In Readings 23.1 What Does Francis Bacon Mean by and Idol? What Are Some Examples Course Hero

Methodological recommendations for Summative Assessment
on the subject «The English linguistic communication»
Grade 9
Nur-Sultan, 2019

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Methodological recommendations for Summative Assessment are designed to aid teachers
in planning, organising and carrying out Summative Assessment in «The English language linguistic communication» for the
Grade 9 learners. Methodological recommendations are aligned with the Subject area Programme and
Class plan. Summative Assessment in Grade 9 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment tasks for unit/cross curricular unit of measurement 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 Cess beyond the unit/cross curricular unit. Also this certificate includes possible
levels of the learners' bookish achievement (rubrics). Tasks with descriptors and marks tin be
considered as recommendations.
Methodological recommendations are designed for secondary schoolhouse teachers, school
administrations, educational departments' seniors, regional and school coordinators in criteria-based
cess and others.
Free access to the Internet resources such as pictures, cartoons, photos, texts, video and sound
materials, etc. accept been used in designing these Methodological recommendations.
3
CONTENTS
SUMMATIVE Cess TASKS FOR TERM i …………………………………………………………… 4
Summative cess for the unit «Hobbies and Qualities» ……………………………………………………. four
Summative assessment for the unit «Practice and Sport» …………………………………………………………. 9
SUMMATIVE ASSESSMENT TASKS FOR TERM 2 …………………………………………………………. 13
Summative assessment for the unit «Globe and our place in it» ……………………………………………….. 13
Summative assessment for the unit «Charities and Disharmonize»…………………………………………………… 18
SUMMATIVE Assessment TASKS FOR TERM 3 …………………………………………………………. 22
Summative cess for the units «Reading for Pleasure» and «Traditions and Language» …….. 22
Summative cess for the unit of measurement «Music and Motion picture»……………………………………………………………. 27
SUMMATIVE Assessment TASKS FOR TERM 4 …………………………………………………………. 31
Summative assessment for the unit «Travel and Tourism» ……………………………………………………… 31
Summative assessment for the unit «Science and Engineering science» ……………………………………………….. 36
4
SUMMATIVE ASSESSMENT TASKS FOR TERM ane
Summative assessment for the unit «Hobbies and Qualities»
Learning objectives nine.2.two.1 Understand most specific data in unsupported
extended talk on a wide range of general and curricular
topics
9.3.3.ane Explain and justify their own point of view on a range of
general and curricular topics
Assessment criteria
 Identify facts and details in extended talks without
support on different topics
 Brand their opinion articulate for others past describing or
giving information about it and prove information technology
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Listening
Job 1. Listen and circle the best respond A, B or C.
CD2. Tapescript 1.
1. What are they planning on doing in the morning?
A) Line-fishing
B) Mountain biking
C) Hiking
2. According to the weather condition record, when would information technology beginning raining?
A) In the afternoon
B) At night
C) In the morning
3. What did Paul forget to bring?
A) Rain coats
B) Umbrellas
C) Rain boots
4. Where did Sarah leave the playing cards?
A) Next to picnic table
B) On picnic tabular array
C) Under picnic table
5. What do they finally make up one's mind to do?
A) Stay at a hotel
B) Return dwelling
C) Sleep at the campground
v
Speaking
Job 2. Express your opinion about the result in your card and requite reasons. You take 1 minute to
prepare and 1 minute to talk virtually it.
Card 1
ane. Tell about an unusual hobby y'all know.
2. What is the hobby?
3. Why is information technology unusual for you?
iv. What kind of people might similar information technology?
Card 2
1. Tell near a hobby that was stylish in the past.
ii. What is the hobby?
iii. Do you know any people still doing information technology?
iv. Why is it not fashionable today?
Carte three
ane. Tell about a hobby that is popular among teenagers today.
2. What is the hobby?
iii. Why is it popular?
four. Do you know anyone who likes it?
Card 4
1. Tell about your hobby.
2. What is the hobby?
3. Why do yous similar information technology?
iv. Do you know anyone who as well likes it?
Card five
1. Tell virtually a dangerous hobby.
2. What is the hobby?
three. Why exercise yous think information technology is unsafe?
4. Why do people like information technology if it is dangerous?
6
Assessment criteria
Task
№
Descriptor
Mark
A learner
Place facts and details
in extended talks without
back up on dissimilar topics
ane
circles "C" as a correct respond for question 1; 1
circles "B" equally a correct answer for question 2; 1
circles "A" as a correct respond for question three; 1
circles "A" as a right answer for question 4; i
circles "C" equally a correct respond for question v; one
Make their stance clear
for others by describing or
giving information well-nigh
information technology and evidence it
2
gives full answers for the questions in the
menu;
one
provides caption of his/her point of view; 1
justifies his/ her opinion by providing
reasons/examples.
1
Total marks 8
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Hobbies and Qualities»
Learner'south name________________________________________________________________
Assessment criteria
Level of learning achievements
Low Middle High
Place facts and details in extended
talks without back up on different
topics
Experiences difficulties in
identifying detailed information.
Majority of the answers are
wrong.
Experiences some difficulties in
identifying some detailed
information. Makes some mistakes
in choosing the correct answers to
the questions and filling the gaps
with advisable words.
Correctly identifies detailed
information in a talk. Chooses almost
of the answers correctly. Completes
the gaps with appropriate words
according to the talk.
Make their opinion clear for others
past describing or giving information
about information technology and prove it
Answers some of the questions and
has difficulties in expressing the
ideas clearly. Struggles to justify
the answers.
Answers most of the questions and
expresses the ideas clearly. Justifies
some of the answers.
Answers all the questions and
expresses the ideas conspicuously. Justifies
all the answers.
