Бжб 7 сынып

Methodological recommendations
for Summative Assessment
English
Grade 7

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Methodological recommendations for Summative Assessment are designed to assist
teachers in planning, organizing and carrying out Summative Assessment in “English” for the
Grade 7 learners. Methodological recommendations are aligned with the Subject Programme and
Course plan. Summative Assessment in Grade 7 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to
determine the level of the learning objectives achievement planned for the term. Methodological
recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also this document includes
possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and
marks can be considered as recommendations.
Methodological recommendations are designed for secondary school teachers, school
administrations, educational departments’ seniors, regional and school coordinators in criteriabased assessment and others.

Free access to the Internet resources such as pictures, cartoons, photos, texts, video and
audio materials, etc. have been used in designing these Methodological recommendations.

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Contents
TERM 1. ....................................................................................................................................... 4
SUMMATIVE ASSESSMENT TASKS ...................................................................................... 4
Summative Assessment for the unit “Hobbies and Leisure” ........................................................ 4
Summative Assessment for the unit “Communication and Technology” .................................... 7
TERM 2. ..................................................................................................................................... 11
SUMMATIVE ASSESSMENT TASKS .................................................................................... 11
Summative Assessment for the unit “Holidays and Travel” ...................................................... 11
Summative Assessment for the unit “Space and Earth” ............................................................. 15
TERM 3 ...................................................................................................................................... 19
SUMMATIVE ASSESSMENT TASKS .................................................................................... 19
Summative Assessment for the unit “Entertainment and Media” .............................................. 19
Summative Assessment for the unit“Natural Disasters” ............................................................ 22
TERM 4 ...................................................................................................................................... 26
SUMMATIVE ASSESSMENT TASKS .................................................................................... 26
Summative Assessment for the unit “Healthy Habits”............................................................... 26
Summative Assessment for the unit “Clothes and Fashion” ...................................................... 30

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TERM 1.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit “Hobbies and Leisure”
Learning objectives

Assessment criteria

7. L1 Understand with little support the main points in extended talk
on a limited range of general and curricular topics
7. W8 Spell most high-frequency vocabulary accurately for a
growing range of familiar general topics and some curricular topics
7. W6 Link with little or no support, sentences into coherent
paragraphs using a variety of basic connectors on a range of familiar
general topics and some curricular topics
•
•
•

Identify the main idea in extended talks
Write topic related words correctly
Connect sentences into paragraphs with basic connectors
and linking words with some support

Level of thinking skills

Knowledge and comprehension
Application

Duration

20 minutes

Listening
Task1. Listen to two people talking about their free time. Are the sentences True or False? You
will listen to the recording twice. CD2. Tapescript 1.
Example: Jack likes rock music. True
1. Jack does not love watching sport.
2. Jack loves horror films.
3. Jack sees his sister every week.
4. Jenny likes Chinese food and Jack loves Mexican food.
5. Jenny loves soap operas.
6. Jenny likes flying.

_______
_______
_______
_______
_______
_______

Writing
Task 2. Write sentences about your hobby. You should write full sentences. Use some
connectors and linking words but, and, because, when, while, etc. Include the following
information:
Example: I like skiing because it is a healthy activity.
What your hobby is?
_____________________________________________________________________________
_______________________________________________________________
When and who you usually do it with?
_____________________________________________________________________________
_______________________________________________________________
Why you like doing it?
_____________________________________________________________________________
_______________________________________________________________
Is your hobby popular among teenagers?
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_____________________________________________________________________________
_______________________________________________________________
Assessment criteria

Task

Identify the main idea
in extended talks.
1

Write topic related
words correctly.
Connect sentences into
paragraphs with basic
connectors and linking
words with some
support.
Total marks

2

Descriptor
A learner
writes False;
writes True;
writes False;
writes False;
writes True;
writes False;
gives full answer, using linking words and basic
connectors;
writes with grammar accuracy;
spells the words correctly;
writes a coherent paragraph.

Mark
1
1
1
1
1
1
1
1
1
1
10

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Rubrics for providing information to parents on the results of Summative Assessment for the unit “Hobbies and Leisure”
Learner’s name ________________________

Assessment
criteria
Identify main idea in
extended talks.

Level of learning achievements
Low
Middle
Experiences challenges in identifying Experiences difficulties in identifying
the main idea in extended talk.
the main idea in extended talk. Makes
mistakes in marking sentences for True
and False statements while listening.

Write topic related
words correctly.
Connect sentences into
paragraphs with basic
connectors and linking
words with some
support.

