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Summative Assessment for UnitСтр 1 из 6Следующая ⇒
ENGLISH PLUS (BEN WETZ, DIANA PYE) OXFORD PRESS Summative Assessment for Unit English Grade 8 (Methodological Recommendations)
2018-2019 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.
CONTENT TERM 1. 6 Summative assessment for the unit «Our World». 7 Summative assessment for the unit «Daily Life and Shopping». 13 TERM 2. 18 Summative assessment for the unit «Entertainment and Media». 19 Summative assessment for the unit «Sport, Health and Exercise». 26 TERM 3. 31 Summative assessment for the unit «The Natural World». 32 Summative assessment for the unit «Travel and Transport». 37 TERM 4. 42 Summative assessment for the unit «Food and Drink». 43 Summative assessment for the unit «The World of Work». 48
TERM 1. SUMMATIVE ASSESSMENT TASKS Summative assessment for the unit «Our World»
Speaking Task 1. Answer the questions while speaking. Provide explanation to your answer. You should speak at least 2 minutes. Learners talk in pairs on such topics as environment and pollution. Firstly, one learner provides explanation then they swap the roles.
Card 1 1. What do you think when you hear the words ‘environmental problem’? 2. What is the biggest environmental problem? Why do you think so? 3. Do you think that the environmental situation will improve in the nearest future? Card 2 1. Who is most responsible for creating environmental problems? 2. Is it possible for everyone to change their lifestyle to help the Earth? 3. What can you do every day to help the environment? Card 3 1. Do people in your country protect the environment? 2. What do you think is the best form of alternate energy? 3. Have you ever participated in any environmental events?
Card 4 1. People throw away tons of garbage every day. How can we reduce the amount of garbage?
2. Do you drink bottled water? Why or why not? What is its effect on the environment? 3. How eco-friendly is your country? Card 5
1. What kinds of pollution do you know? Which is the worst? 2. Think of a place where there is no pollution at all. What is it? Where is it? 3. Big cities are often very noisy places. How can we reduce noise pollution?
Listening Task 2. Listen to two BBC reporters discuss plastic pollution and complete the gaps in sentences 1-8 with up to three words. Numbers count as one word. 0 is an example. You will listen to the recording twice. Link for listening: http://mythatsenglish.blogspot.com/2015/10/listening-test-plastic-pollution.html Example: 0) At the beginning of the programme Dan asks Kate whether she has heard of the Great Pacific Garbage Patch.
1) The patch was discovered in 1997 and basically consists of a big …………………….. of plastic garbage. 2) The patch is 600,000 ……………………... 3) Every year, pollution kills a million sea birds and …………………….. mammals and turtles. 4) According to Jan van Franeker, what biologists are finding in the stomachs of sea birds is …………………….. and parts from fishing nets and ropes. 5) It seems that 80% of all the plastic litter in the sea has been …………………….. on land originally. 6) According to marine ecologist Richard Thompson, 40% of the plastic products made every year are …………………….. that we then discard. 7) The three R’s Dan mentions stand for …………………….., …………………….. and ……………………... 8) Kate thinks she’s very lucky because she has all her plastics and glass collected ……………………... ___________________________________________________________ | |||||||||||||
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Assessment criteria |
Task | Descriptor |
Mark |
| A learner | |||
| 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
| 1 | uses vocabulary words on the topic; | 1 |
| speaks without long stoppings; | 1 | ||
| pronounces words and phrases clearly; | 1 | ||
| answers to the questions properly; | 1 | ||
| states the point of view; | 1 | ||
| Identify the main ideas in extended talks. | 2 | 1) writes answer ‘ floating soup ’ | 1 |
| 2) writes answer ‘square miles across’ | 1 | ||
| 3) writes answer ‘100,000’ | 1 | ||
| 4) writes answer ‘bottles or toys’ | 1 | ||
| 5) writes answer ‘thrown away’ | 1 | ||
| 6) writes answer ‘packaging materials’ | 1 | ||
| 7) writes answer ‘reduce, re-use, recycle ’ | 1 | ||
| 8) writes answer ‘outside my/her house’ | 1 | ||
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Total marks | 13 | ||
Tapescript 1
Dan: Hello. I’m Dan Walker Smith and today I’m joined by Kate.
Kate: Hello Dan.
Dan: Now today Kate and I are talking about pollution. So I’m going to start the show today with a question, Kate; have you ever heard of the ‘Great Pacific Garbage Patch’?
