The plan of lesson:My Motherland

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

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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 • 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

Level of thinking
skills
Knowledge and comprehension
Higher order thinking skills
Duration 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) neighbou r
D) grandmother

2. Speaker B is talking about his _______________.
A) childhood friend
B) big brother
C) best friend
D) next-door neighbor
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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.
1
uses vocabulary words on the topic;
1
conveys ideas clearly;
1
pronounces words and phrases correctly;

1
answers to the questions properly;
1
uses grammatically correct sentences;
1
Identify the main ideas
in extended talks with
little or no support.

2

chooses 1-C; 1
chooses 2-B; 1
chooses 3-D; 1
chooses 4-B; 1
chooses 5-A. 1
Total marks 10

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Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Our World»
Learner’s name_______________________________________________________

Assessment criteria
Level of learning achievements
Low Middle High
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
Experiences challenges in
presenting ideas on topic, in using appropriate vocabulary and
grammatical structures in a talk. Answers most of the questions incorrectly.
States his/her point of view uncertainly without
good reasoning. Demonstrates insufficient use of
appropriate vocabulary and grammatical
structures. Makes some mistakes in answers.

Demonstrates well-reasoned
speech actively. Confidently
demonstrates a range of
vocabulary in a talk. Uses appropriate grammatical structures. C orrectly answers
the questions.
Identify the main ideas in
extended talks with little or no
support.

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

Makes mistakes in choosing appropriate words
or short phrases for each gap: neighbou r/ big
brother/ best friend/ childhood friend/boyfriend while identifying main idea in extended talks.
Confidently chooses an
appropriate word or short phrase for each gap while identifying main idea in extended talks.
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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 sti ll 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
Knowledge and comprehension
Application
Duration 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 True False Explanation
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.


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

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.
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Assessment criteria Task Descriptor Mark
A learner
Realize particular
facts and parts in
reading passage.



1
chooses ‘True’ for the 1
st
statement; 1
writes an explanation for the 1
st
statement: The
British Prime Minister is one of a few of its famous
customers.
1
chooses ‘False’ for the 2
nd
statement; 1
writes an explanation for the 2
nd
statement: He puts
the notice: DON’T ASK HOW MUCH – IT’S A
PENNY and sold things at a moderate price.
1
chooses ‘False’ for the 3
rd
statement; 1
writes an explanation for the 3
rd
statement: India
takes the leading position only among the
international stores with 52 stores there.
1
chooses ‘True’ for the 4
th
statement; 1
writes an explanation for the 4
th
statement: There
are company doctors, dentists, hair-dressers and
even chiropodists to look after the staff.
1
Make a clear plan of
writing; Write a text; Check the written draft
Connect sentences into paragraphs with basic connectors and
linking words.
2
writes an essay according to the plan; 1
uses Present Simple Tense correctly; 1
uses appropriate vocabulary; 1
links ideas logically and clearly; 1
uses basic conjunctions and linking words. 1
Total marks 13

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

Assessment criteria
Level of learning achievements
Low Middle High
Realize particular facts and
parts in reading passage.

Experiences challenges in
providing an explanation for the statements and interpreting the content of a text.


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

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.
Uses wide range of
grammar, vocabulary, basic conjunctions and linking words within the task set, ideas fulfill the requirements of the task.
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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
Level of thinking
skills
Knowledge and comprehension
Application

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 ci rcle 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
That’s not always
the case
Sorry to interrupt, but…
If you want my
honest opinion…..
That’s exactly
how I feel
I’d say the exact
opposite
If I might add
something…..
As far as I’m
concerned….
I was just going
to say that
No, I’m not so sure
about that
Is it okay if I jump in
for a second?
If you ask me……. I have to side
with somebody
(name)on this one
I beg to differ Can I add something
here?
In my opinion……. That’s for sure Not necessarily Can I throw my two
cents in?

13

These are some Socratic Seminar Ground Rules:

1. Speak so that all students can hear you.
2. Ask for clarification. Don’t stay confused.
3. Speak without raising hands.
4. Stick to the point under discussion.
5. Don’t interrupt.
6. 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 favou rite 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.
1
shows sustained ability to maintain a
conversation;
1
answers the questions relevantly; 1
uses a range of appropriate vocabulary
(expressions from the table, topic specific
words) to give and exchange views;
1
pronounces words and phrases correctly;
1
Identify specific facts and
details in extended talks. 2

1. chooses A; 1
2. chooses B; 1
3. chooses A; 1
4. chooses C. 1
Total marks 8
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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
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.
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.
Maintains a conversation and makes
relevant contribution irresolutely.
Makes mistakes in using rich and
vivid vocabulary in a talk. State s
his/her point of view uncertainly
without good reasoning . Makes some
mistakes in pronunciation and in using
topical vocabulary.