Transcript
Paul: Sara, I`ve been looking forrard to our early campout for 3 weeks. [Me besides] Information technology`s going to
exist a wonderful day for hiking tomorrow. The dandy outdoors. Camping under stars. This is the life.
Sara: Yep, nut Paul, I`chiliad a footling bit worried about the weather though. The weatherman said information technology was
going to rain later on tonight.
Paul: Ah, nonsense. Nothing can spoil our adventure. Those weather reports are never right.
Sara: And information technology said there was a run a risk of loftier winds.
Paul: Ah. Don`t worry. [Thunder]
Sara: Paul. Paul. Did you remember to bring our raincoats simply in instance, like I told you? [low-cal rain]
Paul: Uh…no. I left them on the front porch. [Heavy rain]
Sara: What are we going to do now?
Paul: We`ll have to sleep in the car! Hurry become in! [Door close]
Sara: So, Paul, what are nosotros going to do now?
Paul: How most playing a menu game?
Sara: Uhh. I left them adjacent to the picnic table. [Hmmm] Hey, you don`t desire me to exit in this
rain and get them, practise you?
Paul: No. that`s okay. And so what now?
Sara: Well, we could head downwards the mountain and stay at the hotel we passed on the way up, or go
home.
Paul: Hmm, Why don`t nosotros just make the all-time of information technology here and hope the weather clears.
nine
Summative assessment for the unit «Exercise and Sport»
Learning objectives nine.4.vi.1 Recognise the attitude or opinion of the author in
extended texts on a range of familiar general and
curricular topics
9.four.9.ane Recognise inconsistencies in argument in extended texts
on a range of familiar general and curricular topics
9.v.5.1 Develop with support coherent arguments supported
when necessary by examples and reasons for a wide
range of written genres in familiar general and curricular
topics
Cess criteria  Identify the opinion of the author in extended texts
 Identify inconsistencies in arguments in extended texts
 Write coherent paragraphs supported with arguments and
reasons
Level of thinking skills Awarding
College order thinking skills
Elapsing 20 minutes
Reading
Task i. Read the text and circle the best reply for the question.
1. What is the writer`south attitude about the competition?
A) He/she is in favour of this competition
B) He/she is against of this competition
C) He/she doesn`t limited her stance well-nigh the contest
The Dandy North Run is 1 of the Britain`s near popular sporting events. It is the biggest and
best-known half-marathon in the world. Around 50 thousand competitors sign upward to take role in
the Great North Run every September, and run the thirteen miles between Newcastle upon Tyne
and South Shields. Effectually one hundred thou friends and family members line the roads to
watch the race, and cheer the runners on from the sidelines.
The first Bang-up North Run was held in 1981, to assist enhance coin for charities and other
worthy causes. The race has evolved over the years from a pocket-size, low key event to get one of
the well-nigh popular road running events in the sporting calendar, and the most famous competition of
its kind in the earth.
A lot of people enjoy running, and men and women of all ages compete in the race to help
enhance money for their favourite charity. Almost ordinary people who enter the race are pleased if they
just manage to end information technology, just for some athletes the competition is a serious business and they are out
to win information technology! Many well-known celebrities also sign up to take part in the race and raise money for
good causes.
Running route races can exist exhausting, and amateur runners frequently find them challenging. Not
all runners who enter the race manage to go the full distance and complete it, and there are always
some who autumn by the wayside. Ambulances are kept on standby in case whatever runners demand any
medical attending, and bottled water is provided for competitors to keep them hydrated in diverse
stops along the way. Around two hundred and fifty m (a quarter of a million) bottles of
h2o are handed out during the race along, with a thousand or more than additional drinks handed out
at the outset and finish!
10
Task 2. Read the text once again and decide if the post-obit statements are true (T), fake (F) or not
given (NG). Write T, F or NG in the boxes.
i. The Great North Run is a small, low key effect.
2. Professional person athletes and amateur runners compete in the race.
3. Some people who take part don`t consummate the race.
4. Bottles are recycled later water is finished
Writing
Job 3.
Cull ONE of the topics and write an article.
Topic i. Write an commodity to a school mag on "Sport helps us to be more prepared for life"
using arguments to support your opinion.
In your article you lot should reply the following questions:
one. What sports tin help yous more than others?
2. How do these sports help you?
3. Who exercise you know has benefitted from these sports?
Topic 2. Write an article to a school magazine on "Sport is one way of keeping fit" using
arguments to support your opinion.
In your article you should reply the post-obit questions:
1. Why practise people desire to keep fit so much?
2. What sports tin can help people to keep fit?
3. How do these sports assist people?
Topic iii. Write an article to a school mag on "Doing sport is a fashion of staying healthy" using
arguments to support your stance.
In your commodity you should respond the post-obit questions:
1. What sports are most mutual in Republic of kazakhstan?
2. Why are they well-nigh common?
iii. How do these sports help people to stay healthy?
11
Assessment criteria Task
№
Descriptor Mark
A learner
Identify the opinion of the
author in extended texts
ane
circles "C" as a correct answer for question 1; ane
Identify inconsistencies in
arguments in extended
texts
2
writes "F" or "false" equally a right answer for
question 1;
1
writes "T" or "true" equally a correct answer for
question ii;
1
writes "T" or "truthful" every bit a correct reply for
question three;
i
writes "NG" or "not given" as a correct
answer for question 4;
1
Write coherent paragraphs
supported with arguments
and reasons 3
provides relevant content of the topic; 1
gives arguments to back up his/her ideas; 1
gives appropriate examples / reasons on topic; one
uses connectors correctly to develop his/her
essay.
one
Full marks ix
Rubrics for providing information to parents on the results of
Summative Assessment for the unit of measurement «Exercise and Sport»
Learner'south name________________________________________________________________
Cess criteria
Level of learning achievements
Low Heart High
Identify the stance of the writer and
inconsistencies in arguments in
extended texts
Experiences difficulties in
identifying a writer`south attitude and
inconsistencies in arguments.
