they are still ‘sprouting up’ in cities all over the world.
A. Are green roofs expensive to build?
Green roofs are fairly expensive to construct and maintain (1) but with the money you
save on heating and air-conditioning they pay for themselves in no time. And remember, even
if you can’t afford to have a ‘real’ green roof at the moment, you can do your part for the
environment now by planting flowers or vegetables in pots on the roof of your house or block
of flats.
B. What’s so great about green roofs?
There are many benefits to having a green roof. To begin with, they look fantastic; they
are a little patch of glorious (2) nature in the middle of an ugly concrete jungle. Secondly, they
can reduce heating and cooling costs because they act as a kind of insulation for the building.
Finally, green roofs give wildlife a place of their own, a natural habitat, in which to live.
C. What exactly are green roofs?
As you’ve probably already guessed, green roofs are not just roofs that have been painted
green. By definition, a green roof is a roof of a building that is partly or totally covered in
vegetation: grass, flowers, or any other kind of plant. Under the soil in which the vegetation
grows are several layers which prevent (3) water and roots from damaging the original roof.
*earth with grass growing on it
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Task 2. Match the words in bold (1-3) in the text to their meanings (a-d).
a) very beautiful
b) stop
c) keep
d) start
1 [1]
2 [1]
3 ________ [1]
Writing
Task. Choose ONE of the topics to write about 120-150 words.
Topic 1. Write a review of a fashion show that was held in your hometown.
Topic 2. Write a review of a school fashion show that was held last year.
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/[6]
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Speaking
Card 1 – Talk to your partner about Shopping for 2-3 minutes. Before you speak you
haveone minute to think about what you are going to say. The following prompts will
help you organize your conversation. You should discuss:
1. How much you like shopping and for what kinds of things
2. How often you go shopping
3. Websites you use for shopping online
4. Your favorite store and why
Card 2 - Talk to your partner about Bargain for 2-3 minutes. Before you speak you have
one minute to think about what you are going to say. The following prompts will help
youorganize your conversation. You should discuss:
1. What bargain is
2. If you bargain hunter or not
3. If you get excited about sales and discounts
4. When the best sales in your country are
Card 3- Talk to your partner about your typical day-off for 2-3 minutes. Before you
speakyou have one minute to think about what you are going to say. The following
prompts willhelp you organize your conversation. You should discuss:
1. What you usually do at the weekend

2. Where you go at the weekend
3. If you like weekend or not
4. If it differs from other countries
Card 4 - Talk to your partner about social media for 2-3 minutes. Before you speak you
have one minute to think about what you are going to say. The following prompts will
helpyou organize your conversation. You should discuss:
1. What social media is
2. Why it is important for people
3. What problems it might cause
4. What social media you use and why
/ [6]
Total marks _____/ 24
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Mark scheme
Listening and Reading
Question Answer Mark Additional
№ information
1 B 1
2 B 1
3 A 1
4 D 1
5 D 1
6 D 1
1 writes C 1
2 writes B 1
3 writes A 1
4 C 1
5 A 1
6 B 1
Total marks 12
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Mark scheme
Writing and Speaking
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 Communication
Organization (cohesion,
/ Grammar and
Content paragraphing, and Vocabulary
Criter Punctuation
format)
ion
 Fulfils the task:  The style of writing is  Follows the correct  Uses and a range of  Writes simple and
reports clear personal appropriate to a structure of a review topical vocabulary compound sentence
opinion or writing review. (includes introduction, and everyday forms correctly.
recommendation to a (formal/semiformal) main body and vocabulary  Punctuation rules are
target reader, conclusion) appropriately; followed
general comments,  Text is well organized  Spells common
main points of the and coherent with a vocabulary items
6 event are mentioned ( variety of linking correctly;
time, people,place and words/ phrases and  Errors in word choice
ect.) cohesive devices and/or spelling do not
 Writes about 120-150  Uses paragraphs to distort meaning.
words separate ideas; all
paragraphs revolve
around one idea or a
set of like ideas; the
size of each paragraph
17
allows for a proper
and balanced
development of ideas.
 .
 Fulfils the task:  The style of writing is  Generally follows the  Uses a range of  Writes simple and
reports clear personal generally appropriate structure of a review everyday vocabulary compound sentence
opinion or to a review  Text is well organized appropriately; forms correctly, but
recommendation to a and coherent with attempts to use less does not demonstrate
target reader, general basic linking words/ common lexical items. variety in length.
comments, main phrases and cohesive  Spells common  Occasional errors in
points of the event are devices vocabulary items grammar and/or
mentioned,  Uses paragraphs to correctly; few (no punctuation do not
5  Writes about 120-150 separate ideas; most more than two) distort meaning.
words paragraphs revolve occasional spelling
around one idea or a mistakes may be
set of like ideas; the present.
size of each paragraph  Errors in word choice
allows for a proper and/or spelling do not
and balanced distort meaning.
development of ideas.
 Most content fulfils  The style of writing is  Generally follows the  Uses everyday  Writes simple and
the task: a bit inappropriate to a structure of a review vocabulary generally some compound
reports personal review  Text is well organized appropriately, while sentence forms
4 opinion or and coherent with occasionally correctly.
recommendation to a basic linking words/ overusing certain  While errors in
target reader, phrases and cohesive lexical items. grammar and/or
general comments, devices but these may  May make infrequent punctuation are
main points of the be inaccurate or errors in spelling more noticeable, meaning is
18
event are mentioned repetitive. difficult words. rarely distorted.
but with some  Uses paragraphs to  Errors in word choice
omissions separate ideas; most and/or spelling rarely
 Might write fewer or paragraphs revolve distort meaning.
more than expected by around one idea or a
about 20 words set of like 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
 Some content fulfils  The style of writing is  the structure of a  Uses basic vocabulary  Writes simple
the task partially inappropriate review might be reasonably sentence forms mostly
 attempts to report to a review. inappropriate in appropriately. correctly.
personal opinion or places  Makes frequent errors  Errors in grammar
recommendation to a  Text is organized and in spelling more and/or punctuation
target reader, coherent with limited difficult words, but may distort meaning
3  Only some of main range of linking simple words are at times.
content points are words/ phrases and spelled correctly.
mentioned cohesive devices.  Errors in a word
 Might write fewer or  Uses paragraphs to choice and/or spelling
more than expected by separate ideas; most distort meaning at
about 40 words paragraphs revolve times.
around one idea or a
set of like ideas;
19
 Severe irrelevances  The style of writing is  the structure of a  Uses an extremely  Writes some simple
and misinterpretations mostly inappropriate review might be limited range of sentence forms
of the task may be to a review. inappropriate vocabulary. correctly.
present  Text is organized into  Has very limited  Frequent errors in
 Personal opinion or paragraphes with only control of word grammar and/or
recommendation to a few linking words. formation; can punctuation distort
target reader are not  Attempts to write in produce a few meaning.
clear, paragraphs, but their common word forms
2
 Main points of the use may be confusing correctly.
report are not (may start every  Makes many errors in
mentioned sentence with a new spelling, including a
 Might write fewer or line). range of simple
more than expected by words.
about 60 words  Errors in a word
choice and/or spelling
distort meaning.
 Response is barely  The style of writing is  Links are missing or  Can only use a few  No evidence of
relevant to the task. inappropriate to a incorrect. isolated words and/or sentence forms.
 No personal opinion review.  Does not write in memorized phrases.
or recommendation to paragraphs at all (a  Has essentially no
a target reader are not script is a block of control of a word
clear text). formation; can barely
1  Main points of the  The format is not produce any word
report are not appropriate. forms.
mentioned  Displays few
 -might write fewer or examples of
more than expected by conventional spelling.
about 80 words
20
 Does not attempt the task in any way.
OR
 The response is completely irrelevant to the task.
0 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.
21
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and grammar and vocabulary), and then calculate a mean to give an overall
total out of 6.
Mark / Content and communication Vocabulary

