Specification of Summative Assessment for term

on the subject “English”

Course book "English plus for Kazakhstan" Grade 9
Oxford University Press
 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 "English language", Grade 9 .................................... 3

4. Level of thinking skills on the subject "English language", Grade 9 .............................. 3

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

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

Specification of summative assessment for term 1 ............................................................. 6

Specification of summative assessment for term 2 ............................................................. 12

Specification of summative assessment for term 3 ............................................................. 19

Specification of summative assessment for term 4 ............................................................. 25

Criteria for marking Writing ............................................................................................... 30

Criteria for marking Speaking ............................................................................................. 33

 1. Aim of the Summative Assessment for the term
Summative assessment is aimed to assess learners’ success in terms of the learning
objectives achievement and reveal their level of knowledge and skills acquired during the term
within the framework of updating the secondary education content.
Specification describes the content and procedure for the delivery of the Summative
Assessment for the term in “English language” in Grade 9.

2. The document defining the content of the Summative Assessment for the term
The Subject Programme for "English language" for 5-9 grades of secondary education on
the updated content.

3. Expected outcomes on the subject “English language”, Grade 9

Content
A learner develops skills needed for success in a range of academic subjects such as using
speaking and listening skills to solve problems, organising information clearly for others and
developing intercultural awareness through reading and discussion.
Listening
A learner understands the main 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.
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.
Reading
A learner identifies the main ideas of texts and details in texts of a range of styles and genres
within the framework of familiar topics; uses a range of information sources (reference
materials, dictionaries, the Internet); recognizes specific information in a text and a range of
styles and genres within the framework of familiar topics; predicts the content of a text using the
heading, pictures, key words, extracts; identifies the attitude and opinion of the author; evaluates
information from different texts.
Writing
A learner fills in tables, diagrams, schemes, questionnaires, forms; plans, writes, edits and
proofreads texts within the framework of familiar topics; makes notes based on a text according
to a communicative task; describes real and/or imagined events of the past, present, and future
using the knowledge of topics studied before; links and coordinates sentences and paragraphs in
a text within the framework of familiar topics; correctly uses punctuation in a text within the
framework of familiar topics; creates texts of a range of styles and genres using appropriate rules
and layout.
Use of English
A learner expresses him/herself using a good lexical range and variety of language with a
generally high degree of accuracy. A learner develops an ability to use a range of past, present
and future forms and a wider range of modals.
 4. Level of thinking skills on the subject “English language”,
Grade 9
Recommended
Level of
Strand Description type of
thinking skills
question
Listening Knowledge  understand the main points of talk on cur- Questions with
and ricular topics; multiple choice
comprehension  identify specific information in a talk; answers.
 understand details of an argument in a Questions that
talk; require short
 identify most of the implied meaning in answer.
extended talk on familiar topics; Questions that
 recognise speaker's opinion in extended require an
talk; extended
 recognise typical features at word, answer.
sentence and text level.
Higher order  deduce the meaning of listening material
thinking skills using context clues;
 recognise inconsistencies in argument in
extended talk on curricular topics.
Speaking Application  use formal and informal registers in a talk; Questions that
 use subject-specific vocabulary and require short
syntax. answer.
Higher order  ask complex questions to get information; Questions that
thinking skills  explain and justify own point of view; require an
 respond with some flexibility at both sen- extended
tence and discourse level to unexpected com- answer.
ments;
 interact with peers for completing
classroom tasks;
 link comments with some flexibility to
what others say at sentence and discourse
level;
 recount extended stories and events.
Reading Knowledge  identify the main points in texts; Questions with
and  recognize specific information and details; multiple choice
comprehension  understand the detail of an argument; answers.
 read fiction and non-fiction texts; Questions that
 recognise typical features at word, require short
sentence and text level. answer.
Application  use a range of information resources Questions that
(reference materials, dictionaries, the Internet). require an
Higher order  deduce meaning from context in extended extended
thinking skills texts; answer.
 recognise the attitude or opinion of the
writer in extended texts;
 recognise inconsistencies in argument in
extended texts on a range of general and
curricular topics.
Writing Application  use accurately grammatical structures; Questions that
  use with some support style and register; require short
 link and coordinate sentences and para- answer.
graphs in a text within the framework of fa- Questions that
miliar topics; require an
 use appropriate layout at text level; extended
 spell high-frequency vocabulary accur- answer.
ately;
 correctly use punctuation at text level.
Higher order  plan, write, edit and proofread text s level
thinking skills with little or no support;
 describe real and imaginary events,
activities and experiences;
 develop with support coherent arguments
supported when necessary by examples and
reasons.

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 given
instructions and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the
Summative Assessment learners should not have any access to additional resources that can help
them, for example, dictionaries (excluding the cases when it is allowed in specification).
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners' questions, regarding the instructions and the
assessment duration. You should not spell, paraphrase or provide any information that could give
the learner an advantage.
In case of finishing Listening section before than 10 minutes, feel free to come to Reading
section.
Always tell the learners that they have 15 and 5 minutes left before the end of the
Summative Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of
the Summative Assessment.

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.
 SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1
Review of summative assessment for term 1

Duration of the summative assessment - 40 minutes

Listening - 10 minutes
Reading - 10 minutes
Writing - 20 minutes
Speaking task is conducted separately. The time spent on an individual learner should not be
more than 2-3 minutes (1 minute for preparation, 1-2 minutes for the learner's speech)
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.
Short answers tasks require learners to write a brief answer with the use of key words.
Multiple matching tasks require learners to match two sets of items according to the
instructions for the task.
Multiple choice tasks consist of several possible answers from which the correct one should
be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.

