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A collection of tasks
for Formative Assessment

English


Grade 8


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A collection of tasks for Formative Assessment is designed to assist teachers in planning,
organizing and carrying out Formative Assessment in “English” for the Grade 8 learners. It is
aligned with the Subject Programme and Course plan.
Tasks with assessment criteria and descriptors are samples for assisting teachers in
providing constructive feedback to learners in terms of achievement of learning objectives; to select
and design similar tasks. This document serves as guidance and will allow teachers to adapt, add
and make changes in tasks according to learners’ capacities and requirements.
This collection of tasks is designed for primary 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 this tasks collection.



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Contents

Term 1 ................................................................................................................................................ 4
Unit: Our World ................................................................................................................................. 4
Unit: Daily Life and Shopping ......................................................................................................... 26
Term 2 .............................................................................................................................................. 40
Unit: Entertainment and Media ........................................................................................................ 40
Unit: Sport, Health and Exercise ...................................................................................................... 48
Term 3 .............................................................................................................................................. 63
Unit: Reading for pleasure ................................................................................................................ 63
Unit:
The Natural World ................................................................................................................ 72
Unit: Travel and Transport ............................................................................................................... 90
Unit: Food and Drink ........................................................................................................................ 95
Unit:
The World of Work ............................................................................................................ 114

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Term 1

Unit: Our World
Learning objectives 8.1.9.1 (8.C9) Use imagination to express thoughts, ideas, experiences
and feelings
8.3.4.1(8.S4) Respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general and
curricular topics

Assessment criteria • Convey fantasy ideas and experiences including emotions and
senses
• Provide unprepared speech to answer a variety of questions at
sentence level and in conversations with some flexibility

Level of thinking skills Application

Task. Answer the questions about yourself.

1. Are there many people in your world?
2. What can you say about your parents?
3. Who is your best friend?
4. What do you like to do together?
5. Is your friend a good person?
6. Why do you like her/him?
7. What else do you like to do?
8. How do you spend your free time?
9. Do you like music? Which one?
10. Is computer important to you? Why?
11. What do you do with the help of the computer?
12. What is your favourite site?
13. Do you send any e-mails?

Descriptor A learner
• presents opinions and ideas;
• gives answers to questions, providing unprepared speech.


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Unit: Our World
Learning objective 8.4.8.1(8.R8) Use familiar and some unfamiliar paper and digital
reference resources to check meaning and extend understanding
Assessment criteria • Demonstrate the ability to use a dictionary or digital methods to
trace meaning of the words and extend vocabulary

Level of thinking skills Application

Task. Read the texts and fill in missing words. Use a dictionary or digital methods to trace
meaning of words which you do not know.

a) teacher b) well-dressed c) pilot d) put on e) volley-ball f) subject g) collect h) concert
i) flowerbed j) rap k) sociable l) skiing m) equipment n) football o) smile p) beauty q)
useful r) e-mails

My World
Parents
Hi! I’m Ella. I’m twelve and I live with my parents in Paris. My father is a 1) ___ and my
mother is a Math’s 2) ___. We are very friendly. We like to spend our time together. My father’s
hobby is 3) ___ and we often go to resorts to ski there. It is great especially in summer in the
mountains where we enjoy the nature.

Nature
Do you like nature? Yes? So do I. My mother and I are nature lovers. I like to 4) ___
different unusual leaves and I have several copy- books of them. There are a lot of wonderful
trees around us. All you need is to look attentively around you and see their 5) __ _.

Fashion
If you look around, you’ll see a lot of 6) __ _ people. Their clothes
are modern. I like fashionable clothes too. I often ask my mother’s
advice what to 7) __ _. My eyes are hazel and my favourite colour is
green. Look at me! I have green jeans and blue blouse on.

Music
I think people do love music because they go to the 8) ___. My
father loves classical music and my mom prefers jazz. As for me, my
friends and I adore 9) ___. I think it is the music for young people. I can
listen it for hours. But my mom and dad don’t like it.

Friends
I’m very 10) __ _ and I have a lot of friends. We like to go somewhere where we can talk
and play. All my friends adore 11) __ _ and we go to the school gym to train there. I’m not a good
volley-ball player. I like to watch this game more than to play myself. We also like to watch 12)
___. The boys of our class won the game yesterday. It was great!

Flowers
I love all the flowers, they are so beautiful. There is a 13) __ _ in front of our house. There are
a lot of flowers there. My mother and I planted them. I want the people to 14) ___ looking at
these flowers. My favourite flowers are daisies, lilies, asters. My mother likes zinnias, dahlias,
and petunias.


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School
My school is very big. It is a four-storied building with modern 15) __ _. Our classes are large
and light. Our teachers are talented people. They know many interesting things. My favourite 16)
___ is English. We do a lot of things at this lesson. My favou- rite teacher is Mrs. Larson.

Computer
I do have a computer. It is a very 17) ___ thing. You can find a lot of important information
there. I like surfing the Internet, finding beautiful places in the world. I dream of visiting these
places later. My favourite site is “My World”. I often send 18) ___ to my friends.