Pronunciation and Fluency Grammar
Criterion
 Shows sustained ability to  Produces extended stretches of  Produces error-free  Uses a range of
maintain a conversation and to language despite some simple sentences. appropriate vocabulary
make relevant contributions at hesitation.  Attempts some complex to give and exchange
some length.  Pronunciation is intelligible. grammatical forms, but views on a growing
6
 Can respond to a change in  Intonation is appropriate. may make errors, which range of general and
direction of the conversation. rarely curricular topics.cause
comprehension
problems.
 Responds relevantly and at  Pronunciation is generally  Produces error-free  Uses a range of

length which makes frequent intelligible. simple sentences. appropriate vocabulary
prompting unnecessary,  Produces mostly extended  Occasional mistakes do when talking about a
resulting in a competent stretches of language despite not cause comprehension range of general and
5 conversation. some hesitation, although problems curricular topics.
 Can generally respond to a instances of using short phrases
change in direction of the may be present.
conversation.  Intonation is generally
appropriate
 Attempts to respond to  Effort will need to be made to  Frequently produces  Uses appropriate
questions and prompts. develop the conversation; only error-free simple vocabulary to talk
4  Produces responses which are partial success will be achieved. sentences. about a limited range of
extended beyond short phrases,  Pronunciation is mostly  Errors may cause general and curricular
despite hesitation. intelligible. comprehension problems. topics.
22
 May not follow English
intonation patterns at times
 Has to be encouraged to go   Produces basic sentence  Uses a limited range of
beyond short responses and  There is a lack of intelligibility forms and some correct appropriate vocabulary
struggles to develop a of pronunciation, but it is simple sentences. to talk about a limited
3 conversation. unlikely to impede  . range of general topics
 Responses tend to be brief and communication.  Errors are frequent and
are characterized by frequent  May not follow English may lead to
hesitation intonation patterns frequently misunderstanding
 Responses are so brief that little  Pronunciation may cause some  Attempts basic sentence  Uses a limited range of
is communicated. communication difficulty. forms, but with limited appropriate vocabulary
 Barely engages in a  Does not follow English success. to talk about a very
conversation. intonation patterns  OR limited range of general
2  .  Heavily relies on topics.
apparently memorized  Makes numerous errors
utterances. except in memorized
expressions
 No communication possible.  Pronunciation and intonation  Cannot produce basic  Can only produce
patterns cause difficulty for sentence forms. isolated words and
1
even the most sympathetic phrases or memorized
listener. utterances
 No attempt at the response.

0 OR
 No ratable language
23
Term 1
Transcript
P-presenter, A-Alice, D-Daniel

P: I’d like to welcome to the programme two of these teenagers. Alice and Daniel, who are 17
yearsold, and who both look after members of their family. Hello, Alice. Hello, Daniel.
A and D: Hi.
P: Who do you look after?
A: I look after my mom. She has ME - it’s an illness which means that she feels tired at the
time and she can’t walk very well. And also look after my younger brother and sister. He’s
six and she’s four.
D: I look after my mom too. She had a bad car accident seven years ago and she can’t walk. I
also look after my little sister.
P. You both do a lot of housework. What exactly do you do?
A: On a normal day I get up early and I clean the house and I do the ironing. After school, I
sometimes take my mom to the shops in her wheelchair. In the evening, my dad makes the
dinner –I’m not very good at cooking! But I make sure my brother and sister eat their dinner
and then I put them to bed.
D: My day’s quite similar. I clean the house and iron, but I also do the cooking, and the
shopping. My dad left home four years ago so we’re on our own. I take my sister to school
and make sure that my mum is OK. I need to give her massage every evening.
P: How do you feel about the way you live?
A: I don’t really mind looking after my mum. She’s ill and she needs my help. But sometimes
I feela bit sad when I can’t go out because there are things to do on the house. And I sometimes
get angrywith my school friends. They don’t really understand the problems I have at home.
All they think about are clothes, boys, and going out.
D: I enjoy what I do because I’m helping my mum and I’m helping my sister at the same time.
Of course, it’s true that I can’t go out much, because I need to spend most of my time at home.
I sometimes go out with my friends, but I don’t like leaving my mum on her own. I always
make surethat I have my mobile. If my mum needs anything, she calls me and I go back home.
It’s not a problem fo me. It’s just part of my life.
P: You are both doing a great job, thanks very much for coming to the programme.
24
Duration of the summative assessment – 45 minutes

Total marks - 24

Listening – matching opinion questions on the topic “Sport, Health and Exercise”
Tapescript for listening task can be found after the mark scheme.
Reading – multiple-choice questions on the topic “Entertainment and Media”
Writing – writing an article on one of the topics “Entertainment and Media” or “Sport, Health
and Exercise
Speaking – discussion in pairs on the topics “Entertainment and Media” and “Sport, Health and
Exercise
“Entertainment and Media” and “Sport, Health and Exercise”.
25
questions
Entertainm Listening 8.2.5.1 recognise the 6 1 Matching Each learner works individually. 10 minutes 6
ent and opinion of the 2 Learners listen to an audio twice.
Media/ speaker(s) with little or 3 Learners should be given 1 minute to
Sport, no support in extended 4 look through the questions before they
Health and talk on a wide range of 5 listen.
Exercise general and curricular 6 Task enables learners to identify the
topics speakers’ opinion and write correct
letter (A-F) next to the speaker (1-6).
Reading 8.4.2.1 understand 6 1 Each learner works individually. 10 minutes 6

specific information 2 Multiple
and detail in texts on a 3 choice Task 1.In questions 1- 6 learners
growing range of 4 identify the specific information of the
familiar general and 5 text by answering the questions.
curricular topics, 6 Learners circle one correct answer
including some from four alternatives.
extended texts
Writing 8.5.5.1 develop with 1 1 Open ended Each learner works individually. 25 minutes 6
support coherent The task has two options. Learners
arguments supported should choose one topic to write.
when necessary Topic 1. A learner should write a
newspaper article about the
importance of healthy habits for
26
questions
by examples and teenagers.

reasons for a growing Topic 2. A learner should write a
range of written genres newspaper article about how social
media affect teenagers’ lives.
in familiar general and
curricular topics
8.5.3.1 write with

moderate grammatical
accuracy on a growing
range of familiar
general and curricular
topics
8.5.6.1 link,
independently,
paragraphs using a
variety of basic
of familiar general
topics and some
curricular topics
27
questions
Speaking 8.3.5.1 Interact with 1 1 Open ended The speaking task has 4 different cards 4-5 minutes 6
peers to negotiate, with 4 prompts. The questions should for pair of
agree and organise be on the topics Entertainment and students
priorities and plans for Media/ Sport, Health and Exercise.
completing classroom Learners pair up and have a two-way
tasks. conversation discussing the given
questions. Learners should choose one
8.3.7.1 Use appropriate card and spend 1 minute for
subject-specific preparation and 3-4 minutes for
vocabulary and syntax speaking. They should provide their
to talk about a range of own points of view on the topics,
general topics, and explaining and justifying their
some curricular topics. answers, using topical vocabulary.
Teacher can ask additional questionsto
support if necessary.
TOTAL: 45 minutes 24
(excluding
Speaking)
28
Listening
Task. Listen to six people talking about sport they like. Match each speaker with the reason he
or she likes the kind of exercises.
1. Speaker 1
2. Speaker 2
3. Speaker 3
4. Speaker 4
5. Speaker 5
6. Speaker 6 ____
A) It is a great place to meet people.

