End of Term Exam
Level 3.2
Term 3 2021-2022
Federal Entity | هيئة اتحادية
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Contents:
Part 1: Preparation - vocabulary
Part 2: Top Tips
�Level 3.2
�Term 3 Academic Year 2021-2022
Part 1: Preparation – Vocabulary
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sunrise
the time in the morning when the sun starts to come up in the sky
shining – Peggychoucair - Nov. 19, 2019
shining – Marys_fotos - Feb. 4, 2018
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word | class | definition | sentence |
sunrise | noun | the time in the morning when the sun starts to come up in the sky | I love watching the sunrise early in the morning. |
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colourful
having a lot of different colours
Tie Dye, KarolOlson, Aug. 10, 2018
Dye, webandi, Dec. 11, 2020
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word | class | definition | sentence |
colourful | adjective | having a lot of different colours | The rainbow was bright and colourful. |
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butterfly
a type of flying insect
butterfly, Roverhate, Jan. 8, 2016, pixabay
butterfly, ElinaElena, April 29, 2015, pixabay
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word | class | definition | sentence |
butterfly | noun | a type of flying insect | If you visit Dubai Miracle Garden, you will see many butterflies. |
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spider
a small living thing with eight legs
spider, Lichtpuenktchen, Oct. 28, 2016, pixabay
spider, krzysztofniewolny, Aug. 14, 2019, pixabay
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word | class | definition | sentence |
spider | noun | a small living thing with eight legs | Don't be afraid! The spider won't hurt you! |
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scared
something making you feel afraid
scary, RobinHiggins, Oct. 11, 2017, Pixabay
scary, Pezibear, Feb. 17, 2016, Pixabay
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word | class | definition | sentence |
scared | adjective | something making you feel afraid | I was scared when I saw the spiders. They made me feel afraid. |
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bite
to use your teeth to cut into something or someone
Kitten, Tania Van den Berghen, 2011, Pixabay
Carrot, Clker-Free-Vector-Images, 2012, Pixabay
Mosquito, Mika Mamy, 2015, Pixabay
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word | class | definition | sentence |
bite | verb | to use your teeth to cut into something or someone | Be careful, the dog might bite you. |
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branch
one of the parts of a tree that has leaves, flowers, or fruit on it
branch, JillWellington, May 10, 2017, pixabay
branch, Hans, Jan. 2, 2016, pixabay
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word | class | definition | sentence |
branch | noun | one of the parts of a tree that has leaves, flowers, or fruit on it | The birds liked sitting on the branches of the big tree. |
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parrot
a coloured bird which can sometimes learn to say words
Parrot, by Rutpratheep Nilpechr, 2021, pexel.com
Blue, Yellow and Green Parrot, by Aperture Studio, 2020, pexel.com
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word | class | definition | sentence |
parrot | noun | a coloured bird which can sometimes learn to say words | A parrot can sometimes say words like a person. |
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energy
the power we get from eating food
Person Rock Climbing, by Анна Рыжкова, 2019, pexel.com
Fireman Blowing Water on Fire, by Pixabay, 2016, pexel.com
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Word | class | definition | sentence |
energy | noun | the power we get from eating food | In the morning, I am full of energy. I am ready to do lots of work. |
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dangerous
a person, animal, thing, place or an activity that could hurt you
Australia Zoo Cameron the Crocodile , Sheba, 2015, CC-SA-02
dangerous, paulbr75, Oct. 18, 2016, pixabay
dangerous, Clker-Free-Vector-Images, July 28, 2014, Pixabay
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Word | class | definition | sentence |
dangerous | adjective | a person, animal, thing, place, or an activity that could hurt you | His mother won’t let him play outside when it’s raining because it is dangerous. |
worried
to feel sad and scared because something bad could happen
Shocked and worried blond man, by Benziox, c.2021, Freepik.com
Portrait of student girl, by Yanalya, c.2017, Freepik.com
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Word | class | definition | sentence |
worried | adjective | to feel sad and scared because something bad could happen | She was worried when she went to the forest. |
plant
something that grows from the earth
Set of tomato plants with roots, by brgfx, c.2020, Freepik.com
Lawn moving with soil, by Jannoon, c.2016, Freepik.com
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Word | class | definition | sentence |
