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СОР English Grade 7 Methodological recommendations for Summative Assessment

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Methodological recommendations
for Summative Assessment
English
Grade 7
Methodological recommendations for Summative Assessment are designed to assist teachers
in planning, organizing and carrying out Summative Assessment in “English” for the Grade 7
learners. Methodological recommendations are aligned with the Subject Programme and Course
plan. Summative Assessment in Grade 7 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine
the level of the learning objectives achievement planned for the term. Methodological
recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also this document includes possible
levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be
considered as recommendations.
Methodological recommendations are designed for secondary school teachers, school
administrations, educational departments’ seniors, regional and school coordinators in criteria-based
assessment and others.
Free access to the Internet resources such as pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing these Methodological recommendations.
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Contents
TERM 1………………………………………………………………………………………………………………………..4
SUMMATIVE ASSESSMENT TASKS …………………………………………………………………………..4
Summative Assessment for the unit “Hobbies and Leisure” ………………………………………………..4
Summative Assessment for the unit “Communication and Technology”……………………………….7
TERM 2………………………………………………………………………………………………………………………11
SUMMATIVE ASSESSMENT TASKS …………………………………………………………………………11
Summative Assessment for the unit “Holidays and Travel”……………………………………………….11
Summative Assessment for the unit “Space and Earth” …………………………………………………….15
TERM 3………………………………………………………………………………………………………………………19
SUMMATIVE ASSESSMENT TASKS …………………………………………………………………………19
Summative Assessment for the unit “Entertainment and Media”………………………………………..19
Summative Assessment for the unit“Natural Disasters”…………………………………………………….22
TERM 4………………………………………………………………………………………………………………………26
SUMMATIVE ASSESSMENT TASKS …………………………………………………………………………26
Summative Assessment for the unit “Healthy Habits” ………………………………………………………26
Summative Assessment for the unit “Clothes and Fashion”……………………………………………….30
3
TERM 1
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit “Hobbies and Leisure”
Learning objective 7. L1 Understand with little support the main points in extended talk
on a limited range of general and curricular topics
7. W8 Spell most high-frequency vocabulary accurately for a
growing range of familiar general topics and some curricular topics
7. W6 Link with little or no support, sentences into coherent
paragraphs using a variety of basic connectors on a range of familiar
general topics and some curricular topics
Assessment criteria • Identify the main idea in extended talks
• Write topic related words correctly
• Connect sentences into paragraphs with basic connectors and
linking words with some support
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task1. Listen to two people talking about their free time. Are the sentences True or False? You will
listen to the recording twice. CD2. Tapescript 1.
Example: Jack likes rock music. True
1. Jack does not love watching sport. _______
2. Jack loves horror films. _______
3. Jack sees his sister every week. _______
4. Jenny likes Chinese food and Jack loves Mexican food. _______
5. Jenny loves soap operas. _______
6. Jenny likes flying. _______
Writing
Task 2. Write sentences about your hobby. You should write full sentences. Use some connectors
and linking words but, and, because, when, while, etc. Include the following information:
Example: I like skiing because it is a healthy activity.
What your hobby is?
________________________________________________________________________________
____________________________________________________________
When and who you usually do it with?
________________________________________________________________________________
____________________________________________________________
Why you like doing it?
________________________________________________________________________________
__________________________________________________________________________
4
Is your hobby popular among teenagers?
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________
Assessment criteria Task Descriptor A learner Mark
Identify the main idea
in extended talks.
1
writes False; 1
writes True; 1
writes False; 1
writes False; 1
writes True; 1
writes False; 1
Write topic related
words correctly.
Connect sentences into
paragraphs with basic
connectors and linking
words with some
support.
2
gives full answer to the questions, using linking
words and basic connectors;
1
writes grammatically correct sentences; 1
spells the words correctly; 1
writes a coherent paragraph. 1
Total marks 10
5
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Hobbies and Leisure”
Learner’s name ________________________
Assessment
criteria
Level of learning achievements
Low Middle High
Identify main idea in
extended talks
Experiences challenges in identifying
the main idea in extended talk and
marking sentences for True and False
statements.
Experiences difficulties in identifying
the main idea in extended talk. Makes
mistakes in marking sentences for True
and False statements while listening.