B) It helps me to be in good shape.
C) It helps me to enjoy nature in the morning.
D) It is not cheap to do this sport.
E) It takes time to learn this sport.
F) It is easy to find a place for this activity.
/[6]
Reading
Task. Read the text carefully and choose the correct answer.
Reality TV – love it or leave it
The first reality TV show in the world was called Expedition Robinson and it was shown
in Sweden in 1997. Half the population of the country watched the final episode and a new kind
of TV programme was born. Two years later in Holland, the first series of Big Brother was
filmed. Again, it was a fantastic success and the final programme was watched by 15 million
people. There are now more than20 countries around the world which have Big Brother or
Survivor (Expedition Robinson) on their TV screens. The ordinary people who take part in the
programmes are known by millions of people in their own countries and reality TV has become
big, big business.
For the TV producers, reality TV is a dream come true because many of the programmes
cost nothing to make. At some point, the television viewers are asked to telephone the
programme – to vote or to apply to take part in the show. It is the cost of these telephone calls
that pays for the shows. One of the most popular shows is Pop Idol (the programme is called
different things in different countries). In the show, a group of attractive young people are made
into pop stars. TV viewers vote for their favourite person on the show. The winner makes a
record, his or her pictures are published on the covers of magazines, millions of copies of the
record are sold and then….they are quickly forgotten.
But not everyone is happy about reality TV. In Portugal, two TV channels got into
trouble becausethey showed too much of the private lives of the people in the shows. In France,
reality TV is called ‘rubbish TV’ and the studios of Loft Story (Big Brother) were attacked
three times in one week. In Greece, Big Brother was described as ‘an insult to human rights and
civilization’. But, despite the problems, reality TV continues to do well in most countries and
it will be here for some time to come.
29
1. How many people watched the final episode of TV show Expedition Robinson? [1]
A. 15% of the population in Sweden
B. 30% of the population in Sweden
C. 50% of the population in Sweden
D. 15 million people
2. Who can be recognized by millions of people by participating in the Reality TV? [1]
A. celebrities
B. ordinary people
C. young people
D. attractive people
3. Why is producing reality TV not expensive? [1]
A. Viewers’ calls pay for the show
B. Young people pay for the show
C. TV channels pay for the show
D. Rich people pay for the show
4. Who might be contestants of popular show Pop Idol? [1]

A. Adults
B. Young people
C. Child
D. People of all ages
5. Why does not everyone enjoy reality shows? [1]

A. They demonstrate too much of the people’s private lives.
B. They broadcast the same subject and the same characters.
C. TV shows are attacked by hackers.
D. TV continues to do well in most countries
6. Who believes that reality TV is ‘rubbish TV’? [1]

A. Greek
B. Portuguese
C. French
D. Swedish
/[6]
Writing
Task. Choose ONE of the topics and write an article for a school newspaper. Word count is in
120-150 words.
Assessment criteria:
 The content should be relevant to the task.
 Follow the structure of the newspaper article.
 Connect ideas logically.
 Use subject specific vocabulary on the topic.
 Produce error-free sentences.
30
Topic 1. The importance of healthy habits for teenagers.
Topic 2. The effect of social media on teenagers’ lives.
Speaking
Choose 1 card and answer the questions. You have 1 minute to prepare and 3 minutes to
speak. Whilespeaking do not forget to use topic related vocabulary. Show interaction
asking and answering questions.
Card 1 - Talk to your partner about Video games for 2-3 minutes. You have one minute
to thinkabout what you are going to say. You should discuss:
 the drawbacks of video games
 the benefits of video games
 recommendations for addicted video gamers
Card 2 - Talk to your partner about Health for 2-3 minutes. You have one minute to
think aboutwhat you are going to say. You should discuss:
 the importance of healthy lifestyles
 the most popular ways of keeping healthy in your country
 recommendations for overweight people
Card 3 - Talk to your partner about Healthy lifestyle for 2-3 minutes. You have one
minute tothink about what you are going to say. You should discuss:
 healthy eating habits
 how to adopt healthy eating habits
 recommendations for junk-food lovers
Card 4 - Talk to your partner about Sport for 2-3 minutes. You have one minute to
think aboutwhat you are going to say. You should discuss:
 the advantages of going into sport
 the disadvantage of going into sport
 how popular sport is in your school
/[6]
Total marks__ / 24
31
Mark scheme

№ information
1 A for SPEAKER 1 1
2 C for SPEAKER 2 1
3 F for SPEAKER 3 1
4 E for SPEAKER 4 1
5 B for SPEAKER 5 1
6 D for SPEAKER 6 1
1 A 1
2 B 1
3 C 1
4 B 1
5 C 1
6 A 1
Total marks 12
32
Mark scheme
Give points out of 6 for each criterion (content,communication, 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 / Grammar and
Content Communication paragraphing, and Vocabulary
Criterion Punctuation
format)
 Fulfils the task  The style of writing  Follows the correct  Uses and a range of  Writes simple and
 includes eye catching is appropriate to an structure of an article. topical vocabulary compound sentence
headline, article.  Text is well organized and everyday forms correctly.
(formal/informal)
 Interesting and coherent with a vocabulary  Punctuation rules are
introduction clearly variety of linking appropriately; followed
outlines the topic to words/ phrases and  Spells common  Follows all the rules
be covered, cohesive devices vocabulary items for writing a headline
6  Main body consisting correctly; of a newspaper article
of two or more  Errors in word choice
paragraphs in which and/or spelling do not
the subject is distort meaning.
developed in details
 Conclusion
 Summarizes the topic
and /or offers the
opinion/recommendat
33
ion/comments –
 Writes about 120-150
words
 Fulfils the task  The style of  Generally follows the  Uses a range of  Writes simple and
 Includes eye catching writing is generally structure of an article. everyday vocabulary compound sentence
headline, appropriate to an  Text is well organized appropriately; forms correctly, but
article.
 Interesting and coherent with attempts to use less does not demonstrate
introduction outlines basic linking words/ common lexical variety in length.
the topic to be phrases and cohesive items.  Occasional errors in
covered, devices  Spells common grammar and/or
 Main body consisting vocabulary items punctuation do not
of two or more correctly; few (no distort meaning.
5 paragraphs in which more than two)
the subject is occasional spelling
developed in details mistakes may be
 Conclusion present.
summarizes the topic  Errors in word choice
and /or offers the and/or spelling do not
opinion/recommendat distort meaning.
ion/comments
words
 Most content fulfils  The style of writing  Generally follows the  Uses everyday  Writes simple and
the task is a bit structure of an article vocabulary generally some compound
4  Includes headline, inappropriate to an  Text is well organized appropriately, while sentence forms
article.
 Introduction outlines and coherent with occasionally correctly.
the topic partly, basic linking words/ overusing certain  While errors in
34
 Main body is phrases and cohesive lexical items. grammar and/or
developed in some devices but these may  May make infrequent punctuation are
details be inaccurate or errors in spelling noticeable, meaning is
 Conclusion repetitive. more difficult words. rarely distorted.
summarizes the topic  Uses paragraphs to  Errors in word choice
 Might write fewer or separate ideas; most and/or spelling rarely
more than expected paragraphs revolve distort meaning.
by about 20 words around one idea or a
set of like ideas; but
tends to misuse
paragraphs or some
paragraphs may be
much longer than other
ones for no apparent
reason
 Some content fulfils  The style of  The structure of an  Uses basic vocabulary  Writes simple sentence
the task writing is article might be reasonably forms mostly
 Includes headline, partially inappropriate in places appropriately. correctly.
inappropriate to
 Attempts to report  Text is organized and  Makes frequent errors  Errors in grammar
an article.
outlines the topic in coherent with limited in spelling more and/or punctuation
3 introduction, range of linking difficult words, but may distort meaning at
 Only some words/ phrases and simple words are times.
information is cohesive devices. spelled correctly.
mentioned in main  Uses paragraphs to  Errors in a word
body separate ideas; most choice and/or spelling
 Conclusion paragraphs revolve distort meaning at
summarizes the topic around one idea or a times.
35
partly, there might be set of like ideas;
no personal opinion
or recommendation to
a target reader,
 Might write fewer or
more than expected
by about 40 words
 Severe irrelevances  The style of  The structure of an  Uses an extremely  Writes some simple
and writing is mostly article might be limited range of sentence forms
misinterpretations of inappropriate to an inappropriate vocabulary. correctly.
article.
the task may be  Text is organized into  Has very limited  Frequent errors in
present paragraphes with only control of word grammar and/or
 Might not include few linking words. formation; can punctuation distort
headline,  Attempts to write in produce a few meaning.
 Introduction doesn’t paragraphs, but their common word forms
2 outline the topic use may be confusing correctly.
 Main body is (may start every  Makes many errors in
developed without sentence with a new spelling, including a
any important details line). range of simple
 Conclusion words.
summarizes the topic  Errors in a word
partly choice and/or spelling
 Might write fewer or distort meaning.
more than expected
by about 60 words
 Might not include  The style of  Links are missing or  Can only use a few  No evidence of
1 headline/introduction/ writing is incorrect. isolated words and/or sentence forms.
conclusion, inappropriate to an  Does not write in memorized phrases.
article.
 Introduction doesn’t paragraphs at all (a  Has essentially no
36
outline the topic script is a block of control of a word
 Main body isn’t text). formation; can barely
developed  The format is not produce any word
 Conclusion doesn’t appropriate. forms.
summarizes the topic  Displays few
 Might write fewer or examples of
more than expected conventional spelling.
by about 80 words

