Year 4 ENGLISH (Speaking) Time: 8 minutesYear 4 ENGLISH (Speaking) Time: 8 minutes INTERLOCUTOR’S AND EXAMINER’S MATERIALS Guidelines for the conduct of the Speaking Examination

SPECIMEN - English – Speaking – Interlocutor and Examiner’s Material – Year 4 – 2020 Page 1 of 3

DEPARTMENT FOR CURRICULUM, LIFELONG LEARNING AND EMPLOYABILITY

Directorate for Learning and Assessment Programmes Educational Assessment Unit

Annual Examinations for Primary Schools 2020 SPECIMEN PAPER

Year 4 ENGLISH (Speaking) Time: 8 minutes

INTERLOCUTOR’S AND EXAMINER’S MATERIALS

Guidelines for the conduct of the Speaking Examination

In order to deliver the test equally to all candidates, the Interlocutor/Examiner should follow the

guidelines and procedure for the Speaking Examination as indicated in the table below.

Tasks Resources

Needed Duration Marks Weighting

Task 1: Warmer Prompt Card 1 minute Not assessed

Task 2: Visual Prompt Visual Prompt 1/2 3 minutes 10 marks 10%

Task 3: Interview N/A 3 minutes 10 marks

The Interlocutor/Examiner should adhere strictly to these guidelines and keep a discreet eye on the

clock/watch to ensure they keep to the prescribed timings for all parts of the Examination. If the student

is unable to sustain his/her turn for the time stipulated, the Interlocuter/Examiner should proceed to the

next stage of the examination. The Interlocuter/Examiner cannot paraphrase the questions but can repeat

the questions to the student if the student shows signs of not understadning. The Interlocutor/Examiner

should also refer closely to the Marking Criteria for Assessing Speaking, to arrive at a fair and reliable

assessment of the students’ ability to use spoken English.

The Interlocutor/Examiner should create a non-intimidating atmosphere so as to encourage students to

perform to the best of their ability. The appropriate seating arrangement layout for the Speaking

Examination is illustrated below.

The Interlocutor/Examiner conducting the exam should sit in front of the student or on an adjacent side.

The Interlocuter/Examiner should sit near enough that they can see and hear everything clearly while

not being too close to the student to appear intimidating.

Int

St

Int

St


TASK 1 – WARMER (1 minute) - Not Assessed

For this part of the Speaking Examination, the students may come prepared.

The Interlocutor/Examiner greets the student and asks him/her to take a seat. The Interlocutor/Examiner

says, “Tell me something about yourself. You may use this card to help you.” The Interlocuter/Examiner

places the prompt card in front of the student.

The student should roughly speak for one minute about themselves. The Interlocutor/Examiner

prompts the student as needed. It is important to maintain an informal and relaxed atmosphere so that

the student starts to feel at ease.

Prompt Card for Warmer

Talk about yourself.

You may wish to talk about:

• your name

• your age

• your town or village

• your family

• your friends

• your home

• your school

• your free time activities

• your likes and dislikes

TASK 2 - VISUAL PROMPT (3 minutes) – 10 marks

The Interlocutor/Examiner places Visual Prompt 1 in front of the student and says, “Now, I want

you to look at this visual prompt related to the topic of Hobbies and Leisure for 30 seconds. I am

going to ask you some questions about it.”

The Interlocutor/Examiner proceeds by asking

the following questions:

Success Criteria related to the Speaking and

LAP LOs:

1 Tell me what you can see here. The student should briefly describe the visual

prompt.

2 What was the first thing that you noticed

when you saw this?

The student should describe parts of the visual

prompt in some detail.

3 This is a poster for a film. What do you

think this film is about?

The student should make predictions based on

the visual prompt.

4 Does this remind you of anything you’ve

watched or read? Tell me about it.

The student should briefly recount an

experience / a book / a movie related to the

visual prompt.


Interlocutors/Examiners may only use one Visual Prompt each day. Therefore, Visual Prompt 2 may

be used as a contingency in case a second day is needed for the English Speaking Examimation.

TASK 3 - INTERVIEW (3 minutes) – 10 marks

In this final part of the Speaking Examination, the Interlocutor/Examiner asks 3-5 questions on a

particular topic. In this Specimen Paper, the topic Communication and Technology is being used. The

Interlocutor/Examiner says, “We’re now going to talk about the topic Communication and Technology.

I’m going to ask you some questions which I would like you to answer.”

Set 1: Interview Questions Set 2: Contingency Plan

Questions*

Success Criteria related to

the Speaking and LAP

LOs:

1. What types of technology

devices do you use on a daily

basis at home?

What types of technology

devices do you use on a daily

basis at school?

The students should

respond to questions and

order their ideas.