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.
Identify specific facts and
details in extended talks.

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.

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

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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
Higher order thinking skills

Duration 20 minutes
Reading

Task 1. Read the text.

Smartphones: Texting, playing games and ... helping patients


1. Doctors say smartphones can help patien ts 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.
1
1. chooses A; 1
2. chooses Paragraph 6; 1
3. chooses C; 1
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.
2
presents a clear position; 1
supports ideas with example/reason; 1
uses a headline that accurately describes the content; 1
links ideas logically and clearly with basic
conjunctions and linking words;
1
uses appropriate topical vocabulary. 1
Total marks 8

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Rubrics for providing information to parents on the results of Summative Assessment for the unit «Sport, Health and Exercise»
Learner’s name_______________________________________________________

Assessment criteria
Level of learning achievements
Low Middle High
Interpret the information to
identify the author’s attitude and opinion.

Experiences difficulties in
identifying the author’s attitude and opinion while reading the text. Completes the task mostly
incorrecty.
Experiences some difficulties in
identifying the author’s attitude and opinion while reading the text. Makes
some mistakes in answers.
Confidently identifies the
author’s attitude and opinion while reading the text.
Completes the task correctly.
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.
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.

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.
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 voc abulary.
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TERM 3

SUMMATIVE ASSES SMENT TASKS
Summative assessment for the unit «The Natural World»

Learning objectives 8.2.1.1(8.L1) Understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
8.2.7.1(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
Assessment criteria • 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
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Answer the questions about the interview.
CD2. Tapescript 3.
Transcript can be found after the rubrics.

1. He has many tortoises in _____.
A) his flat
B) his house
C) the garden

2. His mom took care of _____ tortoise.
A) an injured
B) a dangerous
C) a pregnant

3. She took care of it when he was _____.
A) a child
B) in high school
C) in college

4. She watched it _____.
A) in the wild
B) in the kitchen
C) in a lab

5. At his house they have _____.
A) other wild animals
B) a few horses
C) common pets
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Write 3 facts about his mother.
1. _______________________________________________________________________.
2. _______________________________________________________________________.
3. _______________________________________________________________________.

Speaking
Task 2. Discuss the questions in a class.
1. “The Natural World” what does it mean to you?
2. Have you ever been injured by an animal? If so, what is the story behind?
3. How do you think the world will look in 50 years’ time?
4. 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 …

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Assessment criteria Task Descriptor Mark
A learner
Recognize the main idea in
the conversation while
listening.
Show the ability to use the appropriate sentence structure and the words correctly.
1
chooses 1- C; 1
chooses 2- C; 1
chooses 3- B; 1
chooses 4- B; 1
chooses 5- C; 1
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.*


1 1
1
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.
2
conveys ideas clearly; 1
makes an argument and gives reasons; 1
uses the phrases that express the opinion; 1
uses a range of appropriate vocabulary; 1
shows a good degree of control of a range of
simple and some complex grammatical forms.
1
Total marks 13
*Actual answers may be various. 1 point is given for each correct fact about Mike’s mother.
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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 answer s 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.
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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.
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Summative assessment for the unit «Travel and Transport»

Learning objectives 8.4.4.1(8.R4) Read a growing range of extended fiction and non-
fiction texts on familiar and some unfamiliar general and curricular
topics
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
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 simple perfect forms to express recent, indefinite and
unfinished past

Level of thinking skills Knowledge and comprehension
Application
Duration 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.
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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.

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Assessment criteria Task Descriptor Mark
A learner
Summarize the ideas in the
extended fiction and non- fiction
texts by finding the main
information and specific details.
1
1. writes walking/go(-ing) on foot; 1
2. writes reasons such as people suffer
from travel sickness/people become
unwell when they travel;
1
3. writes train; 1
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.
2
shows a good degree of control of a range of
simple and some complex grammatical
forms;
1
uses a range of appropriate vocabulary with
correct spelling;
1
writes clear paragraphs with 3 or 4 basic
connectors;
1
conveys ideas clearly; 1
uses appropriate structure that makes reader
understand a piece;
1
uses punctuation and capitalization
correctly.
1
Total marks 9
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