Experiences difficulties in giving full
answers, in using linking words and
basic connectors, and in spelling
topic related vocabulary. Writes with
insufficient grammar accuracy.
Number of words is limited.

Makes mistakes in giving full answers
in using linking words and basic
connectors, and in spelling topic related
vocabulary. Writes with some grammar
mistakes. Number of words is
insufficient.

High
Confidently identifies the main
idea in extended talk. Mark
sentences True and False
correctly.

Feels confidence in giving full
answers, in using linking words
and basic connectors, and in
spelling topic related
vocabulary. Writes with
grammar accuracy. Number of
words is reasonable.

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Summative assessment for the unit “Communication and Technology”
Learning objectives

Assessment criteria

7.R2 Understand specific information and detail in texts on a range
of familiar general and curricular topics
7.S2 Ask complex questions to get information about a limited
range of general topics and some curricular topics
7.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
•
•
•

Realise particular facts and details in reading passage;
Make up complex interrogative sentences to get information
about the topic
Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences

Level of thinking skills

Knowledge and comprehension
Application
Higher order thinking skills

Duration

20 minutes

Reading
Task 1. Read the text and complete the task.
Kate and the Internet
Kate's first class starts at eight o’clock in the morning and it is 1.30a.m now. The only
sound that you can hear in Kate's small room is the clicking of a computer keyboard. Her mum
does no longer know what to do. Every day, it’s the same. “Kate does no longer pay attention to
her studies or to the report she has to present next week. She ignores all types of homework. Her
mother says: “She cares only about the conversations she carries on with people from all over the
world without caring about her grades or her friends in real life”.
The Internet access in American households increases, that’s why the number of
teenagers who spend a long time of their lives online, has increased too. Psychologists say:
“Look out! An increasing number of teens is going into a new form of addiction”. In an
interview Kate declared: “I'm destroying my future and I am becoming isolated from the
society,” “I failed English last year... I didn’t care about my studies but at least, I feel free. In
fact, I can talk to others about any topic without being afraid of the consequences”.

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Match parts of sentences in column (A) with parts of sentences in column (B). Write the
answers in column (C).
Example: 0.The only sound that you can hear in Kate's small room
d) is the clicking of a computer keyboard.0-d
(A)

(B)

(C)

1. Kate spends a long
time online,

a) a big number of teenagers have become
addicted to the net.

1._____

2. Psychologists think
that

b) is just one consequence of this type of
addiction.

2._____

3. Isolation from society

c) and she doesn’t care about her school results.

3._____

Speaking
Task 2. Read the examples and make up your own questions. Ask and answer them. Assess each
other according to the Assessment sheet.
Learners work in pairs. Firstly, one learner answers the questions the second learner assesses
him/her on the criteria then they swap the roles. Teacher decides and includes in the Assessment
sheet what vocabulary will be checked in this speaking task.
Example:
1. What piece of technology can’t you live without? Why?
2. How often do you watch TV? Explain your answer.
3. What’s your favourite gadget to communicate with friends? Explain your answer.
Possible answers:
1. I can’t live without a cell phone because of its practical use.
2. I watch TV only at weekends, because I don’t have much time.
3. I’m fond of a cell phone and the reason is that it connects me to the world.
Name____________________________
Date_____________________________
Assessment sheet
Criteria

Yes

No

Learner uses at least 5 words on “Communication and Technology”.
Learner speaks without long stoppings.
Learner asks at least 5 questions.
Learner answers at least 5 questions.
Learner gives advice for future improvements.

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Assessment criteria

Task

Realise particular facts and
details in reading passage.

1

Make up complex
interrogative sentences to
get information about the
topic.
Apply topic related
vocabulary in speech
appropriately arranging
words and phrases into
well-formed sentences.
Total marks

2

Descriptor
A learner
writes 1-с;
writes 2-a;
writes 3-b;
uses at least 5 words on “Communication and
Technology”;
speaks without long stoppings;
asks at least 5 questions;
answers at least 5 questions;
gives advice for future improvements.

Mark
1
1
1
1
1
1
1
1

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Rubrics for providing information to parents on the results of Summative Assessment for the unit “Communication and Technology”
Learner’s name ________________________

Level of learning achievements
Assessment criteria

Low

Middle

High

Realise particular facts and details
in reading passage.

Experiences great difficulties in
realizing particular facts and parts
in reading passage.

Makes mistakes in identifying facts
and parts in matching exercise.