Descriptor A learner
• reads the text;
• checks the meaning of the words in a dictionary;
• completes the sentences with appropriate words.


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Unit: Our World
Learning objective 8.2.1.1 (8.L1) Understand with little or no support the main points in
extended talk on a wide range of general and curricular topics

Assessment criteria • Identify the main ideas in extended talks with or without
support

Level of thinking skills Knowledge and comprehension

Task. You will hear people talking in five different situations. Choose the best answer A, B or C.
СD1. Tapescript 1.

1. You hear a young girl talking. What kind of family did her grandfather want?
A) a large family with three sisters
B) a family with five brothers
C) a family with some sisters and brothers

2. You hear somebody talking on the radio about modern families. How do most children
feel about their parents remarrying?
A) They like having many people in the family.
B) They have a lot of different problems.
C) They worry that their family is different.

3. You hear a young boy talking. What does he say about his cousins?
A) They are strange
B) They mean a lot to him
C) They are more important than brothers and sisters.

4. You hear a father talking to his daughter. Why is he talking to her
A) He thinks that their family is very boring.
B) He wants her to understand the importance of family.
C) He thinks she does not care about her family at all.

5. You hear a woman talking about her grandmother. How does she describe her?
A) She is the perfect grandmother.
B) She is warm but cold- hearted sometimes.
C) She is kind but hot-tempered.

Transcript
1. When my granddad was a boy, most people had big families. He told me that his best friend
had five brothers and a sister. And of course Gran, you know, his wife, has got three sisters.
So it was very unusual that he was an only child. Granddad says people were a lot poorer
then too. What that meant was he usually had better clothes and toys than the other kids in
his street. That doesn’t mean that he was pleased about it, though. No, Granddad wanted
some brothers and sisters so he could play games at home.
2.
Yeah, it’s true, you know? Nowadays families are very different, aren’t they? I mean, there are so many divorced people, aren’t there? In the school I visited, more than half of the kids I
spoke to told me their parents were divorced. Often the parents had remarried and so children had new families too. This could be quite good. They told me about their half brothers and
sisters or about stepbrothers and stepsisters. You might think that there were a lot of
problems, but actually most kids loved having larger families.
3. I think it’s great if you’ve got a lot of cousins. My friend Kevin hasn’t got any-that’s strange.
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You know, at Christmas and in the summer holidays, I get together with my cousins James
and Rosie and we have a wonderful time. I suppose that, because I haven’t got any brothers
or sisters, my cousins are really important to me. Maybe if you’re not an only child, you see
things differently. Anyway, I know that my cousins are my family and they care about me,
which is why they mean so much to me.
4. I realize at the moment you think nothing can take the place of your friends and that we are
just your boring family. But you’re wrong. You may think that we’re always criticizing you,
but we only want what’s good for you. Your friends don’t care whether or not you pass your exams. And later, if they forget about you because something else is more interesting, you know you’ll come running back to us. You see, that’s why family is so important- we’re
always here for you, and we’ll love you forever.
5.
Everyone loves my granny but that doesn’t mean she is perfect. Not at all! In fact, sometimes she drives me crazy! She
’s really warm, you know? A very kind woman and she’ll do
anything for you but she’s hot-tempered too. You know, the littlest thing can make her so
angry. When she’s like that, it’s best to run and hide! But at least she’s not like my friend’s gran, who’s really cold -hearted sometimes. My gran may not like somebody, but she will
always help them out if they need it.

Descriptor A learner
• chooses an appropriate answer;
• completes the task.


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Unit: Our World
Learning objectives 8.2.7.1(8.L7) Recognize typical features at word, sentence and text
level of a growing range of spoken genres
8.5.8.1(8.W8) Spell most high-frequency vocabulary accurately for a
range of familiar general and curricular topics

Assessment criteria • Identify the correct form of a word, appropriate sentence
structure and text layout
• Write frequently used topic related words correctly

Level of thinking skills Knowledge and comprehension
Application

Task. Listen to the conversation and fill in the gaps.
CD1. Tapescript 2.

Diana’s best friend
is Naomi. She is also the happiest person Dom knows. She's also the happiest
person Dom knows. Her 1) _______, Eric, is the most boring man Dom's ever 2) ______ and
Charlie thinks he's got the worst 3) ________ ever. Dom's richest relative is his 4) __________,
Harriet. She's also got the biggest 5) _________. The owner of the most popular 6) _________ in
town is Rupert. Patrick is Dom's least favorite 7) _______. He's 8) ________ next birthday and his
9)______ is only 76.

