What to Prepare for on 7th Grade Reading Eog

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Methodological recommendations
for Summative Assessment
English
Class 7
Methodological recommendations for Summative Cess 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 Program and Course
programme. Summative Assessment in Form 7 is conducted in Terms 1, 2, 3 and iv.
Summative Cess Tasks for unit/cantankerous curricular unit volition allow teachers to make up one's mind
the level of the learning objectives accomplishment 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, schoolhouse
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 Cess TASKS …………………………………………………………………………..4
Summative Assessment for the unit "Hobbies and Leisure" ………………………………………………..4
Summative Assessment for the unit "Communication and Technology"……………………………….7
TERM 2………………………………………………………………………………………………………………………eleven
SUMMATIVE Cess TASKS …………………………………………………………………………eleven
Summative Assessment for the unit "Holidays and Travel"……………………………………………….eleven
Summative Assessment for the unit of measurement "Space and World" …………………………………………………….15
TERM three………………………………………………………………………………………………………………………nineteen
SUMMATIVE Cess TASKS …………………………………………………………………………19
Summative Assessment for the unit "Amusement 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 Cess for the unit "Clothes and Fashion"……………………………………………….30
3
TERM 1
SUMMATIVE Assessment TASKS
Summative assessment for the unit "Hobbies and Leisure"
Learning objective seven. L1 Empathize with picayune support the main points in extended talk
on a limited range of general and curricular topics
7. W8 Spell near 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 diversity of bones connectors on a range of familiar
general topics and some curricular topics
Assessment criteria • Identify the principal thought in extended talks
• Write topic related words correctly
• Connect sentences into paragraphs with bones connectors and
linking words with some support
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task1. Listen to ii people talking most their free time. Are the sentences True or Faux? You will
listen to the recording twice. CD2. Tapescript ane.
Example: Jack likes rock music. True
1. Jack does not dear watching sport. _______
2. Jack loves horror films. _______
three. Jack sees his sister every calendar week. _______
4. Jenny likes Chinese nutrient and Jack loves Mexican nutrient. _______
five. Jenny loves soap operas. _______
half dozen. Jenny likes flying. _______
Writing
Job 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 data:
Example: I like skiing because it is a salubrious activity.
What your hobby is?
________________________________________________________________________________
____________________________________________________________
When and who you lot usually practice it with?
________________________________________________________________________________
____________________________________________________________
Why you like doing it?
________________________________________________________________________________
__________________________________________________________________________
4
Is your hobby popular among teenagers?
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________
Assessment criteria Task Descriptor A learner Mark
Identify the chief idea
in extended talks.
one
writes False; i
writes True; ane
writes False; ane
writes Fake; 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 total 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
v
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
Depression Middle Loftier
Identify master idea in
extended talks
Experiences challenges in identifying
the main thought in extended talk and
marking sentences for Truthful and False
statements.
Experiences difficulties in identifying
the chief thought in extended talk. Makes
mistakes in mark sentences for True
and False statements while listening.
Confidently identifies the main
thought in extended talk. Marker
sentences True and False
correctly.
Write topic related
words correctly.
Connect sentences into
paragraphs with bones
connectors and linking
words with some support
Experiences difficulties in giving full
answers, in using linking words and
bones 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 grammer
mistakes.
Feels conviction in giving full
answers, in using linking words
and basic connectors, and in
spelling topic related
vocabulary. Writes coherent
paragraphs with grammar
accurateness.
six
Summative cess 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 most a limited
range of general topics and some curricular topics
seven.S7 Utilise appropriate subject area-specific vocabulary and syntax to talk
about a growing range of full general topics, and some curricular topics
Assessment criteria • Realise detail facts and details in reading passage;
• Brand upward complex interrogative sentences to get information
about the topic
• Use topic related vocabulary in oral communication appropriately
arranging words and phrases into well-formed sentences
Level of thinking skills
Duration
Knowledge and comprehension
Application
20 minutes
Reading
Task one. Read the text and complete the task.
Kate and the Internet
Kate's get-go class starts at eight o'clock in the morn and it is 1.30a.m at present. The merely sound
that yous tin can hear in Kate'due south small room is the clicking of a computer keyboard. Her mum does no
longer know what to practice. Every day, it's the same. "Kate does no longer pay attention to her studies
or to the report she has to present next calendar week. She ignores all types of homework. Her female parent says:
"She cares only about the conversations she carries on with people from all over the earth without
caring most her grades or her friends in existent life".