Feels confidence in identifying
facts and parts in the reading
passage.

Make up complex interrogative
sentences to get information about
the topic.
Apply topic related vocabulary in
speech appropriately arranging
words and phrases into wellformed sentences.

Demonstrates limited choice of
topical vocabulary in asking and
answering the questions.
Speaks making long pauses that
makes utterances not
understandable.

Demonstrates a good choice of
topical vocabulary in asking and
answering the questions.
Speaks making pauses that do not
interfere with understanding.

Demonstrates a wide choice of
topical vocabulary in asking
and answering the questions.
Speaks with natural pauses and
makes a clear speech.

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TERM 2.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit “Holidays and Travel”
Learning objectives

Assessment сriteria

7.L5 Recognise the opinion of the speaker(s) in supported
extended talk on a range of general and curricular topics
7.W7 Use with minimal support appropriate layout at text level
for a growing range of written genres on familiar general and
curricular topics
•
•

Identify the position of speakers in an extended talk with
some support
Write a text keeping the layout and format of a given genre
with a little support

Level of thinking skills

Knowledge and comprehension
Application

Duration

20 minutes

Listening
Task 1. Listen to the conversation and answer the questions. CD2. Tapescript 2.
Go to the following link to listen to the information:
http://www.esl-lab.com/flight/flightrd1.htm
1. What this talk is about?
2. How many people in a talk?
3. What preferences does a caller request?
Task 2. Choose the right answer A, B, C or D.
Example:0.What date is flight reservation going to be?
A) 21
B) 22
C) 23
D) 24
1. What is the man's destination?
A) Salt Lake City, USA
B) New York City, USA
C) Helsinki, Finland
D) Stockholm, Sweden
2. When is the man's departure date?
A) the twenty-first
B) the twenty-second
C) the twenty-third
D) the twenty-fourth

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3. What is the flight number for the second half of his journey?
A) 555
B) 90
C) 1070
D) 830
4. How long is the man's layover between flights?
A) less than an hour
B) less than two hours
C) less than three hours
D) more than three hours
5. What request did the man make regarding his flight?
A) He asked for a specially-prepared dinner.
B) He wanted an aisle seat.
C) He requested a bassinet for his baby.
D) He asked for a seat near the front of the plane.

Writing
Task 3. Write a postcard to a friend. You may answer the questions while you are writing.
•
•
•
•
•
•
•
•

Who will you write to?
Where are you?
Are you having a good time?
Where are you staying?
What is the place like?
What are the people like?
What did you do yesterday?
What are you doing tomorrow?

Example of the postcard

Sample sheet for Postcard

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Assessment criteria

Task

Identify the position of
speakers in an extended talk
with some support.

1

2

Write a text keeping the
layout and format of a given
genre with little support.

Total marks

3

Descriptor
A learner
answers for the 1st question
answers for the 2nd question
answers for the 3rd question
chooses 1-C;
chooses 2-B;
chooses 3-B;
chooses 4-B;
chooses 5-A;
writes with structure which is
logically organized;
spells the words correctly;
writes with grammar accuracy;
uses topic related vocabulary correctly

Mark
1
1
1
1
1
1
1
1
1
1
1
1
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Rubrics for providing information to parents on the results of Summative Assessment for the unit “Holidays and Travel”
Learner’s name ________________________

Level of learning achievements
Assessment criteria
Low

Middle

High

Identify the position of speakers
in an extended talk with some
support.

Experiences challenges in
identifying the position of
speakers.

Makes mistakes in identifying the
right answers to the questions in the
talk.

Confidently identifies the right
answers to the questions in the talk.

Write a text keeping the layout
and format of a given genre with
a little support.

Experiences challenges in writing
the postcard about holidays with
some support on the example.
Answers with limited vocabulary
and incorrect structure. Misuses
tenses and spells the topical
words incorrectly.

Makes mistakes in writing the
postcard about holidays with some
support on the example.
Answers with a good choice of
vocabulary and structure. Uses some
tenses and spells some topical words
incorrectly.

Feels confidence in writing the
postcard about holidays with some
support on the example.
Answers with a wide choice of
vocabulary and an appropriate
structure. Correctly uses tenses and
spells topical words accurately.