Transcript
CHARLIE: Hello, Dom.
DOM: Oh, hi, Charlie. Are you enjoying yourself?
CHARLIE: Yes, thanks. But I don't know anyone here apart from you, Jake and Diana.
DOM: Well, who do you want to know about?
CHARLIE: Who's the woman in the red dress?
DOM: Ah. That's Naomi. She's Diana's best friend from university.
CHARLIE: She's gorgeous.
DOM: Yes, she is. And she's the happiest person I know.
CHARLIE: Really?
DOM: And she's married.
CHARLIE: Oh.
DOM: That's her husband next to her - the one in the blue suit. His name's Eric. He's a colleague
of Jake's.
CHARLIE: What's he like?
DOM: Actually, he's the most boring person I've ever met in my life. All he talks about is work,
work, work.
CHARLIE: And he's got the worst haircut ever.
DOM: Yes, you're right. I don't know why she married him.
CHARLIE: Who's he talking to?
DOM: Oh, that's Aunt Harriet. She's our richest relative. It's quite sad really - she never got
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married because she thought men only wanted her for her money. No one knows how much she
has, but she's got the biggest house you've ever seen and she lives there on her own. She's a bit
strange.
CHARLIE Yes, she looks it.
DOM: And the guy talking to my brother is Rupert. He's Jake's best friend. Do you know a place
called The Bug Bar in Market Street?
CHARLIE: Yes, I've been there once or twice.
DOM: Well, he owns it. Apparently it's the most popular bar in town at the moment. You have to
queue to get in.
CHARLIE: Look, someone's waving at you.
DOM: Oh no. He's my least favourite relative. Hello, Uncle Patrick! How are you?
That's my great-uncle Patrick. He's 90 next birthday.
CHARLIE: Wow! He doesn't look that old.
DOM: Yes, well, he's married to a much younger woman. She's only 76! Anyway, come with me
and I'll introduce you to Naomi's sister. I don't think she's married ...

Descriptor A learner
• infers the meaning of words;
• fills in the gaps with proper words;
• spells the words accurately.


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Unit: Our World
Learning objective 8.4.2.1(8.R2) Understand specific information and details in texts on a
growing range of familiar general and curricular topics, including some
extended texts

Assessment criteria • Indicate particular facts and parts in reading passage

Level of thinking skills Knowledge and comprehension

Task. Read the text and answer the questions. Give the full answers.

Megan McCarthy is 14. She lives in Leeds.
I’m 14, but I’m 1.83 metres tall. All my friends are shorter than me
and I’m the tallest person in my family. Everyone thinks I’m older than 14. On the bus, they think I’m an adult.
When I started secondary school, everyone stared at me. People were
friendlier and more helpful at primary school. But it’s easier now and I’ve got lots of mates.
Clothes are always a problem. I usually buy my clothes at a shop
called ‘Long Tall Sally’, but they’re more expensive than ordinary
clothes. Shoes are even worse!
There are some advantages. I play basketball and people say I’m the best player in the school. And
tall people often get better jobs and earn more money!
The most difficult thing is that I’m always different from other people. I just want to be the same
as everyone else. But I’m tall and I’ll always be tall, so I try to accept it and be positive about it.

1. Why is she different from her friends?
2. Do you think she likes being different?
3. What is the great problem which she always faces?
4. Are there any advantages being a tall person?
5. Does she want to be the same height as the other children?

Descriptor A learner
• reads the text;
• identifies proper details in the text to answer the questions;
• gives full answers.


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Unit: Our World
Learning objectives 8.2.1.1 (8.L1) Understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
8.5.3.1(8.W3) Write with moderate grammatical accuracy on a
growing range of familiar general and curricular topics
8.6.5.1(8.UE5) Use questions which include a variety of different tense
and modal forms on a range of familiar general and curricular topics
Assessment criteria • Identify the main ideas in extended talk with or without support
• Demonstrate the ability to write grammatically correct
sentences on familiar topics
• Demonstrate the ability to ask a variety of questions in different
tenses and modal forms
Level of thinking skills Knowledge and comprehension
Application

Task 1. Work with your partner. Ask three classmates about their using the internet. Write your
results into the table
Learners work in a pair. They can make up their own questions.
Taking a Survey
Example:
A: Excuse me; I’m doing a survey about using the Internet.
Would it be OK if I asked you a few questions?
B: Sure. Go ahead.
Name How often do you use the
Internet? How much
time do you spend on it?
What do you use the
internet for?
If no internet, how
would you feel?
1
2
3

Task 2. Summarize the information.
I have asked questions to___________________________________________________
_______________________________________________________________________
I have learned that________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Descriptor A learner
Task 1. • asks different questions to get the information;
• writes classmates’ answers in the table;
Task 2. • writes a summary of the results;
• provides grammatically correct sentences;
• uses appropriate tense and modal forms in writing summary;
• uses proper topic related vocabulary and spells them accurately.

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Unit: Our World
Learning objectives 8.4.1.1(8.R1) Understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended texts
8.5.2.1(8.W2) Write with minimal support about real and imaginary past
events, activities and experiences on a growing range of familiar general
topics and some curricular topics
8.6.9.1(8.UE9) Use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms in narrative and
reported speech on a range of familiar general and curricular topics
Assessment criteria • Find main ideas in texts, including extended texts
• Write sentences about real and imaginary past events, activities
and experiences connecting sentences into paragraphs
• Apply correctly active and passive simple present and past forms
and past perfect simple forms in the context

Level of thinking
skills
Application
Higher order thinking skills

Task 1. Read the composition and answer the questions.

