Essay:My profession

Methodological recommendations
for Summative Assessment
English
Grade 8

Methodological recommendations for Summative Assessment are designed to assist teachers
in planning, organizing and carrying out Summative Assessment in “English language” for the
Grade 8 learners. Methodological recommendations are aligned with the Subject Programme and
Course plan. Summative Assessment in Grade 8 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine
the level of the learning objectives achievement planned for the term. Methodological
recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also this document includes possible
levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be
considered as recommendations.
Methodological recommendations are designed for secondary school teachers, school
administrations, educational departments’ seniors, regional and school coordinators in criteria-based
assessment and others.

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

2

CONTENTS
TERM 1......................................................................................................................................... 4
SUMMATIVE ASSESSMENT TASKS ...................................................................................... 4
Summative assessment for the unit «Our World» ........................................................................ 4
Summative assessment for the unit «Daily Life and Shopping» .................................................. 9
TERM 2....................................................................................................................................... 13
SUMMATIVE ASSESSMENT TASKS .................................................................................... 13
Summative assessment for the unit «Entertainment and Media» ............................................... 13
Summative assessment for the unit «Sport, Health and Exercise» ............................................. 19
TERM 3....................................................................................................................................... 23
SUMMATIVE ASSESSMENT TASKS .................................................................................... 23
Summative assessment for the unit «The Natural World» ......................................................... 23
Summative assessment for the unit «Travel and Transport» ...................................................... 28
TERM 4....................................................................................................................................... 32
SUMMATIVE ASSESSMENT TASKS .................................................................................... 32
Summative assessment for the unit «Food and Drink»............................................................... 32
Summative assessment for the unit «The World of Work» ........................................................ 37

3

TERM 1.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit «Our World»
Learning objectives 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 range of general topics, and some curricular topics
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

Level of thinking
skills
Duration

• 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
• Identify the main ideas in extended talks with little or no support
Knowledge and comprehension
Higher order thinking skills
20 minutes

Speaking
Task 1. Discuss statements with your partner saying whether you agree or disagree with
him/her. Provide explanation to your answer. Answer the questions while speaking. You should
speak at least 2 minutes.
Learners talk in pairs on such topics as: family, relations with other people, hobbies and
interests, house and homes. Firstly, one learner provides explanation then they swap the roles.
Card 1
Family is the most important thing in the world.
1. What comes to mind when you hear the word ‘family’?
2. How important is your family to you?
3. When do you need your family most?
4. Do you get on well with all of your family members?

Card 2
It is better to live in a house rather than in a flat.
1. Which alternative (a house or a flat) would
you prefer to live in?
2. What do you like about your home? What
don't you like?
3. Do you like the location of your home?
4. What is your dream home?
4

Card 3
Friends are the family we choose for ourselves.
1. Are friends sometimes more important than
family?
2. Why do you like them?
3. What do you do together?
4. How do you make new friends?

Card 4
One friend can change your whole life.
1. What makes a friend a best friend?
2. Do you agree with the expression “a friend
in need is a friend in deed”?
3. How similar are you to your friends?
4. Do you think you have a special
understanding with your friends?
Card 5
Happy is a man who is living by his hobby.
1. Why do people need hobbies?
2. What is your hobby? Is your hobby safe or
dangerous?
3. Can you make money from doing your hobby?
4. What is a popular hobby in your country?

Listening
Task 2. Listen to the speakers and choose the best answer A, B, C or D. You will listen to the
recording twice. CD2. Tapescript 1.
Transcript can be found after the rubrics.
1. Speaker A is talking about her _______________.
A) best friend
B) nurse
C) neighbour
D) grandmother
2. Speaker B is talking about his _______________.
A) childhood friend
B) big brother
C) best friend
D) next-door neighbor
5

3. Speaker C is talking about her _______________.
A) boyfriend
B) childhood friend
C) neighbor
D) best friend
4. Speaker D is talking about his _______________.
A) best friend
B) childhood friend
C) classmate
D) girlfriend
5. Speaker E is talking about her _______________.
A) boyfriend
B) best friend
C) childhood friend
D) classmate

Assessment criteria

Task

Descriptor

Mark

A learner
Support a talk with
peers while agree,
disagree and discuss
the order of actions and
plans to fulfill the
tasks.
Apply topic related
vocabulary in speech
appropriately arranging
words and phrases into
well-formed sentences.
Identify the main ideas
in extended talks with
little or no support.

uses vocabulary words on the topic;

1

conveys ideas clearly;

1

pronounces words and phrases correctly;
1

answers to the questions properly;

1
1

uses grammatically correct sentences;
1

2

chooses 1-C;

1

chooses 2-B;

1

chooses 3-D;

1

chooses 4-B;

1

chooses 5-A.

1

Total marks

10

6

Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Our World»
Learner’s name_______________________________________________________
Assessment criteria
Support a talk with peers
while agree, disagree and
discuss the order of actions
and plans to fulfill the tasks
Apply topic related
vocabulary in speech
appropriately arranging words
and phrases into well-formed
sentences
Identify the main ideas in
extended talks with little or no
support.

Low
Experiences challenges in
presenting ideas on topic, in
using appropriate vocabulary and
grammatical structures in a talk.
Answers most of the questions
incorrectly.

Experiences difficulties in
choosing an appropriate word or
short phrase for each gap while
identifying main idea in extended
talks.

Level of learning achievements
Middle
States his/her point of view uncertainly without
good reasoning. Demonstrates insufficient use of
appropriate vocabulary and grammatical
structures. Makes some mistakes in answers.

