Book 3A Module 2 Assessment (Set 2)
Book 3A Term-end Assessment
(Set 2)
Answer key
Part A1 (15 marks)
1 Ronald River is Danny’s favourite singer. (2 marks)
2 He wants to be a gamer. (2 marks)
3 C (2 marks)
4 D (2 marks)
5 A (2 marks)
6 D (2 marks)
7 False (1 mark)
8 False (1 mark)
9 True (1 mark)
Part A2 (10 marks)
1 She likes playing basketball and badminton. (2 marks)
2 B (2 marks) 3 C (2 marks)
4 B (2 marks) 5 sun (1 mark)
6 room (1 mark)
Part B1 (10 marks, 1 mark each)
1 and 2 and 3 but 4 or 5 and
6 but 7 or 8 or 9 but 10 and
Part B2 (10 marks, 1 mark each)
1 on 2 from 3 to 4 in 5 on
6 from 7 to 8 in 9 too 10 too
Part B3 (10 marks, 1 mark each)
1 because 2 good at playing 3 good at hitting 4 (good at) passing
5 can run 6 because 7 good at blocking 8 can move
9 can jump 10 (can) hit
Part C1 (8 marks, 1 mark each)
1 English 2 the thirteenth of November
3 Chinese 4 the fourteenth of November
5 Maths 6 Computer Studies
7 the twentieth of November 8 Visual Arts
Part C2 (7 marks, 1 mark each)
1 Sports Day 2 English Week 3 the school picnic 4 the fridge
5 the bookshop 6 the gift shop 7 the fast-food shop
© Oxford University Press 1 You may photocopy this page for classroom use.
Book 3A Module 2 Assessment (Set 2)
Part D1 (6 marks, 1 mark each)
1 Monday 2 Miss Chan 3 I want to be a cook
4 4 p.m.–5 p.m. 5 10 a.m.–11 a.m. on Saturday 6 10th July
Part D2 (4 marks, 1 mark each)
1 C 2 D 3 D 4 B
Tapescript
Narrator: Part D1
Anna is calling the children’s centre to ask about some summer classes.
Listen to the conversation and choose the best answer. The conversation will be played two
times. When you hear a beep (beep), answer the question. The conversation will begin now.
Staff: [ Hello, Jolly Children’s Centre. How can I help you?
Anna: I want to know more about some summer classes.
Staff: Sure. Which class do you want to know more about?
Anna: The first one is ‘Be a little painter’. When are the lessons?
Staff: The lessons are from 2 p.m. to 3 p.m. on Monday. (beep) (8-second pause)
The lesson starts on 20th July.
Anna: Who is the teacher?
Staff: The teacher is Miss Chan. (beep) (8-second pause)
Anna: Thank you. The second one I want to know about is ‘I want to be a cook’. (beep)
(8-second pause)
Staff: Oh, it’s a popular class. The lessons are from 4 p.m. to 5 p.m. on Friday. (beep)
(8-second pause) It starts on 23rd July, and the teacher is Mr Wong.
Anna: What about ‘Maths attack’?
Staff: The lessons are from 10 a.m. to 11 a.m. on Saturday. (beep) (8-second pause)
It starts on 10th July. (beep) (8-second pause) The teacher is Miss Lee.
Anna: Thank you so much.
Staff: You’re welcome. You can come to the centre to fill in the forms. See you.
Anna: See you. ]
Narrator: Listen to the conversation again and check your answers. The conversation will begin now.
(Repeat [ ] without pauses.)
This is the end of Part D1.
Narrator: Part D2
Anna is ordering food in a restaurant.
Listen to the conversation and choose the best answer. The conversation will be played two
times. When you hear a beep (beep), answer the question. The conversation will begin now.
Waiter: [ May I take your order now?
Anna: Yes, please. We want to have two dinner sets.
Waiter: Sure. Today’s soup is mushroom soup. (beep) (8-second pause)
Anna: That’s great. I want to have a hamburger and chips. (beep) (8-second pause)
Waiter: OK. How about the other one?
Anna: We want a cheese pizza and salad, please.
Waiter: OK. What do you want for dessert? We have chocolate ice cream or strawberry cheesecake.
© Oxford University Press 2 You may photocopy this page for classroom use.
Book 3A Module 2 Assessment (Set 2)
Anna: We want two cups of chocolate ice cream, please. (beep) (8-second pause)
Waiter: OK. We know your birthday is coming. Here’s a cup for you. (beep) (8-second pause)
Anna: Oh, it’s very cute. Thank you so much! ]
Narrator: Listen to the conversation again and check your answers. The conversation will begin now.
(Repeat [ ] without pauses.)
This is the end of Part D2.
Part E
Content
Mark Description
The ideas/responses to the questions are relevant, many supporting details or
4 examples are given.
The ideas are very clear and coherent.
The ideas/responses to the questions are relevant, a few supporting details or
3 examples are given.
The ideas are clear and coherent.
The ideas/responses to the questions are brief* and relevant to the questions.
2 The ideas are quite clear.
* almost no supporting details
The ideas/responses to the questions are very limited.
OR
1 The ideas/responses are unclear or disconnected, which may confuse the reader.
OR
Some ideas/responses to the questions are irrelevant.
The ideas are totally irrelevant/incomprehensible.
0 OR
The ideas/responses to the questions are just a repetition of the questions/prompts.
U No attempt is made (blank script).
Language
Mark Description
Use a range of vocabulary, sentence patterns and cohesive devices appropriately,
3 with minor*, few or no grammatical and spelling mistakes.
* errors that do not affect comprehension
Use a small range* of vocabulary, sentence patterns and/or cohesive devices fairly
appropriately, with some grammatical and spelling mistakes.