Which paragraph:
1. describes her personality and mentions something to illustrate it?
2. says who the person was and how the writer knew them?
3. says how the writer has changed through what they learned from that person?
4. describes the person’s appearance?

A. The person who has taught me the most about life is my grandmother. My parents did a lot of
travelling when I was younger so I spent most of my school holidays with her. She was more than
just a grandmother to me and when she died a few years ago I felt I’d lost a really good friend.
B. She always looked really good for her age. She had wavy grey hair and a big round face. She
was always smiling. She wasn’t very tall and she was a little plump.
C. She was such considerable person. She knew how much I missed my parents so she did
everything she could to make me feel at home. She was also really imaginative and spent hours
telling me stories that she had made up. I’m sure it was because of her that I became writer.
D. But as well as keeping a young boy entertained, she taught me so many important things. I
was very impatient when I was a child and she taught me that good things happened if you could
wait for them. She was such a positive person and she also taught me how to look for the good in
everything.

Task 2. Think of somebody, who has taught you something important or influence becoming the
way you are. Write a composition about him/her. Use the composition you read to help you. But
do not plagiarize.
Criteria for writing:
- give a title to your composition;
- use adjectives for description;
- keep the structure of composition;
- use Past Simple tense;
- express some creative reasoning




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Descriptor A learner
Task 1 • reads the composition;
• summarizes the main points in the text to identify paragraphs for each
question;
Task 2 • writes a composition;
• presents ideas clearly in written form;
• expresses some creative reasoning;
• follows the structure of composition;
• demonstrates the correct usage of the Past Simple Tense while
writing;
• uses appropriate adjectives for the description;
• uses proper topical vocabulary;
• uses linking devices to provide a coherent composition.


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Unit: Our World
Learning objective 8.4.4.1(8.R4) Read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular topics
Assessment criteria • Read the extended fiction or non-fiction texts to identify the
general information

Level of thinking skills Knowledge and comprehension

Task 1. Look at the headline in the article. Who is ‘the enemy’, do you think? Read the first
paragraph only and find out.
1. __________________________

Then read about Marilyn Scott’s family. Who is easier to live with, Tom or Harry? Why?
2. __________________________

Living with the enemy

People often say that living with teenagers is worse than living with any other age group.
But is this true? We talked to two parents with teenage children to find out.

Marilyn Scott
Yes, sometimes it is really difficult living with teenagers. But it isn’t only their age, it’s also
the type of people they are. My two sons are completely different. Tom’s easier to live with than
Harry. Harry’s a typical moody fifteen-year-old. He’s a lot noisier and more aggressive than
Tom, and he isn’t as considerate. So he’s much harder to live with. But Harry’s got his good side
too. He is very bright and his exam results are always better than Tom’s.
Tom’s two years older than Harry, so he’s more mature and less stubborn than his brother.
He is also a bit more patient and can be very helpful when he wants to be. But he’s got bigger
problems at school. He is as intelligent as Harry, but he is much lazier and his exam results are
always worse than his brother’s. Harry wants to be a pilot when he leaves school, but Tom
doesn’t know what he wants to do.
In some ways I’m a bit more worried about Harry because he is not as happy as Tom. But I
also worry about Tom because he has not got any plans for his future. Yes, life is hard living with
teenagers, but I’ll miss them when they leave home.

Task 2. Read the article again. Tick the true sentences. Correct the false sentences and explain
answers.
1. Marilyn’s two sons are quite similar.
2. Harry is doing badly at school.
3. Harry knows which job he wants to do.
4. Tom doesn’t study very hard.
5. Tom isn’t very ambitious.
6. Marilyn is only worried about Harry.
Descriptor A learner
Task 1 • reads the text and answers detailed questions to the reading;
Task 2 • puts a tick next to the true sentences;
• gives explanation to false sentences and corrects them.

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Unit: Our World
Learning objectives 8.4.1.1(8.R1) Understand the main points in texts on a limited range of
unfamiliar general and curricular topics, including some extended texts
8.4.8.1(8.R8) Use familiar and some unfamiliar paper and digital
reference resources to check meaning and extend understanding
8.5.1.1(8.W1) Plan, write, edit and proofread work at text level with some
support on a range of general and curricular topics
8.5.8.1(8.W8) Spell most high- frequency vocabulary accurately for a
growing range of familiar general and curricular topics

Assessment criteria • Find the main ideas in texts
• Demonstrate the ability to use a dictionary or digital methods to
trace meaning and extend vocabulary
• Make a clear plan of writing; Write a text; Check the written draft
• Write frequently used topic al words correctly

Level of thinking
skills
Knowledge and comprehension
Application

Task 1. Put the adjectives in the box into the two lists. If necessary, use a dictionary to help you.
Can you add a few more adjectives to each list?

sensible disorganized smart tall cheerful handsome
wavy plump honest slim scruffy lazy
Personality Appearance


Task 2. Read the email below. What does Olivia talk about in the:
• first paragraph? _________________________________________________
• second paragraph? ______________________________________________
• third paragraph? ________________________________________________
• fourth paragraph? _______________________________________________
• fifth paragraph? _________________________________________________