The content of the summative assessment for the 1 term should be selected on topics
"Hobbies and qualities. Sport".
Transcript for listening task can be found after the mark scheme.
 Characteristic of tasks for summative assessment for the 1 term

*Total
number *Question *Type of Total
Unit Strand Learning objective *Task description Time
of № question marks
questions
Hobbies and Listening 9.L5 recognise the opinion of the 5 1-5 Short Each learner works individually. 10 minutes 5
qualities. speaker(s) in unsupported answers. Learners listen to the recording twice on topic
Sport extended talk on a wide range of Multiple ‘Hobbies and qualities’ having chance to look
general and curricular topics matching through the questions before the recording starts. The
task consists of six questions comprising a piece of
information related to one of the speakers. Learners
need to use five of them, one is odd. Learners should
provide a short answer identifying the hobby and
match the information with the right speaker.
Reading 9.R9 recognise inconsistencies 7 1-7 Multiple Each learner works individually. 10 minutes 7
in argument in extended texts on choice Task enables learners to choose the right option for
a range of general and curricular questions 1-7 according to the context. The question
topics itself comprises a sentence taken from the text that
carries specific information about what is told in the
text.
Writing 9.W5 develop with support 1 1 Open Each learner works individually. 20 minutes 6
coherent arguments supported ended Learners write a pros and cons essay about working
when necessary by examples and out in a gym. They are required to follow the
reasons for a range of written structure. Learners should write with grammatical
genres in familiar general and accuracy using a variety of topic related vocabulary.
curricular topics
Speaking 9.S3 explain and justify their 1 1 Open Learners prepare an individual talk on topics 2 minutes 6
own point of view on a range of ended "Hobbies and qualities. Sport". They have 1 minute to for an
general and curricular topics prepare and 1-2 minutes to talk on the topic. Learners individual
9.S7 use appropriate subject- are provided with some visual aids (pictures) and
specific vocabulary and syntax questions for a discussion. They provide own points
to talk about a wide increased of view on topics, explaining and justifying their
range of general and curricular positions and answers. Learners should use subject-
topics specific vocabulary while talking on a given topic.
Teacher can ask additional questions to support
learners if necessary.
40 minutes 24
TOTAL: (excluding
Speaking)
 Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1

Listening.
Task 1. You will hear five different people talking about their hobby. For Speakers 1-5,
name the hobby and choose from the list (A-F) the reason why they do it. Use the letters
only once. There is one extra letter which you do not need to use.
Speaker 1.......... A It will help me get a well-paid job.
Speaker 2 ......... B it stops me forgetting special times.
Speaker 3 ..........C It teaches me to think carefully before doing something.
Speaker 4.......... D It is a good way to meet people.
Speaker 5.......... E It makes me a better student.
F It is a creative thing to do.
[5 points]
Reading.
Task 2. Read the text.
Kazakhstan in the Olympics
Daniyar Yeleussinov Rio de Janeiro Olympics, 2016
Kazakhstan has a great history of boxing and has actually collected gold medals for the sport in
every single Olympic Games since it first competed as a country in 1996. In 2016, it was boxer
Daniyar Yeleussinov who won a gold medal in the welterweight category (for boxers who weigh
around 63-67 kg).
Olga Rypakova London Olympics, 2012
Athlete Olga Rypakova won several competitions in her early career, including gold medals in
other championships for the long jump and triple jump, and a silver medal in the World
Championships. She even won a bronze medal in the 2008 Olympic Games. However, Rypakova
didn't win an Olympic gold until 2012, when she jumped 14.98 metres in the triple jump. The
gold medal was finally hers.
Dmitriy Balandin Rio de Janeiro Olympics, 2016
Dmitriy Balandin is the first Kazakh athlete to win an Olympic swimming medal of any kind. In
Rio de Janeiro, Brazil, he swam the 200-metre breaststroke in 2 minutes 7.46 seconds. This got
him the gold medal! Balandin was already a famous athlete, and he held the Kazakh records for
swimming 100 metres and 200 metres. However, his win was a surprise for everyone because
Balandin did not do well in the earlier qualifying races - in fact, he was the slowest. It seems he
was saving up his speed for the real event!
Denis Ten Sochi Olympics, 2014
Denis Ten was born in 1993 in Almaty, Kazakhstan. He started skating when he was only five
years old. In winter, he could skate at open-air rinks, but in summer he had to use an indoor rink
in a shopping mall. Denis was very talented, so it wasn’t long before a coach spotted his
potential and offered to train him. By 2007, he had already won several international
competitions. At the age of twenty-one, he was able to take part in the Winter Olympics in
Sochi, Russia, and he came third. This was the first ever Olympic medal for Kazakhstan in figure
skating. Denis believed he would win a gold Olympic medal one day. Unfortunately, he wasn’t
able to achieve his dream because he tragically lost his life in 2018.

Read the statements and write Y for Yeleussinov, R for Rypakova, B for Balandin or T for
Ten.
1. This athlete had to train at an unusual location.
2. Nobody thought this athlete was going to win at that Olympics.
3. In this athlete's sport, athletes compete against others of around the same weight.
4. This athlete won a different Olympic medal before he/she won the gold.
5. This athlete continued Kazakhstan's tradition of always winning a medal in his/her sport.
 6. This athlete was the first to win an Olympic medal for Kazakhstan in his/her sport.
7. Unfortunately, this athlete wasn’t able to achieve his dream.
[7 points]
Writing
Task 3. Write an essay discussing the advantages and disadvantages of working out at a gym.
When you’re writing an essay discussing advantages and disadvantages, organise your ideas
according to the plan below. Write in a formal style. Do not use short forms or abbreviations.
INTRODUCTION
Introduce the subject of the essay and both sides of the topic.
MAIN PART (2 PARAGRAPHS)
Present the advantages in one paragraph and the disadvantages in another paragraph. Cover both
sides of the topic equally. Use linking words/phrases:
To list points: firstly, first of all, to begin with, secondly, also, in addition, what is more, finally,
lastly, etc.
To express contrast: however, on the one hand, on the other hand, etc.
CONCLUSION
Make a general statement. Use phrases like:
In conclusion,...
To sum up,...
State your opinion if you want to. Use phrases like:
In my opinion,...
Personally, I believe...
I (definitely) think...
In my view,...

Use the table to organise your ideas:

Advantages Disadvantages
• get professional help by an instructor • can be boring after a short while
• have available equipment • it costs
• can exercise regardless of the weather • can be crowded
conditions

[6 points]
Speaking
Task 4.
A. Look at the pictures. Then discuss the questions below.

 How popular are these sports in KZ?

 What other sports are popular in KZ?
  What sports do you think are the most exciting? the most boring?
 Do you play any sports? If so, which ones?
 What do you do to keep fit?
 How can more people be encouraged to go in for sport?

