Sample questions and mark scheme

Tasks for the Summative Assessment for the term 3

 

 

Listening

 

Task. Listen to Andrew, Rachel and Layla talking about their experiences abroad. Find who hassuch kind of experience, circle the name and write explanation.

 

CD3. Tapescript 4,5,6.

 

№		Name of the person	Explain why
0	had problems with language	Andrew	She could not
		Layla	communicate very
		Rachel	well.
1	felt homesick	Andrew
		Layla
		Rachel
2	enjoyed the old buildings	Andrew
		Layla
		Rachel
3	was overwhelmed	Andrew
		Layla
		Rachel
4	didn’t like the rainy weather	Andrew
		Layla
		Rachel
5	made friends with people from her/his	Andrew
	country	Layla
		Rachel
6	found difficult to adjust to late dinner	Andrew
		Layla
		Rachel
			Total [6]

 

 

38

Reading

 

Task. Read the text carefully. Three sentences are missing in the text. Choose from the sentencesA-D the one which fits each gap 1-3. There is one sentence that you do not need.

 

Monarch without a kingdom

 

I. This November a hundred million butterflies will drop from the sky over Mexico, like autumn leaves. But for how long? Genetically modified maize could mean extinction for this beautiful butterfly. Rafael Ruiz reports.

II. In November, millions of Monarchs fall like bright, golden rain onto the forests in the mountains of central Mexico. In the silence of these mountains you can hear a strange flapping of wings, as the Monarchs arrive at their destinations. 1) ______________________________

III. Before reaching their journey’s end they have faced strong winds, rain and snowstorms and they do not all manage to reach their destination. When the winters are really bad, perhaps 70 per cent of them will not survive. Their long journey to Mexico is thought to be one of the most amazing events in the whole of the American continent. When they get there they will stay until the beginning of April, when their internal calendar tells them that it is time to go back. 2)__________________________________.

IV. These delicate creatures now face danger of another kind – from scientific progress.

3) ____________________________. Laboratory experiments have shown that half of thebutterflies which feed on the leaves of genetically modified maize die within 48 hours. Not all experts agree that this variety of maize is responsible for the threat to the Monarchs. In spite of these doubts, the European Union has refused to approve new crops of genetically modified maize until further investigations have been carried out.

 

A. In the US, millions of farms grow genetically modified maize which is pure poison for the butterfly.

B. In the mountains, which reach a height of 3,000 metres, the butterflies are safe.

C. According to the investigations of the European Union, the Monarch butterfly may disappear in several decades.

D. The long journey, with all its dangers, begins again.

[3]

 

Find words in the text which have a similar meaning to these definitions.

Example: An organism containing genetic material that has been artificially alteredgeneticallymodified.

 

4.	when a particular kind of animal no longer exists (paragraph I) ______________	[1]
5.	the noise wings make as they move (paragraph II) ________________________	[1]

6. what a scientist does in order to find something out (paragraph IV) ____________ [1]

 

Total [6]

 

 

39

Writing

 

Task. Choose ONE of the topics to write.

 

Topic 1. You are asked to write a story with the title ‘An Exciting Adventure’ for your schoolmagazine. Write 3 paragraphs using the plan below:

 

(Paragraph 1) - when / where / description of the main characters

(Paragraph 2) - events in the order they happened/ your feelings

(Paragraph 3) - the end of the story (resolution)

 

Topic 2. You are asked to write an article about ‘The Saiga’ for your school newsletter ‘Our

 

Endangered Planet’. Write 3 paragraphs using the plan below:

 

(Paragraph 1) - short information about the Saiga (what / where)

(Paragraph 2) - why it is endangered

(Paragraph 3) - ways of preservation

 

Total [6]

 

40

 

Speaking

 

Task Choose 1 card and answer the questions. You have 1 minute to prepare and 2minutes to speak.

 

Card 1

1. What challenges do people face when live or study abroad?

2. What difficulties do they face?

3. How do they feel?

4. In what ways does their life change?

 

Card 2

1. What ways of travelling would you prefer?

2. What types of travelling do you know?

3. What transport would you choose and why?

4. What are the advantages and disadvantages of this way of travelling?

 

Card 3

1. Have you ever experienced culture shock?

2. When did you experience culture shock?

 

3. What problems did you face?

4. How did you cope with them?

 

Card 4

1. What safety rules should you know before travelling to another country?

2. Could you share your bad travel experiences?

3. How did you feel?

4. What would you do differently in order to avoid such situations?

 

Card 5

1. What modes of transport do you know?

2. What are the most and least safe ways of travelling?

3. What transport is popular in your country? Why?

4. What are the future trends of transport in your country?

 

Card 6

1. What animals, which are in danger of extinction, do you know?

2. Why do animals become extinct?

3. What does your country do in order to solve the problem of animal extinction?

4. What are your responsibilities in order to solve this problem?

 

Card 7

1. What is world heritage?

2. What world heritage sites do you know?

3. What specific world heritage is there in Kazakhstan?

4. What special animal is a heritage in Kazakhstan?

 

Card 8

1. What do you think about reading a book?

2. What do people of your age prefer reading?

3. What do you like reading?

4. Is reading popular nowadays? Why or why not?

Total [6]

Total marks _/24

 

 

41

Mark scheme

Listening and Reading

 

 

