End of Term Exam
Level 8.2
Term 3 2021-2022
Federal Entity | هيئة اتحادية
2
Contents:
Part 1: Preparation - vocabulary
Part 2: Top Tips
�Level 8.2
�Term 3 Academic Year 2021-2022
Part 1: Preparation – Vocabulary
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concerned
to feel uneasy, to be worried about something
Concerned, dadaworks, Feb. 24, 2019, from pixabay.com
Concerned, PDPics, July 15, 2014, from pixabay.com
Concerned, ErikaWittlieb, Nov. 17, 2014, from pixabay.com
Concerned, Clker-Free-Vector-Images, April 11, 2012, from pixabay.com
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word | class | definition | sentence |
concerned | adjective | to feel uneasy, to be worried about something | I am a little concerned about tomorrow’s meeting. |
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cheer
to shout when happy or excited, to shout in support of a team
cheering, Pixaline, June 15, 2016, Pixabay
cheering, Budikai, Sept. 17, 2019, from pixabay.com
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word | class | definition | sentence |
cheer | verb | to shout when happy or excited, to shout in support of a team | Ali cheered when his team scored a goal. |
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eager
strongly wanting to do or have something
eager, RobinHiggins, Aug. 25, 2017, from pixabay.com
eager, RobinHiggins, Feb. 3, 2018, from pixabay.com
eager, RobinHiggins, Aug. 16, 2017, from pixabay.com
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word | class | definition | sentence |
eager | adjective | strongly wanting to do or have something | She seemed eager to go to school. |
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marathon
a long-distance running race of 26 miles (42.195 km)
marathon, hannahpirnie, Sept. 26, 2014, Pixabay
marathon, ianwakefield1967, May 9, 2017, Pixabay
marathon, 7721622, Nov. 27, 2018, Pixabay
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word | class | definition | sentence |
marathon | noun | a long-distance running race of 26 miles (42.195 km) | I am competing in a marathon next month. |
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whisper
to speak softly
whisper, Sofia_Shultz_Photography, May 23, 2021, Pixabay
whisper, justamonster, Feb. 15, 2019, Pixabay
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word | class | definition | sentence |
whisper | verb | to speak softly | Mahra whispered something in Maitha’s ear. |
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health
the general condition of the body, the state of being free from illness
runner, Ben_Kerckx, Dec 27, 2014, pixabay
fruits, Silviarita, May 12, 2017, pixabay
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word | class | definition | sentence |
health | noun | the general condition of the body, the state of being free from illness | Ahmed started running to improve his health. |
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insulin
a chemical that controls the amount of sugar in your body
medicine, jwskks5786, 2017, pixabay.com
Insulin gMontage 2020, pixabay.com
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word | class | definition | sentence |
insulin | noun | a chemical that controls the amount of sugar in your body | Hamed took his insulin after eating some sweets. |
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production
the process of making something
production line, marcin049, 2013, pixabay.com
production worker, Quanlecntt2004, 2021, pixabay.com
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word | class | definition | sentence |
production | noun | the process of making something | Jama was working at a production company that makes movies. |
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cell
a tiny unit of plant or animal life that makes up a living thing
cells, swiftsciencewriting, 2020, pixabay
neurons, IMGMIDI, 2022, pixabay.com
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word | class | definition | sentence |
cell | noun | a tiny unit of plant or animal life that makes up a living thing | Red blood cells carry oxygen around your body. |
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cardiovascular
to do with the heart, describing how blood is carried around the body
cardiovascular, mac231, July 30, 2019, pixabay
cardiovascular, Fidsor, March 15, 2022, pixabay
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word | class | definition | sentence |
cardiovascular | adjective | to do with the heart, describing how blood is carried around the body | Swimming builds muscle strength and cardiovascular fitness. |
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benefit
a good or positive thing
Happy Woman Laughing on Street, by Andrea Piacquadio, 2020, Pexels.cpm
Man in White Dress Shirt, by Charles Wundengba, 2020, Pexels.com
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word | class | definition | sentence |
benefit | noun | a good or positive thing | A benefit of swimming is that it can get you fit. |
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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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heart rate
the number of times a person’s heart beats in a minute
beat, PublicDominPictures, July 19, 2013, pixabay
beat, DanXaw, Feb. 8, 2021, pixabay
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word | class | definition | sentence |
heart rate | noun | the number of times a person’s heart beats in a minute | In an adult, the average heart rate is 70 beats per minute. |
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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�Outcomes
At higher levels, the following outcomes are assessed in addition to those on the previous slide.
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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