B. Describe a hobby below. Use the words in the box and your own ideas.
creative dull healthy rewarding satisfying stimulating time-
consuming
Here are some tips that can help you:
Give a general introduction
'This picture shows ...' 'In this picture I can see...' 'This is a picture of ...'
Describe position
Talk about places
Describe people's age
Describe people's clothes
Describe people's actions
Describe people's roles in a picture
Describe people's feelings in a picture
Make guesses

[6 points]
Total marks ___/24
 Mark scheme
Listening and Reading

Task
№ Answer Mark

1 E - swimming 1
2 D - gymnastics 1
3 C - chess 1
4 B - collections 1
5 F - photography 1
1 Ten 1
2 Balandin 1
3 Yeleussinov 1
4 Rypakova 1
5 Yeleussinov 1
6 Balandin 1
7 Ten 1
Total marks 12

Transcript 1
Speaker 1: I love swimming. I've been going to a swimming club since I was five and it's really
special to me. The reason I think that this is such a special sport is that it's trained my body and
my mind. Swimming has kept me fit, but I believe it's also helped me to think more clearly. You
know the saying, 'a healthy body means a healthy mind'? Well, it's completely true. I'm sure my
schoolwork is better because I'm a healthy person.
Speaker 2: I'm in the school gymnastics team and we're doing really well this year - we won the
cup in June. It's great to win and you feel good, but the main reason I do gymnastics is to keep fit
- I'm always trying to improve my body. I've also got to know a lot of people in the team too.
When we're not training, we usually hang out together, so I guess you could say gymnastics is
also my social life. The only problem I have is that sometimes we have to do extra training and I
find it hard to do that and my homework too.
Speaker 3: I belong to an after-school club and we play chess twice a week. It's great because
it's a game where you really have to use your brain. Some of the members of the club are older
than me and they're very nice to me. They've taught me some new moves and my game has
really improved. You have to think logically to play the game, which is good because I think it's
training me to think in the right way and plan things properly. For example, I find that I get on
much better with my brother now. We don't fight like we used to as I think twice before losing
my temper.
Speaker 4: Oh, I love collections. I've been a collector ever since I can remember. When I was
little it was teddies and Barbie dolls, and then as I got a bit older, I started collecting stamps and
postcards. I've got a huge collection of stamps - all my family and friends save them for me. And
I always buy cards when I go on holiday. It's a lovely way to remember a holiday. Whenever I
take them out of their box and look at them, all these memories just come rushing back. When I
finish school, I'm going to travel around the world and add to my collections. That's what
collecting is to me - a way to remember.
Speaker 5: Photography is my hobby. I can't even remember the first time I picked up a camera.
I think taking pictures is something I've always done. I know a lot of people take pictures as a
way to remember good times and places but I don't think that's why I do it. No, it's the creativity
I enjoy. I like making something. Each photo is a picture with a story. You know, it's art. There
are feelings recorded in that picture and there's the skill of being able to take a good photo. One
day I'd like to be a professional photographer.
 SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2
Review of summative assessment for term 2

Duration of the summative assessment - 40 minutes

Listening - 10 minutes
Reading - 10 minutes
Writing - 20 minutes
Speaking task is conducted separately. The time spent on an individual learner should not be
more than 2-3 minutes (1 minute for preparation, 1-2 minutes for the learner's speech)
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.
Multiple matching tasks require learners to match two sets of items according to the
instructions for the task.
Reordering tasks require learners to put options in the order of mentioning.
Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.

The content of the summative assessment for the 2 term should be selected on topics "Our
world. Charities and conflicts".
Transcript for listening task can be found after the mark scheme.
 Characteristic of tasks for summative assessment for the 2 term

*Total
number *Question *Type of
Unit Strand Learning objective
questions
Our world. Listening 9.L5 recognise the opinion of the
Charities and speaker(s) in unsupported
conflicts extended talk on a wide range of
general and curricular topics
9.L6 deduce meaning from
context in unsupported extended
talk on a wide range of general
and curricular topics
Reading 9.R5 deduce meaning from
context in extended texts on a
range of familiar general and
curricular topics
Writing 9.W6 write coherently at text
level using a variety of connectors
on a growing range of familiar
general and curricular topics
Speaking 9.S7 use appropriate subject-
specific vocabulary and syntax to
talk about a wide increased range
of general and curricular topics
TOTAL:
Total
*Task description Time
of № question marks
6 1-6 Multiple Each learner works individually. 10 minutes 6
matching Learners listen to the recording twice on topic
‘Charity’ having chance to look through the questions
before the recording starts.
The task consists of two parts: 1 part is to choose the
correct answer. 2 part consists of six questions
comprising a piece of information related to one of the
speakers. Learners need to use five of them, one is odd.
6 1-6 Reordering Each learner works individually. 10 minutes 6
Task enables learners to read the text on topic ‘Our
world’ and put the headings in the right order
according to the context.
1 1 Open Each learner works individually. 20 minutes 6
ended They should write on topic ‘Siblings relations’.
Learners are required to follow the structure explaining
their personal feeling and opinions on the given topic,
making sure that they write with grammatical accuracy
using a variety of topic related vocabulary.
1 1 Open Learners prepare an individual talk on topics "Our 2 minutes for 6
ended world. Charities and conflicts". They have 1 minute to an individual
prepare and 1-2 minutes to talk on the topic. Learners
are provided with some visual aids (pictures) and
questions for a discussion. They provide own points of
view on topics, explaining and justifying their
positions and answers. Learners should use subject-
specific vocabulary while talking on a given topic.
Teacher can ask additional questions to support
learners if necessary.
40 minutes 24
(excluding
Speaking)
 Sample questions and mark scheme
Tasks for the Summative Assessment for the term 2
Listening.
Task 1
A. Listen to five people talking about giving money to charity. Match the speakers 1-5 with the
type of charity they chose a-e. (1 point)
Speaker 1 A. A medical charity
Speaker 2 B. An education charity
Speaker 3 C. A community charity
Speaker 4 D. An environmental charity
Speaker 5 E. An animal charity

B. Listen again and match the speakers with the statements a-f. There is one extra statement
which you don't need to use. (5 points)
Speaker 1 A. I give to charity because I feel bad about not being able to do more.
Speaker 2 B. I prefer charities that ask for goods rather than money.
Speaker 3 C. I give so that other people won't have to go through what I did.
Speaker 4 D. I was persuaded to give by a family member.
Speaker 5 E. I donate to a charity that helped me when I was in need.
F. I wanted others to have the same opportunities that I have.
[6 POINTS]
Reading
Task 2. Read the text below.
Saving The Planet – Some Easy Tips
(1) _______________________________________
We all want to reduce our impact on the environment. What can we do to make a difference? Here
are some ideas which everyone can try:
(2) _______________________________________
● We throw away a lot of items which we can use again. Did you know that recycling one tin can
save enough energy to power a television for three hours?
(3) _______________________________________
● We throw away a third of everything we buy at the supermarket. But at least half of the items
which we throw away are still fresh and tasty!
(4) _______________________________________
● Buy things which don’t have much packaging. Governments are trying to make supermarkets
reduce their use of packaging, but progress is slow.
(5) _______________________________________
● Rubbish in the streets looks horrible, but it is also an environmental problem. Rubbish can pollute
the water we drink and the ground we grow plants in.
(6) _______________________________________
● Cars, motorcycles and planes all cause a lot of pollution. Try to walk or cycle. If your journey is
longer, use public transport, such as buses or trains.
If we all act now, we can make a difference!

