Reading for pleasure

Entertainment and Media.

Natural Disasters

Listening

7.L4 Understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics.

7.L8 Understand supported narratives on a wide range of general and curricular topics.

6

1

2

3

4

5

6

Yes or No statements

Each learner works individually.

Learners listen to the recording twice on topics ‘Entertainment and Media’ having chance to look through the statements before the recording start. The task consists of 6 statements. Statements require to write Yes or No words.

10 minutes

6

Reading

7.R6 Recognize the attitude or opinion of the writer on a range of unfamiliar general and curricular topics.

7.R9 Recognize inconsistencies in argument in short, simple texts on a limited range of general and curricular subjects.

6

1

2

Multiple choice Yes\No\Not Given

Each learner works individually.

“The benefits of reading”

and complete the task. The task consists of 2 parts: 1 part is to choose the correct answer from four alternatives A, B, C or D.

10 minutes

2

3

4

5

6

2 part is to find inconsistences in statements and mark them Yes, No or Not.

4

Writing

7.W1 Plan, write, edit and proofread work at text level with some support on a range of general and curricular topics.

7.W6 Link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics.

1

1

Open ended

Each learner works individually.

Learners plan and write

recommendation for watching Disney’s films, review based on one of the given four options, linking sentences into coherent paragraph.

20 minutes

6

Speaking

7.S4 Respond with some flexibility at both sentence and discourse level to unexpected comments on a growing range of general and curricular topics.

7.S8 Recount some extended stories and events on a growing range of general and curricular topics

range of general and curricular topics.

1

1

Open ended

Learners work in pairs.

They will be given a card with statements. The task is to speak about it. The content of the recording is focused on the topics ‘Entertainment and Media’, “Pleasure of reading”, ‘Natural disasters’.

Each learner talks

for 1-2 minutes

6

TOTAL:

40 minutes

24

Note: *-sections that can be changed

Mark /
Criterion

Content (relevance and development of ideas)

Organization (cohesion, paragraphing and format)

Vocabulary (style and accuracy)

Grammar (style and accuracy) and Punctuation (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 in appropriacies.

• 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.

Mark /
Criterion

Development and Fluency

Language

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.