Kate: No, I’m afraid I haven’t; I’ve never heard of that.
Dan: Well let me explain: Garbage is an American word for something we’ve thrown away. What we in the UK might call rubbish. And the Pacific Garbage Patch is an area of the Pacific Ocean where rubbish has collected. It was discovered in 1997, and is essentially a big floating soup of plastic garbage and bits of rubbish that have been thrown away on land and have ended up in the sea.
Kate: Ooh that sounds absolutely horrible. I had no idea that anything like that existed.
Dan: Well this is the bit which is really scary: we don’t actually know the size of the garbage patch, but some people say it could be 600,000 square miles across –which is twice the size of France.
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Kate: What? Twice the size of France? That’s absolutely huge!
Dan: And it could be bigger.
Kate: That’s very frightening. Now plastic pollution in the seas kills over a million sea birds and 100,000 mammals and turtles each year.
Dan: So here’s the Dutch marine biologist Jan van Franeker talking about the effects of plastic pollution on birds.
Worldwide, there’s so many bird species that have litter in their stomachs. It varies from pieces from bottles or toys, parts from fishing nets, from ropes. Any sort of plastic really that is broken up and is floating around the ocean.
Kate: OK, so the plastics they’re finding aren’t just things that might have been thrown into the sea, like fishing nets and ropes, but are actually things that have come from the land, like pieces of bottles and children’s toys.
Dan: Apparently 80% of all the plastic found in the ocean is actually litter that’s been thrown away on land.
Kate: And part of the problem is that most plastics aren’t biodegradable.
Dan: And some plastic bags could last in the environment for up to a thousand years.
Kate: Let’s hear the marine ecologist Richard Thompson talking about plastic packaging.
I think we need to think very, very carefully about the way that we use plastics in society. If we think that 100 million tonnes of plastic products are made every year, 40% of those are packaging materials that are mainly used once and then discarded.
Dan: OK, so 40% of the world’s plastic is used as packaging material and then discarded. To lower the amount of plastic waste, scientists recommend the ‘three Rs’ for packaging. We can reduce the amount of packaging used on products; we can re-use packaging more than once, and we can recycle the materials used.
Kate: Do you recycle, Dan?
Dan: I’m actually very lucky, because where I live in London has a great recycling programme. So essentially every week we’ve got someone who comes round and collects all the paper and all the plastic and all the glass that I’ve used that entire week, which is fantastic.
Kate: Oh that sounds great, you’re really lucky. Actually I’ve got the same thing: I have all my plastics and glass picked up outside my house, so I think certain places in the UK are doing quite well on the recycling front.
Dan: And even if you can’t recycle, just try and reuse or reduce the amount of waste that you’re going to be producing. So from all of us here, thanks for listening, and goodbye!
Kate: Goodbye!
Reading
The learners may write their answers using their own words to explain their choice. The main idea should be the same as it was presented in the text.
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. | A survey says people should not use the Internet. | |||
| 2. | The survey said Internet addicts needed to get online regularly. | |||
| 3. | Researchers questioned over 2,540 people in their study. | |||
| 4. | A professor said we know a lot about Internet addiction. | |||
| 5. | The professor said addicts had no problem with day-to-day activities. | |||
| 6. | Internet addicts suffer from depression more than non-addicts. | |||
| 7. | Internet addicts find it more difficult to manage their time. | |||
| 8. | We need to know if mental health problems create Internet addiction. |
A new survey suggests that people who use the Internet too much may have mental health problems. The survey said that people who are addicted to the Internet have problems in life if they cannot get online regularly. The survey is from McMaster University in Canada. Researchers looked at the Internet habits of 254 students and then looked at the students' general mental health. Thirty-three of the students were addicted to the Internet. The researchers said another 107 students had problems because of their Internet use. These included depression, anxiety, impulsiveness and inattention. A professor said we still know little about the dangers of Internet addiction and need to do more research into it.
The lead researcher in the study, professor Michael Van Ameringen, explained what kind of problems he found with students. He said: "We found that [students addicted to the Internet] had significantly more trouble dealing with their day-to-day activities, including life at home, at work or school and in social settings." Professor Van Ameringen added: "[People] with Internet addiction also had significantly higher amounts of depression and anxiety symptoms, problems with planning and [problems with] time management." The professor said we needed to find out just how big the problem of Internet addiction is. He also said we needed to find out if mental health problems caused Internet addiction.