Match paragraphs 1–6 with headings a–g. There is one heading you don’t need.
a) Reducing food waste ___
b) Introduction ___
c) Reusing rubbish ___
d) Fewer plastic bags and containers ___
e) Cleaning up your area ___
f) Using less electricity at home ___
g) Environmentally-friendly travel ___
 [6 points]
Writing
Task 3. Write an article in which you are asked to state your opinion, make suggestions on
the topic "How to get along with siblings?" Below is a plan for an article of this type, with
questions to guide you.
INTRODUCTION
Introduce the topic in such a way that you catch the reader's attention.
MAIN PART (2-3 PARAGRAPHS)
Present your ideas (opinions/suggestion/solutions).
Use linking words/phrases:
firstly, secondly, finally, in addition, also, besides, for example, in fact, in this case, as a result,
etc.
CONCLUSION
Conclude by summarizing your points. Use phrases like:
In conclusion,...
To sum up,...
Close with a general comment/opinion. Use phrases like:
In my opinion,...
Personally, I believe...
I (definitely) think...
In my view,...
[6 points]
Speaking
Task 4 A. Choose one of the pictures and describe it. Discuss the ideas given, using the
words/phrases in the box.

ideas urban
• place/area rural
• atmosphere close to nature
• how people feel (not) affected by development
• people's lifestyle
lack of
• people's health
smog
breathe fresh air
poisonous chemicals
(un)happy
peaceful
harmful
cause diseases
grow organic food
B. Look at the first picture above. Who or what is responsible for air pollution? What
should be done about it? Discuss the ideas given, using the words/phrases in the box.

vehicles
factories
government
use less
strict measures
pay fines
ban cars
close down
raise environmental awareness

C. Choose one of the pictures and describe it. Talk about:

• who you think the people are (their relationship);
• what you think the problem is;
• how they are feeling.

D. Answer the questions:

1. What charities do you know? What do they do?
2. Should it be every citizens duty to give money to charity?
3. Should the rich and very large companies be forced to give money to charity?
4. How much help should the government give?
5. Is it better to give your time and skills instead of money?
6. If you were going to open a charity, who would you help?
[6 points]
Total marks ___/24
 Mark scheme
Listening and Reading

Task
№ Answer Mark

1 E
2 B
3 D 1
4 A
5 C
1 E 1
2 F 1
3 A 1
4 C 1
5 D 1
1 B 1
2 C 1
3 A 1
4 D 1
5 E 1
6 G 1
Total marks 12

Transcript 2
Speaker 1 Personally, I give money to my local shelter whenever I can. They rescue animals off
the streets, take care of them, give them medical care and find them happy homes - I got my cat,
Bruno, from them. However, that's not all they do; they also help struggling pet owners. A while
ago, Bruno needed medical treatment. It was very expensive, and there was no way I could
afford it on my own. In the end, the shelter paid for most of it. Bruno is fine now, and I've never
been able to forget how kind they were. After what they did for us, I promised I would help them
whenever I could.
Speaker 2 When I finished school, I travelled abroad for a year. I'll always remember a young
girl I met who got very excited when she heard that I was going to university to become a
teacher. She told me that she had always wanted to become a teacher too, but she had had to
leave school at a very young age because it was too expensive. I felt so bad that I could achieve
my dream and she couldn't. When I got home, I did some research and found a charity near
where she lived, which built schools and which also helped students with money issues.
Hopefully, no other young people will have to give up on their dreams.
Speaker 3 I try to be 'green', but I know that there are still ways I'm harming the planet.
Unfortunately, it's not always easy to do the right thing. For example, I'd love to give up my car
and use a greener form of transport, but I live out in the countryside and have no other way of
getting to work. Since I can't live a perfectly 'green' life, I try to give a bit of money each month
to charities that work towards bigger environmental goals. It's not the ideal situation, but it's
something.
Speaker 4 When my grandmother was ill, it was a very difficult time for the whole family.
There was no treatment and we felt helpless; we were exhausted by caring for her, and we had no
idea what to do. The charity I support gives money to different research teams to do research into
many different illnesses, including the one my grandmother had. It also helps patients' families
and gives them support with the challenging aspects of caring for someone who's ill - something
I wish had been available for my family back then.
Speaker 5 I always used to give money to international charities, but it never occurred to me to
look at problems in my own town. My sister told me about this charity in our area that gives food
to families who have difficulty putting food on the table. She kept telling me about all the good
work it was doing and soon I started donating as well. The charity doesn't I actually ask for
money though; instead, whenever I go shopping, I buy a few extra items of food and put them in
the donation box outside the supermarket.
 SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3
Review of summative assessment for term 3

Duration of the summative assessment - 40 minutes

Listening - 10 minutes
Reading - 10 minutes
Writing - 20 minutes
Speaking task is conducted separately. The time spent on an individual learner should not be
more than 2-3 minutes (1 minute for preparation, 1-2 minutes for the learner's speech)
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.
Gap filling tasks is a task in which words/numbers are removed from a text and replaced with
spaces. Learners have to fill each space with the missing word/number or a suitable word.
Reordering tasks require learners to put options in the order of mentioning.
Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.