OR
0 OR
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.
37
СRITERIA FOR MARKING SPEAKING
total out of 6.
Mark / Pronunciation and

Content and Grammar Vocabulary
Criterion Fluency
communication
 Shows sustained ability to  Produces extended  Produces error-free simple Uses a range of appropriate
6 maintain a conversationand stretches of language sentences. vocabulary to give and exchange
to make relevant despite some hesitation.  Attempts some complex views on a growing range of general
contributions at some  Pronunciation is grammatical forms, but may and curricular topics.cause
length. intelligible. make errors, which rarely comprehension problems.
 Can respond to a change in Intonation is
direction of the appropriate.
conversation.
 Responds relevantly and at  Pronunciation is  Produces error-free simple  Uses a range of appropriate
length which makes generally intelligible. sentences. vocabulary when talking about a
frequent prompting  Produces mostly  Occasional mistakes do not cause range of general and curricular
unnecessary, resulting in a extended stretches of comprehension problems topics.
competent conversation. language despite some 
5
 Can generally respond to a hesitation, although
change in direction of the instances of using short
conversation. phrases may be present.
  Intonation is
generally
appropriate
 Attempts to respond to  Effort will need to be  Frequently produces error-free  Uses appropriate vocabulary to
questions and prompts. made to develop the simple sentences. talk about a limited range of
4
 Produces responses which conversation; only  Errors may cause comprehension general and curricular topics.
are extended beyond short partial success will be problems. 
phrases, despite hesitation. achieved.
38
  Pronunciation is mostly
intelligible.
intonation patterns at
times
 Has to be encouraged to go  .  Produces basic sentence forms  Uses a limited range of
beyond short responses and  There is a lack of and some correct simple appropriate vocabulary to talk
struggles to develop a intelligibility of sentences. about a limited range of general
conversation. pronunciation, but it is  . topics
3
 Responses tend to be brief unlikely to impede  Errors are frequent and may lead
and are characterized by communication. to misunderstanding
frequent hesitation  May not follow English
intonation patterns
frequently
 Responses are so brief that  Pronunciation may  Attempts basic sentence forms,  Uses a limited range of
little is communicated. cause some but with limited success. appropriate vocabulary to talk
2  Barely engages in a communication OR about a very limited range of
conversation. difficulty.  Heavily relies on apparently general topics.
 .  Does not follow English memorized utterances.  Makes numerous errors except in
intonation patterns  memorized expressions
 No communication  Pronunciation and  Cannot produce basic  Can only produce isolated words
possible. intonation patterns cause sentence forms. and phrases or memorized
1
 difficulty for even the  utterances
most sympathetic
listener.
0 OR
39
Review of the summative assessment for Term 3

Total marks - 24

Listening – matching tasks on the topic “Travel and Transport”. Tapescript for listening
task can be after the mark scheme.
Reading – short answer questions on the topic “The Natural World”.
Writing – writing a descriptive essay on one of the topics “The Natural World” or “Travel
and Transport”.
Speaking – discussion in pairs on topics “The Natural World” and “Travel and Transport”.
The content of the summative assessment for Term 3 should be selected on topics “The
Natural World” and “Travel and Transport”.
40
questions
The Listening 8.2.1.1 understand with 6 1 Each learner works individually. 10 minutes 6
Natural little or no support the 2 Matching Learners listen to an audio twice.
World / main points in extended 3 Learners should be given 1 minute
Travel and talk on a wide range of 4 to look through the questions the
Transport general and curricular 5 task before they listen.
topics; 6
Task enables learners to identify the
main idea about islands (A-C).
Learners should write (A-C) next to
each statement.
Reading 8.4.5.1 deduce meaning 6 1 Short answer Each learner works individually. 10 minutes 6
from context in short 2 questions There are six definitions of the
texts and some 3 words from the text. A learner reads
extended texts on a 4 the text and deduces the meaning of
growing range of 5 the word from the text. Learners
familiar general and 6 write the word next to its definition.
curricular topics
Writing 8.5.3.1 write with 1 1 Open ended Each learner works individually. 25 minutes 6
moderate grammatical The task has two options. Learners
accuracy on a growing should choose one topic to write.
Topic 1. A learner should write a
range of familiar
descriptive essay about the most
general and curricular beautiful place in Kazakhstan
topics; Topic 2. A learner should write a
descriptive essay about the most
42
questions
8.5.5.1 develop with dangerous place in the world.

support coherent
arguments supported
when necessary by
examples and reasons
for a growing range of
written genres in familiar
topics;
8.5.6.1 link,
independently,
paragraphs using a
variety of basic
of familiar general
topics and some
curricular topics
43
Speaking 8.3.3.1 Give an opinion 1 1 Open ended The speaking task has 4 different 4-5 minutes 6
at discourse level on a cards with 4 prompts. The questions for pair of
wide range of general should be on the topics “The Natural students
and curricular topics. World” and “Travel and Transport”.
8.3.7.1 use appropriate Learners pair up and have a two-way
subject-specific conversation discussing the given
vocabulary and syntax questions. Learners should choose
to talk about range of one card and spend 1 minute for
general topics, and preparation and 3-4 minutes for
some curricular topics speaking. They should provide their
own points of view on the topics,
explaining and justifying their
answers, using topical vocabulary.
Teacher can ask additional questions
to support if necessary.
(excluding
Speaking)
44
Listening
Task. Listen to a TV programme about islands. Identify which of the islands refers to the
statements below (1-6). Write letter (A-C) next to the statement.
A.Great Britain
B. Greenland
C. Madagascar
1. It’s popular with tourists. [1]

2.The nights are very short in summer. [1]
3.The animals and plants are different from other places. [1]
4.There’s tunnel connecting it to a continent. [1]
5. There are big differences in climate between different parts of the island. [1]
6. Its name doesn’t describe it well. __ [1]
_____/[6]
Reading
Task . Read the text and write an appropriate word from the text next to each definition.
Somewhere in the world…
The Yellow River is the second longest river in China. It carries

millionsof tons of yellow sand from the deserts of Central China which
give the river a yellowish colour. The Black Sea lies between six
countries including Russia, Turkey and Ukraine-but it certainly isn’t
black! The name probably comes from the black clouds which can
cause storms in the area. And Greenland – the world largest Island
apart from Australia-is more white than green (85%is permanently
covered in snow and ice) One idea is that the first people who arrived
there saw it in spring.
The Dead Sea is not really a sea, but a lake. Water comes into it from the River Jordan, but
because the Dead Sea is lower than the land around it, it cannot flow out. The hot desert sun
evaporates the water as quickly as it
flows in, leaving salt and other minerals. As a result, the Dead Sea is seven times saltier than
the sea, and people can easily float on it!
Country with the most extreme climate is Argentina. Two of the hottest and coldest
temperatures ever recorded were there. A temperature of 49°C was recorded in the town of Riva
Davia on 11th December 19.5 and -33°C in Sarmiento (only 115 km away) in June 1907 that’s
a difference of 82°C.
In South America, the Andes stretch more than 7000 km from

Lake Marakaibo in the north Tierra del Fuego in the south- the
whole length of the continent and a distance greater than New
York to London. In theAndes you can also find the world’s
highest volcano (Nevado Ojos del Salado on the border between
Chile and Argentina) and the world’s highest lake (Lake
Titacaca)
45
In the city of Venice in the north-east of Italy no cars are allowed into this historic city. There
you can find 150 canals. The only way to get around is on foot, by boat…or water taxi. It’s
famous for its historic palaces, churches and art galleries.
1. Strong wind and rain- (paragraph 1) [1]