The Internet admission in American households increases, that'south 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 social club," "I failed English last
year… I didn't care about my studies only at least, I feel free. In fact, I can talk to others virtually any
topic without being afraid of the consequences".
7
Friction 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 y'all tin can hear in Kate'due south small-scale room
d) is the clicking of a calculator keyboard.0-d
Speaking
Task two. Read the examples and make upwards your own questions. Ask and reply 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 and so they swap the roles. Instructor decides and includes in the Assessment
canvas what vocabulary will be checked in this speaking task.
Example:
1. What piece of technology can't you alive without? Why?
ii. How frequently do you lot watch TV? Explain your answer.
3. What's your favourite gadget to communicate with friends? Explain your respond.
Possible answers:
1. I can't live without a cell telephone considering of its practical use.
two. I picket TV only at weekends, because I don't have much time.
iii. I'chiliad addicted of a cell telephone and the reason is that it connects me to the world.
Name____________________________
Date_____________________________
Assessment sheet
Criteria Yep No
Learner uses at to the lowest degree v words on "Communication and Engineering".
Learner speaks without long stoppings.
Learner asks at to the lowest degree 5 questions.
Learner answers at least five questions.
Learner gives advice for hereafter improvements.
(A) (B) (C)
i. Kate spends a long
fourth dimension online,
a) a large number of teenagers have go
addicted to the net.
one._____
2. Psychologists remember
that
b) is just 1 consequence of this type of
addiction.
2._____
3. Isolation from lodge c) and she doesn't intendance about her school results. three._____
eight
Cess criteria Task Descriptor A learner Mark
Realise particular facts and
details in reading passage one
writes ane-с; one
writes 2-a; ane
writes 3-b; 1
Make up complex
interrogative sentences to
get information about the
topic.
Use 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 five 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'south proper name ________________________
Assessment criteria
Level of learning achievements
Low Eye High
Realise particular facts and details
in reading passage
Experiences great difficulties in
realizing particular facts and parts
in reading passage. Completes
the job 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 near
the topic.
Apply topic related vocabulary in
speech appropriately arranging
words and phrases into wellformed
sentences
Demonstrates express choice of
topical vocabulary in asking and
answering the questions.
Speaks making long pauses that
makes utterances not
understandable.
Demonstrates a proficient pick of
topical vocabulary in asking and
answering the questions.
Speaks making pauses that do not
interfere with understanding.
Demonstrates a wide option of
topical vocabulary in asking
and answering the questions.
Speaks with natural pauses and
makes a clear speech.
10
TERM two
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit "Holidays and Travel"
Learning objective 7.L5 Recognise the stance of the speaker(due south) in supported
extended talk on a range of general and curricular topics
7.W7 Apply 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 petty back up
Level of thinking skills Knowledge and comprehension
Application
Elapsing 20 minutes
Listening
Task 1. Mind 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
i. What this talk is about?
2. How many people are in a talk?
iii. What preferences practise a caller request?
Task ii. Choose the right answer A, B, C or D.
Case:0.What date is flying reservation going to be?
A) 21
B) 22
C) 23
D) 24
1. What is the man's destination?
A) Salt Lake Urban center, The states
B) New York City, U.s.a.
C) Helsinki, Finland
D) Stockholm, Sweden
two. When is the man's departure date?
A) the twenty-offset
B) the twenty-second
C) the twenty-third
D) the twenty-fourth
xi
three. What is the flight number for the 2d half of his journey?
A) 555
B) ninety
C) 1070
D) 830
four. How long is the man's layover between flights?
A) less than an hour
B) less than 2 hours
C) less than three hours
D) more than three hours
5. What request did the man brand 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 most the front of the plane.
Writing
Task three. 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 volition you write to?
• Where are you lot?
• Are you having a good time?
• Where are you staying?
• What is the identify similar?
• What are the people like?
• What did you practice yesterday?
• What are you doing tomorrow?
Example of the postcard Sample sail for Postcard
12
Assessment criteria Chore Descriptor A learner Mark
Identify the position of
speakers in an extended talk
with some back up
1
answers for the 1st question 1
answers for the second question 1
answers for the 3rd question ane
ii
chooses ane-C; 1
chooses 2-B; ane
chooses 3-B; i
chooses 4-B; i
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
Place 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 correct
answers to the questions in the talk.
Write a text keeping the layout
and format of a given genre with
a fiddling support
Experiences challenges in writing
the postcard well-nigh holidays with
some back up on the example.
Answers with express 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 option of
vocabulary and structure. Uses some
tenses and spells some topical words
incorrectly.