The content of the summative assessment for the 3 term should be selected on topics
"Reading for pleasure", "Traditions and language", "Music and film". Transcript for
listening task can be found after the mark scheme.
 Characteristic of tasks for summative assessment for the 3 term

*Total
number *Question *Type of Total
Unit Strand Learning objective *Task description Time
of № question marks
questions
Reading for Listening 9.L4 understand most of the 6 1-6 Gap filling Each learner works individually. The task enables 10 minutes 6
pleasure. implied meaning in unsupported learners to find specific information in extended talk.
Traditions extended talk on a wide range of Learners listen to the recording twice on topic ‘Music’,
and general and curricular topics having chance to look through the questions before the
language. recording starts (1 min to read the questions before the
Music and recording starts). The task consists of 6 questions.
film Learners complete the gaps for questions 1-6 while
listening.
Reading 9.R5 deduce meaning from 6 1-6 Reordering Each learner works individually. 10 minutes 6
context in extended texts on a Each learner works individually. Learners read the text
range of familiar general and on topic ‘Films’. This task consists of 6 questions. In
curricular topics questions 1-6 learners choose one sentence removed
from the text, having a wide range of options.
Writing 9.W2 write independently about 1 1 Open Each learner works individually. 20 minutes 6
factual and imaginary past events, ended Learners write a description of an event. They are
activities and experiences on a required to follow the plan. Learners should write with
range of familiar general and grammatical accuracy using a variety of topic related
curricular topics vocabulary. Writing task can be differentiated by
using writing guide as a support for learners.

Speaking 9.S3 explain and justify their own
point of view on a range of
general and curricular topics
9.S7 use appropriate subject-
specific vocabulary and syntax to
talk about a wide increased range
of general and curricular topics
TOTAL:
1 1 Open Learners prepare an individual talk on topics: "Reading 2 minutes for 6
ended for pleasure", "Traditions and language", "Music and an individual
film". They have 1 minute to prepare and 2 minutes to
talk on the topic. Learners are provided with some
questions to organize a monologue. They provide own
points of view on topics, explaining and justifying
their positions and answers, using appropriate subject-
specific vocabulary. Teacher can ask additional
questions to support learners if necessary.
40 minutes 24
(excluding
Speaking)
 Sample questions and mark scheme
Tasks for the Summative Assessment for the term 3

Listening.
Task 1. Listen to the text and complete the sentences.
1. Ulytau was formed in __________ .
2. The band is named after a Kazakh __________ .
3. The dombra was used to perform many traditional __________.
4. The idea for the song 'Adai' came from the work of a(n) __________.
5. Ulytau have found __________ both in Kazakhstan and abroad.
6. Ulytau hope their music can introduce Kazakh culture to a(n) __________ audience.

[6 points]
Reading.
Task 2. Read an article about technology in the film industry. Six sentences have been
removed from the article. Choose from the sentences A-G the one which fits each gap (1-6).
There is one extra sentence you do not need to use.
A Some filmmakers have even criticised the over-use of technology in modern cinema.
В It’s possible to make films using only the images created by software in a computer.
С Now it means being able to completely transform every aspect of a film.
D The reason it wasn’t used by filmmakers for years is because it is expensive.
E Could this mean that one day there will be no need for actors?
F This could put some people out of work in the film industry.
G Even if some of the scenery was filmed in real life, it will still probably have been computer
enhanced.

Films and technology

Even in its earliest years, at the beginning of the 20th century, the cinema was always a world
of magic for film-goers. To create that magic, filmmakers have to draw audiences into a realm of
illusion and fantasy. Films have always been about selling dreams, and that's why they have been
one of the world's most popular forms of entertainment for more than a hundred years. And
technology has always played a major part in creating this incredible dream world.
Once, that technology was able to create a few special effects that often looked clumsy and
unrealistic. (_1_) Digital CGI (computer generated imagery) is the main tool of the modern
filmmaker and animator. (_2_) The first film to be completely computer-generated was Toy
Story. But now CGI is used in all kinds of films and not just animation.
Whatever film you're watching, a lot of the scenery and landscape and probably all of the
special effects, will have been created on a computer. (_3_) And all the exciting bits of the film -
the explosions, the stunts, all of the action-packed fun - will, in reality, be bits of code on a
circuit and the images you see pure illusion.
The other great leap in film technology in recent years has been advances in 3D technology.
Though it has been around, in one form or another, for nearly a hundred years, it's only in the
past few that it has taken off. (_4_) But the box office success of films such as Avatar and How
to Train your Dragon has shown filmmakers that there is a bright, new and profitable future in
using digital 3D technology, resulting in more and more 3D films appearing in cinemas.
That's not to say that all the magic of films is as a result of these innovative new
technologies. (_5_) They think that some of the more traditional methods are just as good, if not
better. And it's worth remembering that if you don't have people coming up with all these
creative ideas for films, then the computers won't be able to make them on their own. There's no
doubt that the role of technology in the art of film-making is going to grow and grow in the
future. (_6_) That seems unlikely, as the stars are as much a part of their magic and charm as
anything else. What does seem more than likely, though, is that advances in technology will
continue to have a major impact on the development of the film industry in the years to come.

[6 points]
Writing
Task 3. How are weddings celebrated in Kazakhstan? Write about a wedding or another
event (celebration/festival/ceremony) you have attended. Describe the wedding including
some details about the wedding party and the guests, saying what impressed you the most
(120-180 words). Use the following plan.

What is/was being celebrated? Why?

When and where is/was it celebrated? (could also be
Give a brief
included in the main part)
Introduction introduction to set the
How important is/was it?
scene
Who takes/took part? (could also be included in the
main part
What preparations are/were involved?
Main part Develop the important
How is/was it celebrated?
(2-3 features of the
What activities take/took place?
paragraphs) celebration
What did you see?
Make a general What is your overall opinion?
Conclusion
statement How do/did you feel about it?

[6 points]
Speaking
Task 4. An individual interview on the suggested topic for approximately 2 minutes for
each student.
Card # 1. Music
1. What comes to your mind when you hear the word "music"?
2. What kind of music do you like?
3. How does music makes you feel?
4. Why do we listen to music?
5. What would life be without music?

Card # 2. Films
1. What is your favorite movie?
2. What kind of movie is it?
3. Retell the plot of the film.
4. Why do you like it?
5. Do you usually watch movies at home or at the cinema? Why?

Card # 3. Traditions
1. Why are traditions important?
2. What are the famous traditions in KZ?
3. What is the traditional clothing of your country? How often do people dress
traditionally these days?
4. What tradition would you like to pass on to the next generation?
5. What British tradition would you like your country to adapt?

Card # 4. Reading for pleasure

Who can you see in the picture? What are they doing? Describe the picture and answer the
following questions:

1. Do you like reading? Why (not)?

a) What sort of books do you enjoy reading?
b) Who is an author that you like? Why do you like his books?
c) What is your favorite book?
d) Which book have you read recently? Briefly, what was the story about?
2. What kinds of books or which authors don't you like? Please explain.
3. What are some of the advantages of books versus movies? How about
the disadvantages of books versus movies?

