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ENGLISH PLUS
(BEN WETZ, DIANA PYE)
OXFORD PRESS
Samples and specifications of Summative Assessment for term
on the subject “English” Grade 8
2018-2019
Aim of the summative assessment
A summative assessment is a formal method of testing student knowledge about a previously learned concept or unit of study. This type of evaluation is also commonly given at the end of the quarter, during the middle of the year and as a final exam. Summative assessments give the instructor an idea of how much content the students have retained and may use the results to determine effective learning and teaching techniques for the class.
Outcomes
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 ability to use a range of past, present and future forms and a wider range of modals.
Rules for conducting the Assessment
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 recourses that can help them, for example, dictionary, and calculator (excluding the cases when it is allowed in specification)
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.
Moderation and marking
As a rule 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.
Contents
Aim of the Summative Assessment for the term 3
Outcomes on the subject “English”, Grade 8 3
Administration rulesModeration and marking 4
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 6
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 19
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 36
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 51
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 – 20minutes
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 onlistening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
The content of the summative assessment for the 1 term should be selected on topics “Our World” or/and “Daily Life and Shopping”.
Characteristic of tasks for summative assessment for the 1 term
Unit Strand Learning objective *Total number of tasks *Task № *Type of question *Task description Time Total marks
Our World.
Daily life and Shopping.
Listening 8.2.3.1(8.L3) Understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics
1
1
2
3
4
5
6 Multiplechoice
Each learner works individually.
This task enables learners to identify the details of an argument in the monologue. The task has 6 questions. Learners circle one correct answer from four alternatives.Learners should be given 1 minute to look through the questions before they listen. Learners should listen to recording twice.
10 minutes 6
Reading 8.4.3.1(8.R3)
Understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts
1 1
2
3
4
5
6 True / False
Each learner works individually.
This taskcomprises 6statements.
Each statementitself comprises an argument which is true or false according to the text.
10 minutes 6
Writing 8.5.3.1(8.W3)
Write with moderate grammatical accuracy on a growing range of familiar general and curricular topics.
8.5.8.1(8.W8)
Spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics. 1 1 Open ended Each learner works individually.
The task has oneoption.
A learner should write a comment with his/her opinion on a website about on-line shopping. The task consists ofa plan and a structure.
20 minutes 6
Speaking 8.3.3.1(8.S3)
Give an opinion at discourse level on a wide range of general and curricular topics. 1 1 Open ended The speaking task has 8 different cards with 2 open questions. The questions should be on the topics “Our World” and “Life and Shopping”. This speaking task is for individual long turn. A learner should choose one card and spend 1 minute for preparation and 2 minutes for speaking. Learners should provide their own points of view on the topics, explaining and justifying their answers. Teacher can ask additional questions to support if necessary. 3 minutes for an individual 6
TOTAL: 40minutes 24
Note: * - sections that can be changed
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
Listening
Link for listening:
Task.Watch the video or listen to it to find the best answer for each question.
Example:0.According to the speaker, greenhouse gases are produced by…
A) heat from the sun
B) the actions of people
C) the sun’s rays, and also the actions of the people
D) the video doesn’t say
1. Which of these things is a greenhouse gas?[1]
A) carbon monoxide
B) carbon dioxide
C) oxygen
D) the video doesn’t say
2. Which of these ways to generate power provides a clean source of energy?[1]
A) gas
B) oil
C) wind power
D) they are all clean sources of energy
3. Which of these things can help reduce levels of carbon dioxide?[1]
A) driving to work
B) heating with coal instead of gas
C) using public transport
D) leaving your TV on standby, rather than switching it off
4. Which of these predictions about climate change does the video make?[1]
A) if the planet gets warmer, then polar bears will become extinct
B) if the planet gets warmer, then we can expect more floods
C) if the planet gets warmer, then fuel will become less expensive
D) if the planet gets warmer, then sea levels will rise
5. The word ‘extinct’ means?[1]
A) to become scare or rare
B) in need of protection
C) to become endangered
D) something that has died out, and no longer exists
6. Which of these things is not mentioned in the video?[1]
A) wave energy
B) car pooling
C) coral reefs
D) heat waves
Total [6]
Reading
Can the internet be as addictive as drugs or alcohol, and
should online games addicts be treated in the same way?
Ben Alexander always struggled to fit in. Teased at primary school and beaten up insenior school, he turned to the internet, where he found a whole new world of friends.Subscribing to the hugely popular online game World of Warcraft, he joined 12 millionother people — including the actor Vin Diesel, the presenter Jonathan Ross and hiswife Jane Goldman — in a quest reminiscent of Tolkien’s Lord of the Rings.