Majority of the answers are
incorrect.
Experiences some difficulties in
identifying some detailed
information. Makes some mistakes
in choosing the best option and
identifying inconsistencies.
Correctly identifies a writer`s
attitude and inconsistencies in
arguments. All answers are correct.
Write coherent paragraphs supported
with arguments and reasons
Experiences difficulties in
developing coherent arguments,
cannot back up the opinion with
appropriate examples and reasons.
Experiences some difficulties in
developing coherent arguments,
struggles to support the stance
with appropriate examples and
reasons.
Develops coherent arguments,
supports the opinion with
appropriate examples and states the
reasons.
SUMMATIVE ASSESSMENT TASKS FOR TERM 2
Summative cess for the unit «Earth and our place in information technology»
Learning objectives nine.2.v.one Recognise the opinion of the speaker`southward in unsupported
extended talk on a broad range of full general and curricular
topics
9.2.vii.1 Recognise typical features at discussion, sentence and text
level of a range of spoken genres
ix.3.eight.1 Recount extended stories and events on a range of general
and curricular topics
Assessment criteria  Identify the speaker`s stance in unsupported extended
talk
 Identify typical features at discussion, sentence and text level
 Retell extended stories and events
Level of thinking skills Cognition and comprehension
Application
Duration 20 minutes
Listening
Job 1. Listen and circle the best respond A, B, C or D.
CD2. Tapescript 2.
1. According to the speaker, more and more greenhouse gases are produced by
A) a rut from the lord's day
B) atmosphere modify
C) actions of people
D) no respond in the recording
two. Which of these things is a greenhouse gas?
A) carbon monoxide
B) carbon dioxide
C) oxygen
D) no answer
iii. Which of these things can assistance reduce levels of carbon dioxide?
A) Driving to work
B) Heating with coal
C) Using public send
D) Leaving your Telly on
iv. Which of these predictions about climatic change does the speaker make?
A) If planet gets warmer, then polar bears will get extinct
B) If planet gets warmer, then we tin await more floods
C) If planet gets warmer, then fuel will become less expensive
D) If planet gets warmer, and so sea levels volition rise
v. If the planet continues to heat upward, __ __ __ wait to experience more extreme weather.
A) then will nosotros
B) then can we
C) and then nosotros tin
D) and then should nosotros
fourteen
half dozen. Which of these things isn`t mentioned in the video?
A) wave energy
B) car pooling
C) coral reefs
D) rut waves
Speaking
Task 2. What have people done to salvage our planet?
Answer the question and make a mind map on a poster in 3 minutes and then you will take ane
minute to nowadays it to the whole class. In your speech communication you should:
— organise your ideas in a logical chain;
— connect your ideas using appropriate linking words;
— use topic related vocabulary.
xv
Cess criteria Chore
№
Descriptor Marking
A learner
Identify the speaker`south
stance in unsupported
extended talk
Identify typical features at
word, judgement and text
level
one
circles "C" every bit a right answer for question 1; 1
circles "B" as a correct reply for question ii; one
circles "C" as a correct answer for question 3; 1
circles "B" as a correct respond for question 4; 1
circles "C" as a correct respond for question 5; 1
circles "B" equally a correct answer for question six; 1
Retell extended stories
and events
2
presents his/her ideas in a logical chain; 1
connects his/her ideas using advisable
linking words;
i
uses topic related vocabulary. ane
Full marks 9
Rubrics for providing information to parents on the results of
Summative Assessment for the unit of measurement « Earth and our identify in it »
Learner's name________________________________________________________________
Assessment criteria
Level of learning achievements
Low Middle Loftier
Identify the speaker`due south opinion in
unsupported extended talk
Identify typical features at word,
sentence and text level
Experiences difficulties in
identifying the speaker`s opinion
and finding typical features of the
given information. Majority of the
answers are wrong.
Experiences some difficulties in
identifying the speaker`south opinion
and finding typical features of the
given information. Some answers
are incorrect.
Correctly identifies the speaker`s
opinion and can easily find typical
features of the given information.
All answers are correct.
Retell extended stories and events
Experiences difficulties while
presenting his/her ideas in a logical
chain, struggles to connect the ideas
with the linking words and uses
some of the topic related
vocabulary.
Experiences some difficulties while
presenting his/her ideas in a logical
concatenation, connects the ideas using
some of linking words and uses
some of the topic related
vocabulary.
Presents his/her ideas in a logical
chain,
connects the ideas using appropriate
linking words and uses nearly of the
topic related vocabulary.
Transcript
Author: Climate change has been in the news for years. Only what is it? And how will it affect
usa? To understand climate modify, you starting time need to know about the greenhouse effect.
The Earth gets heat from the dominicus in the atmosphere; greenhouse gases like carbon dioxide trap
this heat and keep it from escaping back to outer infinite. Trapping some oestrus in the atmosphere is a
good thing, because it keeps the planet warm enough for u.s. to live. But there`s a problem. People
all over the world are adding extra carbon dioxide to the atmosphere. That`s because today we fire
fossil fuels like coal, oil and gas to do many of our everyday activities, like driving our cars, using
our computers, and heating our homes. All this extra carbon dioxide is trapping more heat in the
atmosphere, making the Globe warmer and causing other climate changes, besides.
The signs of climate change are all around us. Temperatures are getting warmer, giant water ice
sheets are melting, and the oceans are ascent. In many places, flowers are blooming earlier, snow is
melting sooner, and birds aren`t flying as far south for the winter. So why does this affair? Well, if
the planet keeps getting warmer, we can expect more than powerful storms and more flooding, droughts
and heat waves. And these changes tin can cause additional problems, like the spread of certain
diseases, more wildfires, and nutrient and water shortages. Climatic change could put entire
ecosystems, like coral reefs, in danger, and many plants and animals could become extinct.
