Transcript for term 4

Have you ever thought how strange fashion is? People tell us what clothes to wear. That’s weird. Fashion stores tell us what is “in” this summer or this winter. People then buy the same clothes and look like everyone else because they want to feel trendy. The thing is, fashion is about being an individual, but then we all wear clothes that are the same as everyone else’s! Keeping up with fashion is expensive these days. Everyone is into brand fashion. Have you seen how much the most fashionable sneakers are? How can kids afford those? The craziest fashion is the luxury brands. People spend a month’s salary, or more, on a handbag or watch. That’s crazy. I’m happy with an unknown brand at half the price. I don’t mind being unfashionable.

Mark scheme Listening and Reading

№	Answer	Mark	Additional information
	B
D
expensive
brands
B
D
	to grow, to make repairs		Answers can be shorter or/and longer.
	to build parts and keep them working properly
	in tiny amounts
	for building bones, carrying oxygen in the blood, and controlling blood pressure
	minerals
	proteins
Total

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 / Criterio n	Content (relevance and development of ideas)	Organization (cohesion, paragraphing and format)	Vocabulary (style and accuracy)	Grammar (style and accuracy) and Punctuation (accuracy)
	· 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.
	· All content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the	· Uses a range of basic connectors correctly. · Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a	· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors.	· Writes simple and compound sentence forms correctly, but does not demonstrate variety in length. · Occasional errors in grammar

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.	set of like ideas; the size of each paragraph may reflect imbalanced development of ideas. · The format is appropriate.	· 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.	and/or punctuation do not distort meaning.
· 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 orsome 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.
· 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	· 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	· 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,	· Writes simple sentence forms mostly correctly. · Errors in grammar and/or punctuation may distort meaning at times.

addressed.	inappropriate in places.	but simple words are spelled correctly. · Errors in word choice and/or spelling distort meaning at times.
· 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.
· 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.
· 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.