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 3 minutes (1 minute for preparation, 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.
Listening – True/False and Gap filling tasks.
Reading – Multiple choice questions with one answer and one question with two answers.
Writing – Writing an informal letter.
Speaking – Individual long-turn talk.
True/False task offers a series of statements each of which should be judged as true or false according to the listening text.
Gap filling task 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.
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.
Transcript for listening task can be found in CD3. Transcript can be found after the mark scheme.
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 | *Questi | *Type of | *Task description | Time | Total | ||||
| number of | on № | question | marks | |||||||||
| questions | ||||||||||||
| Our World. | Listening | 8.2.3.1 (8.L3) Understand | 6 | 1 | True / | Each learner works individually. | 10 minutes | 6 | ||||
| Daily life | with little or no support | 2 | False | Task 1 enables learners to identify the details
| ||||||||
| and | most of the detail of an | 3 | of an argument in the monologue. | The task | ||||||||
| Shopping. | argument in extended talk | has 3 questions. The question itself comprises | ||||||||||
| on a wide range of | an argument which is true or false according to | |||||||||||
| general and curricular | the recording. Learners should be given 1 | |||||||||||
| topics | minute to look through the questions before | |||||||||||
| they listen. | ||||||||||||
| 8.2.2.1 (8.L2) Understand | 4 | There are 3 sentences with gaps. One word is | ||||||||||
| hidden in each sentence that contains most | ||||||||||||
| with little or no support | 5 | Gap | specific information of the monologue. | |||||||||
| most specific information | 6 | filling | Learners should be given 1 minute to look | |||||||||
| in extended talk on a | through the questions before they listen. | |||||||||||
| wide range of general and | Learners should complete the sentences by | |||||||||||
| curricular topics | writing one word into the gap while listening. | |||||||||||
| Spelling and capitalization are important.
| ||||||||||||
| Reading | 8.4.3.1 (8.R3) Understand | 6 | 1 | Multiple | Each learner works individually. | 10 minutes | 6 | |||||
| the detail of an argument | 2 | choice | Task comprises 4 wh-questions referring to the | |||||||||
| on a range of familiar | 3 | writer’s ideas. The questions refer to the | ||||||||||
| general and curricular | 4 | details of an argument discussed by the writer. | ||||||||||
| topics, including some | 5 | Learners circle one correct answer from four | ||||||||||
| extended texts | 6 | alternatives. | ||||||||||
| In questions 5 and 6 learners should circle two | ||||||||||||
| correct answers. | ||||||||||||
| Writing | 8.5.3.1 (8.W3) Write | 1 | 1 | Open | Each learner works individually. | 20 minutes | 6 | |||||
| with moderate | ended | The task has two options. Learners should | ||||||||||
| grammatical accuracy on | choose one topic to write. | |||||||||||
| a growing range of | Topic 1. A learner should write an informal
| |||||||||||
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| Unit | Strand | Learning objective | *Total | *Questi | *Type of | *Task description | Time | Total | ||
| number of | on № | question | marks | |||||||
| questions | ||||||||||
| familiar general and | letter to a friend giving advice on family | |||||||||
| curricular topics. | relations. The task consists of short | |||||||||
| 8.5.8.1 (8.W8) Spell most | information taken from a friend’s letter and a | |||||||||
| high-frequency | plan for writing. | |||||||||
| vocabulary accurately for | Topic 2. A learner should write a letter to a | |||||||||
| a range of familiar | friend inviting him to his country using the | |||||||||
| general and curricular | given plan. | |||||||||
| topics. | ||||||||||
| Speaking | 8.3.3.1 (8.S3) Give an | 1 | 1 | Open | The speaking task has 8 different cards with 4 | 3 minutes for | 6 | |||
| opinion at discourse level | ended | open questions. The questions should be on the | an individual | |||||||
| on a wide range of | topics “Our World” and “Life and Shopping”. | |||||||||
| general and curricular | This speaking task is for individual long turn. | |||||||||
| topics. | A learner should choose one card and spend 1 | |||||||||
| minute for preparation and 2 minutes for | ||||||||||
| speaking. Teachers should ask the questions in | ||||||||||
| the cards. Learners should provide their own | ||||||||||
| points of view on the topics, explaining and | ||||||||||
| justifying their answers. Teacher can ask | ||||||||||
| additional questions to support learners or cut | ||||||||||
| the number of questions if necessary. | ||||||||||
| TOTAL: | 40 minutes | 24 | ||||||||
| (excluding | ||||||||||
| Speaking) | ||||||||||
| Note: * - sections that can be changed
| ||||||||||
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