2
* able to respond to the questions with basic and appropriate vocabulary and
sentence patterns
Use a very limited range of vocabulary and sentence patterns, with many
1
grammatical and spelling mistakes.
0 The language is incomprehensible.
U No attempt is made (blank script).
Organization
© Oxford University Press 3 You may photocopy this page for classroom use.
Book 3A Module 2 Assessment (Set 2)
Mark Description
3 The organization of ideas is clear, logical and coherent.
2 The organization of ideas is generally clear and logical.
1 The organization of ideas is often confusing. Comprehension is impeded.
0 The ideas are totally not organized.
U No attempt is made (blank script).
Sample writing
Anna helps Mum do the housework on her birthday. She makes the bed in the bedroom. She waters the
plants on the balcony. She makes a birthday cake for Mum and washes the dishes in the kitchen. Anna is
very good at doing housework. Mum feels happy and surprised.
Part F1 (3 marks)
Mark Description
Read fluently and clearly with appropriate pausing and intonation.
3
Make very few or no pronunciation mistakes.
Read quite clearly.
2
Make some mistakes in pronunciation.
Read hesitantly with many mistakes in pronunciation.
1
Skip words or phrases occasionally.
0 Able to read only a few words.
Part F2 (7 marks)
Content
Mark Description
Provide relevant answers to most of the questions* and give elaboration to some of
4 the questions.
Respond to most of the questions* naturally and readily.
Provide relevant answers to most of the questions* with no or little prompting.
3
Respond to most of the questions* naturally.
Provide brief answers to some of the questions* with some prompting.
2
Respond to some of the questions hesitantly.
Provide brief answers to at least two questions* but with difficulty.
1
Respond to most of the questions hesitantly.
Give one or no comprehensible responses to the questions*.
0
Give irrelevant answers to most of the questions.
* Although ‘Yes/No’ questions can be used to prompt students, they are not counted if
students merely provide ‘Yes/No’ answers without elaboration.
Remark
Do not penalize students for pronunciation or grammatical mistakes that do not
interfere with the communication of ideas.
Language
Mark Description
© Oxford University Press 4 You may photocopy this page for classroom use.
Book 3A Module 2 Assessment (Set 2)
Use a small range of vocabulary, sentence patterns and cohesive devices with few
3
grammatical mistakes.
Use a small range of vocabulary and sentence patterns with some grammatical
mistakes.
2 OR
Use a limited range of vocabulary and sentence patterns with a few grammatical
mistakes.
Use a very limited range of vocabulary and sentence patterns with many
1
grammatical mistakes.
0 Practically make no attempt at all.
Remark Award no mark if the information or ideas provided are irrelevant to the topic.
Suggested Q&A
Good morning/afternoon. How are you?
Good morning/afternoon. I’m fine, thank you.
What’s your favourite subject?
My favourite subject is Maths/Music.
Why do you like Maths/Music?
I like Maths because I’m good at doing sums./I like Music because I’m good at singing and playing
musical instruments.
Who is your Maths/Music teacher?
My Maths teacher is Miss Tang./My Music teacher is Mr Lee.
Part F3 (10 marks)
Content
Mark Description
Provide relevant answers to most of the questions* and give elaboration to some of
4 the questions.
Respond to most of the questions* naturally and readily.
Provide relevant answers to most of the questions* with no or little prompting.
3
Respond to most of the questions* naturally.
Provide brief answers to some of the questions* with some prompting.
2
Respond to some of the questions hesitantly.
Provide brief answers to at least two questions* but with difficulty.
1
Respond to most of the questions hesitantly.
Give one or no comprehensible responses to the questions*.
0
Give irrelevant answers to most of the questions.
* Although ‘Yes/No’ questions can be used to prompt students, they are not counted if
students merely provide ‘Yes/No’ answers without elaboration.
Remark
Do not penalize students for pronunciation or grammatical mistakes that do not
interfere with the communication of ideas.
Language
Mark Description
© Oxford University Press 5 You may photocopy this page for classroom use.
Book 3A Module 2 Assessment (Set 2)
Use a small range of vocabulary, sentence patterns and cohesive devices with few
3
grammatical mistakes.
Use a small range of vocabulary and sentence patterns with some grammatical
mistakes.
2 OR
Use a limited range of vocabulary and sentence patterns with a few grammatical
mistakes.
Use a very limited range of vocabulary and sentence patterns with many
1
grammatical mistakes.
0 Practically make no attempt at all.
Remark Award no mark if the information or ideas provided are irrelevant to the topic.
Pronunciation
Mark Description
3 Speak clearly and readily with very few mistakes in pronunciation.
2 Speak quite clearly despite a few mistakes in pronunciation.
1 Speak unclearly with many mistakes in pronunciation.
0 Make no attempt at all.
Remark Award no mark if the information or ideas provided are irrelevant to the topic.
Suggested Q&A
Look at Picture 1
What time is it?
It’s nine o’clock in the morning.
What lesson is Anna having?
She’s having an English lesson.
What’s she doing?
She’s telling the teacher what her hobbies are.
Look at Picture 2
What time is it?
It’s ten o’clock in the morning.
What lesson is Anna having?
She’s having a PE lesson.
What’s she doing?
She’s doing exercise with her classmates.
Look at Picture 3
What time is it?
It’s half-past eleven in the morning.
What lesson is Anna having?
She’s having a Music lesson.
What’s she doing?
She’s singing a song with her classmates.
Look at Picture 4
What time is it?
It’s one o’clock in the afternoon.
Where’s Anna?
© Oxford University Press 6 You may photocopy this page for classroom use.
Book 3A Module 2 Assessment (Set 2)
She’s in the classroom.
What’s Anna doing?
She’s having lunch with her classmates.
© Oxford University Press 7 You may photocopy this page for classroom use.
