End of Term Exam
Level 5.1
Term 3 2021-2022
Federal Entity | هيئة اتحادية
2
Contents:
Part 1: Preparation - vocabulary
Part 2: Top tips
�Level 5.1
�Term 2 Academic Year 2021-2022
Part 1: Preparation – Vocabulary
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exhausted
feeling very tired
Man Standing Beside Soccer Ball,, by Mica Asato2019,Pexels.com.
Overworked Man Holding a Cup, by Cup of Couple, 2021, Pexels.com
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word | class | definition | sentence |
exhausted | adjective | feeling very tired | Omar was so exhausted that he fell asleep in class. |
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sailing boat
a small boat with sails
White Sailboat on Water, by Pixabay, 2017, Pexels.com
People in a Sailboat on Sea,, by Илья Малых, 2021, Pexels.com.
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word | class | definition | sentence |
sailing boat | noun | a small boat with sails | The wind blew the sailing boat across the sea. |
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sinking
to go to the bottom of the sea
Ship Listing, b, 2013, Pixabay.com
Small Wrecked Shabby Boat Undersea, by Giota Sakellariou, 2020, Pexels.com.
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word | class | definition | sentence |
sinking | verb | to go to the bottom of the sea | The ship was slowly sinking into the sea. |
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competition
an event in which people try to win a prize by being the best
Two People Riding on Dirt Bike, Pok Rie, 2016, Pexels.com
Race healthy cope arrangement happy, Creative Art, 2016, Freepik.com
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word | class | definition | sentence |
competition | noun | an event in which people try to win a prize by being the best | Ahmed won first prize in the photography competition. |
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competitor
a person or team that is playing a sport against others
Man Wearing While Sweater and Black Shorts, by Nappy, 2018, Pexels.com
Two Men Playing Basketball, by Pixabay, 2014, Pexels.com.
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word | class | definition | sentence |
competitor | noun | a person or team that is playing a sport against others | Ten competitors took part in the race. |
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harbour
a safe area near the coast where boats go
Parked White Boats, by Jules T, 2018, Pexels.com.
White Powerboat Beside Dock, by Alexander Mils, 2019, Pexels.com
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word | class | definition | sentence |
harbour | noun | a safe area near the coast where boats go | The boats went to the harbour to avoid the storm. |
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confident
to be certain of your ability to do something
Silhouette of Man Raising His Hands,, by Snapwire, 2015, Pexels.com
Boy Carrying Blue Backpack, by Yan Krukov, 2021, Pexels.com.
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word | class | definition | sentence |
confident | adjective | to be certain of your ability to do something | Salama was confident that she would win the race. |
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conditions
things, such as weather, that affect a person’s environment
Water Droplets on Glass Window, by Sid Ali,, 2019, Pexels.com.
Person With Umbrella on Beach, by Andre Cook, 2020, Pexels.com
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word | class | definition | sentence |
conditions | plural noun | things, such as weather, that affect a person’s environment | The conditions outside were cold and windy. |
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experienced
having a skill because you have done something many times
Adult Happy Sportsman,, by Yogendra Singh, 2020, Pexels.com.
Golf, Golf Ball,, by Markus Spiske, 2016, Pexels.com
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word | class | definition | sentence |
experienced | adjective | having a skill because you have done something many times | The other football team won because they were more experienced. |
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taekwondo
a sport in which people fight with their arms, legs and feet
Girl Wearing a Red Belt, by Rodnae, 2021, Pexels.com
Taekwondo, by Rodnae, 2021, Pexels.com.
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word | class | definition | sentence |
taekwondo | noun | a sport in which people fight with their arms, legs and feet | Ahmed began taekwondo training when he was nine. |
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medal
a small metal disc given as a reward for winning a competition
Person Holding a Gold Medal, by Anna Shvets,, 2020, Pexels.com.
Sport, Marathon, Medal,, 2019, Pixabay.com
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word | class | definition | sentence |
medal | noun | a small metal disc given as a reward for winning a competition | Maitha was first in the race and won a gold medal. |
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encouraging
words or actions that make people feel more confident
Three People in Blue Crew Neck Shirts, by Rodnae,, 2021, Freepik.com
Man in Blue High Neck Sweater, by Cookie Studio, 2021, Freepik.com.
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word | class | definition | sentence |
encouraging | adjective | words or actions that make people feel more confident | Before the game, the leader said some encouraging words to his team. |
Part 2: Top tips
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Top tips
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��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
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�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
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Connections – questions that require students to link the information between two pieces of specific information or details. At lower levels, the specific information or details can be in different clauses or sentences. At higher levels, they can be in different parts of the text. Questions might be formed around the similarities or differences between things. For example, ‘What food do both Amna and Khalifa like?’ or ‘How do Latifa’s feelings about school change from the beginning to the end of the story?’
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Top tips
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�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
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�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:
Specific information
Details
Connections
Main points – questions that ask students to comprehend the information from an entire paragraph or section of the text. In an informative, factual text, this could be from the topic sentence of a well-constructed paragraph. Examples of main points questions could be, ‘What is the topic of paragraph three?’ or, ‘In paragraph 4, what does Salim say about future jobs?’
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Top tips
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�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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