The good news is that we tin can accept activeness! We can put less carbon dioxide into the temper
if nosotros generate electricity from clean sources like solar and current of air power instead of called-for coal, oil
or gas. Nosotros can also drive less, use public transportation, and choose cars that get further using less
gas. And you can do your role! Reduce your energy utilisation by turning off the lights, the computer, and
TV when you`re not using them, and walk or ride your bike to work or school. By making smart
choices and working together, we can make a difference.
eighteen
Summative assessment for the unit «Charities and Conflict»
Learning objectives ix.iv.ane.i Understand the main points in extended texts on a range
of unfamiliar general and curricular topics
9.5.6.1 Write coherently at text level using a diversity of
connectors on a growing range of familiar general and
curricular topics
Cess criteria  Place the chief points in the text
 Develop coherent paragraphs using various connectors
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Reading
Job 1. Read the texts and match the statements 1-6 with the right Charity Organisations A-E.
1. Invests money in looking for ways to end disability.
_____________
2. Provides homes in some cases. _____________
3. Was given blessing on its name by monarch. _____________
four. Has a smaller, related organisation working on similar bug. _____________
Charity organisations
A) The RSPCA (Regal Society for the Prevention of Cruelty to Animals) was the first
organisation dedicated to the well-being of animals anywhere in the globe. In England and Wales
alone, the RSPCA apply more than iii hundred inspectors whose job it is to investigate
reported cruelty to animals. In 1840 Queen Victoria gave the organisation permission to be called
a royal order: The RSPCA. These days there are about two hundred branches in the UK.
B) The RNIB (Majestic National Institute of the Blind) is the Uk's leading charity for the
blind. Sight loss is one of the nigh common disabilities in the UK with over a million people
suffering from either partial or total blindness. The RNIB challenges the disabling effects of sight
loss by providing data and offering practical services to assist people pb as normal a life as
possible. The organisation also works on the underlying causes of blindness working towards its
prevention, cure or alleviation.
C) TBG (Tidy United kingdom of great britain and northern ireland Group) is an contained national charity fighting to improve the
quality of the local environment. They aim to make people more aware of the negative effects of
litter, canis familiaris fouling, graffiti and vandalism and to get everyone involved in doing their bit to proceed
Britain clean. The work of the TBG is done mainly through campaigning. Volunteers work closely
with councils and businesses to organise educational programmes designed to raise awareness of
the bug. The TBG's sister system, Going for Green, concentrates on pollution issues.
The two groups share premises and take the same Primary Executive.
D) Mencap is a charity which is dedicated to fighting against discrimination towards people
who suffer from any kind of learning inability. Most of Mencap's piece of work is campaigning. People
with learning disabilities are disadvantaged considering of discrimination and lack of funding of
community care. It also provides services of education, housing and employment every bit well as
back up and advice for families and careers of sufferers.
19
Task 2. Paraphrase the given sentences and so it has similar significant. Use the given beginnings of
sentences.
Case, Sight loss is one of the most common disabilities in the United kingdom of great britain and northern ireland.
Widespread ____________________________________.
Answer, Widespread disability among British is blindness.
1. Volunteers work closely with councils and businesses to organise educational programmes.
To adapt _______________________________________________________________.
2. People with learning disabilities are disadvantaged because of discrimination and lack of funding
of community intendance.
Discrimination ____________________________________________________________.
Writing
Task 3. Choose a topic and write a entrada letter. Use connectors to link ideas.
Topic i. At that place is an orphanage with poor facilities in the town/ hamlet where you alive. You demand
to write a campaign letter to a local assistants asking them for help.
Topic 2. Your neighbour`south petty firm is so old that it can be ruined anytime but he does not have
any money to assistance himself. You need to write a campaign letter to raise money for the
reconstruction.
Topic 3. Your classmate is suffering from a serious disease and he needs a big sum of money for
his treatment. To help him you demand to write a campaign letter to raise the funding.
20
Assessment criteria
Job
№
Descriptor
Mark
A learner
Place the main points in the
text
i
matches "B" with the argument 1; one
matches "D" with the statement 2; 1
matches "A" with the statement 3; 1
matches "C" with the statement 4; 1
2
paraphrases the first judgement correctly; i
paraphrases the 2d sentence correctly; 1
Develop coherent paragraphs
using various connectors
three
uses a diversity of connectors correctly to
develop his/her letter;
1
can limited his/her thoughts/ feelings
coherently;
i
uses paragraphs to organise his/her writing. ane
Total marks 9
Rubrics for providing data to parents on the results of
Summative Assessment for the unit «Charities and Conflict»
Learner's name________________________________________________________________
Assessment criteria
Level of learning achievements
Low Middle High
Identify the main points in the text Experiences difficulties in
identifying main points in extended
texts. Struggles to friction match the
statements with the right texts.
Majority of the answers are
incorrect.
Experiences some difficulties in
identifying main points in extended
texts. Makes some mistakes in
matching the statements with the
correct texts.
Correctly identifies main points in
extended texts. Matches the
statements with the correct texts
easily. All answers are correct.
Develop coherent paragraphs using
various connectors
Uses some basic connectors
correctly to develop paragraphs,
struggles to express his/her
thoughts clearly.
Uses some connectors correctly to
develop paragraphs, expresses near
of his/her thoughts clearly.
Uses a variety of connectors
correctly to develop paragraphs,
expresses his/her thoughts clearly.