2. An area of land surrounded by water- (paragraph 1) [1]
3. An area of water surrounded by land- (paragraph 2) [1]
4. The type of weather found in a particular place- (paragraph 3) [1]
5. The dividing line between two countries- (paragraph 4 ) [1]
6. A man-made river- (paragraph 5) [1]
/[6]
Writing
Topic 1. Write a descriptive essay about the most beautiful place in Kazakhstan.
Topic 2. Write a descriptive essay about the most dangerous place in the world.
/[6]
46
Speaking
Task. Talk to your partner.
Card 1 – Talk to your partner about an island you would like to visit for 2-3 minutes.
Before you speak you have one minute to think about what you are going to say. The
following prompts will help you organize your conversation. You should discuss:
 what island you would like to visit
 where it is situated
 something special about it
 how people live there
Card 2 - Talk to your partner about a country you would like to visit for 2-3 minutes.
Before you speak you have one minute to think about what you are going to say. The
following prompts will help you organize your conversation. You should discuss:
 what country you would like to visit
 where it is situated
 what the most unusual traditions are
 how people get there
Card 3- Talk to your partner about the transport in your country for 2-3 minutes. Before
you speak you have one minute to think about what you are going to say. The following
prompts will help you organize your conversation. You should discuss:
 what the most comfortable means of transport is
 what the most popular transport in Kazakhstan is and why
 what your favourite transport is and why
 how you get to school
Card 4 - Talk to your partner about endangered animal for 2-3 minutes. Before you speak
you have one minute to think about what you are going to say. The following prompts will
help you organize your conversation. You should discuss:
 What animal it is
 Why it is endangered
 What its habitat is
 How people can protect it
/[6]
Total marks /24
47
Mark scheme

№ information
1 A 1
2 B 1
3
C 1
4
A 1
5
C 1
6
B 1
1 storm 1
2 island 1
3
sea 1
4
climate 1
5
border 1
6
canal 1
Total marks 12
48
Mark scheme

Give points out of 6 for each criterion (content,communication, 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 / Grammar and
Content Communication paragraphing, and Vocabulary
Criterion Punctuation
format)
 Fulfils the task  The style of writing  Follows the correct  Uses and a range of  Writes simple and
 includes eye catching is appropriate to an structure of an article. topical vocabulary compound sentence
headline, article.  Text is well organized and everyday forms correctly.
(formal/informal)
 Interesting and coherent with a vocabulary  Punctuation rules are
introduction clearly variety of linking appropriately; followed
outlines the topic to words/ phrases and  Spells common  Follows all the rules
be covered, cohesive devices vocabulary items for writing a headline
6  Main body consisting correctly; of a newspaper article
of two or more  Errors in word choice
paragraphs in which and/or spelling do not
the subject is distort meaning.
developed in details
 Conclusion
 Summarizes the topic
and /or offers the
opinion/recommendat
49
ion/comments –
words
 Fulfils the task  The style of  Generally follows the  Uses a range of  Writes simple and
 Includes eye catching writing is generally structure of an article. everyday vocabulary compound sentence
headline, appropriate to an  Text is well organized appropriately; forms correctly, but
article.
 Interesting and coherent with attempts to use less does not demonstrate
introduction outlines basic linking words/ common lexical variety in length.
the topic to be phrases and cohesive items.  Occasional errors in
covered, devices  Spells common grammar and/or
 Main body consisting vocabulary items punctuation do not
of two or more correctly; few (no distort meaning.
5 paragraphs in which more than two)
the subject is occasional spelling
developed in details mistakes may be
 Conclusion present.
summarizes the topic  Errors in word choice
and /or offers the and/or spelling do not
opinion/recommendat distort meaning.
ion/comments
words
 Most content fulfils  The style of writing  Generally follows the  Uses everyday  Writes simple and
the task is a bit structure of an article vocabulary generally some compound
4  Includes headline, inappropriate to an  Text is well organized appropriately, while sentence forms
article.
 Introduction outlines and coherent with occasionally correctly.
the topic partly, basic linking words/ overusing certain  While errors in
50
 Main body is phrases and cohesive lexical items. grammar and/or
developed in some devices but these may  May make infrequent punctuation are
details be inaccurate or errors in spelling noticeable, meaning is
 Conclusion repetitive. more difficult words. rarely distorted.
summarizes the topic  Uses paragraphs to  Errors in word choice
 Might write fewer or separate ideas; most and/or spelling rarely
more than expected paragraphs revolve distort meaning.
by about 20 words around one idea or a
set of like ideas; but
tends to misuse
paragraphs or some
paragraphs may be
much longer than other
ones for no apparent
reason
 Some content fulfils  The style of  The structure of an  Uses basic vocabulary  Writes simple sentence
the task writing is article might be reasonably forms mostly
 Includes headline, partially inappropriate in places appropriately. correctly.
inappropriate to
 Attempts to report  Text is organized and  Makes frequent errors  Errors in grammar
an article.
outlines the topic in coherent with limited in spelling more and/or punctuation
3 introduction, range of linking difficult words, but may distort meaning at
 Only some words/ phrases and simple words are times.
information is cohesive devices. spelled correctly.
mentioned in main  Uses paragraphs to  Errors in a word
body separate ideas; most choice and/or spelling
 Conclusion paragraphs revolve distort meaning at
summarizes the topic around one idea or a times.
51
partly, there might be set of like ideas;
no personal opinion
or recommendation to
a target reader,
 Might write fewer or
more than expected
by about 40 words
 Severe irrelevances  The style of  The structure of an  Uses an extremely  Writes some simple
and writing is mostly article might be limited range of sentence forms
misinterpretations of inappropriate to an inappropriate vocabulary. correctly.
article.
the task may be  Text is organized into  Has very limited  Frequent errors in
present paragraphes with only control of word grammar and/or
 Might not include few linking words. formation; can punctuation distort
headline,  Attempts to write in produce a few meaning.
 Introduction doesn’t paragraphs, but their common word forms
2 outline the topic use may be confusing correctly.
 Main body is (may start every  Makes many errors in
developed without sentence with a new spelling, including a
any important details line). range of simple
 Conclusion words.
summarizes the topic  Errors in a word
partly choice and/or spelling
 Might write fewer or distort meaning.
more than expected
by about 60 words
 Might not include  The style of  Links are missing or  Can only use a few  No evidence of
1 headline/introduction/ writing is incorrect. isolated words and/or sentence forms.
conclusion, inappropriate to an  Does not write in memorized phrases.
article.
 Introduction doesn’t paragraphs at all (a  Has essentially no
52
outline the topic script is a block of control of a word
 Main body isn’t text). formation; can barely
developed  The format is not produce any word
 Conclusion doesn’t appropriate. forms.
summarizes the topic  Displays few
 Might write fewer or examples of
more than expected conventional spelling.
by about 80 words

OR
0 OR
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.
53
СRITERIA FOR MARKING SPEAKING
total out of 6.
Mark / Pronunciation and