Feels conviction in writing the
postcard near holidays with some
support on the instance.
Answers with a wide selection of
vocabulary and an appropriate
structure. Correctly uses tenses and
spells topical words accurately.
fourteen
Summative assessment for the unit "Infinite and Earth"
Learning objective 7.R5 Deduce significant from context in short texts on a growing
range of familiar general and curricular topics
7.R7 Recognise typical features at discussion, 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
seven.S6 Brainstorm to link comments with some flexibility to what others
say at judgement and discourse level in pair, grouping and whole class
exchanges
Cess 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 indicate of view in conversations and discussions
• Interact in a pair, grouping and a whole class work presenting
logically connected information with ideas of other people
Level of thinking skills Knowledge and comprehension
Awarding
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 trivial star
Many people are maxim 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 big enough to have get round due to the force of its own gravity. Because Pluto doesn't
meet these standards, the International Astronomical Union classifies Pluto equally a dwarf planet. Not
anybody agrees that this is a good manner 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 Academy in Cambridge. He
favored a special stardom for Pluto. Gingerich supported a proposal to call the large eight planets
classical planets—as opposed to simply obviously «planets»—and Pluto and the others dwarf planets, and so
at that place would be two classes of planets. He believes that reclassifying Pluto as a dwarf planet is non
«sensitive to the historical and cultural role that Pluto has played.» The argument continues. What
do y'all call up it is?
xv
ane. What planet is a full planet?
__________________________________________________________________
ii. Is Pluto the only dwarf planet?
__________________________________________________________________
3. How many classes of planets are according to the astronomer?
__________________________________________________________________
Job 2. Connect numbers and letters and notice the right pictures.
1.Comets A. It is the largest object you tin can encounter in
the night sky.
a
2.Craters B. A small, frozen mass of grit and gas
revolving around the sun.
b.
three.Moon C. They are holes fabricated when a large
moving stone striking the moon.
c.
Speaking
Task 3: Piece of work in a group of 3-four. Respond 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 volition you do if y'all run into
aliens or some unusual
animals?
Group Assessment sail
1
two
iii
Criteria Yes No
Group answers all the questions.
Information technology was very interesting to mind to grouping presentation
(proper 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
Place the correct form of a
discussion, appropriate sentence
construction and text layout.
Identify the pregnant and
details of the reading texts.
1
writes 'A total planet is an object
that orbits the sun and is large
enough to have go round due
to the force of its own gravity'.
1 Answer can
be shorter.
writes 'No, it is not'; one
writes 'In that location are ii classes of
planets';
one
two
chooses 1 B-c; 1
chooses 2 C-a; i
chooses three A-b; 1
Provide a indicate of view in
conversations and discussions.
Collaborate in a pair, group and a
whole class work presenting
logically continued
data with ideas of other
people.
3
answers the questions; 1
participates in the give-and-take; one
presents logically connected
information.
1
Full marks nine
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 Center High
Identify the meaning and details of
the reading texts.
Place 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 near 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
dominicus and is big enough to have go
round due to the force of its own
gravity'./ 'No, it is not'./ 'At that place are ii
classes of planets' and in matching
words with their definitions.
Confidently identifies the
pregnant 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 give-and-take.
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.
18
TERM 3
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit "Entertainment and Media"
Learning objective 7.L2 Sympathize with little support most specific information in
extended talk on a limited range of full general and curricular topics
vii.W3 Write with moderate grammatical accuracy on a limited range
of familiar general and curricular topics
seven.W4 Use with some back up style and register appropriate to a
express multifariousness of written genres on full general and curricular topics
Assessment criteria • Place facts and details in extended talks with little back up
• Demonstrate the ability to write grammatically right
sentences on familiar topics
• Write a text keeping advisable format and plan of a given
genre
Level of thinking skills Knowledge and comprehension
Awarding
Duration 20 minutes
Listening
Job i. Listen to the tape and circumvolve the right answer. You lot volition mind twice.
CD2. Tapescript3.
1. Where does the young girl desire 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'south all-time friend
C) the girl'southward older brother
D)the daughter's cousin
Proceed listening to make full the tabular array in.
3. The right time they most likely to leave
4. Action the girl wants to do later
5. Activity the father suggests them practice at the end of the twenty-four hour period
19
Writing
Job ii. Write a brusk newspaper note on the topic "Family entertainment" using nearly seventy-80
words. Look at the pictures below and observe some ideas for your writing. In the provided box yous
volition discover some phrases for organization of your note.