SUMMATIVE ASSESSMENT TASKS FOR TERM 3
Summative assessment for the units «Reading for Pleasure» and «Traditions and Language»
Learning objectives nine.4.v.1 Deduce meaning from context in extended texts on a
range of familiar general and curricular topics
9.three.4.1 Respond with growing flexibility at both sentence and
soapbox level to unexpected comments on a range of
general and curricular topics
9.three.seven.1 Use appropriate subject-specific vocabulary and syntax
to talk about an increased range of general and curricular
topics;
nine.iii.eight.1 Recount extended stories and events on a range of general
and curricular topics
Cess criteria  Place the meaning from context
 Deliver effective respond speeches or comment on the
partner's voice communication without preparation
 Use topic related vocabulary and syntax to express the
opinion
 Retell extended stories and events
Level of thinking skills Knowledge and comprehension
Awarding
Higher club thinking skills
Duration 20 minutes
Reading
Job 1. Read the text and circle True (T) or False (F) for the statements 1-6.
Hallowe'en
Hallowe'en is a popular festival in many countries all over the globe, and every twelvemonth information technology seems
to get bigger. Find out some more than virtually the traditional festival of Hallowe'en.
The origins of the name
The festival of Hallowe'en has its (0) roots in Celtic and Roman traditions. Over two,000 years
ago the Celts in Britain, Republic of ireland and parts of France celebrated Samhain to (1) marking the beginning
of wintertime. When the Romans invaded, they merged this with Feralia, their celebration of the
passing of the dead. Every bit Christianity spread, the Church tried to replace these pagan feasts with
official Church holy days. 1 of these was November 1. It was called All Saints Day, or «All
Hallows», and October 31 was known every bit «All Hallows' Eve», and then Hallowe'en.
Hallowe'en traditions
In the by there was a tradition called «souling». Poor people went around houses request for
nutrient. In commutation, they promised to say prayers for the dead. People no longer go souling, but the
habit has been transformed into a modern Hallowe'en game for children in America, who dress up
every bit ghosts, witches and monsters and get around people's houses, asking for sweets. This game is
called 'Fox or Treat'.
Witches
Hallowe'en wouldn't be fun without witches. Witches have always been part of pop
folklore. Shakespeare'due south (two) play «Macbeth» opens with iii witches. A witch was someone —
usually a adult female — who had special powers and had dealings with the devil. The American town,
23
Salem, in the land of Massachusetts, is famous for the «witchcraft trials», which took identify there
in 1692.
Pumpkins
The pumpkin is a symbol of Hallowe'en. People empty a pumpkin, cut a face up into the side,
and put a candle inside. It'due south known as a Jack O' Lantern, from an Irish fable about a human called
Jack, who made a bargain with the devil.
one. Lots of people like Hallowe'en. T F
2. The Celts celebrated Samhain at the stop of autumn. T F
iii. The Christian Church took over the older pagan festivals. T F
iv. Merely poor people play 'Trick or Treat'. T F
5. Witches are mod characters. T F
six. Jack O'Lantern was another name for the devil. T F
Task 2. Read the text again and circumvolve the word that tin replace the underlined word without
irresolute the meaning.
Instance: (0) cores origins seeds stems
1. covered expanded extended stretched
2. game performance sport work
Speaking
Job three. In pairs, learners take a bill of fare and develop a conversation answering the given questions.
They have one minute to generate the ideas and they take to speak for ii-three minutes.
Card ane. Answer the following questions in the form of conversation. You accept 1 minute for
grooming and you have to speak for ii-3 minutes.
one. Explicate the title of the book you`ve read.
2. What category or genre practice you think it fits into?
3. What practice you think the author's purpose is?
4. Something you liked virtually it. Why?
Card ii. Answer the following questions in the class of conversation. Yous take 1 minute for
preparation and you lot have to speak for 2-3 minutes.
1. Something you lot disliked about the volume you`ve read.
2. Describe the setting.
3. Which character did y'all like most? Why?
four. Which character did you like least? Why?
Card three. Answer the post-obit questions in the course of conversation. You have 1 minute for
preparation and you lot have to speak for two-3 minutes.
1. Describe one of the primary characters of the volume that you`ve read.
two. What changes does a master character become through?
3. Describe one significant part of the book.
4. How did reading it change you, or your views?
24
Menu 4. Respond the following questions in the form of conversation. You take 1 minute for
preparation and you have to speak for ii-3 minutes.
1. What would yous say to persuade a friend to read the book that you`ve read or not to read
it?
two. Summarise it in one sentence.
3. What feedback would you lot give the author?
4. What would you change in the book if you had a chance?
Card five. Respond the post-obit questions in the form of conversation. You accept 1 infinitesimal for
training and you have to speak for 2-iii minutes.
one. What was the lesson that you`ve learnt from the book?
2. What practice you think of the ending?
3. What happens, or should happen, later the ending?
4. How did reading it change y'all, or your views?
25
Assessment criteria
Task
№
Descriptor
Marker
A learner
Identify the meaning from
context
ane
circles "T" as a right reply for question 1; 1
circles "T" as a correct answer for question 2; 1
circles "T" every bit a correct answer for question 3; 1
circles "F" as a right answer for question 4; one
circles "F" equally a right answer for question 5; 1
circles "F" as a correct respond for question vi; 1
ii
circles "expanded" every bit a correct respond for
question i;
circles "work" as a right answer for
question 2;
Evangelize effective reply
speeches or comment on
the partner's speech
without preparation
Retell extended stories
and events
Use topic related
vocabulary and syntax to
express the opinion
3
answers all questions and respond to
unexpected comments without preparation;
i
presents his/her ideas in a logical chain to
retell the story;
1
justifies his/her answers with reasons; i
uses topic related vocabulary. 1
Total marks ten
Rubrics for providing data to parents on the results of
Summative Assessment for the units «Reading for Pleasure» and «Traditions and Language»
Learner's name________________________________________________________________
Assessment criteria
Level of learning achievements
Low Eye High
Identify the meaning from context Experiences difficulties in
identifying if the statement is T or
F. Struggles in identifying the
significant from context.