In the game, players create avatars in whose guise they spend hours joining guilds ofother players to fight battles. “There’s lots of working together,” says Alexander. “That’s what made it so attractive, because the social thing was something I alwayshad trouble with. It was a lot easier to socialise and make friends online than it was inreal life.”
The 19-year-old’s interest in the game soon developed into an obsession. He beganskipping his biology lectures at university and spending up to 17 hours a day online.Eventually he had depression diagnosed and was put on medication. He was alsotreated for internet addiction. Alexander admits that he needed help: “I don’t think Iwould have been able to get out of it myself.”
Although the medical world is divided as to whether internet addiction actually exists,Online Gamers Anonymous offers a 12-step programme to help compulsive players to wean themselves off games such as World of Warcraft, EverQuest and FinalFantasy. David Smallwood, the addiction treatment progamme manager at ThePriory in London, believes that such games are particularly addictive for young men.
The better they get at playing the game, Smallwood says, the more they can“progress to being someone more important”, which they are unable to do in real life. To continue enjoying this elevated status they must get better and better at thegame, playing for increasingly long periods of time.“What then happens is that kids become withdrawn, their schoolwork suffers becausethey are not doing homework and they may develop an addiction to skunk becausethey are locked in a room. Plus there’s the problem of not eating, as they have no time to eat in the middle of a battle.”
Three years ago, an article in the journal Advances in Psychiatric Treatment positedthat a “substantial minority” of the 46.6 million web users in Britain — some expertsreckon 5-10 per cent — may be addicts. In 2006, a report from Stanford MedicalSchool in the US estimated that almost 14 per cent of the 180 million Americans withinternet access found it difficult to stop using the web for more than a few days.
Smallwood says that ten years ago he had never met anyone with an internetaddiction, but in the past five years he has come across ten cases, which he believesis just “scraping the surface” of a much bigger problem. He suggests that parentsoften fail to tackle the addiction because they think that “if little Johnny is sitting in hisbedroom playing on the internet, he’s not outside with all the dangers of drugs oralcohol; he’s not out there with all those rough kids”.
Task.Read the text and mark the following statements TRUE or FALSE
Example:0 Alexander turned to internet games because he was bullied throughout primary and secondary school.
True False[1]
1. Players create characters so that they can fight on their own in battle.
True False[1]
2. Alexander likes working with others on a day-to-day basis in real life.
True False[1]
3. Alexander was not addicted to the game right from the beginning.
True False [1]
4. It is unanimously agreed that internet addiction really exists.
True False [1]
5. “Online Gamers Anonymous” offers help to compulsive players so that theycan stop playing from one day to the next.
TrueFalse[1]
6. David Smallwood suggests that parents fail to recognize that internet addictionis a problem.
True False[1]
Total [6]
The link which was used for this task is
Writing
Task. Write a comment with your opinion on a website about on-line shopping.Is it positive or negative idea? Include any relevant example from your own experience. You should follow the plan and the structure.
Use basic conjunctions for your comment:
• Then, next, after that, or, because, so
• First, second, finally, for example, moreover
Use phrases for expressing opinions:
• ... from what I’ve ... , For this … , I think … , In my opinion….
Plan of your comment
Paragraph 1:
Describe what is happening in the world of shopping now.
Introduce your own opinion and write what is better on-line or in-store shopping.
Paragraph 2:
Give reasons why e-shopping is more convenient than in-store one.
Describe your or other people examples.
Paragraph 3:
Write why people enjoy in-store shopping.
Paragraph 4:
Write a conclusion. Predict what will be in the future with this new trend.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Total [6]
Speaking
Task. Choose one of the cards and answer the following questions giving details and using topic related vocabulary. You have one minute to prepare and two minutes to speak.
Card 1
1. How do you feel when you hear about global warming? Is there hope for the future?
2. Do you believe human activities contribute to global warming? If so, what should we do about it? If not, what do you think causes global warming?