[6 points]
Total marks ___/24
 Mark scheme
Listening and Reading

Task
№ Answer Mark

1 2001 1
2 District 1
3 (Kazakh epic) poems 1
4 Kazakh composer 1
5 Success 1
6 International 1
1 C 1
2 B 1
3 G 1
4 D 1
5 A 1
6 E 1
Total marks 12

Transcript 3
Ulytau
In 2001, the band Ulytau was created with the idea of bringing traditional Kazakh music to a
new generation. Their music is a mixture of traditional and modern, of classical and rock, and of
Eastern and Western. The name Ulytau is taken from the district of Ulytau in central Kazakhstan,
and means 'the great mountain'.
The members of the band play six instruments: keyboard, drums, bass guitar, guitar, violin
and the traditional Kazakh dombra. The dombra is considered an important part of Kazakh
culture and a reminder of traditional nomadic life. Many Kazakh epic poems were written for the
dombra, and much of Kazakhstan's musical culture was developed by dombra musicians.
Ulytau's music helps keep this important part of Kazakh history alive and brings the art of
dombra-playing to a younger audience.
The band is based in the city of Almaty, and they released their first album, called Two
Warriors, in 2006. The opening song, 'Adai', which is based on a piece of music by Kazakh
composer Kurmangazy Sagyrbayuly, won a Golden Disc award.
Ulytau's music relies on classical, metal and folk music. They work with musical
arrangements by well-known Kazakh and foreign composers, including Kurmangazy as well as
Bach, Vivaldi and Mozart. Their success has not been limited to Kazakhstan; they have played
on tour in America and in various countries across Asia and Europe, appearing at many large
festivals and concerts with some of the biggest bands in the world. The group believe that, as
their international reputation grows, they can bring Kazakh national culture and music to the
world.
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4
Review of summative assessment for term 4

Duration of the summative assessment - 40 minutes

Listening - 10 minutes
Reading - 10 minutes
Writing - 20 minutes
Speaking task is conducted separately. The time spent on an individual learner should not be
more than 2-3 minutes (1 minute for preparation, 1-2 minutes for the learner's speech)
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.
Gap filling tasks is a task in which words/numbers are removed from a text and replaced
with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Short answers tasks require learners to write a brief answer with the use of key words.
Multiple matching tasks require learners to match two sets of items according to the
instructions for the task.
Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.

The content of the summative assessment for the 4 term should be selected on topics " Travel
and tourism", "Science and technology" . Transcript for listening task can be found after the mark
scheme.
 Characteristic of tasks for summative assessment for the 4 term
*Total
number *Question *Type of
Unit Strand Learning objective
questions
Travel and Listening 9.L2 understand most specific
tourism. information in unsupported
Science and extended talk on a wide range of
technology general and curricular topics
Reading 9.R5 deduce meaning from
context in extended texts on a
range of familiar general and
curricular topics
Writing 9.W1 plan, write, edit and
proofread work at text level with
little support on a range of general
and curricular topics
Speaking 9.S3 explain and justify their own
point of view on a range of
general and curricular topics
9.S7 use appropriate subject-
specific vocabulary and syntax to
talk about a wide increased range
of general and curricular topics
TOTAL:
Total
*Task description Time
of № question marks
6 1-6 Gap filling Each learner works individually. The task enables 10 minutes 6
learners to find specific information in extended talk.
Learners listen to the recording twice on topic
'Kazakhstan in space', having chance to look through
the questions before the recording starts (1 min to read
the questions before the recording starts). The task
consists of 6 questions. Learners complete the gaps for
questions 1-6 while listening.
6 1-6 Short Each learner works individually. 10 minutes 6
answers. Each learner works individually. Learners read the text on
Multiple topic ‘"City breaks". The task consists of six questions
matching comprising a piece of information related to different
cities. Learners should provide a short answer identifying
the city. Sometimes more than one answer is required.
1 1 Open Each learner works individually. They should write on 20 minutes 6
ended topic "The problem with fast-developing technology".
While writing they should provide arguments
supported by examples and link these sentences into
coherent paragraph. They should follow the structure
and answer the questions in full sentences. Learners
should write with grammatical accuracy using a
variety of topic related vocabulary. Writing task can be
differentiated by using writing guide as a support for learners.
1 1 Open Learners prepare an individual talk on topics: "Travel 2 minutes for 6
ended and tourism", "Science and technology". They have 1 an individual
minute to prepare and 2 minutes to talk on the topic.
Learners are provided with some questions to organize
a monologue. They provide own points of view on
topics, explaining and justifying their positions and
answers, using appropriate subject-specific vocabulary.
Teacher can ask additional questions to support
learners if necessary.
40 minutes 24
(excluding
Speaking)
 Sample questions and mark scheme
Tasks for the Summative Assessment for the term 4

Listening.
Task 1. Listen to the text and complete the sentences.
1. Aubakirov started his flying career as a __________ .
2. A test pilot’s job is dangerous because the aircraft they work with are __________.
3. To get a place in test pilot __________, Aubakirov had to take unusual steps.
4. The spacecraft Soyuz TM-13 launched from earth on __________.
5. Aubakirov held the position of __________ on board his space flight.
6. Aubakirov’s flight took off from Baikonur, the largest __________ in the world.
[6 points]
Reading.
Task 2. You are going to read about different cities. For questions 1-6, choose from the
cities (A-E). Some of the cities may be chosen more than once. When more than one answer
is required, these may be given in any order.
Which city would you recommend to someone who
likes visiting museums? 1 __ 2 __
likes to try international cuisine? 3 __ 4 __
is interested in modern architecture? 5 __
wants to see a show? 6 __

