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                                                               SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2

Review of summative assessment for term2

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 a pair work should not be more than 4 minutes (1 minute for preparation, 3 minutes for the learners’ conversation)

Total marks - 24

The structure of the summative assessment

This Summative Assessment consists of tasks: listening, reading, writing and speaking. Different types of tasks are used in the summative assessment for the term.

Listening – Closed task

Reading – True/False/Not Stated and open - ended tasks.

Writing – Writing an article.

Speaking – Speaking in pairs.

True/False/Not Stated task offer series of statements which should be judged as true, false or not stated according to reading text.

Open ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.

Typescript for listening task can be found in CD3. Also it can be found after the mark scheme.

The content of the summative assessment for the 2 term should be selected on topics “Entertainment and Media” and “Sport, Health and Exercise”.

Characteristic of tasks for summative assessment for the 2 term

Unit	Strand	Learning objective	*Total number of questions	*Question №	*Type of question	*Task description	Time	Total marks
Entertainment and Media. Sport, Health and Exercise.	Listening	8.2.6.1 (8.L6) Deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics.	6	1 2 3	Closed task	Learner works individually. Task enables learners to identify meaning from context. Learner fills the gaps with words from recording correctly.	10 min	6
				4 5 6	Open ended	Learners should be given 1 minute to look through the questions before listening, then  answer the comprehension questions.
	Reading	8.4.5.1 (8.R5) Deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics. 8.4.2.1 (8.R2) Understand specific information  and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.	6	1 2 3         4 5 6	True/ False/ Not stated	Learner works individually. Task enables learners to identify whether are given statements are true, false or not stated. According to the context they choose. Learner completes the sentences according to the paragraphs.	10 min	6
	Writing	8.5.3.1 (8.W3) Write with moderate grammatical accuracy on a growing range of  familiar general and curricular topics 8.5.4.1 (8.W4) Use with some support style and register appropriate to a variety of written genres on general and curricular topics. 8.5.8.1 (8.W8)  Spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics.	1	1	Open ended	Learner chooses one of the following topics to write grammatically correct sentences using high frequency vocabulary accurately (60-80 words). Recommended article structure Note that the article has the following structure: ·         Introduction (the problem, the importance, the solution, etc.); ·         Description of the activities; ·         Conclusions (with respect to the obtained results)    Topic 1. Write the article “Healthy habits” for the school magazine using  topic related vocabulary and article format.   Topic 2. Write the article “Sport in my life” for the school magazine using  topic related vocabulary and article format.	20 min	6
	Speaking	8.3.5.1 (8.S5) Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks. 8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax to talk about a  range of general  topics, and some curricular topics.	1	1	Open ended	Learner choose ONE of the picture and speak according to it using related vocabulary given under the pictures and using Passive voice. Work in pairs. Cooperate with peers to negotiate, agree, organize priorities and plans for completing classroom task. They provide their own points of view on topic, explaining and justifying their positions. Teacher may ask additional questions if necessary. They have 1 minutes to prepare and 3 minutes to speak.	4 minutes for a work in pairs	6
TOTAL:							40 min (excluding Speaking )	24
Note: * - sections that can be changed

                            Sample questions and mark scheme

                 Tasks for the Summative Assessment for the term 2

LISTENING

Task1.  Listen to the recording “Pokemon Go” takes world by storm and complete the text

https://www.englishclub.com/efl/listening-news/pokemon-go-takes-world-by-storm/

Typescript 1 (can be found after the mark scheme)

                              “Pokémon Go” Takes World by Storm

           A new mobile app called “Pokémon GO” is the 1 ________ sensation for gamers. The augmented reality game allows users to hunt for Pokémon at 2________ landmarks which are referred to as “Pokestops”. The game, which has only been available in a few countries for a few days, is getting mixed reviews. Many people feel that it is inappropriate that the game takes users to random public sites, such as the 9/11 Museum or the Holocaust Museum. There are also safety concerns. Children who are 3_________down Pokémon could be lured into certain areas by predators. “Pokémon GO” was first released in the US, Australia, and New Zealand, but is already being called the hottest app in the world.