Card 2
1. Do you think that it is necessary to recycle things? What things (if any) do you recycle?
2. What little things do you think you could do to help protect the environment?
Card 3
1. Do you think pollution is a big problem nowadays?
2. What do you do to prevent our environment from pollution? Have you ever participated in any environmental events?
Card 4
1. Shopping online is becoming very popular. Why do you think is that?
2. Have you ever bought anything online? Why or why not?
Card 5
1. Do you enjoy shopping? How do you feel about shopping?
2. Do you like shopping on the internet?Which is the most popular place for shopping in your home-town?
Card 6
1. What do you mainly use social networking for?
2. What the advantages and disadvantages of social networking?
Card 7
1. How is your daily life different from British/Japanese. Please, choose one and give reasons why.
2. Would you like to change anything about your daily routine right now (or, about your life)? (If yes, what?/Why?)
Card 8
1. For people who are addicted to the Internet, what problems do they have?
2. What can you do about Internet addiction if you feel you have it?
Total [6]
Total marks_ /24
Mark scheme
Listening and Reading
Task№ Answer Mark Additional information
1
2
3
4
5
6 B 1
C 1
C 1
B 1
D 1
B 1
1
2
3
4
5
6 False 1
False 1
False 1
True 1
True 1
True 1
Total marks 12
Term 1
Transcript for listening task
The voice of Presenter:Climate change has been in the news for years. But what is it? And how will it affect us?
To understand climate change, you first need to know about the greenhouse effect. The Earth gets heat from the sun. In the atmosphere, greenhouse gases like carbon dioxide trap this heat and keep it from escaping back to outer space. Trapping some heat in the atmosphere is a good thing, because it keeps the planet warm enough for us to live. But there’s a problem.
People all over the world are adding extra carbon dioxide to the atmosphere.That’s because today we burn fossil fuels like coal, oil, and gas to do many of our everyday activities, like driving our cars, using our computers, and heating our homes. All this extra carbon dioxide is trapping more heat in the atmosphere, making the Earth warmer and causing other climate changes, too.
The signs of climate change are all around us. Temperatures are getting warmer, giant ice sheets are melting, and the oceans are rising. In many places, flowers are blooming earlier, snow is melting sooner, and birds aren’t flying as far south for the winter. So why does this matter?
Well, if the planet keeps getting warmer, we can expect more powerful storms and more flooding, droughts, and heat waves. And these changes could cause additional problems, like the spread of certain diseases, more wildfires, and food and water shortages. Climate change could put entire ecosystems, like coral reefs in danger, and many plants and animals could become extinct.
The good news is that we can take action! We can put less carbon dioxide into the atmosphere if we generate electricity from clean sources like solar and wind power instead of burning coal, oil, or gas.We can also drive less, use public transportation, and choose cars that go further using less gas.And you can do your part! Reduce your energy use by turning off the lights, the computer, and TV when you’re not using them, and walk or ride your bike to work or school.
By making smart choices and working together, we can make a difference.
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 & Spelling Grammar & 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 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 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 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, and 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 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 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 rateable language.
(BEN WETZ, DIANA PYE)
OXFORD PRESS
Samples and specifications of Summative Assessment for term
on the subject “English” Grade 8
2018-2019
Aim of the summative assessment
A summative assessment is a formal method of testing student knowledge about a previously learned concept or unit of study. This type of evaluation is also commonly given at the end of the quarter, during the middle of the year and as a final exam. Summative assessments give the instructor an idea of how much content the students have retained and may use the results to determine effective learning and teaching techniques for the class.
Outcomes
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 ability to use a range of past, present and future forms and a wider range of modals.
Rules for conducting the Assessment
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 recourses that can help them, for example, dictionary, and calculator (excluding the cases when it is allowed in specification)
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.
Moderation and marking
As a rule 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.
Contents
Aim of the Summative Assessment for the term 3
Outcomes on the subject “English”, Grade 8 3
Administration rulesModeration and marking 4
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 6
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 19
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 36
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 51
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 – 20minutes
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 onlistening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
The content of the summative assessment for the 1 term should be selected on topics “Our World” or/and “Daily Life and Shopping”.
Characteristic of tasks for summative assessment for the 1 term
Unit Strand Learning objective *Total number of tasks *Task № *Type of question *Task description Time Total marks
Our World.
Daily life and Shopping.
Listening 8.2.3.1(8.L3) Understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics
1
1
2
3
4
5
6 Multiplechoice
Each learner works individually.
This task enables learners to identify the details of an argument in the monologue. The task has 6 questions. Learners circle one correct answer from four alternatives.Learners should be given 1 minute to look through the questions before they listen. Learners should listen to recording twice.
10 minutes 6
Reading 8.4.3.1(8.R3)
Understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts
1 1
2
3
4
5
6 True / False
Each learner works individually.
This taskcomprises 6statements.
Each statementitself comprises an argument which is true or false according to the text.
10 minutes 6
Writing 8.5.3.1(8.W3)
Write with moderate grammatical accuracy on a growing range of familiar general and curricular topics.
8.5.8.1(8.W8)
Spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics. 1 1 Open ended Each learner works individually.
The task has oneoption.
A learner should write a comment with his/her opinion on a website about on-line shopping. The task consists ofa plan and a structure.