Confidently identifies the main
idea in extended talk. Mark
sentences True and False
correctly.
Write topic related
words correctly.
Connect sentences into
paragraphs with basic
connectors and linking
words with some support
Experiences difficulties in giving full
answers, in using linking words and
basic connectors, and in spelling
topic related vocabulary. Writes
paragraphs with insufficient
grammar accuracy.
Makes mistakes in giving full answers
in using linking words and basic
connectors, and in spelling topic
related vocabulary. Writes coherent
paragraphs with some grammar
mistakes.
Feels confidence in giving full
answers, in using linking words
and basic connectors, and in
spelling topic related
vocabulary. Writes coherent
paragraphs with grammar
accuracy.
6
Summative assessment for the unit “Communication and Technology”
Learning objective 7.R2 Understand specific information and detail in texts on a range
of familiar general and curricular topics
7.S2 Ask complex questions to get information about a limited
range of general topics and some curricular topics
7.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
Assessment criteria • Realise particular facts and details in reading passage;
• Make up complex interrogative sentences to get information
about the topic
• Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Level of thinking skills
Duration
Knowledge and comprehension
Application
20 minutes
Reading
Task 1. Read the text and complete the task.
Kate and the Internet
Kate’s first class starts at eight o’clock in the morning and it is 1.30a.m now. The only sound
that you can hear in Kate’s small room is the clicking of a computer keyboard. Her mum does no
longer know what to do. Every day, it’s the same. “Kate does no longer pay attention to her studies
or to the report she has to present next week. She ignores all types of homework. Her mother says:
“She cares only about the conversations she carries on with people from all over the world without
caring about her grades or her friends in real life”.
The Internet access in American households increases, that’s why the number of teenagers
who spend a long time of their lives online, has increased too. Psychologists say: “Look out! An
increasing number of teens is going into a new form of addiction”. In an interview Kate declared:
“I’m destroying my future and I am becoming isolated from the society,” “I failed English last
year… I didn’t care about my studies but at least, I feel free. In fact, I can talk to others about any
topic without being afraid of the consequences”.
7
Match parts of sentences in column (A) with parts of sentences in column (B). Write the
answers in column (C).
Example: 0.The only sound that you can hear in Kate’s small room
d) is the clicking of a computer keyboard.0-d
Speaking
Task 2. Read the examples and make up your own questions. Ask and answer them. Assess each
other according to the Assessment sheet.
Learners work in pairs. Firstly, one learner answers the questions the second learner assesses
him/her on the criteria then they swap the roles. Teacher decides and includes in the Assessment
sheet what vocabulary will be checked in this speaking task.
Example:
1. What piece of technology can’t you live without? Why?
2. How often do you watch TV? Explain your answer.
3. What’s your favourite gadget to communicate with friends? Explain your answer.
Possible answers:
1. I can’t live without a cell phone because of its practical use.
2. I watch TV only at weekends, because I don’t have much time.
3. I’m fond of a cell phone and the reason is that it connects me to the world.
Name____________________________
Date_____________________________
Assessment sheet
Criteria Yes No
Learner uses at least 5 words on “Communication and Technology”.
Learner speaks without long stoppings.
Learner asks at least 5 questions.
Learner answers at least 5 questions.
Learner gives advice for future improvements.
(A) (B) (C)
1. Kate spends a long
time online,
a) a big number of teenagers have become
addicted to the net.
1._____
2. Psychologists think
that
b) is just one consequence of this type of
addiction.
2._____
3. Isolation from society c) and she doesn’t care about her school results. 3._____
8
Assessment criteria Task Descriptor A learner Mark
Realise particular facts and
details in reading passage 1
writes 1-с; 1
writes 2-a; 1
writes 3-b; 1
Make up complex
interrogative sentences to
get information about the
topic.
Apply topic related
vocabulary in speech
appropriately arranging
words and phrases into
well-formed sentences
2
uses at least 5 words on “Communication and
Technology”;
1
speaks without long stoppings; 1
asks at least 5 questions; 1
answers at least 5 questions; 1
gives advice for future improvements. 1
Total marks 8
9
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Communication and Technology”
Learner’s name ________________________
Assessment criteria
Level of learning achievements
Low Middle High
Realise particular facts and details
in reading passage
Experiences great difficulties in
realizing particular facts and parts
in reading passage. Completes
the task with many mistakes.