Content and Grammar Vocabulary
Criterion Fluency
communication
 Shows sustained ability to  Produces extended  Produces error-free simple Uses a range of appropriate
6 maintain a conversationand stretches of language sentences. vocabulary to give and exchange
to make relevant despite some hesitation.  Attempts some complex views on a growing range of general
contributions at some  Pronunciation is grammatical forms, but may and curricular topics.cause
length. intelligible. make errors, which rarely comprehension problems.
 Can respond to a change in Intonation is
direction of the appropriate.
conversation.
 Responds relevantly and at  Pronunciation is  Produces error-free simple  Uses a range of appropriate
length which makes generally intelligible. sentences. vocabulary when talking about a
frequent prompting  Produces mostly  Occasional mistakes do not cause range of general and curricular
unnecessary, resulting in a extended stretches of comprehension problems topics.
competent conversation. language despite some 
5
 Can generally respond to a hesitation, although
change in direction of the instances of using short
conversation. phrases may be present.
  Intonation is
generally
appropriate
 Attempts to respond to  Effort will need to be  Frequently produces error-free  Uses appropriate vocabulary to
questions and prompts. made to develop the simple sentences. talk about a limited range of
4
 Produces responses which conversation; only  Errors may cause comprehension general and curricular topics.
are extended beyond short partial success will be problems. 
phrases, despite hesitation. achieved.
54
  Pronunciation is mostly
intelligible.
intonation patterns at
times
 Has to be encouraged to go  .  Produces basic sentence forms  Uses a limited range of
beyond short responses and  There is a lack of and some correct simple appropriate vocabulary to talk
struggles to develop a intelligibility of sentences. about a limited range of general
conversation. pronunciation, but it is  . topics
3
 Responses tend to be brief unlikely to impede  Errors are frequent and may lead
and are characterized by communication. to misunderstanding
frequent hesitation  May not follow English
intonation patterns
frequently
 Responses are so brief that  Pronunciation may  Attempts basic sentence forms,  Uses a limited range of
little is communicated. cause some but with limited success. appropriate vocabulary to talk
2  Barely engages in a communication OR about a very limited range of
conversation. difficulty.  Heavily relies on apparently general topics.
 .  Does not follow English memorized utterances.  Makes numerous errors except in
intonation patterns  memorized expressions
 No communication  Pronunciation and  Cannot produce basic  Can only produce isolated words
possible. intonation patterns cause sentence forms. and phrases or memorized
1
 difficulty for even the  utterances
most sympathetic
listener.
0 OR
55
Term 3
Transcript
Islands have their own kind of magic, and Greenland is one of the most magical of them all.
During the summer months, its daylight a lot of the time –and it’s hard to sleep. But that gives
you more is the biggest time to see this strange, wild and enormous place. Greenland is the
biggest island in the world. It lies between the North Atlantic and Arctic Oceans, off the coast
of North America. It’s almost the-thirds the size of Australia; 2,655 kilometers from north to
south, and 1,290 kilometers from east to west. So there’s a lot of land, but it’s not very green.
In fact, Greenland is the least green of all the island in fact, Greenland is the least green of all
islands in today’s programme. An d that’s because an icecap – a thick layer of ice – covers
percent of Greenland. Snow falls on Greenland in every month of the year. The snow gets
deeper and deeper and turns to ice. As a result, Greenland has the second largest icecap in the
world, after Antarctica. On average, the ice is one and anal kilometers thick, but in some places
it’s thicker than that-more than three km thick, in fact. And it’s always moving. In large parts
of the island, there are no people al all. About , people livearound the coast, where the climate
is less cold than in the center, their main work is fishing.
Madagascar is a world apart. It’s the fourth largest island in the world, and lies in the Indian
Ocean, off the coast of Africa. It split away from the rest of Africa about 100 million years
ago. It’s a land of contrast and surprises. There’s rainforest on the east coast of Madagascar. In
the south it’s hot and dry, but the climate is cooler in the mountains that run down the middle
of the island. So some parts are less tropical than others. Most of the people are farmer, and rice
is the main food. The population is about 18 million. But what makes Madagascar special isthat
there are unusual tips of animals and plants that you can’t find anywhere else in the world. The
island most animals are the lemurs-they look a little like monkeys andthey’ve got long tails.
But they’re in danger now because people have destroyed the forests where they live. In all,
about 50 kinds of wildlife are at risk on Madagascar.
Yes, it probably looks familiar… and of course it is. I’m in Trafalgar Square, in the heart of
London. Sometimes it’s easy to forget that Great Britain is the eight largest in Europe. It’s
interesting, too, because it’s actually three countries: England, Scotland, and Wales. It’s rich in
history, and peoplecome from all over the world to visit famous churches, museums and castles.
Great Britain is more crowded than many of its European neighbors, and has a population of
60 million. But in parts it’s also very beautiful. Mountains cover a lot of Scotland, where there
are many long, deep lakes, called lochs. Wales and north of England are hilly, while the south
and east of England are flatter. The area around London is probably the least impressive part of
Great Britain. In 1994, the Channel Tunnel opened. This rail tunnel is almost 50 kilometers
long, and links England with France. It’s the second longest tunnel in the world, after the Seikan
tunnel in Japan. Because of the Channel Tunnel, some people think that Great Britain is no
longer an island.
Resources
Listening: Ian Lebeau &Gareth Rees, Pearson-Longman, Language Leader – Course Book,
Pre-intermediate.
Reading : Sarah Cunningham, Peter Moor &Jane Comyns Carr ,New Cutting Edge – Student’s
Book, Pre-intermediate
56

Total marks - 24

speaking.
Different types of tasks are used in the summative assessment for the term.
Listening – Identifying Yes/ No statements on the topic “The world of work”. Tapescript
for listening task can be after the mark scheme.
Reading – multiple choice and gap filling questions on the topic “Food and Drink”.
Writing – writing an informal letter on the topic “Food and Drink”/ “The world of work”.
Speaking – monologue on the topics “Food and Drink” and “The world of work”.
“Food and Drink and The world of work”
57
number ion № question marks
of
question s
Food and Listening 8.2.5.1 recognize the 6 1 Yes/No Each learner works individually. 10 minutes 6
Drink/The opinion of the 2 question Learners listen to an audio twice.
world of speaker(s) with little or 3 Learners should be given 1 minute
work no support in extended 4 to look through the questions and
talk on a wide range of 5 quotes before they listen.
general and curricular 6 Task enables learners to identify if
topics; the statements were mentioned in
the listening or not.
Reading 8.4.2.1 understand 6 1 Choosing Each learner works individually. 10 minutes 6
specific information 2 the answer Task 1: In questions 1-3 learners
and detail in texts on a 3 /Fill in the identify the specific informationof
growing range of 4 gap the text by choosing the options
familiar general and 5 that are mentioned in the text.
curricular topics, 6 Task 2: In questions 4-6 Learners
including some read the text again and complete
extended texts each sentence with one word
Writing 8.5.3.1 write with 1 1 Openended Each learner works individually. 25 minutes 6
moderate grammatical The task has two options.
accuracy on a growing Learners should choose one topic
range of familiar general to write.
and curricular topics
Topic 1. A learner should write an
8.5.4.1 use with some informal letter to a friend about
support style and their birthday party.
register appropriate to Topic 2. A learner should write an
a variety of written informal letter to their grandmother
genres on general and about surprise party for their
58
curricular topics style mother.
and register
appropriate to a variety
of written genres on
topics
Speaking 8.3.7.1 use appropriate 1 1 Openended The speaking task has 8 different 4-5 minutes for 6
subject-specific cards with 3 prompts and a follow a student
vocabulary and syntax up question. The questions should
to talk about a range of be on the topics “Food and Drink”
general topics, and and “The world of work”. Learners
some curricular topics; work individually and have a
8.3.3.1 give an opinion monologue answering the given
at discourse level on a questions. Learners should choose
wide range of general one card and spend 1 minute for
and curricular topics. preparation and 2-3 minutes for
speaking. They should provide
their own points of view on the
topics, explaining and justifying
their answers, using topical
vocabulary. Teacher can ask
additional questions to support if
necessary.
(excluding
Speaking)
59
Listening
Task. Read the quotes and listen to James, Carol and Verity discussing them. Write YES next
tothe options you hear, and NO next to the options you do not hear.
“People who work sitting down get paid more than people who work standing up.” (Ogden
Nash)
“The longer the title, the less important the job.” (George McGovern)
“Most workplaces have too many rules. Employees aren’t children, and the office isn’t a
junior school.”(Araba Green)
“Most managers spend their time making it for others to work.” (Paul Shorter)
Yes/ No
1. Teachers work standing up and [1]
don’t get paid that much.
2. Some people, such as admin staff, work sitting [1]
down but are not well paid.
3. Companies like to give people longer job titles [1]
instead of rising their pay.
4. Some bosses just enjoy making [1]
up more and more rules.
5. Some people abuse rules at [1]
work and everyone else suffers.
6. The person who does the job [1]
usually knows more about it thantheir manager.
/ [6]
Reading
Task. Read an article and complete the tasks.
Cook your way to a better life
When he was fourteen, his ambition was to run