20 minutes 6
Speaking 8.3.3.1(8.S3)
Give an opinion at discourse level on a wide range of general and curricular topics. 1 1 Open ended The speaking task has 8 different cards with 2 open questions. The questions should be on the topics “Our World” and “Life and Shopping”. This speaking task is for individual long turn. A learner should choose one card and spend 1 minute for preparation and 2 minutes for speaking. Learners should provide their own points of view on the topics, explaining and justifying their answers. Teacher can ask additional questions to support if necessary. 3 minutes for an individual 6
TOTAL: 40minutes 24
Note: * - sections that can be changed
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
Listening
Link for listening:
Example:0.According to the speaker, greenhouse gases are produced by…
A) heat from the sun
B) the actions of people
C) the sun’s rays, and also the actions of the people
D) the video doesn’t say
1. Which of these things is a greenhouse gas?[1]
A) carbon monoxide
B) carbon dioxide
C) oxygen
D) the video doesn’t say
2. Which of these ways to generate power provides a clean source of energy?[1]
A) gas
B) oil
C) wind power
D) they are all clean sources of energy
3. Which of these things can help reduce levels of carbon dioxide?[1]
A) driving to work
B) heating with coal instead of gas
C) using public transport
D) leaving your TV on standby, rather than switching it off
4. Which of these predictions about climate change does the video make?[1]
A) if the planet gets warmer, then polar bears will become extinct
B) if the planet gets warmer, then we can expect more floods
C) if the planet gets warmer, then fuel will become less expensive
D) if the planet gets warmer, then sea levels will rise
5. The word ‘extinct’ means?[1]
A) to become scare or rare
B) in need of protection
C) to become endangered
D) something that has died out, and no longer exists
6. Which of these things is not mentioned in the video?[1]
A) wave energy
B) car pooling
C) coral reefs
D) heat waves
Total [6]
Reading
Can the internet be as addictive as drugs or alcohol, and
should online games addicts be treated in the same way?
Ben Alexander always struggled to fit in. Teased at primary school and beaten up insenior school, he turned to the internet, where he found a whole new world of friends.Subscribing to the hugely popular online game World of Warcraft, he joined 12 millionother people — including the actor Vin Diesel, the presenter Jonathan Ross and hiswife Jane Goldman — in a quest reminiscent of Tolkien’s Lord of the Rings.
In the game, players create avatars in whose guise they spend hours joining guilds ofother players to fight battles. “There’s lots of working together,” says Alexander. “That’s what made it so attractive, because the social thing was something I alwayshad trouble with. It was a lot easier to socialise and make friends online than it was inreal life.”
The 19-year-old’s interest in the game soon developed into an obsession. He beganskipping his biology lectures at university and spending up to 17 hours a day online.Eventually he had depression diagnosed and was put on medication. He was alsotreated for internet addiction. Alexander admits that he needed help: “I don’t think Iwould have been able to get out of it myself.”
Although the medical world is divided as to whether internet addiction actually exists,Online Gamers Anonymous offers a 12-step programme to help compulsive players to wean themselves off games such as World of Warcraft, EverQuest and FinalFantasy. David Smallwood, the addiction treatment progamme manager at ThePriory in London, believes that such games are particularly addictive for young men.
The better they get at playing the game, Smallwood says, the more they can“progress to being someone more important”, which they are unable to do in real life. To continue enjoying this elevated status they must get better and better at thegame, playing for increasingly long periods of time.“What then happens is that kids become withdrawn, their schoolwork suffers becausethey are not doing homework and they may develop an addiction to skunk becausethey are locked in a room. Plus there’s the problem of not eating, as they have no time to eat in the middle of a battle.”
Three years ago, an article in the journal Advances in Psychiatric Treatment positedthat a “substantial minority” of the 46.6 million web users in Britain — some expertsreckon 5-10 per cent — may be addicts. In 2006, a report from Stanford MedicalSchool in the US estimated that almost 14 per cent of the 180 million Americans withinternet access found it difficult to stop using the web for more than a few days.
Smallwood says that ten years ago he had never met anyone with an internetaddiction, but in the past five years he has come across ten cases, which he believesis just “scraping the surface” of a much bigger problem. He suggests that parentsoften fail to tackle the addiction because they think that “if little Johnny is sitting in hisbedroom playing on the internet, he’s not outside with all the dangers of drugs oralcohol; he’s not out there with all those rough kids”.
Task.Read the text and mark the following statements TRUE or FALSE
Example:0 Alexander turned to internet games because he was bullied throughout primary and secondary school.