Makes mistakes in choosing appropriate words
or short phrases for each gap: neighbour/ big
brother/ best friend/ childhood friend/boyfriend
while identifying main idea in extended talks.

7

High
Demonstrates well-reasoned
speech actively. Confidently
demonstrates a range of
vocabulary in a talk. Uses
appropriate grammatical
structures. Correctly answers
the questions.

Confidently chooses an
appropriate word or short
phrase for each gap while
identifying main idea in
extended talks.

Transcript 1
A (Girl)
She lives next door and she’s always been really important in my life. When we were little
and my mum was working she used to look after us. She would tell us stories about her childhood.
It was like listening to fairy stories; life was so different when she was a child. In her kitchen she
used to keep a special dish with sweets for us, and she baked cakes and pies. Now she doesn’t bake
so much. She’s started to eat more healthy food in her old age, salads and vegetables and things. It’s
funny how she’s changed. She also goes to this special gym class for old people, it’s amazing. I
don’t see her often now, but she’s still the same person, even though her lifestyle has changed.
B (Boy)
He’s four years older than me and that seemed like a huge amount when we were children.
When we were at the same school we’d never talk to each other during school hours. But now when
we’re older it’s a lot better, although I’ll always be the little one, and that’s annoying sometimes.
He’s taken me to rock concerts that I wouldn’t have gone to otherwise and when he was at
university I went to stay with him sometimes. That was really cool. It was great to see what real
student life was like when I was still at school. Now that he’s working he’s really busy, but we still
hang out sometimes. We go to football matches together because we both support our home team.
It’s always good to see him.
C (Girl)
We’ve known each other since we were five and we’ve always got on really well. Well,
apart from that time when we fell out because we both liked the same boy. But he went off with
Heather Jenkins, so we made friends again quite quickly! We both like the same kind of music and
going dancing at the weekend, and when we were younger we went out on our bikes together. At
school we’re good at different things. I’m good at languages and Laura’s good at Maths. That’s
good though – it means that we can help each other with our homework. Next year I’m probably
going to study in London and she’s going to Manchester, but I’m sure our relationship won’t
change.
D (Boy)
His family moved in just a few houses down from us when I was about ten, and I still
remember how excited I felt when I found out that there was another boy on the street was. I’d been
the only boy, you see. The others were all girls. We were good friends from the beginning because
we were into the same things: computers and football, mostly. But we had quite a few of the same
hobbies for a while. I remember making lots of models of aeroplanes one year. Another year we
took up fishing. We had all the equipment and everything and we’d spend ages down by the river. I
don’t go fishing anymore. His family moved away a couple of years ago. We’re still friends on
Facebook but we don’t really have much contact.
E (Girl)
I can remember all the details of when we met. I was wearing a red dress and I’d just had my
hair cut. I can even remember what music was playing the first time I saw him. I knew he was
special from the beginning, and I was right. We’ve been together ever since. Well, it’s only been
eighteen months, and some people say that isn’t very long, but it seems like ages to me. We’ve got
such similar personalities and so much in common. I’m sure we’ll stay together forever.

8

Summative assessment for the unit «Daily Life and Shopping»
Learning objectives

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
8.5.1.1 (8.W1) Plan, write, edit and proofread work at text level with
little support on a range of general and curricular topics
8.5.6.1(8.W6) Link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general topics
and some curricular topics

Assessment criteria

• Realize particular facts and parts in reading passage
• Make a clear plan of writing; Write a text; Check the written draft
• Connect sentences into paragraphs with basic connectors and
linking words

Level of thinking
skills
Duration

Knowledge and comprehension
Application
20 minutes

Reading
Task 1. Read the text carefully. Select if the statements are TRUE or FALSE, put a tick in an
appropriate column and EXPLAIN your choice.
№
Statements
1. The British Prime Minister
goes shopping to M&S.
2. Michael Marks sold things
at a very high price.
3. India takes the leading
position in having M&S
stores.
4. If M&S employees have
health problems, they can
consult medical specialists
from their company.

True

False

Britain’s favourite store
Marks & Spencer is Britain’s favourite store in London.
It attracts a great variety of customers. The Duchess of York
and the British Prime Minister are just a few of its famous
customers. Last year it made a profit of £929 million, which
is more than £18 million a week.
It all started 122 years ago, when a young Polish
immigrant, Michael Marks, had a stall in Leeds market. He
did not have many things to sell: some cotton, a little wool,
many buttons and a few shoelaces. Above his stall he put the now
famous notice: DON’T ASK HOW MUCH – IT IS A PENNY. For
many years, the philosophy of M&S didn’t change – to sell goods
at a moderate price.
9

Explanation

Ten years later, he met Tom Spencer and together they started Penny Stalls in many towns
of England. Today there are over 1300 branches of M&S all over the world – in Britain,
America, Canada, Spain, France, Belgium, Egypt, Russia, Greece, Finland and Hungary.
Britain has the majority of the company’s stores, 852 stores open their doors for all sorts of
customers daily. India takes the leading position among the international stores with 52 stores
there.
The store bases its business on three principles: good value, good quality and good service.
In addition, it changes with the times – once it was all jumpers and knickers. Now it is food,
furniture and flowers as well.
The most important key to its success is its happy staff. Conditions of work are excellent.
There are company doctors, dentists and hairdressers to look after the staff and all the staff can
have lunch for under 40 pence!
Writing
Task 2. Write an essay about daily routine. You should write your essay according to the plan
and structure and it has to be in the present simple. Look at the example that is given below.
Use basic conjunctions for your essay:
• Then, next, after that, or, because, so
• First, second, finally, for example, moreover
Plan of an essay
1. Activities in the morning
2. Activities at the school
3. In the afternoon
4. In the evening
Example of the essay
My name is Aidar. I always wake up at 7 o’clock in the morning then I wash my face and
brush my teeth. After that, I do some exercises then I put my clothes on and prepare my school
bag. Next, I have my breakfast and read a book. At 8 o’clock I go to school and start my classes
at school.
At school I always sit in the first bench and listen to what my teachers say. I take down the
important notes. Then I take part in indoor and outdoor games. After that, I often take my lunch
break and talk with my friends.
Our school breaks up at 2 p.m. Then I come back to my home straight. After taking a little
rest, I go to the playground. I play football with my classmates.
At around 6 p.m. I go back home and take a rest. Next, I usually watch some TV and chat with
my family then I do my homework and help my mother in the house. At 9 o’clock I read a book
and go to sleep.