2. What do you prefer: playing a

game on your tablet or playing

a game outside? Why?

What do you prefer: reading

from a tablet or reading from a

book? Why?

The students should

respond to questions and

order ideas.

3. Do you think you can live

without these devices? Why?

Do you think you can learn

without these devices? Why?

The students should

order ideas and express

opinions effectively.

4. Tell me about a day when a

technological device didn’t

work properly at home.

Tell me about a day when a

technological device didn’t work

properly at school.

The students should retell

or narrate an experience

they had.

5. You are at home and you need

to convince your parents /

guardians that you learn from

your tablet / technological

device. What do you tell them?

You are at school and during

assembly the Head has asked

you to persuade children to

avoid using their tablets or

consoles for long hours. What

do you tell them?

The students should

answer open ended wh-

questions and persuade

others.

*Set 2 Questions are to be used as a contingency in case a second day is needed for the English

Speaking Examination.

At the end of Task 3, the Interlocutor/Examiner says “Thank you. The Speaking Examination is

over.”

Visual Prompt 1 Visual Prompt 2

Page 1 of 3 SPECIMEN–English – Speaking Examination – Student’s Paper – Year 4 - 2020




Year 4 ENGLISH (Speaking) Time: 8 minutes

Student’s Paper

Task 1: Warmer

Prompt Card for Warmer:

Talk about yourself. You may wish to talk about:

• your name • your age • your town or village • your family • your friends • your home • your school • your free time activities • your likes and dislikes


Task 2: Visual Prompt (1)


Task 2: Visual Prompt (2)

Specimen English – Speaking – Year 4, 2020 Speaking Marking Criteria Page 1 of 2

Candidate characteristically: Marks Task 2

Marks Task 3

Fluency and Interaction

2 1 0 Can communicate and interact

more fully and with some pauses and hesitations which do not

interfere with comprehension.

Can speak slowly using hesitation to rephrase and search for vocabulary.

Communication is inadequate and speech is very often affected by

repetitions, pauses and self-corrections.

Vocabulary 2 1 0 Can use a wide range of

vocabulary and phrases to be more specific in expressing meaning appropriate to the

context.

Can use basic vocabulary and phrases related to everyday

objects, activities and people.

Uses a very limited range or inappropriate vocabulary to talk

about the topic.

Spoken Grammar 2 1 0 Can use a range of grammatical

structures and construct complex sentence structures linked with a

range of connectors.

Can use basic grammatical structures and construct simple

sentence structures.

Shows insufficient control of simple grammatical forms and structures are

all inaccurate.

Content and Relevance

Task 2: Visual Prompt

2 1 0

Leave Empty

Responses are informative and student shows adequate level of

detail in descriptions and retellings.

Responses are generally informative; student may lack some detail in

descriptions and retellings.

Responses are not informative; student includes little or no

information

Annual Examinations for Primary Schools – SPECIMEN PAPER English Speaking Marking Criteria

Name: ___________________________ Class: ____________ Total Mark: ________out of 20

Specimen English – Speaking – Year 4, 2020 Speaking Marking Criteria Page 1 of 2

Content and Relevance

Task 3: Interview

Addresses the questions in an in-depth, complete manner; main

points are clear; elaborates with explanation and examples.

Includes some essential information and begins to address questions, but

information may not be clearly connected.

Responses are not clear; information included does not answer questions in

any way. Leave Empty

Pronunciation, intonation and

stress

2 1 0 Speech is consistently clear and

intelligible, using the appropriate intonation and stress to express

the desired meaning.

Speech is generally clear and intelligible, with some influence of

first language intonation and stress patterns, but meaning is generally

achieved.

Mispronunciations in speech interfere considerably with meaning, and

intonation and stress are extremely influenced by the first language.

Marks for Task 1 and Task 2

Total

SPECIMEN - English – Speaking – Marks – Year 4 – 2020 Page 1 of 1




Year 4 ENGLISH (Speaking) Marks Allocation

Name and Surname Task 2 Visual

Prompt (10 marks)

Task 3 Interview

(10 marks)

Total

(20 marks)

SPECIMEN - English – Listening – Teacher’s Paper – Year 4 – 2020 Page 1 of 5




Year 4 ENGLISH (Listening) Time: 30 minutes

Teacher’s Copy

Guidelines for the conduct of the Listening Comprehension Examination

ALL INSTRUCTIONS ARE TO BE GIVEN IN ENGLISH

The instructions are in the recording and students are expected to listen to the recording during

the Listening Comprehension Examination. The Teacher’s Copy, which includes the

instructions, texts and tasks set, is to be read by teachers ONLY when the equipment does not

function properly.

Resources

Teacher: Audio / Audio-visual Recording, Transcript and Questions

Each student: Pen, Ruler and Examination Paper

Introduction

The teacher in charge distributes the examination papers to the students and asks them to

write their name, surname and class on the front cover.