True False[1]
1. Players create characters so that they can fight on their own in battle.
True False[1]
2. Alexander likes working with others on a day-to-day basis in real life.
True False[1]
3. Alexander was not addicted to the game right from the beginning.
True False [1]
4. It is unanimously agreed that internet addiction really exists.
True False [1]
5. “Online Gamers Anonymous” offers help to compulsive players so that theycan stop playing from one day to the next.
TrueFalse[1]
6. David Smallwood suggests that parents fail to recognize that internet addictionis a problem.
True False[1]
Total [6]
The link which was used for this task is
Writing
Task. Write a comment with your opinion on a website about on-line shopping.Is it positive or negative idea? Include any relevant example from your own experience. You should follow the plan and the structure.
Use basic conjunctions for your comment:
• Then, next, after that, or, because, so
• First, second, finally, for example, moreover
Use phrases for expressing opinions:
• ... from what I’ve ... , For this … , I think … , In my opinion….
Plan of your comment
Paragraph 1:
Describe what is happening in the world of shopping now.
Introduce your own opinion and write what is better on-line or in-store shopping.
Paragraph 2:
Give reasons why e-shopping is more convenient than in-store one.
Describe your or other people examples.
Paragraph 3:
Write why people enjoy in-store shopping.
Paragraph 4:
Write a conclusion. Predict what will be in the future with this new trend.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Total [6]
Speaking
Task. Choose one of the cards and answer the following questions giving details and using topic related vocabulary. You have one minute to prepare and two minutes to speak.
Card 1
1. How do you feel when you hear about global warming? Is there hope for the future?
2. Do you believe human activities contribute to global warming? If so, what should we do about it? If not, what do you think causes global warming?
Card 2
1. Do you think that it is necessary to recycle things? What things (if any) do you recycle?
2. What little things do you think you could do to help protect the environment?
Card 3
1. Do you think pollution is a big problem nowadays?
2. What do you do to prevent our environment from pollution? Have you ever participated in any environmental events?
Card 4
1. Shopping online is becoming very popular. Why do you think is that?
2. Have you ever bought anything online? Why or why not?
Card 5
1. Do you enjoy shopping? How do you feel about shopping?
2. Do you like shopping on the internet?Which is the most popular place for shopping in your home-town?
Card 6
1. What do you mainly use social networking for?
2. What the advantages and disadvantages of social networking?
Card 7
1. How is your daily life different from British/Japanese. Please, choose one and give reasons why.
2. Would you like to change anything about your daily routine right now (or, about your life)? (If yes, what?/Why?)
Card 8
1. For people who are addicted to the Internet, what problems do they have?
2. What can you do about Internet addiction if you feel you have it?
Total [6]
Total marks_ /24
Mark scheme
Listening and Reading
Task№ Answer Mark Additional information
1
2
3
4
5
6 B 1
C 1
C 1
B 1
D 1
B 1
1
2
3
4
5
6 False 1
False 1
False 1
True 1
True 1
True 1
Total marks 12
Term 1
Transcript for listening task
The voice of Presenter:Climate change has been in the news for years. But what is it? And how will it affect us?
To understand climate change, you first need to know about the greenhouse effect. The Earth gets heat from the sun. In the atmosphere, greenhouse gases like carbon dioxide trap this heat and keep it from escaping back to outer space. Trapping some heat in the atmosphere is a good thing, because it keeps the planet warm enough for us to live. But there’s a problem.
People all over the world are adding extra carbon dioxide to the atmosphere.That’s because today we burn fossil fuels like coal, oil, and gas to do many of our everyday activities, like driving our cars, using our computers, and heating our homes. All this extra carbon dioxide is trapping more heat in the atmosphere, making the Earth warmer and causing other climate changes, too.
The signs of climate change are all around us. Temperatures are getting warmer, giant ice sheets are melting, and the oceans are rising. In many places, flowers are blooming earlier, snow is melting sooner, and birds aren’t flying as far south for the winter. So why does this matter?
Well, if the planet keeps getting warmer, we can expect more powerful storms and more flooding, droughts, and heat waves. And these changes could cause additional problems, like the spread of certain diseases, more wildfires, and food and water shortages. Climate change could put entire ecosystems, like coral reefs in danger, and many plants and animals could become extinct.
The good news is that we can take action! We can put less carbon dioxide into the atmosphere if we generate electricity from clean sources like solar and wind power instead of burning coal, oil, or gas.We can also drive less, use public transportation, and choose cars that go further using less gas.And you can do your part! Reduce your energy use by turning off the lights, the computer, and TV when you’re not using them, and walk or ride your bike to work or school.
By making smart choices and working together, we can make a difference.
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 & Spelling Grammar & 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 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 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 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, and 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 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 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 rateable language.