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Summative assessment for the unit “Space and Earth”
Learning objectives

Assessment criteria

7.R5 Deduce meaning from context in short texts on a growing
range of familiar general and curricular topics
7.R7 Recognise typical features at word, sentence and text level in a
range of written genres
7.S3 Give an opinion at discourse level on a growing range of
general and curricular topics
7.S6 Begin to link comments with some flexibility to what others
say at sentence and discourse level in pair, group and whole class
exchanges
•
•
•
•

Identify the meaning and details of the reading texts
Identify the correct form of a word, appropriate sentence
structure and text layout
Provide a point of view in conversations and discussions
Interact in a pair, group and a whole class work presenting
logically connected information with ideas of other people

Level of thinking skills

Knowledge and comprehension
Application
Higher order thinking skills

Duration

20 minutes

Reading
Task 1. Read the text and answer the questions.
Example:0.Is Pluto no longer a planet? Yes, It is
Is Pluto a Planet?
‘Dwarf’ is a very little star
Many people are saying that Pluto is no longer a planet. National Geographic News says
that, according to the International Astronomical Union, a full planet is an object that orbits the
sun and is large enough to have become round due to the force of its own gravity. Because Pluto
doesn't meet these standards, the International Astronomical Union classifies Pluto as a dwarf
planet. Not everyone agrees that this is a good way to decide, though. Andy Cheng, a planetary
scientist at Johns Hopkins University, says that the new rules aren't clear enough and asks the
question “how round is round?” “...I'll still continue to maintain that Pluto is a planet," he said.
Owen Gingerich is an astronomer and historian at Harvard University in Cambridge. He
favored a special distinction for Pluto. Gingerich supported a proposal to call the big eight
planets classical planets—as opposed to just plain "planets"—and Pluto and the others dwarf
planets, so there would be two classes of planets. He believes that reclassifying Pluto as a dwarf
planet is not "sensitive to the historical and cultural role that Pluto has played." The argument
continues. What do you think it is?

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1. What planet is a full planet?
__________________________________________________________________
2. Is Pluto the only dwarf planet?
__________________________________________________________________
3. How many classes of planets are according to the astronomer?
__________________________________________________________________
Task 2. Connect numbers and letters and find the right pictures.
1.Comets

A. It is the largest object you can see in
the night sky.

2.Craters

B. A small, frozen mass of dust and gas
revolving around the sun.

a

b.
3.Moon

C. They are holes made when a large
moving rock hit the moon.
c.
1
2
3

Speaking

Task 3: Work in a group of 3-4. Answer the questions below.
Teacher assesses the speaking skills of each learner while they are working in a group.
Names____________________________________
Date ___________
Where are you planning to
travel to? Name the planet?
What will you do if you see
aliens or some unusual
animals?
Group Assessment sheet
Criteria

Yes

No

Group answers all the questions.
It was very interesting to listen to group presentation
(name was unusual, animals were strange, etc.).
All learners have the chance to participate in the
discussion.
All learners present logically connected information.

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Assessment criteria
Identify the correct form of a
word, appropriate sentence
structure and text layout.
Identify the meaning and
details of the reading texts.

Task

1

2
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.
Total marks

3

Descriptor
A learner
writes ‘A full planet is an object
that orbits the sun and is large
enough to have become round due
to the force of its own gravity’.
writes ‘No, it is not’;
writes ‘There are two classes of
planets’;
chooses 1 B-c;
chooses 2 C-a;
chooses 3 A-b;

Mark
1

Additional
information
Answer can
be shorter.

1
1
1
1
1

answers the questions;
participates in the discussion;

1
1

presents logically connected
information.

1

9

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Rubrics for providing information to parents on the results of Summative Assessment for the unit “Space and Earth”
Learner’s name ________________________

Assessment criteria

Level of learning achievements
Low

Middle

High

Identify the meaning and details of
the reading texts.
Identify the correct form of a
word, appropriate sentence
structure and text layout.

Experiences difficulties in identifying
the meaning and details of the reading
text. Answers questions and matches
words with the definitions incorrectly.

Makes mistakes in identifying the
meaning and details of the reading text.
Makes mistakes in answering questions
‘A full planet is an object that orbits the
sun and is large enough to have become
round due to the force of its own
gravity’./ ‘No, it is not’./ ‘There are two
classes of planets’ and in matching
words with their definitions.

Confidently identifies the
meaning and details of the
reading passage and matches
words with the definitions
correctly. Answers questions
appropriately according to the
text.

Provide a point of view in
conversations and discussions.
Interact in a pair, group and a
whole class work presenting
logically connected
information with ideas of other
people.

Experiences difficulties in answering
the questions. Feels troubles to
participate in a group discussion.
Presents illogically connected
information.