THE TEACHER TELLS THE STUDENTS TO FOLLOW THE INSTRUCTIONS.

PROCEDURE for Task 1 (10 minutes)

a) 2 minutes Students look at the questions.

b) 1 minute The text is heard for the first time.

(Students may start writing if they wish to.)

c) 2 minutes The questions are read out and students answer them.

d) 1 minute The text is heard for the second time.

e) 2 minutes The questions are read out again and students answer any unanswered

questions.

f) 2 minutes Final revision of answers by students.

Exercise 1 (1 mark each) = 3 marks

Exercise 2 (1 mark each) = 4 marks TOTAL = 7 marks

Page 2 of 5 SPECIMEN - English – Listening – Teacher’s Paper – Year 4 – 2020

Look at Listening Task One.

(Allow a 15-second pause while students familiarise themselves with the task.)

You have two minutes to look at the exercises silently. Do not write anything. (Students look at

the exercises silently for 2 minutes.)

You are going to hear a dialogue between Mark, who lives in London and Emma, a tourist

visiting London for the first time. Emma is lost and stops Mark to ask him for directions.

Follow the directions Mark gives to Emma on your map.

Emma: Hi, excuse me Sir. I wonder if you could help me?

Mark: Hi, of course. By all means!

Emma: It’s my first time in London, you see, and I’m lost. Do you mind pointing me in the

direction of the post office? I have this package I need to send to my daughter. It’s her birthday

next week.

Mark: Oh sure! That’s very simple. Go straight on to the traffic lights. Then take the first left onto

Green Street. Walk past the library and it’s the building next to the library on the left.

Emma: Lovely, thank you! May I ask you another question, please? Once I’m at the post office,

how can I then get to the bus stop?

Mark: Easy peasy, lemon squeezy! From the post office, go back to the traffic lights on Bond Street.

Walk along Bond street then go straight to the roundabout and take the exit on the right onto King’s

Road. Go past the toy shop. It’s next to the restaurant opposite the school. You can’t miss it.

Emma: Thank you ever so much for your help.

Mark: Pleasure! Have a nice day. Enjoy yourself in London!

Emma: Will do! Thanks!

Exercise 1. Fill the table on the right with the numbers 2, 3 and 4 to match the correct places

on the map. The first one is done for you.

(Include a 4-second pause after each number.)

Green Street Number 1 (4 seconds)

Bus Stop Write the correct number now. (4 seconds)

Post Office Write the correct number now. (4 seconds)

Bond Street Write the correct number now. (4 seconds)

Exercise 2. ick four places that you hear in the dialogue. Do not tick more than four. The first

one is done for you.

(Include a 4-second pause after each number.)

Number 1 Post Office (4 seconds)

Number 2 Bank (4 seconds)


Number 3 Library (4 seconds)

Number 4 Hospital (4 seconds)

Number 5 Bus Stop (4 seconds)

Number 6 Toy Shop (4 seconds)

Number 7 School (4 seconds)

Number 8 Cinema (4 seconds)

Number 9 Restaurant (4 seconds)

Now you are going to hear the dialogue again. Listen carefully. You may finish the tasks as

you listen.

(The passage is read a second time.)

Listen carefully to the questions again.

(The questions are read a second time. Include the 4-second pause after each number.)

You may complete any unanswered questions while listening.

You now have some time to check your answers. (Allow 2 minutes)

(Students revise and / or complete unanswered questions.)

This is the end of Task One. (Allow a 30-second pause between Task 1 and Task 2.)

PROCEDURE for Task 2 (20 minutes)

a) 3 minutes Students look at the questions.

b) 3 minutes The text is heard for the first time.

(Students may start writing if they wish to.)

c) 4 minutes The questions are read out and students answer them.

d) 3 minutes The text is heard for the second time.

e) 4 minutes The questions are read out again and students answer any unanswered

questions.

f) 3 minutes Final revision of answers to Task 1 and Task 2.

Exercise 1. Questions 1 to 6 (1 mark each) = 6 marks

Exercise 2. Questions a to e (1 mark each) = 5 marks

Exercise 3 Circle 4 words (½ mark each) = 2 marks TOTAL = 13 marks

Look at the Listening Task 2.

(Allow a 3-minute pause while students read the questions silently).

Watch and listen carefully to this clip about How Lego Bricks started.

(https://www.youtube.com/watch?v=qr_dTySMl7s) . You may start writing as you listen.

You've probably seen one of these. A Lego brick. But have you ever wondered how it all started,

and why it's called Lego? Actually, the name is much older than this plastic brick. Are you

curious?