Writing
Task 2. Write a comment with your opinion on a website to an expert on Internet addiction. You may use the examples from the previous text as an evidence. You should follow the plan and structure and it has to be in the Present, Past Simple and Present Perfect Tenses.
Use basic conjunctions for your comment:
· Then, next, after that, or, because, so
· First, second, finally, for example, moreover
Use phrases for expressing opinions:
·... from what I’ve.... For this …, I think …. In my opinion, ….
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Plan of your comment
Paragraph 1: Write about your internet use and your online habits
I go on the internet...
My main activity on the internet is...
Paragraph 2: Describe other people’s habits
Some of my friends are...
Paragraph 3: Give two of your ideas on how to help people with Internet addiction.
The best way to help is…
Paragraph 4: Conclusion
In conclusion,...
The link which was used for this task is https://breakingnewsenglish.com/1609/160921-internet-addiction.pdf
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Assessment criteria |
Task | Descriptor |
Mark |
| A learner | |||
| Realize particular facts and parts in reading passage
| 1 | 1. chooses ‘False’ and writes an explanation: ‘ A survey doesn’t say that people should not use the Internet. It says that people who use the Internet too much may have mental health problems.’ | 1 |
| 2. chooses ‘True’ and writes an explanation: ‘The survey said that people who are addicted to the Internet have problems in life if they cannot get online regularly.’ | 1 | ||
| 3. chooses ‘False’ and writes an explanation: ‘ Researchers looked at the Internet habits of 254 students ’ | 1 | ||
| 4. chooses ‘False’ and writes an explanation: ‘ A professor said we still know little about the dangers of Internet addiction and need to do more research into it.’ | 1 | ||
| 5. chooses ‘False’ and writes an explanation: ‘ They found that [students addicted to the Internet] had significantly more trouble dealing with their day-to-day activities, including life at home, at work or school and in social settings.’ | 1 | ||
| 6. chooses ‘True’ and writes an explanation: ‘Internet addiction also had significantly higher amounts of depression and anxiety symptoms’ | 1 | ||
| 7. chooses ‘True’ and writes an explanation: ‘Internet addiction had problems with planning and [problems with] time management.’ | 1 | ||
| 8. chooses ‘True’ and writes an explanation: ‘ They needed to find out if mental health problems caused Internet addiction. ’ | 1 | ||
| Make a clear plan of writing; Write a text; Check the written draft Connect sentences into paragraphs with basic connectors, linking words and phrases for expressing opinions with some support | 2 | writes a comment according to the plan; | 1 |
| uses Present Simple, Past Simple and Present Perfect Tenses correctly; | 1 | ||
| uses appropriate vocabulary; | 1 | ||
| links ideas logically and clearly; | 1 | ||
| uses basic conjunctions, linking words and phrases for expressing opinions. | 1 | ||
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Total marks | 13 | ||
TERM 2
SUMMATIVE ASSESSMENT TASKS
Speaking
Task 1. Choose the question from the card on the topic “Entertainment and Media” and be ready to answer it after the teacher starts the conversation. Produce a speech by giving extended answers to the questions. Share your ideas with the class.
Teacher organizes a Socratic seminar, which helps him/her to assess learners while they are speaking on the topic ‘Entertainment and Media ‘and he/she prepares and cuts down questions and expressions beforehand. Learners sit in a circle and answer the question using in their speech some formal and informal expressions to present logically connected information to their classmates.
| Stating an opinion | Asking for an opinion | Expressing agreement | Expressing disagreement | Interrupting |
| The way I see it….. | What’s your idea? | I agree with you 100 percent. | I’d say the exact opposite. | Can I add something here? |
| If you want my honest opinion….. | How do you feel about that? | You are absolutely right. | I totally disagree. | If I might add something….. |
| As far as I’m concerned…. | What are your thoughts on all of this? | 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……. | Wouldn’t you say? | I have to side with smb (name)on this one | I beg to differ | Sorry to interrupt, but… |
| In my opinion……. | What do you think? | No doubt about it. | Not necessarily | Can I throw my two cents in? |
These are some Socratic Seminar Ground Rules:
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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.
Discussion Cards
Card 1
1. What is your favorite form of entertainment?
2. Why are movies such popular entertainment? Try to give specific reasons. ("Because they're interesting" is not good enough!)