Experiences some difficulties in
identifying if the argument is T or
F. Makes some mistakes in
identifying the significant from
context.
Correctly identifies T and F
statements. Successfully identifies
the significant from context.
Deliver effective answer speeches or
comment on the partner's speech
without grooming
Retell extended stories and events
Use topic related vocabulary and
syntax to express the opinion
Experiences difficulties to nowadays
his/her ideas in a logical chain to
retell the stories or events, struggles
to justify the answers, uses some of
the topic related vocabulary and
answers some of the questions,
does not comment on the partner'south
spoken language.
Experiences some difficulties to
present his/her ideas in a logical
concatenation to retell the stories or events,
justifies some of the answers with
reasons, uses topic related
vocabulary and answers well-nigh of the
questions, sometimes comments on
the partner'due south oral communication.
Presents his/her ideas in a logical
chain to retell the stories or events,
justifies the answers with reasons,
uses topic related vocabulary and
answer all the questions.
Summative cess for the unit «Music and Moving picture»
Learning objectives nine.ii.iv.ane Sympathize most of the implied meaning in unsupported
extended talks on a wide range of general and curricular
topics
9.5.3.1 Write with moderate grammatical accuracy on a wide
range of familiar full general and curricular topics
9.five.5.ane Develop with support coherent arguments supported when
necessary by examples and reasons for a range of written
genres in familiar full general and curricular topics
9.five.half-dozen.1 Write coherently at text level using a variety of connectors
on a growing range of familiar general and curricular
topics
Assessment criteria  Place about of the unsaid meaning in unsupported
extended talks
 Develop coherent paragraphs with moderate grammatical
accurateness
 Develop coherent arguments supported by examples and
reasons
 Use a variety of connectors to develop coherent
paragraphs
Level of thinking skills Cognition and comprehension
Awarding
Duration 20 minutes
Listening
Job 1. Mind and circle Truthful or False for statements i-6.
CD2. Tapescript iii.
1. The boy wants to be in the band. T F
2. He doesn't like singing. T F
iii. He can't recall the song on the guitar. T F
4. The boy is good at drums. T F
five. The girl says she volition telephone call him the next solar day. T F
Writing
Task 2. Write a film review of your favourite movie.
In your review you should include the following information:
 Film`due south championship.
 The type of the film. When it was made.
 Explicate the movie`s story but don`t explain the ending.
 Your opinion virtually the movie.
 Should people go and watch the moving-picture show?
28
Cess criteria
Job
№
Descriptor
Mark
A learner
Place most of the
implied significant in
unsupported extended
talks
1
circles "True" as a correct answer for question ane; one
circles "False" as a correct answer for question 2; 1
circles "Truthful" as a correct answer for question iii; i
circles "False" as a correct answer for question iv; 1
circles "Simulated" equally a right answer for question 5; 1
Develop coherent
arguments in paragraphs
supported by examples
and reasons
Develop coherent
paragraphs with
moderate grammatical
accuracy
Use a multifariousness of
connectors to develop
coherent paragraphs
2
gives relevant content of a film review; ane
includes the championship of the film; 1
writes its blazon and/or when it was made; 1
gives information nearly the story of the film
without ending;
1
expresses his/her stance of the film; i
gives recommendation to go or not to go to watch
the movie;
1
writes grammatically correct sentences; 1
uses a variety of connectors correctly to develop
his/her essay;
1
supports his/her arguments by examples and /or
reasons.
ane
Full marks 14
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Exercise and Sport»
Learner'south name________________________________________________________________
Assessment criteria
Level of learning achievements
Low Middle High
Place most of the implied
meaning in unsupported extended
talks
Experiences difficulties in
identifying about of the unsaid
pregnant. The majority of the
answers are incorrect.
Experiences some difficulties in
identifying virtually of the implied
meaning. Some answers are
incorrect.
Correctly identifies virtually of the
implied meaning. All answers are
right.
Develop coherent paragraphs with
moderate grammatical accuracy
Develop coherent arguments
supported by examples and reasons
Employ a variety of connectors to
develop coherent paragraphs
Experiences difficulties in
developing coherent arguments
using bones connectors, omits some
parts of a film review, makes a lot
of grammatical mistakes in the
sentences and struggles to support
the arguments by examples and
reasons.
Experiences some difficulties in
developing coherent arguments
using bones connectors, follows the
structure of a film review, makes
some grammatical mistakes in the
sentences and struggles to back up
the arguments by examples and
reasons.
Develops coherent arguments using
basic connectors, follows the
construction of a motion picture review,
writes grammatically right
sentences and supports the
arguments past examples and reasons.
Transcript
Male child: Ah, band auditions. Great! I'd dear to exist in a band! … Hi. Is this the ring audition?
Girl: Hello. Yes. And so, you'd like to exist in our band?
Male child: Yes, I love music.
Girl: Well, we demand a vocaliser, a guitarist and a drummer.
Boy: Oh, I love singing!
Daughter: OK, and so you can sing. Let's sing the first of this song.
Boy: (singing) Tonight I'g going to take myself a real good time. I experience alive …
Girl: Right, OK, mmm, maybe non. Can you lot play an instrument?
Boy: Er, well, I tin can play the guitar a little.
Girl: OK, let'south hear you. What can you play? … That'southward it?
Boy: Er, yeah. I can't remember any more.
Girl: Erm, can you play the drums?
Boy: Yeah, sure.
Daughter: OK! OK! Terminate! That's enough. Erm, what about the maracas? Tin you play the maracas?
