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 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 tasks: listening, reading, writing and speaking.
Different types of tasks are used in the summative assessment for the term.
Listening – Multiple matching task with explanation.
Reading – Multiple matching and open ended tasks.
Writing – Writing a story or newsletter.
Speaking – Individual long-turn.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Multiple matching tasks require learners match sentences or phrases or questions to extracts or to paragraphs or sections of the passage.
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 3 term should be selected on topics “Reading for pleasure” and “The Natural World” and “Travel and Transport”.
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Characteristic of tasks for summative assessment for the 3 term
| Unit | Strand | Learning objective | *Total | *Ques | *Type of | *Task description | Time | Total |
| number of | tion № | question | marks | |||||
| questions | ||||||||
| Reading | Listenin | 8.2.2.1 (8.L2) Understand | 6 | 1 | Multiple | Each learner works individually. | 10 minutes | 6 |
| for | g | with little or no support most | 2 | matching | Task comprises a piece of information related | |||
| pleasure. | specific information in | 3 | to one of the speakers. Learners should match | |||||
| The | extended talk on a wide | 4 | this information with the right speaker’s | |||||
| Natural | range of general and | 5 | name and circle it. Learners should identify | |||||
| World. | curricular topics. | 6 | implied meaning in what the speakers say | |||||
| Travel | 8.2.4.1 (8.L4) Understand | and explain their choice. Learners should be | ||||||
| and | with little or no support most | given 1 minute to look through the questions | ||||||
| Transport | of the implied meaning in | before they listen. | ||||||
| . | extended talk on a range of | |||||||
| general and curricular topics. | ||||||||
| Reading | 8.4.7.1 (8.R7) Recognise | 6 | 1 | Gap | Each learner works individually. | 10 minutes | 6 | |
| typical features at word, | 2 | filling | Task enables learners to recognize patterns at | |||||
| sentence and text level in a | 3 | text level. The task comprises 3 sentences | ||||||
| range of written genres. | taken from the context. Learners need to use | |||||||
| three sentences out of 4, one is odd. Learners | ||||||||
| should put these sentences into the gaps | ||||||||
| 8.4.5.1 (8.R5) Deduce | according to the context. | |||||||
| meaning from context in | 4 | Open ended questions enable learners to | ||||||
| short texts and some | 5 | Open | identify meaning of the words or phrases | |||||
| extended texts on a growing | 6 | ended | according to the context. The question itself | |||||
| range of familiar general and | comprises definition of a word or a phrase | |||||||
| curricular topics. | and shows which paragraph it is taken from. | |||||||
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| Unit | Strand | Learning objective | *Total | *Ques | *Type of | *Task description | Time | Total | ||||
| number of | tion № | question | marks | |||||||||
| questions | ||||||||||||
| Writing | 8.5.4.1 (8.W4) Use with | 1 | 1 | Open | Each learner works individually. | 20 minutes | 6 | |||||
| some support style and | ended | The task has two options: | ||||||||||
| register appropriate to a | Topic 1. A learner should write a story | |||||||||||
| variety of written genres on | describing an imaginary or real adventure. | |||||||||||
| general and curricular topics. | The task consists of short information and a | |||||||||||
| 8.5.7.1 (8.W7) Use with | plan for writing. | |||||||||||
| minimal support appropriate | Topic 2. A learner should write a newsletter | |||||||||||
| layout at text level for a | describing an imaginary or real event. The | |||||||||||
| range of written genres on | task consists of short information and a plan. | |||||||||||
| familiar general and | ||||||||||||
| curricular topics. | ||||||||||||
| Speakin | 8.3.7.1 (8.S7) Use | 1 | 1 | Open | The speaking task has 8 different cards with | 3 minutes | 6 | |||||
| g | appropriate subject-specific | ended | 4 open questions. The questions on the topics | for an | ||||||||
| vocabulary and syntax to talk | ‘Reading for Pleasure’ and ‘The Natural | individual | ||||||||||
| about a range of general | World’ and ‘Travel and Transport’. This | |||||||||||
| topics, and some curricular | speaking task is for individual long turn. A | |||||||||||
| topics. | learner should choose one card and spend 1 | |||||||||||
| minute for preparation and 2 minutes for | ||||||||||||
| 8.3.8.1 (8.S8) Recount some | speaking. They should provide their own | |||||||||||
| extended stories and events | points of view by describing and recounting | |||||||||||
| on a range of general and | some stories and events and using topic | |||||||||||
| curricular topics. | related vocabulary accurately. Teacher can | |||||||||||
| ask additional questions to support learners | ||||||||||||
| or cut the number of questions in the card if | ||||||||||||
| necessary. | ||||||||||||
| TOTAL: | 40 minutes | 24 | ||||||||||
| (excluding | ||||||||||||
| Speaking) | ||||||||||||
| Note: *-sections that can be changed
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