Hi Grace,
1. You missed a great party on Friday. Everyone was there, and we all missed you so much. The
food was great and the music was brilliant. I don’t think I’ve ever danced so much in my life.
2. Anyway, let me give you the gossip before anyone else does. I met a really interesting guy at
the party. His name’s Harry and he’s from Toronto. I’ve never met a Canadian before. He’s in his
last year at school and he’s over here visiting his cousin for the summer holidays.
3. But let me get to the interesting part. Harry must be the best- looking guy I’ve ever met. I mean
he’s gorgeous. He’s average height. The first thing that caught my attention was his amazing blue
eyes. They’re bright blue, like the colour of the ocean you see in those holiday postcards. I’m not
exaggerating, honestly. His nose is quite small. He’s got a great smile too. It’s warm and friendly
and you can’t help liking him immediately when he smiles at you.
4. But of course, the most important thing is that he’s a very nice guy too. He’s a very charming
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person and he made me feel good about myself. He said loads of nice things about me, which is
always going to help you like someone, isn’t it? But he’s not just one of these guys who says
things without meaning them. He came across as really being interested in me. I told him all
about my problems with Lucy and he really listened. He was so sympathetic and he gave me
some good advice too. Now, you don’t meet a guy who listens like that every day.
5. Well, the bad news is that he’s going back to Canada next week and I don’t think I’ll see him
again. We said we’d email but you know how these things go. Never mind. It was just nice to
have met someone so kind. Give me a call later.
Love, Olivia

Task 3. Write a description and tells about person’s behaviour.
1. How does Olivia describe Harry’s eyes and smile
? Write similar descriptions of
someone’s:
• hair
• build

2. Look back at paragraph four and find two examples of the person’s behaviour.

Task 4. Write an email to a friend and tell him/her about a person you have met recently.
Criteria for writing:
- write a plan for your email (what each paragraph will be about);
- use adjectives for your email;
- spell the topic vocabulary correctly;
- proof-read you email (grammar and spelling).
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Descriptor A learner
Task 1 • puts words into two columns according to the meaning of words;
• checks the meaning of the words in dictionary;
• adds a fe adjectives for each column;
Task 2 • reads the email;
• summarizes information of each paragraph;
• writes the meaning of each paragraph;
Task 3 • writes description of someone’s hair;
• writes description of someone’s build;
Task 4 • writes a plan for his/her email (what each paragraph will be about);
• conveys ideas clearly;
• uses appropriate linking words;
• spells the topic vocabulary correctly;
• uses adjectives for the email;
• follows the email structure;
• proof-reads his/her email for grammar and spelling errors.

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Unit: Our World
Learning objective 8.6.15.1(8.UE15) Use infinitive forms after a limited number of verbs
and adjectives use gerund forms after a limited variety of verbs and
prepositions use some prepositional verbs and begin to use common
phrasal verbs on a growing range of familiar general and curricular
topics
Assessment criteria • Differentiate between usage of infinitive and gerund forms after
a limited variety of verbs, adjectives and prepositions
• Use some prepositional verbs and common phrasal verbs in
context
Level of thinking skills Application

Task. Make up 10 sentences about your hobby using infinitive or gerund. Use phrases below.

1. I would like you…
2. All my friends are interested in…while I am keen on…
3. I spend a lot of time ….
4. I am good at…..
5. It is always interesting …
6. I was excited with …
7. It is always important …
8. … is boring and I hate……
9. I like …. and promise …
10. Don’t be afraid of…

Descriptor A learner
• uses infinitive and gerund in practice;
• completes the sentences.


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Unit: Our World
Learning objectives 8.5.7.1(8.W7) Use with minimal support appropriate layout at text
level for a range of written genres on familiar general and curricular
topics
8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax
to talk about a growing range of general topics, and some curricular topics
8.1.3.1(8.C3) Respect differing points of view

Assessment criteria • Write paragraphs keeping the layout and format
• Support a talk with peers while agree, disagree and discuss the
order of actions and plans to fulfil the tasks
• Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
• Comment on others' opinions using polite lexical vocabulary

Level of thinking skills Application
Higher order thinking skills

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Task 1. Fill the table. Write down information about yourself in given places (6 of them). Then
put headings on each section.


Task 2. Make up 5 questions using the table. I nterview your classmate.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Task 3. Analyze peer’s answers for some time, and then answer to reflective questions in a form
Think- Pair-Share.
1) Who or what makes you be the way you are?
2) Why do you have that hobby? Who says to do so?
3) Why do you have that style of clothing? Who says to do so?
4) Why do you have those belongings not others? Who says to do so?
Descriptor A learner
Task 1 • fills in the tables with appropriate information;
• writes the right heading;
Task 2 • makes up 5 questions for the interview;
• interviews classmates using prepared questions;
• uses proper topical vocabulary;
Task 3 • makes judgment about different opinions;
• answers the questions;
• presents his/ her opinion about peer’s answers.