Makes mistakes in identifying facts
and parts in matching exercise.
Completes the task with some
mistakes.
Feels confidence in identifying
facts and parts in the reading
passage. Completes the task
correctly.
Make up complex interrogative
sentences to get information about
the topic.
Apply topic related vocabulary in
speech appropriately arranging
words and phrases into wellformed
sentences
Demonstrates limited choice of
topical vocabulary in asking and
answering the questions.
Speaks making long pauses that
makes utterances not
understandable.
Demonstrates a good choice of
topical vocabulary in asking and
answering the questions.
Speaks making pauses that do not
interfere with understanding.
Demonstrates a wide choice of
topical vocabulary in asking
and answering the questions.
Speaks with natural pauses and
makes a clear speech.
10
TERM 2
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit “Holidays and Travel”
Learning objective 7.L5 Recognise the opinion of the speaker(s) in supported
extended talk on a range of general and curricular topics
7.W7 Use with minimal support appropriate layout at text level
for a growing range of written genres on familiar general and
curricular topics
Assessment сriteria • Identify the position of speakers in an extended talk with
some support
• Write a text keeping the layout and format of a given genre
with a little support
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen to the conversation twice and answer the questions. CD2. Tapescript 2.
Go to the following link to listen to the information:
http://www.esl-lab.com/flight/flightrd1.htm
1. What this talk is about?
2. How many people are in a talk?
3. What preferences do a caller request?
Task 2. Choose the right answer A, B, C or D.
Example:0.What date is flight reservation going to be?
A) 21
B) 22
C) 23
D) 24
1. What is the man’s destination?
A) Salt Lake City, USA
B) New York City, USA
C) Helsinki, Finland
D) Stockholm, Sweden
2. When is the man’s departure date?
A) the twenty-first
B) the twenty-second
C) the twenty-third
D) the twenty-fourth
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3. What is the flight number for the second half of his journey?
A) 555
B) 90
C) 1070
D) 830
4. How long is the man’s layover between flights?
A) less than an hour
B) less than two hours
C) less than three hours
D) more than three hours
5. What request did the man make regarding his flight?
A) He asked for a specially-prepared dinner.
B) He wanted an aisle seat.
C) He requested a bassinet for his baby.
D) He asked for a seat near the front of the plane.
Writing
Task 3. Write a postcard to a friend. You may answer the questions while you are writing.
Teacher should print both examples of handouts for each learner.
• Who will you write to?
• Where are you?
• Are you having a good time?
• Where are you staying?
• What is the place like?
• What are the people like?
• What did you do yesterday?
• What are you doing tomorrow?
Example of the postcard Sample sheet for Postcard
12
Assessment criteria Task Descriptor A learner Mark
Identify the position of
speakers in an extended talk
with some support
1
answers for the 1st question 1
answers for the 2nd question 1
answers for the 3rd question 1
2
chooses 1-C; 1
chooses 2-B; 1
chooses 3-B; 1
chooses 4-B; 1
chooses 5-A; 1
Write a text keeping the
layout and format of a given
genre with little support
3
writes with structure which is
logically organized;
1
spells the words correctly; 1
writes with grammar accuracy; 1
uses topic related vocabulary correctly 1
Total marks 12
13
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Holidays and Travel”
Learner’s name ________________________
Assessment criteria
Level of learning achievements
Low Middle High
Identify the position of speakers
in an extended talk with some
support
Experiences challenges in
identifying the position of
speakers.
Makes mistakes in identifying the
right answers to the questions in the
talk.
Confidently identifies the right
answers to the questions in the talk.
Write a text keeping the layout
and format of a given genre with
a little support
Experiences challenges in writing
the postcard about holidays with
some support on the example.
Answers with limited vocabulary
and incorrect structure. Misuses
tenses and spells the topical
words incorrectly.
Makes mistakes in writing the
postcard about holidays with some
support on the example.
Answers with a good choice of
vocabulary and structure. Uses some
tenses and spells some topical words
incorrectly.
Feels confidence in writing the
postcard about holidays with some
support on the example.
Answers with a wide choice of
vocabulary and an appropriate
structure. Correctly uses tenses and
spells topical words accurately.