What practise y'all do together with your family unit?
Why does piece of work together make family stronger?
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________
Play figurer games Go to the amusement park Spend time socializing
Sentry and discuss films Participate in sport together Read and discuss books
Assessment criteria Task Descriptor A learner Marking
Place facts and details in
extended talks with little
support. 1
writes B 1
writes A one
writes '2:00 PM' ane
writes 'to get to the beach' ane
writes 'to become/go to a eating house' one
Demonstrate the ability to write
grammatically correct sentences
on familiar topics.
Write a text keeping advisable
format and program of a given
genre.
2
chooses words that will brand the writing
clear and interesting to the reader;
1
uses strong verbs, sensory words,
and precise nouns in places that help create
a flick;
one
provides grammatically correct sentences; 1
writes with a structure that fits the purpose; 1
Total marks 9
Useful vocabulary: often, one time a calendar week, usually, seldom, never,
to bear witness how to …, set a good case, teach proper behavior, help,
to overcome difficulties, understand, communicate, interact, socialize.
20
Rubrics for providing information to parents on the results of Summative Assessment for the unit of measurement "Entertainment and Media"
Learner's proper name ________________________
Assessment
criteria
Level of learning achievements
Low Middle Loftier
Identify facts and details in
extended talks with niggling
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. 'two:00 PM'/ 'to
go to the beach'/'to go/become 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
program of a given genre
Experiences challenges in choosing words
that assistance 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
assist create a notation. Writes with
grammer 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 full general and curricular topics
7.S5 Go on interaction with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
Cess criteria • Identify particular facts and parts in reading passage
• Support a talk with peers while concur, disagree and
hash out the club of actions and plans to fulfill the tasks
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Elapsing 20 minutes
Reading
Job 1. Read the text and mark the sentences Truthful or Imitation.
Haiti in Ruins Subsequently Huge Earthquake
Television pictures are slowly beginning to prove how groovy the damage is in Haiti following
the huge convulsion on Tuesday. A magnitude 7.3 convulse, 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 take collapsed, including the Presidential Palace
and the United nations headquarters. Haiti'south President Rene Preval described the scene in the upper-case letter as
«unimaginable». The Red Cross says up to 3 meg people have been affected. Mr. Preval fears
«well over 100,000 people» may take died.
Haiti's ambassador to the USA, Raymond Joseph, said there was «no way of estimating»
how many casualties at that place were. Countries effectually the earth are acting quickly to send whatever
aid they tin can to Haiti. Haiti is one of the poorest countries in the world. More than half of its people
live beneath the poverty line on less than two dollars a day. It is i of the poorest-equipped
countries on Earth to deal with such a catastrophe. The nation was yet 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.
Case: The earthquake that hit Republic of haiti was a magnitude 16 in strength. False
1. Most Haitians were having their breakfast when the earthquake striking. _______
2. The President'south palace was in ruins subsequently the earthquake. _______
iii. The article says Haiti's president believes iii million people are suffering. _______
4. Haiti'south 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. Republic of haiti was hitting by iv unlike hurricanes in 2008. _______
22
Speaking
Task 2. Choose the question and be ready to answer information technology afterward the teacher starts the conversation. Y'all
should add together your ideas to the class word.
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 circumvolve and answering the
question which instructor prepared and cut downward beforehand.
These are some rules to this task:
1. Ask questions if you lot do not understand what someone has said
two. You lot practise not need to enhance your hand to speak.
3. Pay attention to your "airtime".
4. Don't interrupt.
5. Don't put down the ideas of another learner.
Instance: What are the condom rules for an earthquake emergency?
Learner'spossible answer:
Don't panic.Get under a table or a desk-bound. Check for injuries.Call emergency services to get help for
injured persons. Leave the room. Exit the building.Once outside, move to the evacuation associates
betoken. Wait for further instructions.
Assessment Sheet
Criteria Yes No
Learner uses at least 5 words on 'Natural Disasters' topic.
Learner gives a full reply to the question from the card.
Learner asks at least 2 questions.
Learner answers at least 2peers' questions.
23
Cess criteria Task Descriptor A learner Mark
Identify particular facts and
parts in reading passage
i writes 'False'; 1
writes 'Truthful'; 1
writes 'False'; one
writes 'False'; 1
writes 'True'; 1
writes 'True'. 1
Support a talk with peers
while agree, disagree and
hash out the gild of actions
and plans to fulfill the tasks
two uses at least 5 words on 'Natural Disasters'
topic;
1
gives a total answer to the question from the
card;
1
asks at least 2 questions. 1
answers at least 2 peers' questions. i
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 Center Loftier
Identify particular facts
and parts in the reading
passage
Experiences challenges in identifying
item facts and parts in the reading
passage for True and False .