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Unit: Our World
Learning objectives 8.1.5.1(8.C5) Use feedback to set personal learning objectives
8.5.7.1(8.W7) Use with minimal support appropriate layout at text
level for a range of written genres on familiar general and curricular
topics
8.6.16.1 (8.UE16) Use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a... that in giving explanations on a range of familiar general and curricular
topics
Assessment criteria • Evaluate classmates' advice and set personal learning
objectives based on their feedback
• Write a text keeping the layout and format of a given genre
with a little support
• Give reasons and explanations on familiar topics using since,
as, so ... that, such a ... that

Level of thinking skills Application
Higher order thinking skills

Task. Ask you classmate what he or she thinks about your progress in studies. Then use the
questions as plan for your answers. Use conjunctions in your speech and written task. Write a
reflection for your studies and set new personal learning objectives.

♦ Where am I going? (What are the goals?)
♦ How am I going? (What progress is being made towards the goal?)
♦ What should be next steps? (What activities need to be undertaken to make better progress?)
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________

Descriptor A learner
• asks questions to classmates;
• illustrates the ability to express ideas clearly;
• uses appropriate layout in writing reflection;
• expresses opinion using a variety of conjunctions.


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Unit: Our World
Learning objective 8.2.3.1(8.L3) Understand with little or no support most of the details
of an argument in extended talk on a wide range of general and
curricular topics
Assessment criteria • Recognise detailed of an argument in extended conversation
with or without support
Level of thinking skills Knowledge and comprehension

Task 1. You will hear five different people talking about their hobby. For Speakers 1-5, choose
from the list (A-F) the reason why do they do their hobby. Use the letters only once. There is
one extra letter which you do not need to use.
CD1. Tapescript 3.

Speaker 1 … A. It will help me get a well- paid job.
Speaker 2… B. It stops me forgetting special times.
Speaker 3… C. It teaches me to think carefully before doing
something.
Speaker 4… D. It is a good way to meet people.
Speaker 5… E. It makes me a better student.
F. It is a creative thing to do.

Transcript
Speaker 1
I love swimming. I’ve been going to a swimming club since I was five and it’s really special to
me. The reason I think that this is such a special sport is that it’s trained my body and my mind. Swimming has kept me fit, but I believe it’s also helped me to think more clearly. You know
the saying, ‘a healthy body means a healthy mind?’ Well, it’s completely true. I’m sure my
schoolwork is better because I am a healthy person.
Speaker 2
I’m in the school gymnastics team and we’re doing really well this year-we won the cup in
June. It is great to win and you feel good, but the main reason I do gymnastics is to keep fit-I’m
always trying to improve my body. I’ve also got to know a lot of people in the team too. When we’re not training, we usually hang out together, so I guess you could say gymnastics is also my social life. The only problem I have is that sometimes we have to do extra training and I find it hard to do that and my homework too.
Speaker 3
I belong to an after-school club and we play chess twice a week.
It’s great because it’s a game where you really have to use your brain. Some of the members of the club are older than me and they’re very nice to me. They’ve taught me some new moves and my game has really improved. You have to think locally to play the game. Which is good because I think it’s training me to think in the right way and plan things properly. For example, I find that I get on much better with my brother now. We don’t fight like we used to as I think twice before losing my temper.
Speaker 4
Oh, I love collections. I’ve been a collector ever since I can remember. When I was little it was teddies and Barbie dolls, and then as I got a bit older, I started collecting stamps and postcards. I’ve got a huge collection of stamps-all my family and friends save them for me. And I always
buy cards when I go on holiday. It’s a lovely way to remember a holiday. Whenever I take them out of their box and look at them, all these memories just come rushing back. When I finish school, I’m going to travel around the world and add to my collections. That’s what collecting
is to me-a way to remember.
Speaker 5
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Photography is my hobby. I can’t even remember the first time I picked up a camera. I think
taking pictures is something I’ve always done. I know a lot of people take pictures as a way to
remember good times and places but I don’t think that’s why I do it. No, It’s the creativity I
enjoy. I like making something. Each photo is a picture with a story. You know, it’s art. There
are feelings recorded in that picture and there’s the skill of being able to take a good photo. One
day I’d like to be a professional photographer.

Descriptor A learner
• chooses the right information;
• completes the task correctly.


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Unit: Our World
Learning objectives 8.1.8.1(8.C8) Develop intercultural awareness through reading and
discussion
8.3.3.1(8.S3) Give an opinion at discourse level on a wide range of
general and curricular topics
8.3.1.1(8.S1) Use formal and informal registers in their talk on a
growing range of general and curricular topics
8.6.3.1(8.UE3) Use a growing variety of compound adjectives and
adjectives as participles and some comparative structures including not
as…as, much …than to indicate degree on a range of familiar general
and curricular topics

Assessment criteria • Read and discuss about cultural diversity
• Provide a point of view in conversations and discussions
• Apply the difference between formal and informal speech in a
talk
• Apply the rule for compound adjectives and adjectives as
participles and some comparative structures
• Use as … as, much … than to indicate degree

Level of thinking skills Application
Higher order thinking skills

Task 1. Answer these questions. Compare different houses of different cultures and express your
opinion. Do not forget to use the correct form of the adjective comparison.
Teacher can organize learners’ work in pairs.