Boy: Yep, I tin. (singing) Young and strong and … er …
Girl: Great, great! Hmm … thanks for coming. I'll telephone call you next week.
31
SUMMATIVE Assessment TASKS FOR TERM iv
Summative assessment for the unit «Travel and Tourism»
Learning objectives 9.ii.ii.1 Understand most specific data in unsupported
extended talk on a wide range of general and curricular
topics
9.3.7.1 Use advisable bailiwick-specific vocabulary and syntax to
talk well-nigh an increased range of general and curricular
topics
Cess criteria  Identify specific information in extended talks
 Use subject area-specific vocabulary and syntax to limited their
opinion
Level of thinking skills Noesis and comprehension
Application
Duration 20 minutes
Listening
Task 1. Heed and consummate the gaps with the correct identify from the box.
CD2. Tapescript four.
Oxford Manchester London Cambridge Exeter
1. Listening A The speaker wants to go to _________________
two. Listening B The speaker wants to become to _________________
iii. Listening C The speaker wants to go to _________________
4. Listening D The train is going to ______________________
v. Listening E The passengers desire to go to _______________
Speaking
Task two. Choose ONE carte and answer the questions.
Y'all have 1 minute to fix and 1-2 minutes to talk about information technology to your partner.
Your partner will assess your speaking using the following criteria:
Criteria Tick if your partner
accomplished it
1. My partner answers all of the questions
2. My partner uses appropriate discipline-specific vocabulary
3. My partner expresses his/her opinion using an appropriate
syntax
Carte du jour one
Are there any places that y'all would peculiarly similar to get?
Are you planning any vacations at the moment?
Can you easily notice your way around new places?
Can you tell me nearly the kind of things that you commonly do on vacation?
32
Bill of fare 2
Can you tell me something near your terminal holiday?
Did you often visit relatives when you were younger?
Practise you lot ever prefer to spend your vacation at home?
Do yous often read travel reviews?
Card three
Do you relish planning holidays?
Practise you have whatsoever plans for the adjacent public vacation?
Practice you lot have any camping or hiking gear?
Do you prefer rural holidays or city breaks?
Card four
Do you think you lot volition purchase a habitation in the country someday?
Exercise you want to spend more time abroad in the future?
Does your hometown attract many tourists?
Accept you ever spent too much on holiday?
Card five
How do y'all most like to travel?
How do you usually commute?
How important is traveling to you lot?
How is your taste in holidays irresolute?
Card 6
What kind of leisure activities practise you prefer doing in summer?
How often practice you stay in hotels?
If you could take any kind of vacation, where would you go in summer?
Is there anything yous dislike most beach holidays?
Carte du jour 7
Is there anything you'd similar to see away?
Is your hometown a good place for a holiday?
What are your plans for the side by side public vacation?
What are/ were the best things about school holidays when you lot were younger?
Carte du jour 8
What changes would you like to brand to the last hotel yous stayed in?
What did yous do last winter holiday?
What do you lot discover nearly difficult about going on holiday as a family?
What exercise y'all like about the concluding place you went on holiday?
33
Assessment criteria
Task
№
Descriptor
Mark
A learner
Place specific
information in extended
talks
ane
writes "Cambridge" as a correct answer for
question 1;
1
writes "Manchester" as a right answer for
question 2;
1
writes "Oxford" as a correct answer for
question 3;
1
writes "Exeter" as a correct answer for question
4;
1
writes "London " as a right answer for
question 5;
1
Use field of study-specific
vocabulary and syntax to
express their stance
ii
expresses stance on the questions; i
uses appropriate subject-specific vocabulary; 1
uses an advisable syntax. 1
Total marks viii
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Travel and Tourism»
Learner's name________________________________________________________________
Cess criteria
Level of learning achievements
Low Heart Loftier
Identify specific data in
extended talks
Experiences difficulties in
identifying specific information.
Take wrong answers.
Experiences some difficulties in
identifying specific data.
Correctly identifies specific
information. All answers are correct.
Use subject-specific vocabulary and
syntax to express their stance
Experiences difficulties in
developing and sustaining a
consistent argument. Uses subject-
specific vocabulary and syntax to
limited their opinion mostly
inappropriately and answer some of
the questions.
Experiences some difficulties in
developing and sustaining a
consequent argument, uses some
subject-specific vocabulary and
syntax to limited their stance and
answer nearly of the questions.
Develop and sustain a consistent
argument. Uses appropriate nigh of
the subject-specific vocabulary and
syntax to express their opinion and
answer all the questions.
Transcript
A.
Passenger: Excuse me? Which platform does the train to Cambridge exit from?
Train station attendant: The 10:15 train or the ten:40?
Passenger: The 10:xv.
Train station attendant: The x:15 train leaves from platform three.
Passenger: Thanks.
B.
Passenger: Hi. Could I accept a ticket for the next train to Manchester, please?
Train ticket vendor: Unmarried or render?
Passenger: Errr, unmarried please.
Train ticket vendor: The next train is at 12:30pm, leaving from platform 2.
Passenger: And how much is information technology?
Train ticket vendor: £13:50
C.
Ticket inspector: Tickets, delight. Can I meet your ticket, please?
Passenger: Yes, here you lot are.
Ticket inspector: This ticket is for Oxford.
Rider: Yes, that'southward right.
Ticket inspector: But this train doesn't go to Oxford, information technology goes to Liverpool.
Passenger: What? Liverpool? Oh no!
D.
Railroad train station proclamation: The next train arriving at platform 1 is the 15:45 train to Exeter,
stopping at Bristol Temple Meads and arriving at Exeter St David'southward at eighteen:xxx.
Eastward.
Harry: What time is our train back to London?
Angel: It leaves at 4:30. We've only got 5 minutes.
Harry: What platform does it leave from?
Angel: Platform two. Wait, over there.
