Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” 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.

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» 18

TERM 3 22

SUMMATIVE ASSESSMENT TASKS 22

Summative assessment for the unit «The Natural World» 22

Summative assessment for the unit «Travel and Transport» 27

TERM 4 31

SUMMATIVE ASSESSMENT TASKS 31

Summative assessment for the unit «Food and Drink» 31

Summative assessment for the unit «The World of Work» 35

TERM 1.

SUMMATIVE ASSESSMENT TASKS

Summative assessment for the unit «Our World»

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 twice and choose the best answer A, B, C or D.

CD2. Tapescript 1. And transcript for listening task can be found after the rubrics.

1. Speaker A is talking about her .

   1. best friend

   2. nurse

   3. neighbour

   4. grandmother

2. Speaker B is talking about his .

   1. childhood friend

   2. big brother

   3. best friend

   4. next-door neighbor

3. Speaker C is talking about her .

   1. boyfriend

   2. childhood friend

   3. neighbor

   4. best friend

4. Speaker D is talking about his .

   1. best friend

   2. childhood friend

   3. classmate

   4. girlfriend

Transript 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 was always baking cakes and pies. Now she doesn’t bake so much. She’s started eating more healthily 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 so often now, but she’s always the same person however much her lifestyle changes.

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 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 there 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 aero planes 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 never go fishing now. His family moved away a couple of years ago. We’re still friends on Facebook but we don’t really have much contact.

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

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