End of Term Exam
Level 8.1
Term 3 2021-2022
Federal Entity | هيئة اتحادية
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Contents:
Part 1: Preparation - vocabulary
Part 2: Top tips
�Level 8.1
�Term 3 Academic Year 2021-2022
Part 1: Preparation – Vocabulary
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opportunity
a situation in which it is possible for you to do something, a chance to do something
Choice, Gerd Altmann, 2017, Pixabay
Bulletin Board, Ger Altmann, 2018, Pixabay
Job, Dirk Wouters, 2018, Pixabay
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word | class | definition | sentence |
opportunity | noun | a situation in which it is possible for you to do something, a chance to do something | He had the opportunity to study in Japan for one year. |
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potential
the possibility of something happening, being developed or used
Investment, eko pramono, 2020, Pixabay
Ostrich, Nel Botha, 2020, Pixabay
Plant, Uschi, 2016, Pixabay
School, Gerd Altmann, 2018, Pixabay
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word | class | definition | sentence |
potential | adjective | the possibility of something happening, being developed or used | The rain is a potential problem if it floods our house. |
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treasure
to have or keep something that is very important to you
Ape, Dirk Rabe, 2014, Pixabay
Earth day, Aksh Kinjawadekar, 2020, Pixabay
Hand, un-perfekt, 2018, Pixabay
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word | class | definition | sentence |
treasure | verb | to have or keep something that is very important to you | She treasured the memories of her wonderful day at the beach. |
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graduate
someone who has studied at university and got a degree
Graduation, Clker-Free-Vector-Images, 2014, Pixabay
Girl, Mohamed Hassan, 2018, pixabay
Math, Chuk Yong, 2016, Pixabay
Graduation hats, Annaliseart, 2020, Pixabay
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word | class | definition | sentence |
graduate | noun | someone who has studied at university and got a degree | The graduates were happy that they had completed their studies. |
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colleagues
the people that you work with
Puzzle, Gerd Altmann, 2017, Pixabay
Meeting, Peggy and Marco Lachmann-Anke, 2015, Pixabay
Dancing dave minion, Steve Buissinne, 2014, Pixabay
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word | class | definition | sentence |
colleagues | noun (plural) | the people that you work with | When she left the job, she knew she would miss her friendly colleagues. |
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position
the job that you have within a company or business
Icon, Wilson Joseph, 2016, Pixabay
Looking for a job, Gerd Altmann, 2016, Pixabay
Recruitment, Mohamed Hassan, 2019, Pixabay
Handshake, Merlie Kim, 2015, Pixabay
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word | class | definition | sentence |
position | noun | the job that you have within a company or business | I am applying for a position with this company. |
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secure
successfully get and keep something
Fist, Clker-Free-Vector-Images, 2012, Pixabay
Herring, Jurgen Sieber, 2018, Pixabay
Shaking Hands, Gerd Altmann, 2018, Pixabay
Anchor, Clker-Free-Vector-Images, 2012, Pixabay
Fasten Seat Belt, Openicons, 2013, Pixabay
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word | class | definition | sentence |
secure | verb | successfully get and keep something | She secured the sale of her house. |
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role model
a person that people admire and try to copy
Doctor, Batian Lu, 2021, Pixabay
Followers, Gezza Graphix, 2022, Pixabay
Cat, Mohamed Hassan, 2020, Pixabay
Superhero, Clker-Free-Vector-Images,
2014, Pixabay
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word | class | definition | sentence |
role model | noun | a person that people admire and try to copy | My older sister is a good role model for the younger children because she works hard and is very kind. |
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motivated
to be positive about doing something and want to do it
Quote, Cindy Parks, 2020, Pixabay
Success, Mohamed Hassan, 2021, Pixabay
Pawn, Mohamed Hassan, 2022, Pixabay
Impossible, Mohamed Hassan, 2019, Pixabay
Now, Bev, 2016, Pixabay
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word | class | definition | sentence |
motivated | adjective | to be positive about doing something and want to do it | They are working very hard because they are motivated to win the competition. |
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balance
a situation in which the correct amount of importance is given to each thing to create happiness
Employees, Peggy and Marco Lachmann-Anke, 2016, Pixabay
Paint, Peggy and Marco Lachmann-Anke, 2016, Pixabay
Arab, Neil Dodhia, 2016, Pixabay
Yin and Yang, OpenClipart-Vectors, 2013, Pixabay
Shoes, Menno de Jong, 2017, Pixabay
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word | class | definition | sentence |
balance | noun | a situation in which the correct amount of importance is given to each thing to create happiness | They have a good balance between the time they spend working and the time they relax. |
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vocation
a strong feeling that you are right for a particular type of work, or a job that gives you this feeling
Fire fighting, Nico Franz, 2019, Pixabay
Crafts person, Mohamed Hassan, 2017, Pixabay
Astronaut, Clker-Free-Vector-Images, 2012, Pixabay
Bario, Zac, 2016, Pixabay
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word | class | definition | sentence |
vocation | noun | a strong feeling that you are right for a particular type of work, or a job that gives you this feeling | I think I have a vocation for fashion design because I have been making clothes since I was ten years old. |
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trendsetter
a person who leads the way and has new ideas that other people follow
Baby, esudroff, 2016, Pixabay
Accessories, Mehndi Training Centre,
2020, Pixabay
Fashion, Elijah Kenny, 2021, Pixabay
Fashion show, Ahmad Ardity, 2016, Pixabay
Hashtag, Pete Linforth, 2015, Pixabay
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word | class | definition | sentence |
trendsetter | noun | a person who leads the way and has new ideas that other people follow | Steve Jobs was a trendsetter because the Apple brand set new standards in computer design. |
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launch
when a company makes a product or service available for the first time
Coming Soon, ID905513, 2017, Pixabay
Symbol, Gerd Altmann, 2014, Pixabay
New, Gerd Altmann, 2016, Pixabay
Shopping, Trang Le, 2018, Pixabay
Fireworks, Nora, 2017, Pixabay
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word | class | definition | sentence |
launch | verb | when a company makes a product or service available for the first time | When Samsung launched their latest phone, it was a great success. |
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scents
liquids, like perfumes, that people put on their bodies to smell nice
Flower, ID 472301, 2015, Pixabay
Perfume, Briam Cute, 2020, Pixabay
Bottle, Jorg, 2020, Pixabay
Soap, AnnaliseArt, 2020, Pixabay
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word | class | definition | sentence |
scents | noun (plural) | liquids, like perfumes, that people put on their bodies to smell nice | We tried many scents in the shop, and they all smelled beautiful. |
Part 3: 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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Mood and tone – questions that ask about either the way the author or a character feels (tone) or the way the text makes the reader feel (mood). Example questions could include, ‘How does Ahmed feel at the end of the text?’, ‘What does the writer think about global warming?’ or ‘How does the weather in ‘The Storm’ affect how the reader feels about Khalid’s journey?’
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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