- Where did Kazak people live in the past?
- Who might live there or might have lived there?
- Why do you prefer that type of house to
another?
- Would you like to live in such a house?



Task 2. Find out more interesting facts about houses of different cultures using degrees
of comparisons
.

Useful phrases:
I think to live in a … is very…
I would never like to live in …. I would rather prefer to live in a … than in a….
I would never like to live in a… I can’t stand living in a…
There might be some problems such as….
In such types of houses it is very difficult
to …
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1. Which of the houses is _____________________________________________ (interesting)?
2. Which of them is _____________________________________________________ (heavy)?
3. Which of them is _______________________________________________________ (light)?
4. Which of the houses is ___________________________________________ (noisy) to live?
5. Which of the houses is ________________________________________________(strange)?
6. Which of houses is __________________________________________ (romantic) to live in?
7. Which of the houses is _____________________________________ (comfortable) to live in?
8. Which of the houses is ______________________________________ (dangerous) to live in?
9. Which of the houses ______________________________________ (inconvenient) to live in?


Descriptor A learner
Task 1 • answers the questions;
• uses useful phrases in speech;
• compares different type of houses;
• expresses his/her opinion on topic;
Task 2 • uses appropriate form of comparative adjectives;
• presents opinion clearly.


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Unit: Daily Life and Shopping
Learning objectives 8.2.7.1(8.L7) Begin to recognize typical features at word, sentence and
text level of a limited range of spoken genres
8.2.1.1 (8.L1) Understand with little or no support the main points in
extended talk on a wide range of general and curricular topics

Assessment criteria • Identify the correct form of a word, appropriate sentence
structure and text layout
• Identify the main ideas in extended talk

Level of thinking skills Knowledge and comprehension

Task 1. Listen about Graham Grant. Fill in the gaps with no more than three words.
CD1. Tapescript 4.
In Britain people want to try more 1______________________________in their lives. In
Japan most jobs are for life. The children start to work hard 2_______________when they leave primary school.
The atmosphere in Junior high school is less relaxed and 3________________.There are about
forty students in each class and discipline is 4___________________. Japanese students don’t
ask questions because it’s considered rude to 5_____________________. They go to extra
classes in the evening and they have 6_______________________hours homework every night.


Task 2. Define whet her the sentences TRUE or FALSE. Put a tick in right column.
TRUE FALSE
1 In Japan people usually have one job for the whole life.
2 Japanese students leave primary school and move to
Junior high school when they are 10 years old.

3 Students ask questions if they don’t understand the
teacher.

4 English schoolchildren don’t go to school on Saturday.
5 Japanese students have club activities during their
holidays.

6 Japanese students feel bored at school and they don’t
like club activities

Transcript
Today we have with us Graham Grant. Graham is now working in England teaching Japanese after two years teaching English in Japan. We want to find out from him about life in a Japanese school. - Graham we all know education is important in every country but they say that in Japan it is
even more important, is this true?
- Well, yes I think it is true for lots of reasons, but I think there is one main reason.
- What is that?
- It’s the Japanese attitude to jobs.
- Sure ly a good job is important to most people
- Yes of course, but in this country, Britain for example, many people expect to and perhaps
want to try more than one job in their lives. You can try lots of things until you find the right job. In Japan it’s different, most jobs are for life. People usually stay with the same company from the
time they leave school or University until they retire. So the children must do well at school to get
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a good job when they leave, because after that it’s too late.
- Doesn’t this mean they have to work hard?
- Yes it does. The hard work starts at twelve when they leave primary school and move to
Junior high school.
- What happens then?
- Well, the atmosphere is different from Primary School, it’s less relaxed and more
competitive. There are about forty pupils in each class and discipline is quite strict. The pupils sit
in rows and before each lesson they stand up and bow to the teacher, just as all Japanese people
bow to each other when they meet. Politeness and respect are very important in Japan. The
teacher talks, the children listen and take notes. They don’t ask questions, it’s considered rude to
question a teacher.
- It sounds different to many English schools.
- Yes it is. And another difference is that they go to school on Saturdays too, so they have
six days of school a week. They also go to special extra schools in the evening, so they are busy
most of the time and they have three or four hours homework every night.
- They must love the holidays.
- Yes they do, but they don’t have much holiday. They go back to school because that’s
when they have club activities: sport clubs, art clubs, and English clubs.
- This is all really interesting Graham but it’s time for a final and important question: Do
they like school?
- Well, yes that’s a question I often asked them and they all said the same: yes we like
school because we have no time to be bored and we love all the club activities.
- Very interesting I think English schools could learn something from Japan. Thank you for
talking to us Graham. I must ring home now and check my daughter is doing her homework and
isn’t watching television.

Descriptor A learner
Task 1 • writes missing words;
• spells the words correctly;
• completes the task;
Task 2 • defines sentences for True and False statements;
• puts a tick in appropriate column.