10

Assessment criteria

Task

Descriptor

Mark

chooses ‘True’ for the 1st statement;
writes an explanation for the 1st statement: The
British Prime Minister is one of a few of its famous
customers.
chooses ‘False’ for the 2nd statement;
writes an explanation for the 2nd statement: He puts
the notice: DON’T ASK HOW MUCH – IT’S A
PENNY and sold things at a moderate price.
chooses ‘False’ for the 3rd statement;
writes an explanation for the 3rd statement: India
takes the leading position only among the
international stores with 52 stores there.
chooses ‘True’ for the 4th statement;
writes an explanation for the 4th statement: There
are company doctors, dentists, hair-dressers and
even chiropodists to look after the staff.
writes an essay according to the plan;
uses Present Simple Tense correctly;
uses appropriate vocabulary;
links ideas logically and clearly;
uses basic conjunctions and linking words.

1
1

A learner
Realize particular
facts and parts in
reading passage.

1

Make a clear plan of
writing; Write a text;
Check the written
draft
Connect sentences
into paragraphs with
basic connectors and
linking words.
Total marks

2

1
1

1
1

1
1

1
1
1
1
1

13

11

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Daily Life and Shopping»
Learner’s name_______________________________________________________
Assessment criteria

Low
Realize particular facts and Experiences challenges in
parts in reading passage.
providing an explanation for the
statements and interpreting the
content of a text.

Make a clear plan of
writing; Write a text;
Check the written draft.
Connect sentences into
paragraphs with basic
connectors and linking
words.

Experiences difficulties writing
an essay based on the plan, in
conveying ideas clearly and
logically, in using appropriate
vocabulary,basic conjunctions
and linking words, in using
appropriate tense form (Present
Simple Tense).

Level of learning achievements
Middle
Experiences some difficulties in providing an
explanation for the statements and interpreting the
content of a text. Makes mistakes in identifying
statements for ‘True’ or ‘False’ in the task and
providing explanation: The British Prime Minister is
one of a few of its famous customers/ (He put the
notice: DON’T ASK HOW MUCH – IT’S A PENNY
and sold things at a moderate price/ India takes the
leading position only among the international stores
with 52 stores there. / There are company doctors,
dentists and hairdressers to look after the staff.
Makes mistakes in writing an essay based on the plan/
in presenting ideas logically and clearly/ in using
appropriate vocabulary / grammar (Present Simple
Tense) / conjunctions and linking words.

12

High
Confidently interprets the
content of a text and gives
an appropriate explanation.
Marks sentences ‘True’ and
‘False’ correctly.

Uses wide range of
grammar, vocabulary, basic
conjunctions and linking
words within the task set,
ideas fulfill the
requirements of the task.

TERM 2
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit «Entertainment and Media»
Learning objectives 8.3.1.1(8.S1) Use formal and informal registers in their talk on a
growing range of general and curricular topics
8.3.6.1(8.S6) Link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
8.2.2.1(8.L2) Understand with little or no support most specific
information in extended talk on a wide range of general and curricular
topics
Assessment criteria • Differentiate between formal and informal speech in a talk
• Interact in a pair, group and whole class work presenting logically
connected information with ideas of other people
• Identify specific facts and details in extended talks
Knowledge and comprehension
Level of thinking
Application
skills
Duration

20 minutes

Speaking
Task 1. Choose the question from the card on the topic “Entertainment and Media” and be
ready to answer it after the teacher starts the conversation. Produce a speech by giving extended
answers to the questions. Share your ideas with the class.
Teacher organizes a Socratic seminar, which helps him/her to assess learners while they are
speaking on the topic ‘Entertainment and Media ‘and he/she prepares and cuts down questions
and expressions beforehand. Learners sit in a circle and answer the question using in their
speech some formal and informal expressions to present logically connected information to
their classmates.
Expressions:
Stating an opinion

Expressing
agreement

Expressing
disagreement

Interrupting

The way I see it….. You have a point
there
If you want my
That’s exactly
honest opinion….. how I feel
As far as I’m
I was just going
concerned….
to say that
If you ask me……. I have to side
with somebody
(name)on this one

That’s not always
the case
I’d say the exact
opposite
No, I’m not so sure
about that
I beg to differ

Sorry to interrupt, but…

In my opinion……. That’s for sure

Not necessarily

Can I throw my two
cents in?

13

If I might add
something…..
Is it okay if I jump in
for a second?
Can I add something
here?

These are some Socratic Seminar Ground Rules:
1.
2.
3.
4.
5.
6.

Speak so that all students can hear you.
Ask for clarification. Don’t stay confused.
Speak without raising hands.
Stick to the point under discussion.
Don’t interrupt.
Don’t put down the ideas of another learner.