14
Summative assessment for the unit “Space and Earth”
Learning objective 7.R5 Deduce meaning from context in short texts on a growing
range of familiar general and curricular topics
7.R7 Recognise typical features at word, sentence and text level in a
range of written genres
7.S3 Give an opinion at discourse level on a growing range of
general and curricular topics
7.S6 Begin to link comments with some flexibility to what others
say at sentence and discourse level in pair, group and whole class
exchanges
Assessment criteria • Identify the meaning and details of the reading texts
• Identify the correct form of a word, appropriate sentence
structure and text layout
• Provide a point of view in conversations and discussions
• Interact in a pair, group and a whole class work presenting
logically connected information with ideas of other people
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the text and answer the questions.
Example:0.Is Pluto no longer a planet? Yes, It is
Is Pluto a Planet?
‘Dwarf’ is a very little star
Many people are saying that Pluto is no longer a planet. National Geographic News says
that, according to the International Astronomical Union, a full planet is an object that orbits the sun
and is large enough to have become round due to the force of its own gravity. Because Pluto doesn’t
meet these standards, the International Astronomical Union classifies Pluto as a dwarf planet. Not
everyone agrees that this is a good way to decide, though. Andy Cheng, a planetary scientist at
Johns Hopkins University, says that the new rules aren’t clear enough and asks the question “how
round is round?” “…I’ll still continue to maintain that Pluto is a planet,» he said.
Owen Gingerich is an astronomer and historian at Harvard University in Cambridge. He
favored a special distinction for Pluto. Gingerich supported a proposal to call the big eight planets
classical planets—as opposed to just plain «planets»—and Pluto and the others dwarf planets, so
there would be two classes of planets. He believes that reclassifying Pluto as a dwarf planet is not
«sensitive to the historical and cultural role that Pluto has played.» The argument continues. What
do you think it is?
15
1. What planet is a full planet?
__________________________________________________________________
2. Is Pluto the only dwarf planet?
__________________________________________________________________
3. How many classes of planets are according to the astronomer?
__________________________________________________________________
Task 2. Connect numbers and letters and find the right pictures.
1.Comets A. It is the largest object you can see in
the night sky.
a
2.Craters B. A small, frozen mass of dust and gas
revolving around the sun.
b.
3.Moon C. They are holes made when a large
moving rock hit the moon.
c.
Speaking
Task 3: Work in a group of 3-4. Answer the questions below.
Teacher assesses the speaking skills of each learner while they are working in a group.
Names____________________________________ Date ___________
Where are you planning to
travel to? Name the planet?
What will you do if you see
aliens or some unusual
animals?
Group Assessment sheet
1
2
3
Criteria Yes No
Group answers all the questions.
It was very interesting to listen to group presentation
(name was unusual, animals were strange, etc.).
All learners have the chance to participate in the
discussion.
All learners present logically connected information.
16
Assessment criteria Task Descriptor Mark Additional
A learner information
Identify the correct form of a
word, appropriate sentence
structure and text layout.
Identify the meaning and
details of the reading texts.
1
writes ‘A full planet is an object
that orbits the sun and is large
enough to have become round due
to the force of its own gravity’.
1 Answer can
be shorter.
writes ‘No, it is not’; 1
writes ‘There are two classes of
planets’;
1
2
chooses 1 B-c; 1
chooses 2 C-a; 1
chooses 3 A-b; 1
Provide a point of view in
conversations and discussions.
Interact in a pair, group and a
whole class work presenting
logically connected
information with ideas of other
people.
3
answers the questions; 1
participates in the discussion; 1
presents logically connected
information.
1
Total marks 9
17
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Space and Earth”
Learner’s name ________________________
Assessment criteria Level of learning achievements
Low Middle High
Identify the meaning and details of
the reading texts.
Identify the correct form of a
word, appropriate sentence
structure and text layout
Experiences difficulties in identifying
the meaning and details of the reading
text. Answers most of the questions
and matches many words with the
definitions incorrectly.
Makes mistakes in identifying the
meaning and details of the reading text.
Makes mistakes in answering questions
‘A full planet is an object that orbits the
sun and is large enough to have become
round due to the force of its own
gravity’./ ‘No, it is not’./ ‘There are two
classes of planets’ and in matching
words with their definitions.