City Breaks
A) ASTANA
A vibrant city where you can find the traditional and the modern existing together. In the
shopping centres you will find national souvenirs, handmade rugs, leather goods, and jewellery.
The city has many futuristic buildings and skyscrapers: Bayterek monument, Khan Shatyr
Entertainment Centre. It would be impossible to go to Astana and not visit the amazing Nur
Alem. Perhaps you may like to take Ishim river boat tour! Numerous fountains on the Round
Square, Nurzhol and Green Water boulevards create a truly unforgettable experience. You can
also take a trip deep into the steppe. Just ask your holiday rep to organise it for you.
B) NEW YORK
In this city it is possible to eat whatever you want as it has more than 6,000 restaurants, from the
most romantic to places where you can take the children. You can try food from all over the
world in areas called 'Chinatown', 'Little India' and 'Little Italy'. Many say that it is the shopping
capital of the world and with thousands of stores offering a choice from cheap second-hand
clothes to the most expensive designer labels, there is something for everybody. The 'city that
never sleeps' is also full of life at night with bars and clubs playing all kinds of music. Of course,
no stay in the Big Apple would be complete without a visit to the Empire State Building and the
Statue of Liberty.
C) LONDON
If you don't mind the fact that it might be raining while you are there, then this city has much to
offer. With hundreds of museums and galleries, there is always something to do while sheltering
from the rain. In the evenings you can see a show in London's theatre district in the centre of the
city, where there are more theatres together in one area than anywhere else in the world. The
hundreds of different cultures that live together in this city mean that you can eat food from
anywhere in the world before going to one of the many nightclubs. Don't forget to try the
London Eye, a big wheel that takes you high above London to enjoy the great views.
D) PARIS
It is known as the city of romance and is famous for its beautiful tree-lined streets. Of course, the
French are famous for their cuisine, but be careful when you are going out to eat as restaurants
can be very expensive. Always check the prices on the menu outside (if there isn't one then it
won't be cheap!). You can take a walk along the River Seine and the view from the top of the
Eiffel Tower is a must on any trip to Paris. You must also visit the enormous Louvre museum
where you can see what is probably the most famous painting in the world, Leonardo da Vinci's
'La Gioconda'.
[6 points]
Writing.
Task 3. Write a composition on the topic: The problem with fast-developing technology (120-
180 words). Use the following plan.
* Introduce the subject of the essay
Introduction What are you going to discuss?
* State your opinion (if required)
What ideas/points are you going to
Main part Present your ideas (suggestions, solutions, discuss?
(2-3 paragraphs) etc.) or your point of view What suggestions are you going to
make?
* Conclude by summarising your points
What is your overall opinion of the
Conclusion * Close with a general comment for the
topic?
future
[6 points]
Speaking.
Task 4. An individual interview on the suggested topic for approximately 2 minutes for
each student.
Card # 1. Travelling
1. What can you learn by travelling to other countries?
2. How do you choose where to go?
3. What do you like to do while you are traveling?
4. Is it better to travel inside your country or outside your country? Why?

Card # 2. Tourism
1. What images come to your mind when you hear the word ‘tourism’?
2. What are the major tourist attractions in Kazakhstan?
3. Is it better to go to popular or less popular tourist destinations? Why?
4. What’s the best way for a country to bring in more tourists?

Card # 3. Science
1. Why is science important?
2. What skills and qualities do you need to be a scientist?
3. Which science subject at school do you like the most? Why?
4. Do you think that science subjects are more useful than arts?

Card # 4. Technology
1. Can you name any inventions that changed people's lives? How did they change them?
2. Which modern invention could you not live without? Please explain..
3. Are there any disadvantages of technology?
4. What would you like to see invented in the future? Explain why.

Card # 5. Social sites

1. What springs to mind when you hear the term ‘social networking’?
2. Are social networking sites for people who aren’t good at meeting people face to face?
3. What’s the best social networking site? Please explain..
4. What are the pros and cons of social networking?
[6 points]
Total marks ___/24
 Mark scheme
Listening and Reading

Task
№ Answer Mark

1 D (E) 1
2 E (D) 1
3 C (D) 1
4 D (C) 1
5 B 1
6 D 1
1 Fighter pilot 1
2 Experimental 1
3 Training 1
4 The 2nd of October, 1991 1
5 Research cosmonaut 1
6 Spaceport 1
Total marks 12

Transcript 4
Kazakhstan in space

Toktar Aubakirov was born in 1946 in the Karaganda region of Kazakhstan. He left school
early to take a job working with metal at a mechanical plant but continued his education by
attending evening classes. Eventually, he joined the Armavir Higher Military Aviation School
and became a fighter pilot.
Despite this, Aubakirov said that he had always dreamt of being a test pilot. It was a
dangerous career choice, testing experimental aircraft and putting them through risky exercises
to advance science and engineering. Test pilot applications were not open to everyone, but
Aubakirov didn’t let this stop him; he wrote a long letter to a politician and flew to Almaty to
give it to him in person. This eventually resulted in him enrolling in training to become a test
pilot. During his career, Aubakirov flew over fifty different types of aircraft.
In 1991, Aubakirov started training for space flight. Rumour has it that he had previously
been selected in 1985 but had turned the offer down because he did not want to give up his job as
a test pilot. He set off on his first and only space flight on 2 October later that year, travelling as
the research cosmonaut on the spacecraft Soyuz TM-13. The flight left Baikonur Cosmodrome in
Kazakhstan and docked at the Russian Space Station Mir. Aubakirov spent exactly 7 days, 22
hours, 12 minutes and 40 seconds in space, and he returned to earth with the Soyuz TM-12 craft
on 10 October.
Although Aubakirov is now retired, he hasn’t let age slow him down. He has been heard to
say, even at the age of 70, that he is ready to go into space again!
Baikonur Cosmodrome, the spaceport from which Aubakirov’s space flight was launched, is
the world’s first and largest and is located in Kazakhstan, east of the Aral Sea. It has seen the
departure of many record-breaking launches, including the first man-made satellite, the first
human space flight, and the first woman in space.
 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 / Content: relevance, style and