Makes mistakes in answering the
questions. Participates in a group
discussion. Presents some connected
information.

Confidently answers the
questions. Participates in a
group discussion actively.
Presents logically connected
information.

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TERM 3SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit “Entertainment and Media”
Learning objectives

Assessment criteria

7.L2 Understand with little support most specific information in
extended talk on a limited range of general and curricular topics
7.W3 Write with moderate grammatical accuracy on a limited range
of familiar general and curricular topics
7.W4 Use with some support style and register appropriate to a
limited variety of written genres on general and curricular topics
•
•
•

Identify facts and details in extended talks with little support
Demonstrate the ability to write grammatically correct
sentences on familiar topics
Write a text keeping appropriate format and plan of a given
genre

Level of thinking skills

Knowledge and comprehension
Application

Duration

20 minutes

Listening
Task 1. Listen to the tape and circle the right answer. You will listen twice.
CD2. Tapescript3.
1. Where does the young girl want to go with her father?
A)to the park
B) to the movies
C) to the swimming pool
D) to the gymnasium
2. Who are they going with?
A) the girl's mother
B) the girl's best friend
C) the girl's older brother
D)the girl’s cousin
Continue listening to fill the table in.
3. the right time they most likely to leave
4. activity the girl wants to do later
5. activity the father suggests them do at the end of the day

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Writing
Task 2. Write a short newspaper note on the topic “Family entertainment”. Look at the pictures
below and find some ideas for your writing. In the provided box you will find some phrases for
organization of your note.
Useful vocabulary: often, once a week, usually, seldom, never,
to show how to …, set a good example, teach proper behavior, help,
to overcome difficulties, understand, communicate, collaborate, socialize.
What do you do together with your family?
Why does work together make family stronger?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Play computer games

Go to the amusement park

Spend time socializing

Watch and discuss films

Participate in sport together

Read and discuss books

Assessment criteria
Identify facts and details in
extended talks with little
support.

Demonstrate the ability to write
grammatically correct sentences
on familiar topics.
Write a text keeping appropriate
format and plan of a given
genre.
Total marks

Task

1

2

Descriptor
Mark
A learner
writes B
1
writes A
1
writes ‘2:00 PM’
1
writes ‘to go to the beach’
1
writes ‘to go/go to a restaurant’
1
chooses words that will make the writing
1
clear and interesting to the reader;
uses strong verbs, sensory words,
1
and precise nouns in places that help create
a picture;
provides grammatically correct sentences;
1
writes with a structure that fits the purpose.
1
9

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Rubrics for providing information to parents on the results of Summative Assessment for the unit “Entertainment and Media”
Learner’s name ________________________
Assessment
criteria

Level of learning achievements
Low

Middle

High

Identify facts and details in Experiences challenges in identifying facts
extended talks with little
and details of conversation while listening.
support.

Makes mistakes in answering the
questions and filling in the table with
appropriate words. ‘2:00 PM’/
‘to
go to the beach’/‘to go/go to a
restaurant’

Confidently identifies the facts
and details of the conversation.
Completes the task correctly.

Demonstrate the ability to
write grammatically
correct sentences on
familiar topics.
Write a text keeping
appropriate format and
plan of a given genre.

Feels some troubles in choosing words
that help create a note. Writes with
some grammar accuracy. Structure of
writing is unclear. Number of words is
insufficient.

Confidently chooses words that
help create a note. Writes with
grammar accuracy. Structure of
writing is appropriate.
Number of words is reasonable.

Experiences challenges in choosing words
that help create a note. Writes with
insufficient grammar accuracy. Structure of
writing is inappropriate. Number of words
is limited.

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Summative assessment for the unit “Natural Disasters”
Learning objectives

Assessment criteria

7.R2 Understand specific information and details in texts on a
range of familiar general and curricular topics
7.S5 Keep interaction with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
•
•

Identify particular facts and parts in reading passage
Support a talk with peers while agree, disagree and
discuss the order of actions and plans to fulfill the tasks