Let me tell you how it all began. (BIRDS CHIRPING)

Many years ago, there was a skilled and hard-working carpenter named Ole Kirk Christiansen. Ole

was a respected carpenter with his own company. But times were hard. So, he didn't have much

money and had to dismiss his last worker. (DOOR KNOCKS)

https://www.youtube.com/watch?v=qr_dTySMl7s

Page 4 of 5 SPECIMEN - English – Listening – Teacher’s Paper – Year 4 – 2020

Ole: Come on in.

Man: I've closed down the workshop and packed my things.

Ole: Thank you. I suppose that I better write you a pay cheque. Take care.

Ole: Well, that was the last one. I just didn't imagine it would come to this.

Wife: I know, it's hard to understand...but at least now it can't get much worse.

But it did get worse. Shortly after Ole lost his wife.

But Ole was a special person. He wasn't the type that gave up.

And with the responsibility of his four sons. He had to think of something.

Ole had got an idea, and for him, it never took long to put an idea into action. Ole's little invention

made his boys so happy that he thought maybe he should start making toys. Ole decided to give it a

try. Luckily, he had saved up a lot of wood from the carpentry production.

He could now use it to make toys.

Time passed by. And even though Ole was a skilled carpenter and had a good eye for quality and

detail, sales were very slow.

Luckily, one of his sons, Godfrey started helping out his dad after school.

Together, they just barely managed to keep up the production.

Eventually, word began to spread that wooden toys of the finest quality were being made in the

little workshop in Billund.

One day, a man drove into town. A man who would change Ole's future.

He was a wholesaler from Fredericia.

Man: I've heard that you're making some very nice wooden toys.

Ole: Well, one does his best.

The wholesaler was very impressed with all the wooden toys. And placed out a big order before he

left.

Ole: Now there's finally someone who can see the opportunities in what we're doing. Look at this.

The wholesaler wants to put a lot of our toys into a store for the holidays. It's going to be a good

Christmas this year.

But we’ll be busy.

Exercise 1. Listen to the questions and underline the correct answer as you listen.

Number 1. What was Ole Kirk Christiansen’s occupation?

a) Husband

b) Carpenter

c) Worker

(4-second pause)

Number 2. How did the carpenter pay his last worker?

a) He wrote him a pay cheque.

b) He did not pay him as he did not have money.

c) He gave him some furniture.

(4-second pause)

Number 3. What was the other bad thing that happened to the carpenter?

a) His family had to go abroad.

b) His wife passed away.

c) He had an accident while he was working.

(4-second pause)

Number 4. From where did Ole get the wood for his toys?

a) It was left over from his carpentry business.

b) The local school gave it to him.


c) One of his sons bought the wood for him.

(4-second pause)

Number 5. At what time did Godfrey help his father?

a) During school hours.

b) In the afternoon, when school finished.

c) At night, before he went to bed.

(4-second pause)

Number 6. How did the wholesaler feel about Ole’s toys?

a) He liked them but thought they were too expensive.

b) He was pleased with them and ordered a big amount

c) He thought the toys were of poor quality.

(4-second pause)

Exercise 2. Put a tick to show whether each sentence is True or False.

a) This clip is about how Lego Bricks started.

Tick the correct box now. (4 seconds)

b) Ole Kirk Christiansen was the owner of the company.


c) When times were difficult, Ole gave up.


d) Ole’s boys were happy with their father’s plastic toy.


e) The wholesaler changed Ole’s life.


Exercise 3. Circle the four other (4) words that best describe Ole. The first one is done for

you.

lazy skilled hard-working well-liked

irresponsible creative careless forgetful strong

Now you are going to watch the clip again. Listen carefully. You may complete any

unanswered questions while watching.

(The audio-visual is watched and heard a second time.)

Listen to the exercises again. You may finish off any remaining questions as you listen.

(The questions are heard a second time.)

You now have some time to check your answers for Task 1 and Task 2. (Allow 3 minutes.)

(Students revise and / or complete unanswered questions from Task 1 and Task 2.)

This is the end of the English Listening Examination.

SPECIMEN–English Year 4 – Listening, 2020 Page 1 of 4




Year 4 ENGLISH LISTENING Time: 30 minutes (Student’s Paper)

Name: _____________________________________ Class: _____________

Total: 20 marks

Marks Listening Total

Task 1 Task 2

/7

/13

/20

Page 2 of 4 SPECIMEN–English Year 4 – Listening, 2020

Listening Task 1 (7 marks) Exercise 1. (3 marks) Fill the table on the right with the numbers 2, 3 and 4 to match the correct places on the map. The first one (1) is done for you.

Exercise 2. (4 marks) Tick four (4) places that you hear in the dialogue. Do not tick more than four. The first one is done for you. 1. 2. 3.

✓ 4. 5. 6.