a pub, just like his dad. But in the last twenty
years, celebrity chef Jamie Oliver has achieved far
more. With a chain of restaurants, a number of popular
television series and bestselling cookery books. Jamie
Oliver is a well-known name in every UK household.
I’m a huge ‘Jamie fan’. I admire his passion for
improving the food we eat and helping people change
their lives.
60
Jamie’s first project, Fifteen, in 2002, aimed to help young people. He took fifteen
unemployed young people, with no previous experience of cooking, and
trained them to be top-class chefs in his restaurant, also called Fifteen. I remember one
trainee, Lloyd Hayes. He left school with no qualification and started getting into crime. But
the project worked and Lloyd got a good job as a chef in a top London restaurant. I heard
recently that in the future he is going to teach people to cook professionally. I think it’s this
kind of success story that makes Jamie and his project so special.
Another special project is Jamie’s Ministry of Food which he started in 2008. There are
two aims: firstly, to teach people how to cook healthy, affordable food instead of eating fast
food; secondly, to set up the Pass It On scheme: encourage each person to pass on a recipe they
learned to four other people. Those four people then teach four more people, and so on.
Thousands of people have changed their cooking habits as a result –and I’m one of them. I’ve
decided I’m not going to eat fast food anymore. I’m going to cook for my friends and take time
to eat good food.
It’s not adults, but children, too. Jamie’s School Dinners, one of Jamie’s best-known
projects,tried to improve food in schools and encourage children to eat well. It was difficult to
convince some of the children, but in the end, many schools improved their menus. And my
children are going to eat their vegetables now! So, What’s Jamie going to do next? Well,
whatever it is, one thing is for sure, I’m going to miss it!
Choose in which areas has Jamie Oliver made a difference to people’s lives.
a. training chefs in restaurant 1. [1]
b. working with doctors and hospitals 2. [1]
c. giving food to homeless people 3. [1]

d. working with unemployedpeople
e. teaching children about good food
Complete each sentence with ONE word.

4. When he was a young, Jamie Oliver wanted to manage a . [1]
5. After Lloyd Hayes left Fifteen, he became a professional . [1]
6.During the Jamie’s School Dinners project, some schools decided to change their . [1]
Writing
Topic 1. Write an informal letter to your friend about a birthday party.
Topic 2. Write an informal letter to your grandmother about the surprise party for your mother.
Your letter should include the following:

- information about the reason of a party;
- time, place and how to get there;
- activities and any specific elements (food, costumes, presents).
/[6]
Speaking
61
Work individually. Choose one of the cards and make plan your monologue carefully.
You have 1minute to prepare and 2 minutes to speak about a topic.
Card 1 - You are given a topic to speak about for 2-3 minutes. Before you speak you
have one minuteto think about what you are going to say and you can make notes if you
wish.
Talk about a cafe you like to eat at. You should say:
• where it is, its name
• what kind of food it suggests
• why you like its food.
Possible follow-up question:
What are some advantages and disadvantages of eating out?
Card 2 - You are given a topic to speak about for 2-3 minutes. Before you speak you have
one minuteto think about what you are going to say and you can make notes if you wish.
Talk about your favourite traditional food. You should say:

• what the food is
• how it is made
• why you like it.
What are other traditional foods and drinks in your country?
Talk about a dish you usually cook at home. You should say:
• the name of the dish
• how you make it (also ingredients)
• explain if this is a popular dish in your country
What are some of the advantages of cooking your meals at home? How about the
disadvantages?
Talk about job you would like to have. You should say:
• what qualification or experience you would need for this job
• what you think the most difficult thing about the job would be
• why it is your dream job.
If you had to choose between a satisfying job and a well-paid one, which would you choose?
Why?
Talk about the most important job in your country. You should say:
62
 what the job involves
 what qualifications and skills the worker should have
 why it is important.
Are people who do this job appreciated enough by society?
Talk about the most popular job in your country. You should say:
 what the job is
 what the job involves
 why it is popular.
Is it easier to change job now than in the past?
Talk about a part-time job. You should say:

 the advantages
 the disadvantages
 the role of part-time jobs in your future career.
Do people take it in your country?
Talk about a full-time job. You should say:

 the advantages
 the disadvantages
 the ideal full-time job conditions.
What would you choose: a part-time or full-time job?
/[6]
Total marks /24
63
Mark scheme

№ information
1 Yes 1
2 No 1
3 Yes 1
4 No 1
5 Yes 1
6 Yes 1
1 a 1 In any order
2 d 1
3 e 1
4 pub 1
5 chef 1
6 menus 1
Total marks 12
64
Mark scheme
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 Communication
/ Grammar and
Content paragraphing, and Vocabulary
Criter Punctuation
format)
ion
 Fulfils the task  The style of writing is  Follows the correct  Uses and a range of  Writes simple and
 Briefly, accurately appropriate to an structure of a letter topical vocabulary and compound sentence
and clearly informal letter (begin with everyday vocabulary forms correctly.
informs about a name/business name, appropriately;  Punctuation rules are
certain situation. address, and contact  Spells common followed
 Writes about 120- written in the upper left vocabulary items
150 words corner. correctly;
 Puts the date  Errors in word choice
6 underneath this and/or spelling do not
information. distort meaning.
 Names of the recipient,
their address, city,
state, and zip.
 The title is written in
the middle and indicates
the subject of the letter.
65
 The main part consists
of 3 paragraphs.
 Starts the first
paragraph with a
friendly greeting and a
sentence that will keep
the recipient’s
attention.
 Text is well organized
and coherent with a
variety of linkingwords/
phrases and cohesive
devices
 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.
.
 Fulfils the task The style of writing is  Generally follows the  Uses a range of  Writes simple and
 Writes about 120- generally appropriate to a structure of a letter everyday vocabulary compound sentence
150 words letter  Text is well organized appropriately; attempts forms correctly, but does
and coherent with basic to use less common not demonstrate variety
linking words/ phrases lexical items. in length.
5
and cohesive devices  Spells common  Occasional errors in
 Uses paragraphs to vocabulary items grammar and/or
separate ideas; most correctly; few (no more punctuation do not
paragraphs revolve than two) occasional distort meaning.
around one idea or a set spelling mistakes may
be present.
66
of like ideas; the size of  Errors in word choice
each paragraph allows and/or spelling do not
for a proper and distort meaning.
balanced development
of ideas.
 Most content The style of writing is a  Generally follows the  Uses everyday  Writes simple and some
fulfils the task bit inappropriate to an structure of a letter vocabulary generally compound sentence
 Might write fewer letter  Text is well organized appropriately, while forms correctly.
or more than and coherent with basic occasionally overusing  While errors ingrammar
expected by about linking words/ phrases certain lexical items. and/orpunctuation
20 words and cohesive devicesbut  May make infrequent are noticeable, meaning
these may be inaccurate errors in spelling more israrely distorted.
or repetitive. difficult words.
 Uses paragraphs to  Errors in word choice
separate ideas; most and/or spelling rarely
4
paragraphs revolve distort meaning.
of like 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
 Some content The style of writing is  The structure of a letter  Uses basic vocabulary  Writes simple sentence
fulfils the task partially inappropriate to might be inappropriate reasonably forms mostly correctly.
 Might write fewer a letter in places appropriately.  Errors in grammar
3
or more than  Text is organized and  Makes frequent errors and/or punctuation may
expected by about coherent with limited in spelling moredifficult distort meaning at
40 words range of linking words/ words, but simple times.
phrases and cohesive words are
67
devices. spelled correctly.
 Uses paragraphs to  Errors in a word choice
separate ideas; most and/or spelling distort
paragraphs revolve meaning at times.
of like ideas;
 Severe The style of writing is  The structure of a letter  Uses an extremely  Writes some simple
irrelevances and mostly inappropriate to a might be inappropriate limited range of sentence forms
misinterpretations letter.  Text is organized into vocabulary. correctly.
of the task may be paragraphes with only  Has very limited  Frequent errors in
present few linking words. control of word grammar and/or
 Might write fewer  Attempts to write in formation; can produce punctuation distort
2 or more than paragraphs, but their a few common word meaning.
expected by about use may be confusing forms correctly.
60 words (may start every  Makes many errors in
sentence with a new spelling, including a
line). range of simple words.
.  Errors in a word choice
and/or spelling distort
meaning.
 Response is barely The style of writing is  Links are missing or  Can only use a few  No evidence of
relevant to the inappropriate to a letter. incorrect. isolated words and/or sentence forms.
task.  Does not write in memorized phrases.
 No personal paragraphs at all (a  Has essentially no
opinion or script is a block of text). control of a word
recommendation  The format is not formation; can barely
1 to a target reader produce any word
appropriate.
are not clear forms.
 Main points of the  Displays few examples
report are not of conventional
mentioned spelling.
 Might write fewer
or more than
68
expected by about
80 words