Questio	Answer	Mark	Additional
n №			information
1	Rachel/ She missed her family/wanted to	1	The answer must have
	go home.		an explanation. Only
			in this case the learner
2	Andrew/ They were really amazing.	1
			will have one point.
			The learners may
3	Layla/ Everything was different.	1
			write their answers
			using their own words
4	Andrew/ He had trouble getting used to	1
	that.		with the correct
			information from the
5	Layla/ She was not felling comfortable.	1
			recording. It can be
			part of the sentence or
6	Rachel/ She didn’t get used to eating at late	1
	hour.		a full sentence.
1	B	1
2
	D	1
3
	A	1
4
	extinction	1
5
	flapping	1
6
	(laboratory) experiment	1	experiments
Total marks		12

 

42

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,		Vocabulary and Spelling	Grammar and Punctuation:
		register, and development of
Criterion			paragraphing, and format			range and accuracy
		ideas
	• All content is relevant to the		• Uses a range of basic connectors	•	Uses a range of everyday	• Writes simple and compound
		task.	correctly and attempts to use		vocabulary appropriately;	sentence forms correctly and
	•	The register completely	referencing, but not always		attempts to use less common	demonstrates some variety in
		corresponds to the requirements	clearly or appropriately.		lexical items with occasional	length.
		of the task; consistent and	• Uses paragraphs to separate		inappropriacies.	• May attempt some complex
		intentional misuse of register*	ideas; all paragraphs revolve	•	Has good control of a word	sentences, but they tend to be
		may indicate a writer’s personal	around one idea or a set of like		formation; may make occasional	less accurate, including
6		style.	ideas; the size of each paragraph		errors in producing less common	punctuation.
	•	All content points are fully	allows for a proper and balanced		word forms.	• Errors in grammar and/or
		addressed and developed in a	development of ideas.	•	Spells common vocabulary items	punctuation do not distort
		balanced way.	• The format is appropriate, but		correctly; very few (one or two)	meaning.
	*Such misuse of register should not		may be modified for a better		occasional spelling mistakes may
	harm the format of writing.		reading experience.		be present.
				•	May occasionally misspell less
					common lexical items.
				•	Errors in a word choice and/or
					spelling do not distort meaning.
	• All content is relevant to the		• Uses a range of basic connectors	•	Uses a range of everyday	• Writes simple and compound
		task; insignificant content	correctly.		vocabulary appropriately;	sentence forms correctly, but
5		omissions may be present.	• Uses paragraphs to separate		attempts to use less common	does not demonstrate variety in
	•	The register on the whole	ideas; most paragraphs revolve		lexical items, but may make	length.
		corresponds to the requirements	around one idea or a set of like		frequent errors.	• Occasional errors in grammar
		of the task; occasional and	ideas; the size of each paragraph	•	Has good control of word	and/or punctuation do not distort
		inconsistent misuse of register	may reflect imbalanced		formation; may make errors in	meaning.

 

 

43

		may be present.	development of ideas.		producing less common word
	• Most content points are		• The format is appropriate.		forms.
		addressed, but their development		•	Spells common vocabulary items
		may be slightly imbalanced.			correctly; few (no more than
					five) occasional spelling
					mistakes may be present.
				•	May often misspell less common
					lexical items.
				•	Errors in a word choice and/or
					spelling do not distort meaning.
	• Most content is relevant to the		• Uses some basic connectors, but	•	Uses everyday vocabulary	• Writes simple and some
		task; insignificant content	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 and/or
		corresponds to the requirements	ideas, but tends to misuse	•	Has good control of a word	punctuation are noticeable,
4		of the task.	paragraphing (a script is a set of		formation; can produce common	meaning is rarely distorted.
	• Most content points are		very short paragraphs or some		word forms correctly.
		addressed, but some content	paragraphs may be much longer	•	May make infrequent errors in
		points may be more fully	than other ones for no apparent		spelling more difficult words.
		covered than others.	reason).	•	Errors in word choice and/or
			• The format is generally		spelling rarely distort meaning.
			appropriate.
	• Some content is relevant to the		• Uses a very limited range of	•	Uses basic vocabulary	• Writes simple sentence forms
		task; significant content	basic cohesive devices correctly.		reasonably appropriately.	mostly correctly.
		omissions may be present.	• Writes in paragraphs, but may	•	Has some control of word	• Errors in grammar and/or
	• The register barely corresponds		not use them to separate ideas (a		formation; can produce some	punctuation may distort meaning
3		to the requirements of the task.	script may have random breaks		common word forms correctly.	at times.
	• Only some content points, which		between paragraphs).	•	Makes frequent errors in spelling
		are minimally addressed.	• The format may be inappropriate		more difficult words, but simple
			in places.		words are spelled correctly.
				•	Errors in word choice and/or
					spelling distort meaning at times.
	•	Severe irrelevances and	• May use a very limited range of	•	Uses an extremely limited range	• Writes some simple sentence
2		misinterpretations of the task	basic cohesive devices, and those		of vocabulary.	forms correctly.
		may be present.	used, may not indicate a logical	•	Has very limited control of a	• Frequent errors in grammar
	• Only few content points, which		relationship between ideas.		word formation; can produce a	and/or punctuation distort
		are minimally addressed.	• Attempts to write in paragraphs,		few common word forms	meaning.

 

44

			but their use may be confusing		correctly.
			(may start every sentence with a	•	Makes many errors in spelling,
			new line).		including a range of simple
		• The format may be			words.
			inappropriate.	•	Errors in a word choice and/or
					spelling distort meaning.
	• Attempts the task, but it is	•	Links are missing or incorrect.	•	Can only use a few isolated	• No evidence of sentence forms.
	largely misinterpreted and the	•	Does not write in paragraphs at		words and/or memorized
	response is barely relevant to the		all (a script is a block of text).		phrases.
1	task.	•	The format is not appropriate.	•	Has essentially no control of a
					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.
0	OR
	• There is too little language to assess.
	OR
	• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to
	verify meaning.

 

 

 

45

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