7. 8. 9.

Green Street 1

Bus Stop

Post Office

Bond Street

Post office Bank

Bus Stop Toy Shop

Library

Hospital

School Cinema Restaurant

SPECIMEN–English Year 4 – Listening, 2020 Page 3 of 4

Listening Task 2 (13 marks) Exercise 1. (6 marks) Listen to the questions and tick (✓) the correct answer. 1. What was Ole Kirk Christiansen’s occupation? a) Husband a) b) Carpenter b) c) Worker c) 2. How did the carpenter pay his last worker? a) He wrote him a pay cheque. a) b) He did not pay him as he did not have money. b) c) He gave him some furniture. c) 3. What was the other bad thing that happened to the carpenter? a) His family had to go abroad. a) b) His wife passed away. b) c) He had an accident while he was working. c) 4. From where did Ole get the wood for his toys? a) It was left over from his carpentry business. a) b) The local school gave it to him. b) c) One of his sons bought the wood for him. c) 5. At what time did Godfrey help his father? a) During school hours. a) b) In the afternoon, when school finished. b) c) At night, before he went to bed. c) 6. How did the wholesaler feel about Ole’s toys? a) He liked them but thought they were too expensive. a) b) He was pleased with them and ordered a big amount. b) c) He thought the toys were of poor quality. c)

Page 4 of 4 SPECIMEN–English Year 4 – Listening, 2020

Exercise 2. (5 marks) Put a tick (✓) to show whether each sentence is True or False. True False a) This clip is about how Lego Bricks started. b) Ole Kirk Christiansen was the owner of the company. c) When times were difficult, Ole gave up. d) Ole’s boys were happy with their father’s plastic toy. e) The wholesaler changed Ole’s life.

Exercise 3. (2 marks) Circle the four other (4) words that best describe Ole. The first one is done for you. lazy skilled hard-working well-liked irresponsible creative careless forgetful strong

END OF ENGLISH LISTENING PAPER

SPECIMEN–English Year 4–Reading and Writing – Answers Booklet, 2020 Page 1 of 9




Year 4 ENGLISH Time: 1 hr 30 mins Reading and Writing

ANSWERS BOOKLET

Name: _____________________________________ Class: _____________

Total: 60 marks

Marks Reading Task 1

Reading Task 2

Short Writing Task 1

Long Writing Task 2

Total

/10

/20

/12

/18

/60

Page 2 of 9 SPECIMEN–English Year 4–Reading and Writing – Answers Booklet, 2020

Reading Task 1 (10 marks)

Read Recipe for Glitter Slime in the Extracts Booklet. Answer ALL the questions.

1. Underline the correct answer. (4 marks)

a) With this recipe you can make (clear, purple, glitter) slime.

b) For this recipe you only need (two, three, four) ingredients.

c) You need to add the 1 ½ tablespoon contact lens solution (before, while, after) adding the baking soda.

d) Children under 3 years of age (can, must, should not) make this recipe.

2. Tick (✓) to show whether these sentences are True or False. The first one is done for you. (4 marks)

True False Example You need 3 tablespoons of baking soda. ✓ a) A food processor should be used to mix all the

ingredients.

b) In Step 3, you need to take the slime out of the bowl.

c) Adding more baking soda will make the slime stick less to your fingers.

d) The recipe suggests that an adult helps you with this project.

3. Write the numbers (2 and 3) in the table below to match the object with the picture. The first two are done for you. (2 marks)

bowl 1 glitter glue 4 spatula measuring spoon

2

3

4

1


Reading Task 2 (20 marks) Read Your Journey Through the Airport in the Extracts Booklet and answer ALL the questions below. 1. Underline the correct answer. (5 marks)

a) I know this is a webpage because 1 mark i) there are lots of pictures. ii) it says, ‘click here to find out more’. iii) it is about travelling.

b) Who do you think should read this webpage? 1 mark i) People who travel very often. ii) People who are travelling for the first time. iii) People who are interested in going on a cruise ship.

c) What do you think happens if you click on this icon ? 1 mark i) You can return to Behind the Scenes at the Airport home page. ii) You can search the website by keyword. iii) You can send an e-mail or give them a call.

d) On the webpage, what is being compared to the school register? 1 mark i) Checking in ii) Going through security iii) Waiting at the gate.

e) The main purpose of this webpage is 1 mark i) to persuade people to travel more often. ii) to inform people about what happens at the terminal. iii) to entertain people while waiting for their flight.