Makes mistakes in identifying
detail facts and parts in the
reading passage for True and
False statements.
Confidently identifies detail
facts and parts in the reading
passage. Completes the chore
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 brilliant vocabulary in talking most
the topic. Experiences difficulties in
answering the questions. Feels troubles to
participate in a group word.
Makes mistakes in using rich
and vivid vocabulary in talking
most the topic. Makes mistakes
in answering the questions using
some creativity.
Participates in a group
discussion.
Confidently demonstrates rich and
brilliant vocabulary in talking nigh
the topic. Confidently answers the
questions. Participates in a group
word 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
vii.W5 Develop with some back up coherent arguments supported
when necessary past examples and reasons for a limited range of
written genres in familiar general and curricular topics
7.W9 Punctuate written piece of work at text level on a growing range of
familiar full general and curricular topics with some accuracy
Assessment criteria • Effigy out the content of a conversation with some support
in extended talk
• Evolve arguments, reasons, and evidence for a limited range
of written genres
• Employ punctuation marks in a piece of writing
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Listening
Job 1. Heed to the chat and fill in the gaps. Use NO More THAN Three WORDS.
CD2. Tapescript4.
Go to the following link to listen to the data: http://www.listenaminute.com/h/health.html
I never used 0. to worry about my wellness until recently. When I was a kid, I did loads of
1______________. Fifty-fifty in my twenties and thirties I was very fit and never ill. I take been lucky
all my life – always in the best of 2___________. I rarely get even 3__________. I suppose fourth dimension
catches upward with you. Now I seem to be getting lots of piddling 4____________________. I should go
to the doctor for a wellness cheque, but I'one thousand too busy. The older you become, the more than you worry about your
health. One good thing is that I'm eating more 5_______________now than e'er earlier. I no longer
take fast food and 6________________. I also slumber a lot more. I've read that getting seven or eight
hours sleep every night is ane of the best things you lot can practise for your wellness.
26
Writing
Pre — writing action.
Role 1. Look at some healthy habits pictures and brainstorm your ideas.
Part 2. Write downwards about iv healthy habits you know:
Introduction: what healthy habits you lot know and what the well-nigh important are
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Main body:
_________________ is skilful for your____________________ Instance ___________
_____________________________________________________________________
_____________makes better_______________________________________ Example
______________________________________________________________________
______________________________________________________________________
_________________ improves and you feel ___________________________Example
______________________________________________________________________
______________________________________________________________________
__________________ is adept for your ___________________ Example ___________
______________________________________________________________________
Conclusion: give your own opinion why good for you habits are important in a human life.
______________________________________________________________________
______________________________________________________________________
27
Assessment criteria Task Descriptor A learner Marker
Figure out the content of a
chat with some back up in
extended talk.
1
writes 'exercise'; 1
writes 'wellness'; 1
writes 'a cold'; 1
writes 'aches and pains'; 1
writes 'healthily'; i
writes 'midnight snacks'; ane
Evolve arguments, reasons, and
evidence for a limited range of written
genres.
Use punctuation marks in a slice of
writing.
2
supports arguments/ main thought with
example and/or reasons;
1
writes grammatically corrrect
sentences;
1
orders paragraphs to support
evolution of ideas;
1
punctuates written piece of work. ane
Total marks ten
28
Rubrics for providing information to parents on the results of Summative Assessment for the unit "Healthy Habits"
Learner's name ________________________
Cess
criteria
Level of learning achievements
Depression Heart High
Figure out the content of a
chat with some
support in extended talk
Experiences challenges in
identifying the content of the
conversation. Feels slap-up troubles
in filling in the gaps correctly.
Makes mistakes in identifying the content
of the conversation. Feels troubles in filling
in the gaps correctly
one.'practice'/ 2. 'health'/ 3.'a common cold'/
4.'aches and pains'/ 5. 'healthily'/
six. 'midnight snacks'.
Confidently identifies the content of
the conversation. Fills in the gaps
correctly.
Evolve arguments, reasons,
and bear witness for a limited
range of written genres. Apply
punctuation marks in a
slice of writing
Experiences challenges in writing
supported arguments with employ 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 master thought of the written
work is clear. Writes a well-organized
paragraph. Uses proper punctuation
marks.