Confidently identifies the
meaning and details of the
reading passage and matches
words with the definitions
correctly. Answers questions
appropriately according to the
text.
Provide a point of view in
conversations and discussions.
Interact in a pair, group and a
whole class work presenting
logically connected
information with ideas of other
people
Experiences difficulties in answering
the questions. Feels troubles to
participate in a group discussion.
Presents illogically connected
information.
Makes mistakes in answering the
questions. Participates in a group
discussion. Presents some connected
information.
Confidently answers the
questions. Participates in a
group discussion actively.
Presents logically connected
information.
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TERM 3
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit “Entertainment and Media”
Learning objective 7.L2 Understand with little support most specific information in
extended talk on a limited range of general and curricular topics
7.W3 Write with moderate grammatical accuracy on a limited range
of familiar general and curricular topics
7.W4 Use with some support style and register appropriate to a
limited variety of written genres on general and curricular topics
Assessment criteria • Identify facts and details in extended talks with little support
• Demonstrate the ability to write grammatically correct
sentences on familiar topics
• Write a text keeping appropriate format and plan of a given
genre
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen to the tape and circle the right answer. You will listen twice.
CD2. Tapescript3.
1. Where does the young girl want to go with her father?
A)to the park
B) to the movies
C) to the swimming pool
D) to the gymnasium
2. Who are they going with?
A) the girl’s mother
B) the girl’s best friend
C) the girl’s older brother
D)the girl’s cousin
Continue listening to fill the table in.
3. The right time they most likely to leave
4. Activity the girl wants to do later
5. Activity the father suggests them do at the end of the day
19
Writing
Task 2. Write a short newspaper note on the topic “Family entertainment” using about 70-80
words. Look at the pictures below and find some ideas for your writing. In the provided box you
will find some phrases for organization of your note.
What do you do together with your family?
Why does work together make family stronger?
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________
Play computer games Go to the amusement park Spend time socializing
Watch and discuss films Participate in sport together Read and discuss books
Assessment criteria Task Descriptor A learner Mark
Identify facts and details in
extended talks with little
support. 1
writes B 1
writes A 1
writes ‘2:00 PM’ 1
writes ‘to go to the beach’ 1
writes ‘to go/go to a restaurant’ 1
Demonstrate the ability to write
grammatically correct sentences
on familiar topics.
Write a text keeping appropriate
format and plan of a given
genre.
2
chooses words that will make the writing
clear and interesting to the reader;
1
uses strong verbs, sensory words,
and precise nouns in places that help create
a picture;
1
provides grammatically correct sentences; 1
writes with a structure that fits the purpose; 1
Total marks 9
Useful vocabulary: often, once a week, usually, seldom, never,
to show how to …, set a good example, teach proper behavior, help,
to overcome difficulties, understand, communicate, collaborate, socialize.
20
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Entertainment and Media”
Learner’s name ________________________
Assessment
criteria
Level of learning achievements
Low Middle High
Identify facts and details in
extended talks with little
support
Experiences challenges in identifying facts
and details of conversation while
listening. Answers most of the questions
incorrectly.
Makes mistakes in answering the
questions and filling in the table with
appropriate words. ‘2:00 PM’/ ‘to
go to the beach’/‘to go/go to a
restaurant’
Confidently identifies the facts
and details of the conversation.
Completes the task correctly.
Demonstrate the ability to
write grammatically
correct sentences on
familiar topics.
Write a text keeping
appropriate format and
plan of a given genre
Experiences challenges in choosing words
that help create a note. Writes with
insufficient grammar accuracy. Structure
of writing is inappropriate.
Feels some troubles in choosing words
that help create a note. Writes with
some grammar accuracy. Structure of
writing is unclear.
Confidently chooses words that
help create a note. Writes with
grammar accuracy. Structure of
writing is appropriate.
21
Summative assessment for the unit “Natural Disasters”
Learning objective 7.R2 Understand specific information and details in texts on a
range of familiar general and curricular topics
7.S5 Keep interaction with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
Assessment criteria • Identify particular facts and parts in reading passage
• Support a talk with peers while agree, disagree and
discuss the order of actions and plans to fulfill the tasks
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the text and mark the sentences True or False.