Card 1
• What is one of your favourite TV shows? Why do you like it? / When is it on TV?
• Do you think that TV makes people lazy? Why? Give examples.
• What are the benefits of reading a newspaper or a magazine? With the popularity of the
Internet, do you think newspapers and magazines will disappear?
Card 2
• What is your favourite video/computer game?
• Are video games good or bad for your health? Why do you say so?
• How can you help someone who is addicted to computer/ video games?
Card 3
• Are teenagers addicted to computer games in your country?
• How many genres of video games can you name?
• Do video/computer games improve our skills and abilities?
Card 4
• What are the advantages and disadvantages of TV?
• What kind of newspapers/magazines do people read in your country?
• Which form of news do you prefer? Why? (Newspaper? / Radio? / Television? /Internet?)
Card 5
• Which types of programs are most popular in your country?
• What is one of your favourite TV shows? What did you watch on TV yesterday?
• What do you prefer: watching a film on TV/on video or watching a film in the cinema?
Card 6
• What is "entertainment?" Please define the word, and give your examples.
• What is your favourite movie/TV show? Why?
• Which movie has impressed you the most? Why do you think so?
Listening
Task 2. Listen to the interview and answer the following questions.
CD2. Tapescript 2.
Transcript can be found after the rubrics.
1. How often does Mari usually watch TV?
A) sometimes
B) never
C) very often

14

2. What does she like to do?
A) Rent movies
B) Watch comedies
C) Eat popcorn
3. What does she say about 27 Dresses?
A) She liked it.
B) She hated it
C) She wants to see it.
4. What does she say about reading?
A) She reads all the time.
B) She prefers fiction.
C) She likes to read on vacation.

15

Assessment criteria

Task

Descriptor

Mark

A learner
Differentiate between formal
and informal speech in a talk.
Interact in a pair, group and
whole class work presenting
logically connected
information with ideas of
other people.
Identify specific facts and
details in extended talks.

1

2

shows sustained ability to maintain a
conversation;
answers the questions relevantly;
uses a range of appropriate vocabulary
(expressions from the table, topic specific
words) to give and exchange views;
pronounces words and phrases correctly;
1.
2.
3.
4.

chooses A;
chooses B;
chooses A;
chooses C.

Total marks

16

1
1
1
1
1
1
1
1
8

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Entertainment and Media»
Learner’s name_______________________________________________________
Assessment criteria
Differentiate between formal
and informal speech in a talk.
Interact in a pair, group and
whole class work presenting
logically connected
information with ideas of
other people.

Identify specific facts and
details in extended talks.

Low
Experiences difficulties in
maintaining a conversation and
making relevant contribution, in
stating point of view.
Demonstrates inaccurate use of
topical vocabulary in a talk.
Pronounces words and phrases
mostly incorrectly.

Level of learning achievements
Middle
Maintains a conversation and makes
relevant contribution irresolutely.
Makes mistakes in using rich and
vivid vocabulary in a talk. States
his/her point of view uncertainly
without good reasoning. Makes some
mistakes in pronunciation and in using
topical vocabulary.

Experiences difficulties in finding
specific information to the
questions. Completes the task
mostly incorrectly.

Experiences some difficulties in
finding specific information in a talk.
Makes some mistakes in completing
the task.

17

High
Confidently maintains a
conversation and makes relevant
contribution. Expresses his/her
viewpoints clearly. Confidently
demonstrates rich and vivid
vocabulary in a talk. Pronounces
words and expressions correctly.

Confidently finds specific
information to the questions.
Completes the task correctly.

Transript 2
Ron: Hi, I'm Ron from Hawaii. I'm here with Mari from Japan. Today we're going to be talking
about entertainment, and how often we do these things. So Mari, how often do you watch TV?
Mari: I watch the news in the morning and when I come home at night I sometimes watch TV.
Ron: Do you have a favorite TV show?
Mari: I don't have a favorite TV show.
Ron: OK. How often do you go to the movies?
Mari: I really like going to the movies. I think I go maybe once a month or maybe once every two
months.
Ron: And other than that do you rent movies?
Mari: No, I don't rent movies but sometimes I download movies. I like to watch comedies romantic comedies - and a little bit of drama.
Ron: What is your favorite movie you've watched recently?
Mari: My favorite movie... I don't know if it was my favorite movie, but a movie that I watched
recently is called "27 Dresses". It is about a girl, or a woman, who is a bridesmaid twenty-seven
times.
Ron: And that's a romantic comedy?
Mari: It is.
Ron: Interesting. What about reading? Do you like to read books?
Mari: I do like to read books. Right now, I'm really busy with work so I don't have a lot of time to
read but when I'm on vacation or whenever I have free time, I like to read books.
Ron: What kind of books?
Mari: I like to read non-fiction usually biographies of people, and I also like to read about like
teaching practices so that I can become a better teacher and a little bit of fiction.
Ron: And what about concerts? Do you enjoy going to concerts?
Mari: I don't go to music concerts. I don't think I've ever been to one actually but I like to go see
musicals and I also like to go to sporting events.
Ron: Nice talking with you Mari.