Level of thinking skills

Knowledge and comprehension
Higher order thinking skills

Duration

20 minutes

Reading
Task 1. Read the text and mark the sentences True or False.
Haiti in Ruins After Huge Earthquake
Television pictures are slowly beginning to show how great the damage is in Haiti
following the huge earthquake on Tuesday. A magnitude 7.3 quake, just 16km from the capital,
hit the Caribbean nation as people were going home after work. Much of the country has been
devastated. Many major buildings in the capital Port-au-Prince have collapsed, including the
Presidential Palace and the UN headquarters. Haiti's President Rene Preval described the scene
in the capital as "unimaginable". The Red Cross says up to 3 million people have been affected.
Mr. Preval fears "well over 100,000 people" may have died.
Haiti's ambassador to the USA, Raymond Joseph, said there was "no way of estimating"
how many casualties there were. Countries around the world are acting quickly to send whatever
help they can to Haiti. Haiti is one of the poorest countries in the world. More than half of its
people live below the poverty line on less than two dollars a day. It is one of the poorestequipped countries on Earth to deal with such a catastrophe. The nation was still trying to
recover from being hit by four deadly hurricanes in 30 days in 2008. Its economy is in ruins and
it has a long history of corruption and coups.
Example: The earthquake that hit Haiti was a magnitude 16 in strength.

False

1. Most Haitians were having their breakfast when the earthquake hit.
2. The President’s palace was in ruins after the earthquake.
3. The article says Haiti’s president believes 3 million people are suffering.
4. Haiti’s ambassador to the US has a good idea of casualty figures.
5. Most Haitians are so poor they live on less than two dollars a day.
6. Haiti was hit by four different hurricanes in 2008.

_______
_______
_______
_______
_______
_______

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Speaking
Task 2. Choose the question and be ready to answer it after the teacher starts the conversation.
You should add your ideas to the class discussion.
Teacher organizes a Socratic seminar which helps teacher to assess learners while they are
speaking on the topic ‘Natural Disasters’. Learners are sitting in a circle and answering the
question which teacher prepared and cut down beforehand.
These are some rules to this task:
1.
2.
3.
4.
5.

Ask questions if you do not understand what someone has said
You do not need to raise your hand to speak.
Pay attention to your “airtime”.
Don’t interrupt.
Don’t put down the ideas of another learner.

Example: What are the safety rules for an earthquake emergency?
Learner’spossible answer:
Don’t panic.Get under a table or a desk. Check for injuries.Call emergency services to get help
for injured persons. Leave the room. Exit the building.Once outside, move to the evacuation
assembly point. Wait for further instructions.
What can be done to prevent
natural disasters?
What are possible preventive
measures?

How can we help victims of
a natural disaster?

What problems do people
have after a natural
disaster?

Could the Internet be helpful
in case of a disaster? In what
way?

Have you ever seen a
natural disaster movie?

In your opinion, what’s the
worst natural disaster?
Why?

Assessment Sheet
Criteria
Learner uses at least 5 words on ‘Natural Disasters’ topic.
Learner gives a full answer to the question from the card.
Learner asks at least 2 questions.
Learner answers at least 2peers’ questions.

Yes

No

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Assessment criteria

Task

Identify particular facts and
parts in reading passage.

1

Support a talk with peers
while agree, disagree and
discuss the order of actions
and plans to fulfill the tasks.

2

Total marks

Descriptor
A learner
writes ‘False’;
writes ‘True’;
writes ‘False’;
writes ‘False’;
writes ‘True’;
writes ‘True’.
uses at least 5 words on ‘Natural Disasters’
topic;
gives a full answer to the question from the
card;
asks at least 2 questions.
answers at least 2 peers’ questions.

Mark
1
1
1
1
1
1
1
1
1
1
10

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Rubrics for providing information to parents on the results of Summative Assessment for the unit “Natural Disasters”
Learner’s name ________________________
Assessment
criteria

Level of learning achievements
Low

Middle

High

Identify particular facts
and parts in the reading
passage.

Experiences challenges in identifying
particular facts and parts in the reading
passage.

Makes mistakes in identifying
particular facts and parts in the
reading passage for True and
False statements.

Confidently identifies particular
facts and parts in the reading
passage. Completes the task
correctly.

Support a talk with peers
while agree, disagree and
discuss the order of actions
and plans to fulfill the
tasks.

Experiences challenges in demonstrating
rich and vivid vocabulary in talking about
the topic. Experiences difficulties in
answering the questions. Feels troubles to
participate in a group discussion.

Makes mistakes in using rich
and vivid vocabulary in talking
about the topic. Makes mistakes
in answering the questions using
some creativity.
Participates in a group
discussion.

Confidently demonstrates rich and
vivid vocabulary in talking about
the topic. Confidently answers the
questions. Participates in a group
discussion actively.