2. Match each paragraph with its subtitle. The first one is done for you. (3 marks) PARAGRAPH SUBTITLE

1 Security

2 Departure Lounge

3 The Gate

4 Check-In


3. Answer the following questions. (6 marks)

a) Find and copy the words that show that the boarding pass is very important. 1 mark

________________________________________________________

b) Give one reason why your hand luggage goes through a special X-Ray machine. 1 mark ________________________________________________________

________________________________________________________

________________________________________________________

c) Which link do you click on to find out more about the Archway Metal Detector (AMD)? Tick (✓) the correct picture. 1 mark

d) Why does the webpage suggest that you should check the Flight Information

Screens? 1 mark ________________________________________________________

________________________________________________________

________________________________________________________

e) Find and copy the words from the webpage that show that airports have several gates. 1 mark

________________________________________________________

f) In Part 3, what could make you forget about your flight? 1 mark

________________________________________________________

________________________________________________________


4. Choose three words/phrases from the box below that match each description in the table. Two words/phrases are extra. The first one is done for you. (3 marks)

Passport Birmingham Airport Boarding Card Terminal Conveyer belt Security officers a) The name of the airport which created this

webpage. Birmingham Airport

b) The name of the place where you need to go to board a plane.

c) The document that travellers need and which has the seat number on it.

d) The persons in charge of airport safety.

5. Put the events in order to show what happens before you board a plane. Write the numbers 1 to 6 in the correct box. The first one (0) is done for you. (3 marks)

Next, you go to check-in where they check your passport and tickets. Then, your hand luggage goes through an X-Ray machine. Later, you go to the departure lounge where you can rest or shop. First, you arrive at the airport terminal. 0 Finally, when the gate is open, you can board the plane. There, you also put your big luggage on the conveyer belt. After, you walk through the Archway Metal Detector (AMD) machine.

END OF READING COMPREHENSION PAPER


Writing Task 1 (12 marks)

On Friday nights you enjoy listening to The Friday Night Party with Lexy on Smile Kids Radio. Fill in this online form to dedicate a song to someone special.

The Friday Night Party with Lexy! Fill in the form below and Lexy will play it for you during The Friday Night Party!

What song do you want Lexy to play? 1 mark

Who do you want to dedicate the song to? 1 mark

What is the special occasion? 1 mark

Why is this person special to you? 2 marks

Write a short message to this special person to show how much this person means to you. Lexy will read this message during the show. 4 marks

Your full name* 1 mark

Your Age 1 mark

Your school email* 1 mark (Tick to show that you are not a robot)

Agreements* (Tick if you agree) I understand that Smile Kids Radio collects and stores my information so they can pick people to

be mentioned on-air and can contact me, through my parents/guardians. SUBMIT

SMILE Kids 90.5


Writing Task 2 (18 marks)

Choose either 1 or 2.

1. This year you went on a school outing and enjoyed your time there. Your teacher has asked you to write a report about the visit for other visitors. Write a report using these subheadings:

Introduction What there is to see What there is to do Most interesting thing Conclusion

Or

2. This year you went on a family outing and had a great time. Your teacher has asked you to write a report about this outing for other visitors. Write a report using these subheadings:

Introduction What there is to see What there is to do Most interesting thing Conclusion


Planning page: use this page to make notes. This page will not be marked. Title Number: ___________


Use this space to write your report. (18 marks)

Title Number: ______________

An Outing

Day of the visit

Place visited

Reason

Introduction ________________________________________________ ________________________________________________ ________________________________________________

How is the place organised?

What can you find here?

What there is to see ________________________________________________ ________________________________________________ ________________________________________________

What activities did you do while you were there?

What there is to do ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________

What did you enjoy the most?

What did you learn?

Most interesting thing ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________

• Why should others visit?

Conclusion ________________________________________________ ________________________________________________ ________________________________________________

END OF PAPER

Page 1 of 3 SPECIMEN–English Year 4 – Extracts Booklet 2020




Year 4 ENGLISH READING 45 minutes Reading Extracts Booklet Reading Task 1: Recipe for Glitter Slime Read the following recipe and answer all the questions in the Answers Booklet.

Adapted from https://www.elmers.com/blog/glitter-slime-recipe

What you need:

1 bottle glitter glue ½ tablespoon baking soda 1 ½ tablespoon contact lens solution

Using a spatula, mix the glitter glue and ½ tablespoon baking soda together in a bowl. 1

2 3 Add 1 ½ tablespoon contact lens solution and mix until slime begins to form.

Remove the slime from the bowl and knead with both hands. Add extra contact lens solution to make slime less sticky.

*Ask an older family member to help. This project is not suitable for children under 3 years.

Glitter Slime

https://www.elmers.com/blog/glitter-slime-recipe


Reading Task 2: Your Journey Through the Airport. Read the following webpage and answer all the questions in the Answers Booklet.

Your Journey Through the Airport

Find out what goes on behind the scenes at the airport!