18

Summative assessment for the unit «Sport, Health and Exercise»
Learning objectives

8.4.6.1(8.R6) Recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics, including
some extended text
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
8.5.5.1(8.W5) Develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of
written genres in familiar general and curricular topics

Assessment criteria

• Interpret the information to identify the author’s attitude and
opinion
• Write sentences about real and imaginary past events
connecting sentences into paragraphs with minimal support
• Evolve arguments, reasons, and evidence for a limited range of
written genres

Level of thinking
skills
Duration

Higher order thinking skills
20 minutes

Reading
Task 1. Read the text.
Smartphones: Texting, playing games and ... helping patients

1. Doctors say smartphones can help patients find out if they are sick and treat illnesses. New
apps use smartphone features to help people who may be sick. Some apps use the phone's
camera. Others use the microphone.
2. Shwetek Patel is a computer scientist. Patel says smartphones are becoming medical tools.
They already do some of the things doctors' tools can do. Smartphones count how many steps
you take. They can track what you eat. They can even count your heartbeats. Now smartphones
can find illnesses, too.
3. For example, one smartphone app checks for asthma. People with asthma have trouble
breathing. The app can tell if someone is not breathing well. It uses the phone's microphone.
The person breathes into the microphone. Then the app gives a result.
4. Another app can say if someone has a blood problem. It can tell if there is enough
hemoglobin in the blood. The app uses the phone's camera. First, a person puts one finger over
the flash. They take a picture. The app reads the picture. It says how much hemoglobin is in the
person's blood!
5. These apps are good for patients, Patel says. They help people care for themselves. They can
19

learn about their health from home.
6. This is useful in poorer countries. In many places, health care is limited. It is not easy to get
to a doctor. Some people cannot afford a doctor's visit. Others cannot travel far to see a doctor.
Smartphones can help. They make it easier to stay healthy without going to the doctor. This
saves time. It can also save money.
1. Select the sentence that BEST explains how smartphones can help people with diabetes stay
healthy (What the text says).
A) Smartphones can help them keep track of everything they eat.
B) Smartphones can help keep track of the hemoglobin in the body.
C) Smartphones can track your steps each day.
D) Smartphones help people stay informed about their disease.
2. Select the paragraph that suggests people can save money with healthcare apps (What the
Text Says).
A) Paragraph 1
B) Paragraph 2
C) Paragraph 3
D) Paragraph 4
E) Paragraph 5
F) Paragraph 6
3. What is the author’s purpose in this article?
A) to entertain
B) to persuade
C) to inform
D) to share feelings
Writing
Task 2. Write an article for your school newspaper. Choose ONE topic below to write it.
Topic 1. Giving advice and suggestions on the benefits of sports.
Topic 2. Giving advice and suggestions on the benefits of healthy eating.
You should
• present a clear position with relevant and supported ideas (include example or reason);
• use a headline that accurately describes the content;
• link ideas logically and clearly, using basic conjunctions and linking words;
• pay attention to spelling;
• use appropriate topical vocabulary.

20

Assessment criteria

Task

Descriptor

Mark

A learner
Interpret the
information to
identify the author’s
attitude and opinion.
Write sentences about
real and imaginary
past events
connecting sentences
into paragraphs with
minimal support.
Evolve arguments,
reasons, and evidence
for a limited range of
written genres.
Total marks

1

2

1. chooses A;
2. chooses Paragraph 6;
3. chooses C;

1
1
1

presents a clear position;

1

supports ideas with example/reason;

1

uses a headline that accurately describes the content;
links ideas logically and clearly with basic
conjunctions and linking words;
uses appropriate topical vocabulary.

1
1
1

8

21

Rubrics for providing information to parents on the results of Summative Assessment for the unit «Sport, Health and Exercise»
Learner’s name_______________________________________________________
Assessment criteria
Interpret the information to
identify the author’s attitude
and opinion.

Write sentences about real
and imaginary past events
connecting sentences into
paragraphs with minimal
support.
Evolve arguments, reasons,
and evidence for a limited
range of written genres.

Low
Experiences difficulties in
identifying the author’s attitude
and opinion while reading the
text. Completes the task mostly
incorrecty.
Lacks in writing an article based
on the structure, has difficulties
in presenting a clear position
with relevant and supported
ideas and a headline, in
conveying ideas clearly and
logically (basic conjunctions and
linking words), in using topical
vocabulary.

Level of learning achievements
Middle
Experiences some difficulties in
identifying the author’s attitude and
opinion while reading the text. Makes
some mistakes in answers.

Makes mistakes in writing an article
based on the structure/ has some
difficulties in presenting a clear
position with relevant and supported
ideas and a headline/ in conveying
ideas clearly and logically (basic
conjunctions and linking words)/ in
using topical vocabulary.

22

High
Confidently identifies the
author’s attitude and opinion
while reading the text.
Completes the task correctly.

Writes an article with
appropriate structure, presents
a clear position with relevant
and supported ideas and a
headline. Conveys ideas clearly
and logically (with basic
conjunctions and linking
words). Uses a wide range of
topical vocabulary.

TERM 3
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit «The Natural World»
Learning objectives

Assessment criteria

Level of thinking skills
Duration

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
8.2.7.1(8.L7) Recognise typical features at word, sentence and text
level of a growing range of spoken genres
8.3.3.1(8.S3) Give an opinion at discourse level on a wide range of
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
• Recognize the main idea in the conversation while listening
• Show the ability to use the appropriate sentence structure and
the words correctly
• Express thoughts about the given topic in the conversations
• Support a talk with peers while agree, disagree and discuss
the order of actions and plans to fulfill the tasks
Knowledge and comprehension
Higher order thinking skills
20 minutes

Listening
Task 1. Answer the questions about the interview.
CD2. Tapescript 3.
Transcript can be found after the rubrics.
1.
A)
B)
C)

He has many tortoises in _____.
his flat
his house
the garden

2.
A)
B)
C)

His mom took care of _____ tortoise.
an injured
a dangerous
a pregnant

3.
A)
B)
C)

She took care of it when he was _____.
a child
in high school
in college

4.
A)
B)
C)

She watched it _____.
in the wild
in the kitchen
in a lab

5.
A)
B)
C)

At his house they have _____.
other wild animals
a few horses
common pets
23

Write 3 facts about his mother.
1. _______________________________________________________________________.
2. _______________________________________________________________________.
3. _______________________________________________________________________.
Speaking
Task 2. Discuss the questions in a class.
1.
2.
3.
4.

