End of Term Exam
Level 3.2
Term 1 2022-2023
2
Contents:
Part 1: Preparation – vocabulary
Part 2: Top tips
�Level 3.2
�Term 1 Academic Year 2022-2023
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Part 1: Preparation – Vocabulary
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practise
do something again and again to get better at it
Piano, Vlad Vasnetsov, 2019, Pixabay
Basketball, Taoyuetong, 2020, Pixabay
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word | class | definition | sentence |
practise | verb | do something again and again to get better at it | I practised basketball for five months and now I am good at it. |
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tent
a covered space that keeps you safe and dry when you go camping
tent, FabricioMacedoPhotos, 2018, pixabay.com
camp , StockSnap, 2017, pixabay.com
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word | class | definition | sentence |
tent | noun | a covered space that keeps you safe and dry when you go camping | Hassan and his friends slept in the tent to stay dry at night. |
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plan
to decide on doing something
planning, Pexels, Nov. 29, 2016, Pixabay
planning, StartupStockPhotos, Jan. 8, 2015, Pixabay
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word | class | definition | sentence |
plan | verb | to decide on doing something | I plan to buy a new phone next month. |
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success
the completing of something you have worked hard for
Success by jcomp 2021, Freepik.com
trophy ,Qimono, 2016, pixabay.com
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word | class | definition | sentence |
success | noun | the completing of something you have worked hard for | Adnan’s greatest success was his graduation from school. |
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tired
the feeling when you need to rest or sleep
Overworked Man Holding a Cup, by Cup of Couple, 2021, Pexels.com
Discouraged man, by Macrovector, c.2021, Freepik.com
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word | class | definition | sentence |
tired | adjective | the feeling when you need to rest or sleep | Omar was tired and he fell asleep after class. |
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enjoy
to like doing something
Rainbow, April Bryant, 2016, Pixabay
Child, PublicDomainPictures, 2014, Pixabay
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word | class | definition | sentence |
enjoy | verb | to like doing something | My brother enjoys reading books and I enjoy painting. |
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sunset
the time in the evening when you last see the sun in the sky
sunset, 8385, Aug. 28, 2012, pixabay.com
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word | class | definition | sentence |
sunset | noun | the time in the evening when you last see the sun in the sky | I love watching the evening sunset. |
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excited
feeling very happy
Baby, Berzin, 2016, from Pixabay.com
Three People in Blue Crew Neck Shirts, by Rodnae,, 2021, Freepik.com
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word | class | definition | sentence |
excited | adjective | feeling very happy | She is excited to go to London. |
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race
when people try to be the fastest and finish first
Two People Riding on Dirt Bike, Pok Rie, 2016, Pexels.com
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word | class | definition | sentence |
race | noun | when people try to be the fastest and finish first | I want to do well and be the first in the race next month. |
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exercise
to do activities to make your body strong and healthy
Adult Happy Sportsman,, by Yogendra Singh, 2020, Pexels.com.
runner, Ben_Kerckx, Dec 27, 2014, pixabay
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word | class | definition | sentence |
exercise | verb | to do activities to make your body strong and healthy | She loves exercising everyday. |
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cycling
the sport of riding a bicycle
cycling, Pexels, March 26, 2016, pixabay�
cycling, Antranias, Nov. 1, 2016, pixabay.com
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word | class | definition | sentence |
cycling | noun | the sport of riding a bicycle | I will enter a cycling race this week. |
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interested
to like something or want to know more about it
Rubik Cube is tough, congerdesign, Jan. 13, 2017, from Pixabay.com
examining-polluted-water-coming-from-sewage,Alexsandralittel. 20018, by pixerby.com
Binoculars, Peggy_Marco, June 30 2013
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word | class | definition | sentence |
interested | adjective | to like something or want to know more about it | I am interested to know more about your work. |
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camping
the activity of staying in a tent
tent, FabricioMacedoPhotos, 2018, pixabay.com
camp , StockSnap, 2017, pixabay.com
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word | class | definition | sentence |
camping | noun | the activity of staying in a tent | We go camping on Jebel Jais. |
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picnic
a meal of sandwiches and drinks outside
picnic, JillWellington, Oct. 27, 2019, pixabay
picnic, T_Tide, Sept. 18, 2020, pixabay.com
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word | class | definition | sentence |
picnic | noun | a meal of sandwiches and drinks outside | We are having a picnic in the park. |
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celebrate
to enjoy fun activities after doing something well
cheering, Pixaline, June 15, 2016, Pixabay
cheering, Budikai, Sept. 17, 2019, from pixabay.com
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word | class | definition | sentence |
celebrate | verb | to enjoy fun activities after doing something well | We celebrated our win by going out to dinner. |
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born
to start your life
born, kelin, April 14, 2015, pixabay
born, Claire51700, July 25, 2016, pixabay
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word | class | definition | sentence |
born | verb | to start your life | I was born in 2010. |
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uniform
clothes people wear when they go to a job, school or to do an activity
Isolated, Rinto F Rozi, 2017, Pixabay
uniform, Michelle_Maria, June 6, 2016, pixabay
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word | class | definition | sentence |
uniform | noun | clothes people wear when they go to a job, school or to do an activity | Our school uniform is white and blue with the school logo. |
Part 2: Top tips
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Top tips
�
��The End of Term Exam is made up of four 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 |
40
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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�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 |
42
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 3
Part 3 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.
���
��
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 |
44
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.’
45
Top tips
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�Part 4
Part 4 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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