Card 2
1. What do you think of these forms of entertainment: music, comedy, live theater, TV, sports, traveling, going to bars (pubs), having parties at home, gambling and reading?
2. In your opinion, which kinds of TV programs are a waste of time? (love stories, adventure stories, mysteries, comedies, documentaries, game shows, horror) Explain your answer!
Card 3
1. What kinds of TV programs are most popular in your country?
2. Describe some popular games in your country. Why are they popular?
Card 4
1. What is your favorite kind of TV program or movie? (love stories, adventure stories, mysteries, comedies, documentaries, game shows, horror)
2. Who is the funniest comedian in your country? Can you describe his or her style? Why is he or she funny?
Card 5
1. Do you have a favorite singer or movie star?
2. Who is the most famous singer in your country? Can you describe one of his or her songs?
Card 6
1. What do you most/least want to read in a paper?
2. How regularly do you read a paper? How much of what you read do you believe?
Listening
Teacher may choose either one or two tasks to do in a class. It depends on the level of the learners and time.
Link for listening: http://www.elllo.org/english/1401/1413-Katie-Eurovision.htm
Task 2. Listen to the interview and answer the following questions.
1) The locations _____.
a) stay the same
b) change every year
c) are secret
2) The contest is _____.
a) huge in Europe
b) losing popularity
c) hard to watch
3) She says the U.K. has _____.
a) won it a lot
b) never won it
c) hosted it twice
4) Buzzs Fizz was a group of _____.
a) only men
b) only women
c) both sexes
5) She always remembers the _____.
a) singing
b) costumes
c) winners
Task 3. Listen to the radio interview about theme parks and circle TRUE or FALSE for these sentences.
Link for listening: http://learnenglishteens.britishcouncil.org/skills/listening/intermediate-b1-listening/theme-parks
| 1. Andy Wells has written a guide to theme parks around the world. | True | False |
| 2. Andy says his job doesn’t feel like hard work. | True | False |
| 3. Cedar Point in Ohio has life-sized moving dinosaurs. | True | False |
| 4. On a wing coaster the track is next to you, not under you. | True | False |
| 5. At the Islands of Adventure in Florida you can meet Harry Potter. | True | False |
| 6. Ocean Park in Hong Kong has sea animals but no rides. | True | False |
| 7. A dark ride is a ride inside a building. | True | False |
| 8. The “place to watch” for theme parks is Japan. | True | False |
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Assessment criteria |
Task | Descriptor |
Mark |
| A learner | |||
| Apply the difference between formal and informal speech in a talk. Interact in a pair, group and whole class work presenting logically connected information with ideas of others people.
| 1 | shows sustained ability to maintain a conversation and to make relevant contributions at some length; | 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 B; | 1 |
| 2. chooses A; | 1 | ||
| 3. chooses B; | 1 | ||
| 4. chooses C; | 1 | ||
| 5. chooses B. | 1 | ||
| Identify the position of speakers in an extended talk with some support.
| 3 | writes ‘True’ for the 1st sentence; | 1 |
| writes ‘False’ for the 2nd sentence; | 1 | ||
| writes ‘True’ for the 3rd sentence; | 1 | ||
| writes ‘True’ for the 4th sentence; | 1 | ||
| writes ‘True’ for the 5th sentence; | 1 | ||
| writes ‘False’ for the 6th sentence; | 1 | ||
| writes ‘True’ for the 7th sentence; | 1 | ||
| writes ‘False’ for the 8th sentence. | 1 | ||
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Total marks | 16 | ||
Assessment criteria
Tapescript 2
Aimee: Hey, Katie, did you hear that Australia are rejoining the Eurovision Song Contest?
Katie: I did. It's a really big news. Really big news.
Aimee: So can you tell us a little bit about Eurovision? What is it exactly?
Katie: Eurovision is basically a music competition that happens every year in May. And countries from all over Europe have an entry in the competition.
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Aimee: Right.
Katie: So big, big music singing competition.
Aimee: And it's Euro…
Katie: Eurovision, yeah.
Aimee: Okay.
Katie: Eurovision, and yeah, every single country in Europe send somebody to sing in the competition.
Aimee: Okay.
Katie: And all of Europe watches it, and all of Europe votes for a winner, and it's huge. It's huge.
Aimee: It does sound huge, continental competition.
Katie: Big battle with music.
Aimee: And where is it usually hosted?