MORE AIRPORT FACTS

Welcome to Behind the Scenes at the Airport where we’ll be telling you all about the different things you do at the airport. It all starts when you arrive at the terminal.

What happened to my luggage?

Click here to find out more!

1. ___________ The first thing you must do when you arrive at the airport is to check in. This is a bit like the school register. They look at your passport and tickets, tick you off the list and give you a seat number which is printed on a boarding card, an extra piece of paper to hold – don’t lose it! Here, you also say bye to your luggage – for now that is! The check-in staff will ask you to put your suitcase on the baggage belt for it to be weighed. If it’s not too heavy it’ll then go down the conveyor belt to be loaded onto the plane.

2. ___________ First, your hand luggage goes through a special X-Ray machine to make sure there’s nothing there that’s not allowed. Next you go through another machine – the Archway Metal Detector (or AMD for short!). The machine may beep as you walk through and the Security Officers may search you!

More about Airport Security

https://www.funkidslive.com/learn/behind-scenes-airport/

https://www.funkidslive.com/features/the-airport/


Inside the control tower


3. ____________ The Departure Lounge is where you can rest while you wait for your flight. You will find many interesting shops and restaurants. Just make sure you don’t forget about your flight! About an hour before your flight is due to depart, keep an eye on the Flight Information Display Screens. These will tell you which Gate you need to go to and when it’s time for you to board!

Ready for take-off!


4. ____________ The gate is the name for the place where you get on the plane. Airports have dozens of gates, each serving a different plane. When the plane is ready, the gate opens, and you can take your seats on the plane. Just inside the door, a flight attendant will check your boarding card and show you to your seat. And then you’re ready for take-off!

Behind the Scenes at the Airport is brought to you by Birmingham Airport.

(Adapted from: https://www.funkidslive.com/learn/behind-scenes-airport/your-journey-through-the-airport/)

https://www.funkidslive.com/learn/behind-scenes-airport/your-journey-through-the-airport/

English – Marking Scheme – Year 4 – 2020 - SPECIMEN Page 1 of 6



Annual Examinations for Primary Schools 2020

SPECIMEN PAPER Year 4 ENGLISH MARKING SCHEME

LISTENING (20 MARKS) No. Answer Mark Additional

Guidance Listening Task 1 Exercise 1. a. Bus Stop 4 1 c.a.o. b. Post Office 2 1 c.a.o. c. Bond Street 3 1 c.a.o. Exercise 2. Only the following places should be ticked. 3. Library 1 c.a.o. 6. Toy Shop 1 c.a.o. 7. School 1 c.a.o. 9. Restaurant 1 c.a.o. Listening Task 2 Exercise 1. 1 . b 1 c.a.o. 2. a 1 c.a.o. 3. b 1 c.a.o. 4. a 1 c.a.o. 5. b 1 c.a.o. 6. b 1 c.a.o.


Exercise 2 a) True 1 c.a.o. b) True 1 c.a.o. c) False 1 c.a.o. d) False 1 c.a.o. e) True 1 c.a.o. Exercise 3. The following words should be circled:

hard-working well-liked creative strong

2 ½ mark per answer

READING (30 MARKS) No. Requirements Mark Additional

Guidance Reading Task 1. Exercise 1. a) glitter 1 c.a.o. b) three 1 c.a.o. c) after 1 c.a.o. d) should not 1 c.a.o. Exercise 2. a) False 1 c.a.o. b) True 1 c.a.o. c) False 1 c.a.o. d) True 1 c.a.o. Exercise 3. Spatula = 3 1 c.a.o. Measuring spoon = 2 1 c.a.o.


Reading Task 2. Exercise 1. Only one answer should be underlined. a) ii 1 c.a.o. b) ii 1 c.a.o. c) iii 1 c.a.o. d) i 1 c.a.o. e) ii 1 c.a.o. Exercise 2. 2 Security 1 c.a.o. 3 Departure Lounge 1 c.a.o. 4 The Gate 1 c.a.o. Exercise 3. No marks are to be deducted for punctuation, spelling and grammatical mistakes. 3. a) Don’t lose it! 1 c.a.o b) (It goes through a special X-Ray machine) to

make sure there’s nothing inside the hand luggage that is not allowed. / that should not be there.

1 Accept other valid answer

c) ticked

1 c.a.o.

d) (You should check the Flight Information Screens) to see if the gate for your plane is open.

1 Accept other valid answer

e) Airports have dozens of gates. 1 c.a.o. f) The shops and the restaurants can make you

forget about your flight. 1

Accept other valid answers

4. b) Terminal 1 c.a.o. b) Boarding Card 1 c.a.o. c) Security Officers 1 c.a.o.