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TERM 4
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit “Healthy Habits”
Learning objectives

Assessment criteria

7.L6 Deduce meaning from context with little support in extended
talk on a limited range of general and curricular topics
7.W5 Develop with some support coherent arguments supported
when necessary by examples and reasons for a limited range of
written genres in familiar general and curricular topics
7.W9 Punctuate written work at text level on a growing range of
familiar general and curricular topics with some accuracy
•
•
•

Figure out the content of a conversation with some support
in extended talk
Evolve arguments, reasons, and evidence for a limited range
of written genres
Use punctuation marks in a piece of writing

Level of thinking skills

Application
Higher order thinking skills

Duration

20 minutes

Listening
Task 1. Listen to the conversation and fill in the gaps. Use NO MORE THAN THREE WORDS.
CD2. Tapescript4.
Go to the following link to listen to the information: http://www.listenaminute.com/h/health.html

I never used 0. to worry about my health until recently. When I was a kid, I did loads of
1______________. Even in my twenties and thirties I was very fit and never ill. I have been
lucky all my life – always in the best of 2___________. I rarely get even 3__________. I
suppose time catches up with you. Now I seem to be getting lots of little
4____________________. I should go to the doctor for a health check, but I’m too busy. The
older you get, the more you worry about your health. One good thing is that I’m eating more
5_______________now than ever before. I no longer have fast food and 6________________. I
also sleep a lot more. I’ve read that getting seven or eight hours sleep every night is one of the
best things you can do for your health.

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Writing
Pre - writing activity.
Part 1. Look at some healthy habits pictures and brainstorm your ideas.

Part 2. Write down about 4 healthy habits you know:
Introduction: what healthy habits you know and what the most important are
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Main body:
_________________ is good for your____________________ Example ___________
_____________________________________________________________________
_____________makes better_______________________________________ Example
______________________________________________________________________
______________________________________________________________________
_________________ improves and you feel ___________________________Example
______________________________________________________________________
______________________________________________________________________
__________________ is good for your ___________________ Example ___________
______________________________________________________________________
Conclusion: give your own opinion why healthy habits are important in a human life.
______________________________________________________________________
______________________________________________________________________

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Assessment criteria

Task

Figure out the content of a
conversation with some support in
extended talk.
1

Evolve arguments, reasons, and
evidence for a limited range of written
genres.
Use punctuation marks in a piece of
writing.

Total marks

2

Descriptor
A learner
writes ‘exercise’;

Mark
1

writes ‘health’;

1

writes ‘a cold’;

1

writes ‘aches and pains’;

1

writes ‘healthily’;

1

writes ‘midnight snacks’;

1

supports arguments/ main idea with
example and/or reasons;
writes with structure that works well
for the topic, purpose, and audience;
orders paragraphs to support
development of ideas;
punctuates written work.

1
1
1
1
10

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Rubrics for providing information to parents on the results of Summative Assessment for the unit “Healthy Habits”
Learner’s name ________________________
Level of learning achievements
Assessment
criteria

Low

Middle

High

Figure out the content of a Experiences challenges in
conversation with some identifying the content of the
support in extended talk.
conversation. Feels great troubles
in filling in the gaps correctly.

Makes mistakes in identifying the content
of the conversation. Feels troubles in filling
in the gaps correctly
1.‘exercise’/ 2. ‘health’/ 3.‘a cold’/
4.‘aches and pains’/ 5. ‘healthily’/
6. ‘midnight snacks’.

Confidently identifies the content of
the conversation. Fills in the gaps
correctly.

Evolve arguments, reasons, Experiences challenges in writing
and evidence for a limited supported arguments with use of
range of written genres.
evidence and examples. The
paragraphs are organized
Use punctuation marks in a inappropriately.
piece of writing.
Feels great troubles in using proper
punctuation marks.

Makes mistakes in writing supported
arguments with evidence and examples.
The written paragraph is understandable for
the reader.
Feels troubles in writing a well- organised
paragraph using proper punctuation marks.

Confidently writes supported
arguments with evidence and
examples. The main idea of the written
work is clear. Writes a well-organized
paragraph. Uses proper punctuation
marks.