Katie: It's hosted in the country of the previous year's winner.
Aimee: Right. So this year then, do you know where it was?
Katie: I don't remember who won it last year, but the previous year, two years ago, it was won by someone from Austria.
Aimee: Okay.
Katie: So last year, the competition was in Austria.
Aimee: Right. That sounds like a wonderful event for the hosting country.
Katie: Yeah. And I'm from the UK, and the UK hasn't won it in such a long time. And I really, really want to win because I wanted to go and see a live Eurovision competition.
Aimee: Right. So over the – you mentioned that you're such a big fan. Over the Eurovision history, do you have any personal highlights?
Katie: Probably my favorite entry was from ages and ages ago, before I was even born by an English entry called Bucks Fizz.
Aimee: Okay.
Katie: They were really awesome. They were singing a great song, and then suddenly, halfway through the song, the boys ripped the girls' skirt off.
Aimee: Oh.
Katie: Not that way. But they were wearing a long dress and then they were suddenly wearing a skirt. And it was amazing.
Aimee: They kind of costume changed then.
Katie: Yeah, costume change.
Aimee: Okay.
Katie: And it happened in the '70s, I think, '70s or
Aimee: '80s, maybe?
Katie: Yeah. And at that time, it was probably the most exciting entry in Eurovision ever.
Aimee: Oh really.
Katie: It's very exciting.
Aimee: A real shock.
Katie: Real shock. A bigcostume change, big drama.
Aimee: And how was the song?
Katie: Eh. The song was okay. No one remembers the song. Everyone remembers the skirts.
Aimee: Okay. So I take it, they didn't win then?
Katie: I don't think so.
Aimee: Did they?
Katie: I don't, I don't know. I can't remember. Also, I remember the costumes but not if they won or not.
Aimee: Yeah. Not the song.
Katie: Isn't that funny?
Aimee: Costumes, too are important.
Tapescript 3.
Interviewer: Good morning. Today we’re going to talk about theme parks and we’re going to hear from Andy Wells who has written a guide to theme parks around the world. Welcome to the programme, Andy.
Andy: Hi, it’s good to be here.
Interviewer: You really have a dream job, don’t you, Andy? Flying round the world all the time, visiting adventure parks...
Andy: Well, yes, it’s pretty exciting. But it’s really hard work too, you know.
Interviewer: I bet. So, what’s the number one theme park in the world?
Andy: That all depends what you’re looking for. In terms of numbers, it has to be Magic Kingdom at Disney World in Florida, the most famous theme park. But the most popular park for people who like adventure rides is Cedar Point in Ohio, USA. It has the biggest number of rollercoasters in one park, 17, and three water rides. There are lots of other attractions too. Last year they introduced 50 animatronic dinosaurs. You know, life-size models that move and look real.
Interviewer: Cool! Have they got anything lined up for this year?
Andy: Yeah, there’s a new rollercoaster called the Gatekeeper. Well, actually it’s not a rollercoaster, it’s a wingcoaster. It’ll be the biggest in the world.
Interviewer: What’s a wingcoaster?
Andy: With a normal rollercoaster you are sitting on a seat with the track under you. With a wingcoaster the seats kind of stick out at the side so the passengers have nothing below or above them. You feel as if you’re flying.
Interviewer: So it’s more frightening?
Andy: More exciting! Way more exciting.
Interviewer: What other attractions have you seen recently?
Andy: I’ve just been to The Wizarding World of Harry Potter at the Islands of Adventure in Orlando, Florida. It’s great! You know those shops that sell magic sweets and things in the Harry Potter books? Well, they have those, just like you’ve imagined. There’s a fantastic tour of Hogwarts School where you meet characters from the books. It’s so well done.
Interviewer: Right, sounds interesting. In your book you have a lot of theme parks in Asia too. Can you tell us about them?
Andy: Sure. Tokyo has had a Disneyland for quite a long time, which attracts a lot of people. Ocean Park in Hong Kong has also been going for a long time – that has a lot of marine animals as well as rides. Lotte World, a huge park in South Korea, has the world’s biggest indoor theme park. And then there’s Universal Studios in Singapore. That’s expanding with additions to its New York street section. There’s going to be a Sesame Street dark ride. A dark ride’s a ride inside a building.
Interviewer: I see. New York in Singapore?