5. 1, 3, 5, 0, 6, 2, 4 (If the sequence is evident, marks should be awarded)

3 ½ mark each

*c.a.o Correct Answer Only

WRITING (30 MARKS)

Writing Task 1 (12 marks) Students are asked to complete an online form and write a short message. Examiners are to refer to Writing Marking Criteria for Task 1 to award marks. Writing Task 2 (18 marks) Students are asked to write a non-chronological report of about 70-100 words. The writing may be in the form of sentences or a paragraph. Students are not to be penalised if they do not adhere to the word limit. Examiners are to refer to Writing Marking Criteria for Task 2 to award marks.


Writing Marking Criteria for Task 1 (12 marks) Assessment Focus

W 5.2 I can use appropriate format and features of presentation to convey the purpose of a text.

W 5.4 I can, with support, edit and revise my written work.

W 5.8 I can participate in writing for a range of purposes and write in some genres.

LAP 5.5 I can write and speak effectively for a range of purposes.

LAP 5.7 I can describe persons and objects using simple linguistic forms

1 1/2 0 Song Title Title of song written

correctly with accurate spelling

Attempt at writing song title with some spelling errors

Spelling is generally poor or space is left empty

Person identified

Correct spelling of name (or term) for person identified

Attempt at writing name (or term) for identified person with some spelling errors

Writes name with poor spelling or space is left

empty Special

occasion Occasion identified and

spelled correctly Occasion identified but

misspelled. Occasion unidentified or is

poorly spelled. 2 1 0

Special person

Explains why person is special using accurate

spelling and correct grammatical structure to

explain

Attempt at explaining why person is special using

adequate spelling. Grammatical structure might

be inaccurate

Inappropriate explanation why person is special. Spelling and grammar

structure poor throughout

4 2 0 Message Message clear with varied,

complex and accurate sentences.

Content is completely relevant to instruction.

Some variety of connectives, eg while, moreover, because,

etc

Message fairly clear with limited grammatical

structures. Content is irrelevant to

instruction at times. Simple connectives used, e.g.

and, then, etc.

Message unclear with inaccurate grammatical

structures. Content is completely

irrelevant to instruction. No or mistaken use of linking

words

1 1/2 0 Full Name Name and surname written

with initial capital letters Attempt at writing name and

surname. Initial capital letters not present

Name and surname written incorrectly or only name is

written Age Age written in words or

number Attempt at writing age in

words or number Age not appropriate or space

is left empty E-mail Correct way of writing an

email address, e.g. ([email protected])

Attempt at writing email address. Some mistakes

evident

Email address inaccurate or space is left empty


Writing Marking Criteria for Task 2 (18 marks)

Assessment Focus

W 5.4 I can with support, edit and revise my written

work.

W 5.7 I can express my opinions in

writing.

W 5.8 I can participate in writing

for a range of purposes and write in

some genres.

W 5.15 I can organise my ideas

into a clear, cohesive and coherent paragraph.

LAP 5.4 I can write for a stated purpose, using grammar and sentence starters to

suit my needs.

LAP 5.6 I can use basic punctuation, when writing.

3 2 1 0

Grammar Varied, complex and accurate

grammatical structures Mostly accurate grammatical

structures. Grammatical structures are

limited and sometimes inaccurate Grammatical structures are

inaccurate throughout

9 marks

Spelling Accurate spelling throughout

Adequate spelling with some

errors (1-4 different mistakes)

Spelling is rather poor (5-9 different mistakes)

Spelling is very poor (10 or more different mistakes)

Punctuation Accurate punctuation throughout Generally accurate use of

punctuation (up to 4 different mistakes)

Punctuation use is rather poor (5-9 different mistakes)

Inaccurate punctuation (10 or more different mistakes)

3 2 1 0

Coherence and

Cohesion

Structured and organised writing into a coherent paragraph.

Cohesive devices are varied and link well.

Paragraph and sentence structure are fairly correct

Cohesive devices are quite varied and generally correct

Paragraph and sentence structure show lack of control.

Cohesive devices are rather limited.

Unstructured and disorganised writing

No or mistaken use of linking words or phrases

9 marks Vocabulary

Wide-ranging and appropriate vocabulary

Excellent choice of expression

Good range and appropriate vocabulary

Good choice of expression

Limited vocabulary and repetition of words

Limited choice of expression

Very limited and inappropriate choice of vocabulary

Poor choice of expression

Task Achievement

Content is completely relevant

Task is achieved in full

Content is irrelevant at times.

Task is partially achieved

Content is irrelevant at times.

Task is hardly achieved.

Content is irrelevant

Task is not achieved

Documents

Year 4 ENGLISH (Speaking) Time: 8 minutesYear 4 ENGLISH (Speaking) Time: 8 minutes INTERLOCUTOR’S AND EXAMINER’S MATERIALS Guidelines for the conduct of the Speaking Examination