Haiti in Ruins After Huge Earthquake
Television pictures are slowly beginning to show how great the damage is in Haiti following
the huge earthquake on Tuesday. A magnitude 7.3 quake, just 16km from the capital, hit the
Caribbean nation as people were going home after work. Much of the country has been devastated.
Many major buildings in the capital Port-au-Prince have collapsed, including the Presidential Palace
and the UN headquarters. Haiti’s President Rene Preval described the scene in the capital as
«unimaginable». The Red Cross says up to 3 million people have been affected. Mr. Preval fears
«well over 100,000 people» may have died.
Haiti’s ambassador to the USA, Raymond Joseph, said there was «no way of estimating»
how many casualties there were. Countries around the world are acting quickly to send whatever
help they can to Haiti. Haiti is one of the poorest countries in the world. More than half of its people
live below the poverty line on less than two dollars a day. It is one of the poorest-equipped
countries on Earth to deal with such a catastrophe. The nation was still trying to recover from being
hit by four deadly hurricanes in 30 days in 2008. Its economy is in ruins and it has a long history of
corruption and coups.
Example: The earthquake that hit Haiti was a magnitude 16 in strength. False
1. Most Haitians were having their breakfast when the earthquake hit. _______
2. The President’s palace was in ruins after the earthquake. _______
3. The article says Haiti’s president believes 3 million people are suffering. _______
4. Haiti’s ambassador to the US has a good idea of casualty figures. _______
5. Most Haitians are so poor they live on less than two dollars a day. _______
6. Haiti was hit by four different hurricanes in 2008. _______
22
Speaking
Task 2. Choose the question and be ready to answer it after the teacher starts the conversation. You
should add your ideas to the class discussion.
Teacher organizes a Socratic seminar which helps teacher to assess learners while they are
speaking on the topic ‘Natural Disasters’. Learners are sitting in a circle and answering the
question which teacher prepared and cut down beforehand.
These are some rules to this task:
1. Ask questions if you do not understand what someone has said
2. You do not need to raise your hand to speak.
3. Pay attention to your “airtime”.
4. Don’t interrupt.
5. Don’t put down the ideas of another learner.
Example: What are the safety rules for an earthquake emergency?
Learner’spossible answer:
Don’t panic.Get under a table or a desk. Check for injuries.Call emergency services to get help for
injured persons. Leave the room. Exit the building.Once outside, move to the evacuation assembly
point. Wait for further instructions.
Assessment Sheet
Criteria Yes No
Learner uses at least 5 words on ‘Natural Disasters’ topic.
Learner gives a full answer to the question from the card.
Learner asks at least 2 questions.
Learner answers at least 2peers’ questions.
23
Assessment criteria Task Descriptor A learner Mark
Identify particular facts and
parts in reading passage
1 writes ‘False’; 1
writes ‘True’; 1
writes ‘False’; 1
writes ‘False’; 1
writes ‘True’; 1
writes ‘True’. 1
Support a talk with peers
while agree, disagree and
discuss the order of actions
and plans to fulfill the tasks
2 uses at least 5 words on ‘Natural Disasters’
topic;
1
gives a full answer to the question from the
card;
1
asks at least 2 questions. 1
answers at least 2 peers’ questions. 1
Total marks 10
24
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Natural Disasters”
Learner’s name ________________________
Assessment
criteria
Level of learning achievements
Low Middle High
Identify particular facts
and parts in the reading
passage
Experiences challenges in identifying
particular facts and parts in the reading
passage for True and False .
Makes mistakes in identifying
particular facts and parts in the
reading passage for True and
False statements.
Confidently identifies particular
facts and parts in the reading
passage. Completes the task
correctly.
Support a talk with peers
while agree, disagree and
discuss the order of actions
and plans to fulfill the
tasks
Experiences challenges in demonstrating
rich and vivid vocabulary in talking about
the topic. Experiences difficulties in
answering the questions. Feels troubles to
participate in a group discussion.
Makes mistakes in using rich
and vivid vocabulary in talking
about the topic. Makes mistakes
in answering the questions using
some creativity.
Participates in a group
discussion.
Confidently demonstrates rich and
vivid vocabulary in talking about
the topic. Confidently answers the
questions. Participates in a group
discussion actively.