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Summative assessment for the unit “Clothes and Fashion”
Learning objectives

Assessment criteria

7.R8 Use familiar and some unfamiliar paper and digital reference
resources with little support to check meaning and extend
understanding
7.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
•
•

Demonstrate the ability to use a dictionary or digital methods
to trace meaning and extend vocabulary
Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences

Level of thinking skills

Application

Duration

20 minutes

Reading
Task 1. Read the definitions below. Find the proper word in the text and insert it into the table.
Look up the words in the dictionary and check the answers.
Learners should use dictionaries or digital on-line tools to check the correctness of the answers.
Example: 0.The place where learners study. The school
Hi! I’m Jeannie and I’m 13 years old. I go to school in our town.
At school we always wear a uniform. Girls wear white shirts, blue skirts and red sweaters
with the school emblem. Boys wear white shirts with blue ties and blue trousers. Their sweaters
are red, too. All of our shoes are black. We don’t like our school uniform. After school my first
thing to do is putting off my uniform. I hate skirts and dresses! I like wearing casual clothes. I
often go skateboarding, so my favourite pieces of clothes are very comfortable. I like trousers,
jeans, shorts, T-shirts, jackets, trainers and I have lots of baseball caps. I never wear dresses and
skirts when I’m not at school. Mum says that I should wear girlish clothes, but they are
uncomfortable for me!
1. Remaining the same in all cases and at all
times; unchanging in form or character.
1. Behaves, looks, or sounds like a young girl.
2. Relaxed and used every day/informal style.
3. A thing serving as a symbol of a particular
nation or organization.
4. A part of something.
5. Physically relaxed and free.

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Speaking
Task 2. Choose the question and be ready to answer it after the teacher starts the conversation.
You should add your ideas to the class discussion.
Teacher organizes a Socratic seminar which helps teacher to assess learners while they are
speaking on the topic “Clothes and Fashion” . Learners are sitting in a circle and answering the
question which teacher prepared and cut down beforehand.
These are some rules to this task:
1.
Ask questions if you do not understand what someone has said
2.
You do not need to raise your hands to speak.
3.
Pay attention to your “airtime”.
4.
Don’t interrupt.
5.
Don’t put down the ideas of another learner.
Example: What kinds of clothes are in fashion now?
Learner’s possible answer: I am not a modern person and I do not trace fashion and clothes. I
think my personal style is casual.
Assessment Sheet
Criteria
Learner uses at least 5 words on ‘Clothes and Fashion’ topic.
Learner gives a full answer to the question from the card.
Learner asks at least 2 questions.
Learner answers at least 2 peers’ questions.

Yes

No

How much money do you
spend on clothes? Have
you ever worn clothes from
elder brothers or sisters?

Have you ever bought
second-hand clothes?
Why or why not?

Do you have any tattoos or
piercings?
What do you think of them?

What is the traditional dress
where you live?
Is it comfortable?
Do you ever wear it?

In what way does your
grandmother or grandfather
dress differently from you?

Is there a dress code at school
or at work? Talk about it.
What about going to parties or
clubs?

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Assessment criteria
Demonstrate the ability to
use a dictionary or digital
methods to trace meaning
and extend vocabulary.

Apply topic related
vocabulary in speech
appropriately arranging
words and phrases into
well-formed sentences.
Total marks

Task

1

2

Descriptor
A learner
writes ‘uniform’
writes ‘girlish’
writes ‘casual’
writes ‘emblem’
writes ‘piece’
writes ‘comfortable’
uses at least 5 words on ‘Clothes and
Fashion’ topic;
gives a full answer to the question from the
card;
asks at least 2 questions.
answers at least 2 peers’ questions.

Mark
1
1
1
1
1
1
1
1
1
1
10

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Rubrics for providing information to parents on the results of Summative Assessment for the unit “Clothes and Fashion”
Learner’s name ________________________
Level of learning achievements
Assessment criteria
Low

Middle

High

Demonstrate the ability to
use a dictionary or digital
methods to trace meaning
and extend vocabulary.

Experiences challenges in matching a
definition with a proper word. Makes a
lot of mistakes in answers while
checking the words in a dictionary.

Have troubles in matching a definition
with a proper word. Makes mistakes in
answers 1. uniform/ 2. girlish
/3.casual/ 4. emblem/ 5. piece/ 6.
comfortable while checking the words
in a dictionary.

Confidently matches a definition
with a proper word. Makes few
mistakes in answers while checking
the words in a dictionary.

Apply topic related
vocabulary in speech
appropriately arranging
words and phrases into
well-formed sentences.

Experiences challenges in demonstrating
rich and vivid vocabulary in talking
about the topic. Experiences difficulties
in answering the questions. Feels
troubles in participating in a group
discussion.

Makes mistakes in using rich and
vivid vocabulary in talking about the
topic. Makes mistakes in answering
the questions.
Participates in a group discussion.

Confidently demonstrates rich and
vivid vocabulary in talking about the
topic. Confidently answers the
questions. Participates in a group
discussion actively.

33