Organization: cohesion, Grammar & Punctuation:
Criterio register, and development of Vocabulary & Spelling
paragraphing, and format range and accuracy
n ideas
 All content is relevant to the  Uses a range of basic  Uses a range of everyday  Writes simple and compound
task. connectors correctly and vocabulary appropriately; sentence forms correctly and
 The register completely attempts to use referencing, attempts to use less common demonstrates some variety in
corresponds to the but not always clearly or lexical items with occasional length.
requirements of the task; appropriately. inappropriacies.  May attempt some complex
consistent and intentional  Uses paragraphs to separate  Has good control of word sentences, but they tend to be
misuse of register* may ideas; all paragraphs revolve formation; may make less accurate, including
indicate a writer’s personal around one idea or a set of occasional errors in producing punctuation.
style. like ideas; the size of each less common word forms.  Errors in grammar and/or
6
 All content points are fully paragraph allows for a proper  Spells common vocabulary punctuation do not distort
addressed and developed in a and balanced development of items correctly; very few (one meaning.
balanced way. ideas. or two) occasional spelling
*Such misuse of register should  The format is appropriate, but mistakes may be present.
not harm the format of writing. may be modified for a better  May occasionally misspell
reading experience. less common lexical items.
 Errors in word choice and/or
spelling do not distort
meaning.
5  All content is relevant to the  Uses a range of basic  Uses a range of everyday  Writes simple and compound
task; insignificant content connectors correctly. vocabulary appropriately; sentence forms correctly, but
omissions may be present.  Uses paragraphs to separate attempts to use less common does not demonstrate variety
 The register on the whole ideas; most paragraphs lexical items, but may make in length.
corresponds to the revolve around one idea or a frequent errors.  Occasional errors in grammar
requirements of the task; set of like ideas; the size of  Has good control of word and/or punctuation do not
occasional and inconsistent each paragraph may reflect formation; may make errors in distort meaning.
misuse of register may be imbalanced development of producing less common word
 present. ideas. forms.
 Most content points are  The format is appropriate.  Spells common vocabulary
addressed, but their items correctly; few (no more
development may be slightly than five) occasional spelling
imbalanced. mistakes may be present.
 May often misspell less
common lexical items.
 Errors in word choice and/or
spelling do not distort
meaning.
 Most content is relevant to the  Uses some basic connectors,  Uses everyday vocabulary  Writes simple and some
task; insignificant content but these may be inaccurate or generally appropriately, while compound sentence forms
omissions may be present. repetitive. occasionally overusing certain correctly.
 The register on the whole  Uses paragraphs to separate lexical items.  While errors in grammar
corresponds to the ideas, but tends to misuse  Has good control of word and/or punctuation are
requirements of the task. paragraphing (a script is a set formation; can produce noticeable, meaning is rarely
4  Most content points are of very short paragraphs or common word forms distorted.
addressed, but some content some paragraphs may be correctly.
points may be more fully much longer than other ones  May make infrequent errors in
covered than others. for no apparent reason). spelling more difficult words.
 The format is generally  Errors in word choice and/or
appropriate. spelling rarely distort
meaning.
 Some content is relevant to  Uses a very limited range of  Uses basic vocabulary  Writes simple sentence forms
the task; significant content basic cohesive devices reasonably appropriately. mostly correctly.
omissions may be present. correctly.  Has some control of word  Errors in grammar and/or
 The register barely  Writes in paragraphs, but may formation; can produce some punctuation may distort
corresponds to the not use them to separate ideas common word forms meaning at times.
requirements of the task. (a script may have random correctly.
3  Only some content points, breaks between paragraphs).  Makes frequent errors in
which are minimally  The format may be spelling more difficult words,
addressed. inappropriate in places. but simple words are spelled
correctly.
 Errors in a word choice and/or
spelling distort meaning at
times.
  Severe irrelevances and  May use a very limited range  Uses an extremely limited  Writes some simple sentence
misinterpretations of the task of basic cohesive devices, and range of vocabulary. forms correctly.
may be present. those used, may not indicate a  Has very limited control of  Frequent errors in grammar
 Only few content points, logical relationship between word formation; can produce a and/or punctuation distort
which are minimally ideas. few common word forms meaning.
2 addressed.  Attempts to write in correctly.
paragraphs, but their use may  Makes many errors in
be confusing (may start every spelling, including a range of
sentence with a new line). simple words.
 The format may be  Errors in a word choice and/or
inappropriate. spelling distort meaning.
 Attempts the task, but it is  Links are missing or incorrect.  Can only use a few isolated  No evidence of sentence
largely misinterpreted and the  Does not write in paragraphs words and/or memorized forms.
response is barely relevant to at all (a script is a block of phrases.
the task. text).  Has essentially no control of a
1
 The format is not appropriate. word formation; can barely
produce any word forms.
 Displays few examples of
conventional spelling.
 Does not attempt the task in any way.
OR
 The response is completely irrelevant to the task.
OR
0
 There is too little language to assess.
OR
 Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
CRITERIA FOR MARKING SPEAKING

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 /
Criterio Development and Fluency Grammar and Vocabulary
n
 Shows sustained ability to maintain a conversation and to make  Produces error-free simple sentences.
relevant contributions at some length.  Attempts some complex grammatical forms, but may make
 Produces extended stretches of language despite some hesitation. errors, which rarely cause comprehension problems.
6
 Can respond to a change in direction of the conversation.  Uses a range of appropriate vocabulary to give and exchange
 Pronunciation is intelligible. views on a growing range of general and curricular topics.
 Intonation is appropriate.
 Responds relevantly and at length which makes frequent  Produces error-free simple sentences.
prompting unnecessary, resulting in a competent conversation.  Uses a range of appropriate vocabulary when talking about a
 Produces mostly extended stretches of language despite some range of general and curricular topics.
hesitation, although instances of using short phrases may be  Occasional mistakes do not cause comprehension problems.
5 present.
 Can generally respond to a change in direction of the
conversation.
 Pronunciation is generally intelligible.
 Intonation is generally appropriate
 Attempts to respond to questions and prompts.  Frequently produces error-free simple sentences.
 Produces responses which are extended beyond short phrases,  Uses appropriate vocabulary to talk about a limited range of
despite hesitation. general and curricular topics.
4  Effort will need to be made to develop the conversation; only  Errors may cause comprehension problems.
partial success will be achieved.
 Pronunciation is mostly intelligible.
 May not follow English intonation patterns at times.
3  Responses tend to be brief and are characterized by frequent  Produces basic sentence forms and some correct simple
hesitation. sentences.
 Has to be encouraged to go beyond short responses and struggles  Uses a limited range of appropriate vocabulary to talk about a
to develop a conversation. limited range of general topics.
 There is a lack of intelligibility of pronunciation, but it is unlikely  Errors are frequent and may lead to misunderstanding.
to impede communication.
  May not follow English intonation patterns frequently.

 Responses are so brief that little is communicated.  Attempts basic sentence forms, but with limited success.
 Barely engages in a conversation. OR
 Pronunciation may cause some communication difficulty.  Heavily relies on apparently memorized utterances.
2
 Does not follow English intonation patterns.  Uses a limited range of appropriate vocabulary to talk about a
very limited range of general topics.
 Makes numerous errors except in memorized expressions.
 No communication possible.  Cannot produce basic sentence forms.
1  Pronunciation and intonation patterns cause difficulty for even the  Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
 No attempt at the response.
0 OR
 No ratable language.