Task 2. Comprehension questions

4. Why does the report mention New Zealand?

5. What places are inappropriate to play “Pokémon Go”?

6. Why are people worried about the safety of children who are playing “Pokémon Go”?

Total [6]

READING

Task 1.  Read the text. Match the words with the paragraphs.

https://en.wikipedia.org/wiki/Literary_genre

     

      comedy                      animated                    science fiction

       horror                         action                         adventure

a. literary genre and a type of dramatic work that is amusing and satirical in its tone, mostly having a cheerful ending. The motif of this dramatic work is triumph over unpleasant circumstance by creating comic effects, resulting in a happy or successful conclusion.

b. broad genre of literature, film and television, having numerous, often overlapping subgenres. They are characterized and defined by the moods they elicit; giving viewers heightened feelings of suspense, excitement, surprise, anticipation and anxiety. Successful examples of them are the films of Alfred Hitchcock.

c. These films are unsettling films designed to frighten and panic, cause dread and alarm, and to invoke our hidden worst fears, often in a terrifying, shocking finale, while captivating and entertaining us at the same time in a cathartic experience. Horror films effectively center on the dark side of life, the forbidden, and strange and alarming events.

d. They are exciting stories, with new experiences or exotic locales. These films are very similar to the action film genre, in that they are designed to provide an action-filled, energetic experience for the film viewer. Rather than the predominant emphasis on violence and fighting that is found in action films, however, the viewer of these films can live vicariously through the travels, conquests, explorations, creation of empires, struggles and situations that confront the main characters, actual historical figures or protagonists.

e. It is a genre that uses fictional science-based depictions of phenomena that are not fully accepted by mainstream science, such as extraterrestrial life forms, alien worlds, extrasensory perception and time travel, along with futuristic elements such as spacecraft, robots, cyborgs, interstellar travel or other technologies..

f. These films are ones in which individual drawings, paintings, or illustrations are photographed frame by frame (stop-frame cinematography). The earliest cinema it was composed of frame-by-frame, hand-drawn images. When combined with movement, the illustrator's two-dimensional static art came alive and created pure and imaginative cinematic images - animals and other inanimate objects could become evil villains or heroes.

Total [3]

Task 2. Complete the sentences

1.     The earliest cinema it was composed of_________, hand-drawn images.

2.     The motif of this dramatic work is triumph over unpleasant _________by creating comic effects.

3.     These films are ones in which individual ________, paintings, or illustrations are photographed frame by frame .

Total [3]

WRITING

Task.  Choose one of the following topics to write grammatically correct sentences (Present Continuous, Present Simple, should, prepositions), using high frequency vocabulary accurately (60-80 words)

Recommended article structure

Note that the article has the following structure:

ü Introduction (the problem, the importance, the solution, etc.);

ü Description of the activities;

ü Conclusions (with respect to the obtained results)

          Topic 1. Write the article “Healthy habits” for the school magazine using    

                         topic related vocabulary and article format.

         Topic 2. Write the article “Sport in my life” for the school magazine using     

                         topic related vocabulary and article format.

Total [6]

SPEAKING

Task. Choose ONE of the picture and speak according to it using related vocabulary given under the pictures and using Passive voice. Work in pairs. Cooperate with peers to negotiate, agree, organize priorities and plans for completing classroom task.

You have 1 minutes to prepare and 3 minutes to speak.

https://yandex.kz/images/search?text=entertainment%20%D0%BA%D0%B0%D1%80%D1%82%D0%B8%D0%BD%D0%BA%D0%B8

           

    important                                                                  means of communication

    regular                                                                      information

    problem                                                                    negative influence on

    dangerous                                                                 useless

    diet                                                                            knowledge

    fit                                                                              society

        

doing extreme sport                                                    time to spare

entertaining                                                                 addiction

difficulties                                                                  3D cinema

survive                                                                        have fun

character                                                                     visiting

great health                                                                 energetic activities

Total [6]

Mark scheme

LISTENING AND READING

Question №	Answer	Mark	Additional information
1	latest	1	The learners may write their answers using their own words with the correct information from the monologue.
2	local	1
3	tracking	1
4	The report mentioned New Zealand, because it is one of the first places the game “Pokémon Go” was released.	1
5	The inappropriate places are mentioned in this report are Holocaust Museum and the 9/11 Museum.	1
6	People are worried that children will be lured into certain areas by predators.	1
1	Comedy - a        Action - b	1	The learners may answer matching words with their definitions. Completing the sentences
2	Horror  -   c        Science-fiction  -  e	1
3	Animated – f     Adventure  -  d	1
4	frame-by-frame	1
5	circumstance	1
6	drawings	1
Total marks		12

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

CRITERIA FOR MARKING SPEAKING

Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total out of 6.

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

 

 

 

 

 

Typescript 1

“Pokémon Go” Takes World by Storm

 A new mobile app called “Pokémon GO” is the latest sensation for gamers. The augmented reality game allows users to hunt for Pokémon at local landmarks which are referred to as “Pokestops”. The game, which has only been available in a few countries for a few days, is getting mixed reviews. Many people feel that it is inappropriate that the game takes users to random public sites, such as the 9/11 Museum or the Holocaust Museum. There are also safety concerns. Children who are tracking down Pokémon could be lured into certain areas by predators. “Pokémon GO” was first released in the US, Australia, and New Zealand, but is already being called the hottest app in the world.