25
TERM 4
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit “Healthy Habits”
Learning objective 7.L6 Deduce meaning from context with little support in extended
talk on a limited range of general and curricular topics
7.W5 Develop with some support coherent arguments supported
when necessary by examples and reasons for a limited range of
written genres in familiar general and curricular topics
7.W9 Punctuate written work at text level on a growing range of
familiar general and curricular topics with some accuracy
Assessment criteria • Figure out the content of a conversation with some support
in extended talk
• Evolve arguments, reasons, and evidence for a limited range
of written genres
• Use punctuation marks in a piece of writing
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Listen to the conversation and fill in the gaps. Use NO MORE THAN THREE WORDS.
CD2. Tapescript4.
Go to the following link to listen to the information: http://www.listenaminute.com/h/health.html
I never used 0. to worry about my health until recently. When I was a kid, I did loads of
1______________. Even in my twenties and thirties I was very fit and never ill. I have been lucky
all my life – always in the best of 2___________. I rarely get even 3__________. I suppose time
catches up with you. Now I seem to be getting lots of little 4____________________. I should go
to the doctor for a health check, but I’m too busy. The older you get, the more you worry about your
health. One good thing is that I’m eating more 5_______________now than ever before. I no longer
have fast food and 6________________. I also sleep a lot more. I’ve read that getting seven or eight
hours sleep every night is one of the best things you can do for your health.
26
Writing
Pre — writing activity.
Part 1. Look at some healthy habits pictures and brainstorm your ideas.
Part 2. Write down about 4 healthy habits you know:
Introduction: what healthy habits you know and what the most important are
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Main body:
_________________ is good for your____________________ Example ___________
_____________________________________________________________________
_____________makes better_______________________________________ Example
______________________________________________________________________
______________________________________________________________________
_________________ improves and you feel ___________________________Example
______________________________________________________________________
______________________________________________________________________
__________________ is good for your ___________________ Example ___________
______________________________________________________________________
Conclusion: give your own opinion why healthy habits are important in a human life.
______________________________________________________________________
______________________________________________________________________
27
Assessment criteria Task Descriptor A learner Mark
Figure out the content of a
conversation with some support in
extended talk.
1
writes ‘exercise’; 1
writes ‘health’; 1
writes ‘a cold’; 1
writes ‘aches and pains’; 1
writes ‘healthily’; 1
writes ‘midnight snacks’; 1
Evolve arguments, reasons, and
evidence for a limited range of written
genres.
Use punctuation marks in a piece of
writing.
2
supports arguments/ main idea with
example and/or reasons;
1
writes grammatically corrrect
sentences;
1
orders paragraphs to support
development of ideas;
1
punctuates written work. 1
Total marks 10
28
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Healthy Habits”
Learner’s name ________________________
Assessment
criteria
Level of learning achievements
Low Middle High
Figure out the content of a
conversation with some
support in extended talk
Experiences challenges in
identifying the content of the
conversation. Feels great troubles
in filling in the gaps correctly.
Makes mistakes in identifying the content
of the conversation. Feels troubles in filling
in the gaps correctly
1.‘exercise’/ 2. ‘health’/ 3.‘a cold’/
4.‘aches and pains’/ 5. ‘healthily’/
6. ‘midnight snacks’.
Confidently identifies the content of
the conversation. Fills in the gaps
correctly.
Evolve arguments, reasons,
and evidence for a limited
range of written genres. Use
punctuation marks in a
piece of writing
Experiences challenges in writing
supported arguments with use of
evidence and examples. The
paragraphs are organized
inappropriately.
Feels great troubles in using proper
punctuation marks.
Makes mistakes in writing supported
arguments with evidence and examples.
The written paragraph is understandable for
the reader.
Feels troubles in writing a well- organised
paragraph using proper punctuation marks.
Confidently writes supported
arguments with evidence and
examples. The main idea of the written
work is clear. Writes a well-organized
paragraph. Uses proper punctuation
marks.
29
Summative assessment for the unit “Clothes and Fashion”
Learning objective 7.R8 Use familiar and some unfamiliar paper and digital reference
resources with little support to check meaning and extend
understanding
7.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
Assessment criteria • Demonstrate the ability to use a dictionary or digital methods
to trace meaning and extend vocabulary
• Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Level of thinking skills Application
Duration 20 minutes
Reading
Task 1. Read the definitions below. Find the proper word in the text and insert it into the table.