OR
0 OR
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.
69
CRITERIA FOR MARKING SPEAKING
total out of 6.
Mark / Content and communication Vocabulary

Pronunciation and Fluency Gramm
Criterion ar
 Shows sustained ability to maintain  Produces extended  Produces error-free simple Uses a range of
a conversation and to make relevant stretches oflanguage despite sentences. appropriate vocabulary
contributions at some length. some hesitation.  Attempts some complex to giveand exchange
6  Can respond to a change in direction  Pronunciation is grammatical forms, but may views on a growing
of the conversation. intelligible. Intonation make errors, which rarely range of general and
is appropriate. curricular topic..
 Responds relevantly and at length  Pronunciation is generally  Produces error-free  Uses a range of
which makes frequent prompting intelligible. simplesentences. appropriate vocabulary
unnecessary, resulting in a  Produces mostly extended  Occasional mistakes do when talkingabout
competent conversation. stretches of language despite notcause comprehension a range ofgeneral
5
 Can generally respond to a change some hesitation, although problems andcurricular topics.
in direction of the conversation. instances of using short phrases
may be present.
 Intonation is generally
appropriate
 Attempts to respond to questions  Effort will need to be made to  Frequently produces error-  Uses
and prompts. develop the conversation; only freesimple sentences. appropriate vocabulary
 Produces responses which are partial success will be achieved.  Errors may cause totalk
4 extended beyond short phrases,  Pronunciation is mostly comprehension about a
despite hesitation. intelligible. problems. limited range of
 May not follow English general and
intonation curricular topics.
patterns at times
70

 Has to be encouraged to go beyond  There is a lack of intelligibility of  Produces basic sentence forms  Uses a limited
short responses and struggles to pronunciation, but it is unlikely to and some correct simple range of
develop a conversation. impede communication. sentences. appropriate
3
 Responses tend to be brief and are  May not follow English intonation  Errors are frequent and may vocabulary to
characterized by frequent hesitation patterns frequently lead to misunderstanding talk about a
limited range of
general topics
 Responses are so brief that little is  Pronunciation may cause some  Attempts basic sentence forms,  Uses a limited
communicated. communication difficulty. but with limitedsuccess. range of
 Barely engages in a conversation.  Does not follow English intonation OR appropriate
patterns  Heavily relies on apparently vocabulary to
memorized utterances. talk about a very
2 limited range of
general topics.
 Makes
numerous errors
except in
memorized
expressions
 No communication possible.  Pronunciation and intonation  Cannot produce basic  Can only
patterns cause difficulty for even the sentence forms. produce isolated
1 most sympathetic listener. words and
phrases or
memorized
utterances
0 OR
71
Term 4
Tapescript
C-Carol, V-Verity, J-James
C: People who work sitting down get paid more than people who work standing up. What do
you think about that?
V: I think it’s probably true. It I think about teachers , construction workers, nurses, they all
work standing up and they don’t tend to get paid, at least in UK, that much.
J: No, certainly not as much as people who work in finance, people who work in the city, who
are sitting or are people who generally work iin front of computer I think get paid more, don’t
they?
V: Possibly, Um, how about the next one, the longer the title , the less important the job?
J: I was sent an article recently which was related to this, which said that as companies are ,um,
not raising people’s wages or very much at the moment, they are trying to boost their employees’
morale by giving interesting job titles, longer job titles or which makes them sound more
important.
V: Oh, gosh. That seems quite cynical to me. Um it’s just a way of paying people less, isn’t it?
There are different ways of making people feel important I suppose. What do you think, Carol?
C: Um, I think it’s um it’s very relative, I suppose, um, you’ve got lots of people with long titles
who do have , you know , an important job. Youknow we ‘ve got the Work flow and Research
Manager here at our place and that’s quite an important job, but then again you know,
“President” V: is quite short
C…is quite short and that’s obviously a very important job.
What about the next one? Most work places have so many rules. Employees aren’t children and
the office isn’t a junior school. What do you think?J: I think some places have many rules. I
don’t think people create rules just for the sake of creating rules though. I think larger places in
particular, rules are built up, learning from the things that have happened in the past, um, and
it’s the easy way for management to go to create lots of rules I think.
V: I agree with you, but the trouble is, if one person abuses the rules, for example, they look at
something on the internet that they shouldn’t be looking at and then the management uses this
to punish almost the rest of the world force who are completely innocent, I don’t think that’s
fair. C: Let’s look at the next one. Most managers spend their time ,making it difficult for
workers to work. I think that-that could be true, um, in some cases. Um you know, and again
kind of going back to the last one, with kind of having too many rules for their employees and-
and by having toomany rules, not actually being able to do the job that they need to do
V: I suppose often the person who does the job knows, you know, knows it best and should
perhaps be in more control of what they do than their line manager, in a way. It seems to make
more sense.
Resources
Listening: Ruchard Roberts, Antonia Clare& JJ Wilson,Pearson-Longman New Total English,

Student’s book, intermediate.
Reading: Araminta Crase & Richard Acklam, Pearson-Longman New Total English, Student’s
book, pre-intermediate.
72

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Specification of Summative Assessment for term on the subject of

“The English language”

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

3. Expected outcomes on the subject “The English language”, Grade 8

4. Level of thinking skills on the subject “The English language”, Grade 8

Strand Level of Description Recommende

6. Moderation and marking

Duration of the summative assessment– 45 minutes

The structure of the summative assessment

*earth with grass growing on it

1. What you usually do at the weekend

Total marks _____/ 24

CRITERIA FOR MARKING WRITING

Mark / Content and communication Vocabulary

 Responds relevantly and at  Pronunciation is generally  Produces error-free  Uses a range of

 No attempt at the response.

P-presenter, A-Alice, D-Daniel

Duration of the summative assessment – 45 minutes

The structure of the summative assessment

Reading 8.4.2.1 understand 6 1 Each learner works individually. 10 minutes 6

by examples and teenagers.

8.5.3.1 write with

A) It is a great place to meet people.

Reality TV – love it or leave it

4. Who might be contestants of popular show Pop Idol? [1]

5. Why does not everyone enjoy reality shows? [1]

6. Who believes that reality TV is ‘rubbish TV’? [1]

Topic 2. The effect of social media on teenagers’ lives.

Question Answer Mark Additional

CRITERIA FOR MARKING WRITING

 Does not attempt the task in any way.

Mark / Pronunciation and

Duration of the summative assessment – 45 minutes

The structure of the summative assessment

8.5.5.1 develop with dangerous place in the world.

1. It’s popular with tourists. [1]

Somewhere in the world…

The Yellow River is the second longest river in China. It carries

In South America, the Andes stretch more than 7000 km from

1. Strong wind and rain- (paragraph 1) [1]

Total marks /24

Question Answer Mark Additional

CRITERIA FOR MARKING WRITING

 Does not attempt the task in any way.

Mark / Pronunciation and

Duration of the summative assessment – 45 minutes

The structure of the summative assessment

Task. Read an article and complete the tasks.

Cook your way to a better life

When he was fourteen, his ambition was to run

c. giving food to homeless people 3. [1]

Complete each sentence with ONE word.

Your letter should include the following:

Talk about your favourite traditional food. You should say:

Talk about a part-time job. You should say:

Talk about a full-time job. You should say:

Total marks /24

Question Answer Mark Additional

CRITERIA FOR MARKING WRITING

 Does not attempt the task in any way.

Mark / Content and communication Vocabulary

C-Carol, V-Verity, J-James