“The Natural World” what does it mean to you?
Have you ever been injured by an animal? If so, what is the story behind?
How do you think the world will look in 50 years’ time?
Do you think we are doing enough to save endangered species? Give some examples.

Use the following phrases:
In my opinion …
I think …
In my view …
I agree with …
I see your point …
I support your view …
I take a different view …
I don’t agree with …
I see your points, but …

24

Assessment criteria
Recognize the main idea in
the conversation while
listening.
Show the ability to use the
appropriate sentence
structure and the words
correctly.

Task

1

Descriptor
A learner
chooses 1- C;
chooses 2- C;
chooses 3- B;
chooses 4- B;
chooses 5- C;
A learner should write only 3 facts about
Mile’s mother. Possible answers:
She is a zoologist./ She has worked at
universities studying animals./ She is studying
South African tortoises.*
conveys ideas clearly;
makes an argument and gives reasons;
uses the phrases that express the opinion;
uses a range of appropriate vocabulary;
shows a good degree of control of a range of
simple and some complex grammatical forms.

Mark
1
1
1
1
1

1
1
1
1
1
1
1
1

Express thoughts about the
given topic in the
conversations.
Support a talk with peers
2
while agree, disagree and
discuss the order of actions
and plans to fulfill the tasks.
Total marks
13
*Actual answers may be various. 1 point is given for each correct fact about Mike’s mother.

25

Rubrics for providing information to parents on the results of Summative Assessment for the unit “The Natural World”
Learner’s name_______________________________________________________
Assessment criteria

Level of learning achievements
Low

Middle

High

Recognize main idea in the
conversation while
listening.
Show the ability to use the
appropriate sentence
structure and the words
correctly.

Experiences difficulties in
identifying main idea or specific
information while listening to the
recording. Makes many grammar
and spelling mistakes that impede
understanding of the piece of
writing.

Experiences some difficulties in
identifying main idea or specific
information while listening to the
recording. Writes 3 true facts but
makes some grammar and spelling
mistakes that do not impede
understanding of the piece of writing.

Identifies the main idea and
specific information and selects
the right answers. Writes 3 facts
correctly. Completes the task
mostly correctly.

Express thoughts about the
given topic in the
conversations.
Support a talk with peers
while agree, disagree and
discuss the order of actions
and plans to fulfill the
tasks.

Experiences difficulties in
answering questions with
appropriate grammar, vocabulary
on familiar topics. Attempts to
answer the questions, but most of
the time the answers are
inappropriate.

Makes some mistakes in conveying
ideas clearly with appropriate
grammar/ vocabulary. Uses some
phrases correctly in expressing
opinion. Answers the questions, but
lacks reasoning.

Presents ideas clearly. Shows a
good degree of control of a range
of simple and some complex
grammatical forms, uses a range
of appropriate vocabulary. Uses
phrases accurately in a talk.
Answers the questions with
justification.

26

Transript 3
Ana: Hey, Michael. I heard your mom is a zoologist. What is it exactly?
Mike: A zoologist. Well, that's true. She is a zoologist. So a zoologist is someone who
studies animals.
Ana: Oh, interesting. So does she study all animals or does she focus on a specific animal?
Mike: Well, she's worked at universities studying animals for a long time. So she's worked
on many different kinds of animals. But at the moment, she is studying South African tortoises.
Ana: Oh, interesting. Do you have any tortoises in your house?
Mike: Yeah. Actually, we have more than 40 tortoises in our garden.
Ana: More than 40. Wow.
Mike: Yes. People are always very surprised when they visit and they see all our tortoises.
Ana: So, do you know a lot about tortoises as well?
Mike: I don't know very much about them but I mean, my mom has always got them around
at the house or she's often busy with some sort of tortoise's related activity. And so sometimes, as a
high school kid, I got home and she would have a tortoise. It is a pregnant tortoise, a female tortoise
with eggs inside. And in order to monitor these eggs, she would have it in a bath of water with an
ultrasound scanner and a screen up on the dining room table.
Ana: Wow. That is really interesting.
Mike: I had a very interesting childhood with all of these animals and things around the
house.
Ana: Oh, that's great. Did you have any other pets?
Mike: Yes. We've always had a couple of dogs and I like cats. So I've got my pet cat at
home.
Ana: Wow. That's really interesting.

27

Summative assessment for the unit «Travel and Transport»
Learning objectives

Assessment criteria

Level of thinking skills
Duration

8.4.4.1(8.R4) Read a growing range of extended fiction and nonfiction texts on familiar and some unfamiliar general and curricular
topics
8.5.6.1(8.W6) Link, independently, sentences into coherent
paragraphs using a variety of basic connectors on
a range of familiar general topics and some curricular topics
8.5.8.1(8.W8) Spell most high-frequency vocabulary accurately for
a range of familiar general and curricular topics
8.5.9.1(8.W9) Punctuate written work at text level on a range of
familiar general and curricular topics with growing accuracy
8.6.7.1(8.UE7) Use a variety of simple perfect forms to express
recent, indefinite and unfinished past on a range of familiar general
and curricular topics
• Summarize the ideas in the extended fiction and non-fiction
texts by finding the main information and specific details
• Organize sentences, paragraphs and ideas logically using a
variety of linking devices
• Write topic related words with correct spelling control
• Identify and use punctuation in the sentences properly
• Make up simple perfect forms to express recent, indefinite and
unfinished past
Knowledge and comprehension
Application
20 minutes