plant | noun | something that grows from the earth | There are different plants growing in our garden. They are very colourful. |
rain
water that comes from clouds
Obalate Green-leafed plants during rain, by Bibhukalyan Acharya, c.2018, pexel.com
Photo of water droplets on glass window, by Sid Ali, 2019, pexel.com
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Word | class | definition | sentence |
rain | noun | water that comes from clouds | It is going to rain. Come inside. You will get wet. |
bird
a living thing, usually able to fly
A Flying Hummingbird, by Bryce Carithers, 2021, pexel.com
Brown Hummingbird Flying Over Purple Flower, by Skyler Ewing, 2021, pexel.com
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Word | class | definition | sentence |
bird | noun | a living thing, usually able to fly | Birds can fly high in the sky. |
desert
an area of land, often covered with sand
Merzouga Dunes, Bjørn Christian Tørrissen, 2011, CC-SA 3.0
Tourists on a Camel Excursion created by Anderson Sady, 2001, CC-SA 3.0
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Word | class | definition | sentence |
desert | noun | an area of land, often covered with sand | Camels live in deserts. |
Part 2: Top tips
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Top tips
�
��The End of Term Exam is made up of three sections.
�Part 1
Part 1 of the Reading Summative Assessment is a narrative text. The purpose of a narrative text is to entertain rather than inform. It can be a literary text, involving a story written from either a first- or third-person perspective. This text type is characterised by informal language, direct speech, characters and plot.
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5. When do the family have breakfast? |
A before they go for a walk |
B after they finish their walk |
C during their morning walk |
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Top tips
�Outcomes
Assessments written using a narrative text ask students about information from the events, description and characters in the text. The outcomes in part 1 are detailed in the individual assessment planners for their respective level and include the following:
Overall meaning – questions around overall meaning ask students for information from the entire text. They could ask about an alternative title for the text, for example, as this means the student needs to have comprehended the whole text in order to answer correctly.
Specific information – questions that ask students for the information of a few words in the text. Students need to demonstrate that they can accurately pinpoint the required information in the text. These questions often involve facts and might begin with ‘what,’ ‘when’ or ‘where.’
Details – questions that require the information from a whole sentence or clause to answer. They are often focused around the reasons for something or results of something and might begin with ‘why’ or ‘how.’
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Top tips
�Part 2
Part 2 of the Reading Assessment is an informative text. This text type’s purpose is to impart information and it has a lot of facts. The language used can be informal (blog posts, for example, can be informative texts) or formal (newspaper articles or academic journals can also be informative texts). Informative texts can be written from a first-person perspective (blog posts and reports, for example) or can be formal and impersonal (articles).
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5. What is the best way down the mountain? |
A hiking |
B helicopter |
C toboggan |
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Top tips
�Outcomes
Assessments written using an informative text ask students about factual information. The outcomes in part 2 are detailed in the individual assessment planners and include the following:
Overall meaning
Specific information
Details
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Top tips
�Part 3
Part 3 of the assessment is a MAZE. This is a short informative text with nine gaps in the sentences that assess students’ proficiency in level-specific grammar, functional language and lexis. This assessment type is called a MAZE because it is a textual maze. Students need to be able to make the right 'turns' within a short text by selecting the correct word or words to complete sentences. It requires students to make connections between different parts of a text and apply their skills and knowledge in an integrated, authentic way.
This is a MAZE 1 (text / texting / texts). It has gaps that students 2 (have to / don’t have to / might) fill by choosing the correct 3 (grammer / grammar / gramar), functional language or vocabulary point. It is an efficient method of testing students 4 (due to / but / because) it allows testing of multiple different elements of language in a single 5 (assessement / assessment / assessment). It is also quite cognitively 6 (demanding / demand / demanded) as students may need the context of sentences around the one with the gap 7 (in respect of / in order to / in connection with) answer correctly.
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