Harry: I can't see our train anywhere. Let me see the ticket. Look, it says iv:20, non four:30!
Angel: Oh no, nosotros've missed information technology.
Harry: No we haven't, it's late. Look, hither it is now.
Affections: Phew, that was lucky!
36
Summative assessment for the unit «Scientific discipline and Technology»
Learning objectives ix.4.5.1 Deduce meaning from context in extended texts on a range
of familiar general and curricular topics
nine.v.half-dozen.ane Write coherently at text level using a variety of connectors
on a growing range of familiar general and curricular
topics
9.5.7.one Apply independently appropriate layout at text level on a
growing range of general and curricular topics
Assessment criteria  Identify the pregnant and details of the reading texts on
familiar topics and describe decision by reasoning
 Develop coherent paragraphs at text level using a variety
of connectors
 Utilize an appropriate layout in writing
Level of thinking skills Application
Duration 20 minutes
Reading
Task ane. Read the text. Identify what we should and should not do when we search something on the
Internet. Write Exercise if y'all should and Don`t if you shouldn`t do the actions in statements 1-6.
i. Use inverted commas in a search. _______
2. Apply words like 'a' or 'the' in a search. _______
3. Cheque the spelling of every word. _______
iv. Believe all the information you lot meet on the Internet. _______
HOW TO Be A SAFE AND SMART SEARCHER
SEVERAL KEYWORDS WILL Aid TO Detect Amend RESULTS. Use more than one
keyword when you are doing a search. If you want to find out about seagulls, for example, search
for bird and not just 'seagull'-because seagull might also be the name of just almost
anything else, from a hotel to a documentary movie.
Exact REFERENCES Can Help YOU FIND WHAT YOU`RE LOOKING FOR. If you are
looking for an verbal phrase or judgement, e.thou. "seagulls are very clever" , type it between inverted
commas ("") and just verbal matches will be shown. This is useful when you desire to find something
yous`ve already seen only lost.
AVOID COMMON WORDS like 'a' or 'the' in a search. These aren`t ever helpful and are
usually unnecessary.
REMOVE UNWANTED RESULTS by adding a minus symbol (-). For example, seagull-hotel-
picture show would leave out all references to hotels and films.
CHECK YOUR SPELLING. Make sure that you lot spell every give-and-take in the search box correctly. The
smallest typing mistakes can bring unwanted results- especially when the mistyped word exists.
RELIABILITY IS VERY Of import WHEN Y'all ARE SEARCHING ON THE INTERNET.
Always enquire yourself, 'Is this reliable?' don`t make the mistake of believing everything yous run across.
Some websites are unreliable, and some information is false. Bank check your data on other
37
websites before accepting it.
Task 2. Paraphrase the given sentences so information technology has similar meaning. Employ the given beginnings of
sentences.
Case, Several keywords will help to find better results.
Better results ____________________________________.
Answer, Better results can be establish past using several keywords.
1. Remove unwanted results past adding a minus symbol (-).
A minus symbol (-) ___________________________________________.
ii. Check your information on other websites before accepting it.
Information ________________________________________________.
Writing
Chore ii. Write an essay on the following topic:
Do you lot recollect modern technology has made life easier and safer? Or do y'all call up that modern
technology has made life more than hard and more than dangerous? What are the advantages and
disadvantages of modern technologies?
Follow this structure:
Paragraph 1: What general information most technologies can you requite?
State your opinion (thesis).
Paragraph 2: What are the advantages of modern technologies?
Paragraph 3: What are the disadvantages of modernistic technologies?
Paragraph 4: What's your overall opinion? Restate the thesis.
38
Assessment criteria Task
№
Descriptor Marking
A learner
Identify the meaning and
details of the reading
texts on familiar topics
and depict conclusion past
reasoning
one
writes "Do" for the statement 1; 1
writes "Don`t" for the statement 2; ane
writes "Do" for the statement three; 1
writes "Don`t" for the statement 4; i
2
paraphrases the first sentence correctly; 1
paraphrases the second judgement correctly; 1
Develop coherent
paragraphs at text level
using a multifariousness of
connectors
Utilize an advisable
layout in writing
3
presents the thesis; 1
writes about advantages of modern technologies; 1
writes near disadvantages of modern
technologies;
1
expresses his/her overall opinion; ane
uses advisable layout in writing; 1
uses a diverseness of connectors correctly to develop
the website review.
1
Total marks 12
Rubrics for providing data to parents on the results of
Summative Assessment for the unit « Science and Engineering science »
Learner'south name________________________________________________________________
Assessment criteria
Level of learning achievements
Low Middle Loftier
Place the meaning and details of
the reading texts on familiar topics
and draw conclusion past reasoning
Experiences difficulties in
identifying the meaning and details
and cannot extend understanding of
familiar paper. Struggles to
paraphrase the sentences.
Experiences some difficulties in
identifying the meaning and details
and extending agreement of
familiar paper. Makes some
mistakes in paraphrasing.
Correctly identifies the pregnant
and details and extend
understanding of familiar paper.
Paraphrases the sentences
correctly.
Develop coherent paragraphs at text
level using a variety of connectors
Utilize an appropriate layout in writing
Attempts to write a thesis
argument, writes the opinion
eighter about advantages or
disadvantages of modernistic
technologies, struggles to requite
reasons and support them, uses
some of the connectors correctly.
Does not follow the correct layout
in writing.
Writes thesis argument, writes the
opinion eighter about advantages or
disadvantages of modernistic
technologies, gives reasons
without supporting them,uses some
of the connectors correctly. Follows
the correct layout in writing.
Develops thesis statement that is
supported by reasons. Writes the
opinion about advantages and
disadvantages of modern
technologies, uses a diversity of
connectors correctly. Follows the
right layout in writing.

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