Look up the words in the dictionary and check the answers.
Learners should use dictionaries or digital on-line tools to check the correctness of the answers.
Example: 0.The place where learners study. The school
Hi! I’m Jeannie and I’m 13 years old. I go to school in our town.
At school we always wear a uniform. Girls wear white shirts, blue skirts and red sweaters
with the school emblem. Boys wear white shirts with blue ties and blue trousers. Their sweaters are
red, too. All of our shoes are black. We don’t like our school uniform. After school my first thing to
do is putting off my uniform. I hate skirts and dresses! I like wearing casual clothes. I often go
skateboarding, so my favourite pieces of clothes are very comfortable. I like trousers, jeans, shorts,
T-shirts, jackets, trainers and I have lots of baseball caps. I never wear dresses and skirts when I’m
not at school. Mum says that I should wear girlish clothes, but they are uncomfortable for me!
1. Remaining the same in all cases and at all
times; unchanging in form or character.
2. Behaves, looks, or sounds like a young girl.
3. Relaxed and used every day/informal style.
4. A thing serving as a symbol of a particular
nation or organization.
5. A part of something.
6. Physically relaxed and free.
30
Speaking
Task 2. Choose the question and be ready to answer it after the teacher starts the conversation. You
should add your ideas to the class discussion.
Teacher organizes a Socratic seminar which helps teacher to assess learners while they are
speaking on the topic “Clothes and Fashion” . Learners are sitting in a circle and answering the
question which teacher prepared and cut down beforehand.
These are some rules to this task:
1. Ask questions if you do not understand what someone has said
2. You do not need to raise your hands to speak.
3. Pay attention to your “airtime”.
4. Don’t interrupt.
5. Don’t put down the ideas of another learner.
Example: What kinds of clothes are in fashion now?
Learner’s possible answer: I am not a modern person and I do not trace fashion and clothes. I think
my personal style is casual.
Assessment Sheet
Criteria Yes No
Learner uses at least 5 words on ‘Clothes and Fashion’ topic.
Learner gives a full answer to the question from the card.
Learner asks at least 2 questions.
Learner answers at least 2 peers’ questions.
31
Assessment criteria Task Descriptor A learner Mark
Demonstrate the ability to
use a dictionary or digital
methods to trace meaning
and extend vocabulary.
1
writes ‘uniform’ 1
writes ‘girlish’ 1
writes ‘casual’ 1
writes ‘emblem’ 1
writes ‘piece’ 1
writes ‘comfortable’ 1
Apply topic related
vocabulary in speech
appropriately arranging
words and phrases into
well-formed sentences.
2
uses at least 5 words on ‘Clothes and
Fashion’ topic;
1
gives a full answer to the question from the
card;
1
asks at least 2 questions. 1
answers at least 2 peers’ questions. 1
Total marks 10
32
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Clothes and Fashion”
Learner’s name ________________________
Assessment criteria
Level of learning achievements
Low Middle High
Demonstrate the ability to
use a dictionary or digital
methods to trace meaning
and extend vocabulary
Experiences challenges in matching a
definition with a proper word. Makes
many mistakes in answers while
checking the words in a dictionary.
Have troubles in matching a definition
with a proper word. Makes mistakes in
answers 1. uniform/ 2. girlish
/3.casual/ 4. emblem/ 5. piece/ 6.
comfortable while checking the words
in a dictionary.
Confidently matches a definition
with a proper word. Makes few
mistakes in answers while checking
the words in a dictionary.
Apply topic related
vocabulary in speech
appropriately arranging
words and phrases into
well-formed sentences
Experiences challenges in demonstrating
rich and vivid vocabulary in talking
about the topic. Experiences difficulties
in answering the questions. Feels
troubles in participating in a group
discussion.
Makes mistakes in using rich and
vivid vocabulary in talking about the
topic. Makes mistakes in answering
the questions. Participates in a
group discussion.
Confidently demonstrates rich and
vivid vocabulary in talking about the
topic. Confidently answers the
questions. Participates in a group
discussion actively.
33

 

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