Andy: Yeah, it’s weird, but it works. But the place to watch at the moment is China – they’re really expanding. Lots more parks will open in China in the next few years, including another one with dinosaurs in the north, and Ocean Kingdom in the south. That will have the world’s longest roller coaster and tallest Ferris wheel, as well as boat rides and a night-time zoo.
Interviewer: Wow, so that’s opening soon?
Andy: Yes, this year. I’ll be there!
Interviewer: Have a ride for me, then.
Reading
Task 1. Read the text.
Writing
Task 3. Write a short public speech to support a healthy life style.
You should
· present 2-3 benefits of a healthy lifestyle;
· use some persuasive techniques;
· describe at least 1 negative consequence;
· use basic conjunctions and linking words;
· use appropriate topical vocabulary.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Assessment criteria |
Task | Descriptor |
Mark |
| A learner | |||
|
Interpret the information to identify the author’s attitude and opinion. | 1 | chooses 1-A; | 1 |
| chooses 2-D; | 1 | ||
| chooses 3-C; | 1 | ||
| chooses 4-D; | 1 | ||
| 2 | 1. The rule is that players will be amateurs and they will not get any money, because many players receive scholarships to go to college free, so it is like getting paid in any way. | 1 | |
| 2. chooses B (to persuade); The authors present arguments and inform from different viewpoints, to change or influence the reader’s way of thinking. | 1 | ||
| Write sentences about real and imaginary past events connecting sentences into paragraphs
Evolve arguments, reasons, and evidence for a limited range of written genres. | 3 | presents a clear position giving as an example 2-3 benefits of a healthy lifestyle; | 1 |
| uses some persuasive techniques; | 1 | ||
| describes at least 1 negative consequence | 1 | ||
| links ideas logically and clearly, using basic conjunctions and linking words; | 1 | ||
| uses appropriate topical vocabulary. | 1 | ||
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Total marks | 11 | ||
Assessment criteria
TERM 3.
SUMMATIVE ASSESSMENT TASKS
Listening
Link for listening: http://elllo.org/english/0551/581-Marion-Cliffs.html
Task 1. Answer these questions about the interview.
1. What city are the Cliffs of Moher near?
A) Galway
B) Cork
C) Dublin
2. Marion is sure that the cliffs are the tallest in ____
A) Europe
B) The world
C) Ireland
3. What does she say about climbing the cliffs?
A) It's fun
B) It's doable
C) It's impossible
4. What weather factor does she mention?
A) Fog
B) Wind
C) Cold
5. What does she talk about?
A) Looking over the edge
B) The history of the cliffs
C) The best time to go
6. What is the best way to get there?
A) By bus
B) By train
C) By car
Task 2. How does Marion describe the Cliffs of Moher and the Atlantic ocean?Write 3 facts about this place.
1. ____________________________________________________________________________.
2. ____________________________________________________________________________.
3. ____________________________________________________________________________.
Speaking
Task 3. Discuss the questions in pairs.
1.) What things do you think about when you hear the word ‘nature'?
2.) How important is nature to you? Why?
3.) How much nature is there where you live?
4.) What is the most beautiful thing in nature? Why?
5.) How does being in nature make you feel? Why?
6.) What bad things are people doing to nature?
7.) What would the trees say to humans (if they could talk)?
8.) Where is the best place in your country to see or experience nature?