29
Summative assessment for the unit of measurement "Clothes and Fashion"
Learning objective 7.R8 Use familiar and some unfamiliar paper and digital reference
resources with trivial support to cheque meaning and extend
understanding
7.S7 Use appropriate subject field-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
Assessment criteria • Demonstrate the ability to employ a dictionary or digital methods
to trace meaning and extend vocabulary
• Apply topic related vocabulary in spoken communication accordingly
arranging words and phrases into well-formed sentences
Level of thinking skills Awarding
Elapsing 20 minutes
Reading
Task 1. Read the definitions below. Find the proper word in the text and insert it into the tabular array.
Expect upwardly the words in the dictionary and check the answers.
Learners should apply dictionaries or digital on-line tools to check the correctness of the answers.
Example: 0.The identify where learners study. The school
How-do-you-do! I'k Jeannie and I'1000 xiii years erstwhile. I go to school in our town.
At school nosotros always wearable a uniform. Girls wear white shirts, blue skirts and red sweaters
with the school keepsake. Boys wearable white shirts with blue ties and blueish trousers. Their sweaters are
red, too. All of our shoes are black. We don't similar our schoolhouse uniform. After schoolhouse my first thing to
do is putting off my uniform. I hate skirts and dresses! I like wearing casual apparel. I often go
skateboarding, so my favourite pieces of clothes are very comfortable. I like trousers, jeans, shorts,
T-shirts, jackets, trainers and I accept lots of baseball game caps. I never vesture dresses and skirts when I'm
not at school. Mum says that I should wear girlish clothes, just they are uncomfortable for me!
ane. 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.
four. A thing serving as a symbol of a particular
nation or arrangement.
5. A part of something.
6. Physically relaxed and free.
30
Speaking
Chore 2. Choose the question and be ready to answer information technology later the instructor starts the conversation. You
should add your ideas to the form give-and-take.
Instructor organizes a Socratic seminar which helps teacher to assess learners while they are
speaking on the topic "Clothes and Manner" . Learners are sitting in a circle and answering the
question which instructor prepared and cut downwards beforehand.
These are some rules to this chore:
one. Ask questions if you do not empathise what someone has said
2. You practise non need to heighten your hands to speak.
3. Pay attention to your "airtime".
4. Don't interrupt.
5. Don't put down the ideas of another learner.
Case: What kinds of clothes are in fashion now?
Learner'south possible answer: I am not a modernistic person and I do not trace manner and clothes. I think
my personal fashion is casual.
Assessment Canvas
Criteria Yeah No
Learner uses at least 5 words on 'Dress and Style' topic.
Learner gives a full answer to the question from the carte du jour.
Learner asks at least 2 questions.
Learner answers at least 2 peers' questions.
31
Assessment criteria Chore Descriptor A learner Marker
Demonstrate the ability to
utilise a dictionary or digital
methods to trace meaning
and extend vocabulary.
ane
writes 'uniform' 1
writes 'girlish' 1
writes 'casual' i
writes 'keepsake' 1
writes 'piece' i
writes 'comfortable' 1
Apply topic related
vocabulary in spoken language
appropriately arranging
words and phrases into
well-formed sentences.
two
uses at least 5 words on 'Clothes and
Way' topic;
1
gives a full reply to the question from the
menu;
1
asks at least 2 questions. 1
answers at to the lowest degree 2 peers' questions. 1
Total marks x
32
Rubrics for providing information to parents on the results of Summative Assessment for the unit "Clothes and Way"
Learner's proper name ________________________
Assessment criteria
Level of learning achievements
Low Centre Loftier
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 give-and-take. Makes
many mistakes in answers while
checking the words in a dictionary.
Have troubles in matching a definition
with a proper discussion. Makes mistakes in
answers ane. uniform/ 2. girlish
/3.coincidental/ 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 lexicon.
Use topic related
vocabulary in speech
accordingly arranging
words and phrases into
well-formed sentences
Experiences challenges in demonstrating
rich and vivid vocabulary in talking
almost the topic. Experiences difficulties
in answering the questions. Feels
troubles in participating in a group
discussion.
Makes mistakes in using rich and
brilliant vocabulary in talking about the
topic. Makes mistakes in answering
the questions. Participates in a
grouping discussion.
Confidently demonstrates rich and
vivid vocabulary in talking about the
topic. Confidently answers the
questions. Participates in a grouping
word actively.
33

Сдано в набор 29.07.2017. Подписано в печать 31.07.2017. Формат
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