Reading
Task 1. Read the text and answer the questions.
Travel is something that people do every day. It is very difficult to avoid the need to
travel. It may be a trip to school, university or to work. Travelling can often take a long time,
especially when great distances need to be covered. People often enjoy travelling abroad for
holidays. However, for some people travelling is not fun at all. Some people suffer from travel
sickness. This means that they will become unwell each time they travel.
Travelling can be either affordable or costly. It often depends on how far you want to
travel and the choice of transport. Using a bicycle will not cost anything as you power it by using
your legs. However, the use of a bicycle can be hard work and can take a lot of time to travel
long distances. Cars and motorcycles are faster modes of transport, but are more expensive to use
as gasoline is needed for them to work. It can usually be assumed that the longer you wish to
travel, the more expensive and time consuming it will be.
The use of a plane is necessary for people wanting to travel very long distances. A pilot
will fly a plane from an airport for many thousands of miles to take people to places far away.
Although traffic is rarely a problem for airplanes, it can take a lot of preparation to travel by
plane. People often need to arrive at the airport three hours prior to departure.
A train is another mode of transport which is ideal for travelling long distances within the
same country, or between countries which are connected by land. A train driver will stop at train
stations on route to allow passengers wishing to proceed to the scheduled destination to board the
train.
28

A number of destinations can be travelled by using the sea. People often depart from a
harbour in a ferry which is driven by a captain. If the journey is a long distance, people may
choose to sleep on the ferry while they wait to arrive at their destination. Some people choose to
go on a cruise for their holiday, which would involve stopping at many different city ports for a
short amount of time. People who need to travel short distances may choose not to use any
transport at all. People often rely on their legs to take them to places nearby and they walk. This
is often encouraged as certain modes of transport have been said to produce harmful emissions
and damage the environment.
1. Which mode of transport does not cost money?
2. Why do some people not enjoy travelling?
3. Which mode of transport is ideal for travelling between countries connected by land?

Writing
Task 2. Write about the most exciting experience of travelling that you had.
You should:
• use Present Perfect Simple to share your experience;
• link your ideas into paragraphs with three/four basic connectors;
• punctuate your work correctly.

29

Assessment criteria
Summarize the ideas in the
extended fiction and non-fiction
texts by finding the main
information and specific details.
Organize sentences, paragraphs
and ideas logically using a
variety of linking devices.
Write topic related words with
correct spelling control.
Identify and use punctuation in
the sentences properly.
Make up of simple perfect forms
to express recent, indefinite and
unfinished past.

Task

1

2

Descriptor
A learner
1. writes walking/go(-ing) on foot;
2. writes reasons such as people suffer
from travel sickness/people become
unwell when they travel;
3. writes train;

Mark
1
1

1

shows a good degree of control of a range of
simple and some complex grammatical
forms;
uses a range of appropriate vocabulary with
correct spelling;
writes clear paragraphs with 3 or 4 basic
connectors;
conveys ideas clearly;
uses appropriate structure that makes reader
understand a piece;

1

uses punctuation and capitalization
correctly.

1

Total marks

1
1
1
1

9

30

Rubrics for providing information to parents on the results of Summative Assessment for the unit “Travel and Transport”
Learner’s name_______________________________________________________
Level of learning achievements
Assessment criteria
Low

Middle

High

Summarize the ideas in the
extended fiction and non-fiction
texts by finding the main
information and specific details.

Experiences difficulties in
identifying main idea and
specific information while
reading the task. Answers
most of the questions
incorrectly.

Experiences some difficulties
in identifying main idea and
specific information in the text.
Makes some mistakes in
answers: walking/go(-ing) on
foot/ people suffer from travel
sickness/people become unwell
when they travel/ train.

Copes with answering the openended questions with appropriate
sentences while reading the text.
Appropriately identifies main idea
and specific information in the text.
Answers most of the questions
correctly.

Organize sentences, paragraphs
and ideas logically using a
variety of linking devices.
Write topic related words with
correct spelling control
Identify and use punctuation in
the sentences properly
Make up of simple perfect forms
to express recent, indefinite and
unfinished past.

Lacks in writing a
description based on the
question, has difficulties in
conveying ideas logically, in
using appropriate
vocabulary, in linking ideas
clearly, in using a range of
grammar and in
punctuation.

Makes mistakes in writing a
good description based on the
question/ in presenting ideas
clearly/ in using appropriate
vocabulary / grammar/in
linking ideas logically. Is
aware of rules of punctuation,
but makes mistakes in complex
sentences.

Presents a good description on
topic. Connects ideas coherently
using proper linking words. Uses
wide range of grammar and
vocabulary within the task set,
ideas fulfill the requirements of the
task.