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Unit: Daily Life and Shopping
Learning objective 8.4.2.1(8.R2) Understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including some
extended texts
Assessment criteria • Find particular facts and parts in reading passage
Level of thinking skills Knowledge and comprehension
Task. Read the text.

Shopping plays an important role in people’s life. Everyone needs food and clothes. Children
can hardly live without toys, books, puzzles, pencils and balls. Teenagers are obsessed with
gadgets, jeans and sunglasses. Males adore cars, watches, TV and music devices, sport and
fishing facilities. Females love dresses, accessories, cosmetics, jewelries, and perfume. All that
can be purchased in supermarkets, boutiques, or shopping centers.
Shopping is a money matter. Every item of goods has an individual price, which depends on
the goods quality. However, the place where it is exposed for selling can also influence the price.
Supermarkets usually offer mass consumption products. The cheapest meat, cheese, drinks,
culinary products, fruits and vegetables can be bought there. Expensive brand garments,
accessories, jewelries and souvenirs are usually exposed in boutiques and modern shopping
centers. Such places are very popular in the periods of season discounts.
Many people believe that shopping is one of the household duties. It is necessary to plan
finances and control them while shopping. But shopping can be an enjoyable activity held in a
trading and entertainment center. This is a possibility to buy the necessary things and have good
time with friends or family members.
Moreover, purchases for special occasions are very pleasant and involving. They help to
recover from everyday stress and have a healing effect. Modern shopping centers offer a relaxing
atmosphere with such entertainment as cinemas, cafes, spa, and children playing grounds.
Communication with friends and family members can make the shopping amazing! Colorful
shopping bags and good memories bring happiness and satisfaction.

Define the sentences as True (T) or False (F) and write.
1. Men and women enjoy buying different things. ___
2. The price of the goods can depend on the place where they are sold. ___
3. Boutiques and modern shopping centers do not have any discounts. ___
4. Shopping can have a healing effect. ___
5. Modern shopping centers offer a great choice of goods but no additional entertainment
such as cinemas, cafes, spa and children playing grounds. ___

Descriptor A learner
• reads the text;
• defines the information as True and False and writes T or F next
to the each sentence.


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Unit: Daily Life and Shopping
Learning objective 8.2.3.1(8.L3) Understand with little or no support most of the detail of
an argument in extended talk on a wide range of general and curricular
topics
Assessment criteria • Identify detail of an argument in extended conversation with
some or no support
Level of thinking skills Knowledge and comprehension

Task. Listen to the dialogue and completes the sentences. Choose the correct answer. It can be
more than one answer for the question.
CD1. Tapescript 5.

1) Diego says he buys ______.
A) more than he should
B) just what he needs
C) things on sale
2) He tries to _____ traveling.
A) save his money for
B) shop only when
C) do lots of
3) She says her boyfriend ______.
A) bought her lots of stuff
B) was good at shopping
C) knew what he wanted
4) What else does she say about him?
A) They were a bad combination.
B) He used his credit card too much.
C) They were in Austria together.
5) They talk about buying ______ .
A) computer goods
B) clothes
C) furniture

Transcript
Silvia: So Diego, you've asked me about shopping, but what about you?
Diego: I think that now I have to pay for everything myself I'm a much more conservative
shopper so I only buy strictly what I need.
Silvia: And that's all.
Diego: I think so, yes.
Silvia: But do you have anything that you can't resist not buying?
Diego: Well, I try to save most of my money because I like to travel. Instead of going shopping, I
try to save as much as I can, and then when I'm traveling, I can do whatever I want and worry less
about money, so that's where ... I mean if I have to say like what is the thing I shop the most, I
would say it's trips. Like I spend most of my disposable income in travels.
Silvia: That's weird because you know I had a boyfriend. He loved to shop. He would shop more
than I, I think.
Diego: Wow!
Silvia: Really good at shopping. We would go to a store, and I really take my time and he will
just point, like just this, this, this, this. Try it on. And they will fit it and they were nice. Ok. Let's
go. He was an experienced at shopping. What do you think about that?
Diego: Well, I think it's a very bad combination because if you're a big shopper and he's a big
shopper, you're a bigger shopper together.
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Silvia: I know. Actually, everyone used to bother us. We were studying in Austria for two months
and every time we went out just to the store to get, I don't know, milk or whatever, we will end up
coming back with bags of stuff. We would just go out for walking around, and every time we
ended up with some bag from shopping.
Diego: Yeah, and you know, shopping is like a really bad cycle because once you buy something you have to buy another thing, and then another thing, and another thing. Like if you buy a new computer, you need a new mouse, and then you need a new webcam, and the big speakers and so
on I think with girls it's the same thing.
Silvia: But with clothes.
Diego: Yes, but with clothes. Silvia: We need the bag and the shoes and the belt. Diego: And one thing gives you another excuse to buy another thing.
Silvia: Yeah, that happens to me often actually.
Diego: OK, so maybe you should stop using your credit cards.
Silvia: Yeah, maybe.

Descriptor A learner
• chooses the right information to complete the sentences;
• chooses more than 1 answer for the questions.


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