2020-05-25
179
| Description | Mark | Additional information |
| The learner names and describes the machine, tells how it moves and works and where it can be used. He/ she can express ideas in short sentences. The speaker uses adverbs and words correctly. | 5 | |
| The learner describes the machine in short, tells how it moves and works and where it can be used. He/ She can express ideas, but makes some mistakes. The speaker is not confident using adverbs. | 3-4 | |
| The learner has problems describing the machine, telling how it moves and works and where it can be used. He/ She can’t express ideas without help. The speaker makes mistakes using adverbs and words. He/she can say only 1-2 sentences or even some phrases. | 1-2 |
Transcript for listening task
One day there was a big storm. Lightning struck a mountain and a huge rock rolled onto the train line.
Seagull saw what happened. He called his friends: Rabbit, Fox and Mouse.
‘We must move it. The 10:15 London train will be here in one hour,’ said Rabbit. The animals tried to move it. They pushed and pushed but it would not move.
‘I know,’ said Fox. ‘Let’s get Eric the Engine. He’s stronger than all of us.’ ‘There’s no time,’ said Mouse. ‘I’ll get him,’ shouted Seagull. ‘Help! There is a rock on the train line and the London train is coming very soon.’
Eric tooted his whistle and called his friends. All the engines gathered around. Eric was big and strong but not very fast. He asked the express trains to go ahead. ‘You go first. Then you,’ said Eric, and he sent his friends ahead. ‘I’ll follow you.’
Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps that can serve as prompts for the learners.
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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 (excluding the cases when it is allowed in specification)
Recommend learners to cross the wrong answers instead of using an eraser.
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.
Always tell the learners that they have 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
All 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 standardised mark scheme.