31

TERM 4
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit «Food and Drink»
Learning objectives

Assessment criteria

8.4.5.1(8.R5) Deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and curricular
topics
8.3.2.1(8.S2) Ask more complex questions to get information
about a growing range of general topics and some curricular topics
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
8.3.7.1(8.S7) Use appropriate subject-specific vocabulary and
syntax to talk about a range of general topics, and some curricular
topics
•
•
•
•

Identify the meaning and details of the reading texts on
familiar topics and draw conclusion by reasoning
Formulate questions that are more complex to get
information about the topic
Deliver effective reply speeches or comment on the
partner’s speech without preparation
Talk about given topics using appropriate syntax and topic
related vocabulary arranging words and phrases into wellformed sentences

Level of thinking skills

Application
Higher order thinking skills

Duration

20 minutes

Reading
Task 1. Read the text and answer the questions.
EATING OUT
Are you looking for somewhere special to go this weekend? Do you want to try something new?
Check out one of these hot new restaurants.
This week’s top recommendations
Last Days of the Raj
A centrally located Indian restaurant, perfect for eating before or after a cinema or a show. In
summer enjoy your meal in the beautiful garden. The most popular dishes are lamb and chicken
cooked with mild, medium or hot spices. For brave customers there is extra hot.
A Taste of Tuscany
Wherever you’d like a great value-for-money lunch or a relaxed evening in stylish surroundings,
this is the place for you. The chefs have all been trained in Italy and they make both traditional
and contemporary dishes. We recommend the pasta and seafood.

32

You Local Caff
Remember when cafes served full English breakfasts – sausages, beans, fried bread, eggs and
bacon – with a strong cup of tea? Well, this place still does and you can have your breakfast at
any time you like during the day while you listen to your favourite tunes from the 1980s.
The Lemon Tree
This pretty restaurant serves healthy food that is tasty too. Come in for a vegetarian snack at
lunchtime or a great fruit smoothie or a cappuccino and a delicious piece of cake in the afternoon.
Food is bought from local producers whenever possible.
Cheesy Bites
A restaurant that only serves cheese, but hundreds of cheeses from many countries and in lots of
different forms. They serve reasonably priced lunches but dinner can be expensive. Lovely food
and a very elegant dining room, looking onto an amazing flower garden.
Fast Best
Fast Food doesn’t have to be junk food, as this café proves. Do you fancy a really good
hamburger made with the best ingredients, or old-fashioned fish and chips fried to perfection, all
on the table in super-quick time? Speed and quality are important here, and the prices aren’t bad
either.
The Chocolate Box
The owner of this small café used to cook all kinds of food, but then she realized she preferred
desserts to anything else. If you want meat of fish, don’t come here. They only do desserts. Lots
of different kinds of sweets. Chocolate lovers will be excited by the range of chocolate cakes.
Musical Chairs
Have you noticed how music improves the taste of your food? This new restaurant has different
types of live music every night except Sundays, and excellent food to go with it. Great fish
dishes, steak and pizza. Monday is classic rock night, so see you there!
Match questions (1-6) to the restaurants (A-G).
1.
2.
3.
4.
5.
6.

Which Restaurant serves hot and spicy food?
Which restaurant only has desserts and sweets?
In which two restaurants can you listen to some great music?
Which restaurant is good for people who do not eat meat?
Which restaurant employs staff trained in Europe?
Which restaurant serves an all-day breakfast including sausages, bacon and eggs?

A. The Lemon Tree
B. Your Local Café
C. A Taste of Tuscany
D. Fast Best
E. The Chocolate Box
F. Last Days of the Raj
G. Musical Chairs

33

Speaking
Task 2. Discuss the questions in a class.
Teacher organizes a Socratic seminar, which helps him/her to assess learners while they are
speaking on the topic ‘Food and Drink’. Learners sit in a circle and answer the question using in
their speech some formal and informal expressions to present logically connected information to
their classmates. Learners discuss questions in a class. They share their opinions, ask questions,
and comment on classmates’ speech.
1.
2.
3.
4.
5.

Which restaurant would you choose to go to and why?
Have you ever tried foreign foods? Describe your experience.
Do you ever go on diets? Do you think diets work? Is dieting dangerous, in your opinion?
Do you think that we eat better now than we did in the past? Explain your answer.
Do you agree with genetically modifying the food we eat? What are the advantages of
genetically modified food? What are the disadvantages?
6. Do you think the following sayings are true? Why/not? ‘An apple a day keeps the doctor
away’ , ‘Carrots help you see in the dark’

34

Assessment criteria
Identify the meaning and details of the
reading texts on familiar topics and
draw conclusion by reasoning

Formulate questions that are more
complex to get information about the
topic
Deliver effective reply speeches or
comment on the partner’s speech
without preparation
Talk about given topics using
appropriate syntax and topic related
vocabulary
Total marks

Task

1

2

Descriptor

Mark

A learner
chooses 1-F;
chooses 2-E;
chooses 3-B and G;
chooses 4-A;
chooses 5-C;
chooses 6-B;
asks questions on topic;
uses topical vocabulary accurately;
conveys ideas clearly;
makes an argument and gives reasons;
respond/comments on classmates’
speech.

1
1
1
1
1
1
1
1
1
1
1

11

35

Rubrics for providing information to parents on the results of Summative Assessment for the unit “Food and Drink”
Learner’s name_______________________________________________________
Assessment criteria

Level of learning achievements
Low

Middle

Identify the meaning and details of
the reading texts on familiar topics
and draw conclusion by reasoning.

Experiences difficulties in
realizing particular facts, specific
details and parts in reading
passage. Completes the task
mostly incorrectly.

Makes mistakes in identifying
facts, specific details in matching
exercises. Completes the task with
some mistakes.

Feels confidence in identifying
facts and specific details in the
reading passage. Completes the
task mostly correctly.

Formulate questions that are more
complex to get information about the
topic.
Deliver effective reply speeches or
comment on the partner’s speech
without preparation.
Talk about given topics using
appropriate syntax and topic related
vocabulary.

Demonstrates limited choice of
topical vocabulary in asking and
answering the questions.
Makes long pauses in speech.
Presents ideas unclear.
Experiences difficulties