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Assessment criteria |
Task | Descriptor |
Mark |
| A learner | |||
| Recognize the main idea in the conversation while listening | 1 | chooses 1- A; | 1 |
| chooses 2- C; | 1 | ||
| chooses 3- C; | 1 | ||
| chooses 4- B; | 1 | ||
| chooses 5- A; | 1 | ||
| chooses 6- C. | 1 | ||
| Show the ability to use the appropriate sentence structure and the words correctly | 2 | writes 3 true facts; Any possible answers For example, 1. It is the tallest cliffs in Europe. 2. It is quite windy place at the end of Europe. 3. The Atlantic ocean is quite turbulent. | 1 point for each (3 points) |
| spells the word correctly; | 1 | ||
| writes grammatically correct sentences. | 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 fulfil the tasks | 3 | shows a good degree of control of a range of simple and some complex grammatical forms; | 1 |
| uses a range of appropriate vocabulary; | 1 | ||
| uses the phrases that express the opinion; | 1 | ||
| conveys ideas clearly; | 1 | ||
| makes an argument and gives reasons. | 1 | ||
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Total marks | 16 | ||
Rubrics for providing information to parents on the results of Summative Assessment for the unit “The Natural World”
Learner’s name_______________________________________________________
| Assessment criteria |
Tapescript 4 Todd: So, Marion, for people that go to Ireland, what's one place they really should visit? Marion: Well, one of my favorite spots is called the Cliffs of Moher. Todd: The Cliffs of Moher. Marion: Yeah, and that's on the West Coast. It's quite near Galway, so it's a little bit to the south of Galway, I think. Todd: OK, so it's near Galway. Marion: Yeah. Todd: OK. Marion: That's a city on the West Coast of Ireland. Todd: What is this place, the Cliffs of Moher? Marion: The Cliffs of Moher are, as far as I know, are the tallest cliffs in Europe. Todd: Really, the tallest? Marion: Yeah. I'm pretty sure. Definitely the tallest cliffs in Ireland, but I'm quite sure that we have that distinction, that they're actually the tallest cliffs in the whole of Europe. Todd: Wow. That's pretty cool. (Yeah) So when you go to these cliffs, what can you do? Can you climb down them, or? Marion: No, you can't. (What) I think if you tried, you might end up in the water and you may never get up again. Todd: You serious? Marion: Yeah, it's quite scary. When I went there for the first time, I was quite young, and I went with my mother and brother and uncle, and I remember my mother was holding my hand, and my brother, who was younger than me, was of course more brave than I was, so he was going right up the edge, and looking over and leaning out and I was really, really scared because at that time, there was no barrier to keep you from falling in, so yeah, really, really scary. Todd: I bet. So when you go to the Cliffs of Moher is it really windy, does it rain a lot? Marion: Yeah, it's quite windy because you're right on the edge of Europe, basically you're facing the Atlantic ocean, which can get quite turbulent, there so you can see the waves crashing up against the cliffs. That's if you lean over of course. There's a flat area of rock where many tourists kind of lie on their stomachs and inch their way up to the edge and then they look over, but I was too scared when I went. I couldn't do it. I thought for sure I'd fall over and die. Todd: So assuming that someone goes to Ireland and they go to Dublin, they fly into Dublin, how will they get to the Cliffs of Moher? Marion: Um, pretty easily. Actually, from Dublin you have the choice of going either by train, directly across to Galway, then from Galway, you would need to take a bus, so you could go from Dublin to Galway by bus as well, but the train is probably more comfortable and then it would be a shortish bus ride to the Cliffs of Moher, but obviously in Ireland, you're best bet is really to hire a car if you can. Todd: OK. Well, sounds like a good place to go. Thanks Marion. Marion: No problem. Reading Task 1. Read three letters and answer the questions
1. Where are Barbara and John staying? _______________________________________________ 2. Where is Janet staying? _______________________________________________ 3. Where is Bob staying? _______________________________________________ 4. Who has tried fish curry? _______________________________________________ 5. Who has put on weight? _______________________________________________ 6. Who has tried snails? ________________________________________________
Task 2. Guess the meaning of the following words in the letters and write a synonym for them. 1. Fabulous _____________ 2. Chase _____________ 3. Ancient _____________ Task 3. Imagine you are on holiday. Use the paragraph plan below to write a letter to your friend describing the place. Use a variety of Simple Perfect forms to express recent events. You should write according to the plan: Dear (your friend’s first name), INTRODUCTION Paragraph 1: greetings, say where you are MAIN BODY Paragraph 2: say where you are staying and what the weather is like Paragraph 3: sights you have seen/activities Paragraph 4: food you have tasted/good and bad experience CONCLUSION Paragraph 5: end the letter Love, (your first name)
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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 | writes ‘They are staying at a fabulous hotel.’ | 1 |
| writes ‘ She’s staying at a lovely guest-house in the town centre. ’ | 1 | ||
| writes ‘He’s stating at a marvelous campsite by the sea.’ | 1 | ||
| writes ‘Barbara and John have tried fish curry.’ | 1 | ||
| writes ‘Janet has put on weight.’ | 1 | ||
| writes ‘Bob has tried snails.’ | 1 | ||
| Demonstrate the ability to use a dictionary or digital methods to trace meaning and extend vocabulary | 2 | writes ‘ wonderful’ or any other synonym which is appropriate; | 1 |
| writes ‘ run after’ or any other synonym which is appropriate; | 1 | ||
| writes ‘antique’ or any other synonym which is appropriate. | 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 Practice usage of Simple Perfect forms to express recent, indefinite and unfinished past | 3 | 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 | ||
| writes full sentences; | 1 | ||
| uses punctuation and capitalization correctly | 1 | ||
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Total marks | 16 | ||
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Travel and Transport”
Learner’s name_______________________________________________________
| Assessment criteria |
TERM 4. SUMMATIVE ASSESSMENT TASKS Reading Task 1. Read the text, answer and write the correct number of the paragraph. It can be two numbers for one question. 1. Which super food can be made into milk? _______ 2. Which super food can heal wounds? _______ 3. Which super food can reduce blood pressure? _______ 4. Which two super foods can protect your heart? _______ 5. Which super food is good for your bones? _______
Top 10 Super foods A super food is not just ordinary food, it is food that for some reason is especially good for your health, nature’s own medicine! Honey Dark Chocolate If your chocolate has 70% or more cocoa, eating a little dark chocolate can be very good for you and can actually reduce blood pressure.
Egg Whites The healthier part of the egg, the egg white can help you maintain strong bones, muscles, nails, and hair.
It's a rich source of vitamin A, vitamin C, and bone-building vitamin K, and has plenty of fiber to fill you up and help control your weight. 7. Sweet potatoes Orange vegetables can be especially good for you because they contain so many vitamins. Sweet potatoes make a great alternative to ordinary potatoes because they contain healthier potassium instead of sodium.
These nuts are high in protein and in Vitamin E, and calcium. You can also make them into healthy almond milk.
This fish is a super food because of its omega-3 fatty acid content. Studies show that omega-3 fatty acids help protect heart health.
Goji Berries have been used in Chinese medicine for centuries. They are high in vitamins B, C & E, and support a healthy immune system, liver and heart.
Task 2. Decide if each statement is True, False or Not Given? 1. Sweet potatoes are better for your health than ordinary potatoes. _______ 2. Omega 3 fatty acids are good for your liver. _______ 3. Eating any kind of chocolate is good for your health. _______ 4. Honey is better for your health than sugar. _______ 5. Broccoli can help you if you are on a diet. _______ 6. Egg white is very high in protein. _______ 7. Blueberries do not help reduce toxins in your body. _______ Speaking Task 3. Discuss the questions in a class. Teacher organizes a Socratic seminar, which helps him/her to assess learners while they are speaking on the topic ‘Food and Drink’ and he/she prepares and cuts down questions and expressions beforehand. Learners sit in a circle and answer the question using in their speech some formal and informal expressions to present logically connected information to their classmates. Learners discuss questions in a class. They share their opinions, ask questions, and comment on classmates’ speech. 1. Do you eat any super foods in this list? If so, which ones? 2. Would you like try any super foods from this list or add them to your diet? 3. Do you think super foods really work to make you healthier? 4. Do you know of any other super foods? 5. If you take vitamins, would you ever give up taking vitamins and eat super foods instead? The link which was used for this task is https://en.islcollective.com/resources/printables/worksheets_doc_docx/top_10_superfoods/food/78764
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4. Pistachio Nuts
6. Broccoli
8. Almonds
9. Salmon
10. Goji Berries|
Assessment criteria |
Task | Descriptor |
Mark |
| A learner | |||
| Identify and analyse text structure to find specific/certain information
| 1 | chooses 1-8 (Almonds); | 1 |
| chooses 2-1 (Honey); | 1 | ||
| chooses 3-3 (Dark Chocolate); | 1 | ||
| chooses 4-9 (Salmon) & 10 (Goji Berries); | 1 | ||
| chooses 5-6 (Broccoli). | 1 | ||
| Identify the meaning and details of the reading texts on familiar topics and draw conclusion by reasoning
| 2 | 1.chooses ‘True’; | 1 |
| 2.chooses ‘Not given’; | 1 | ||
| 3.chooses ‘False’; | 1 | ||
| 4.chooses ‘True’; | 1 | ||
| 5.chooses ‘True’; | 1 | ||
| 6.chooses ‘Not Given’ (factually true but not in text); | 1 | ||
| 7. chooses ‘False’. | 1 | ||
| Formulate questions that are more complex to get information about the topic Deliver effective reply speeches or comment on the partner’s speech without preparation Talk about given topics using appropriate syntax and topic related vocabulary | 3 | asks at least 2 higher order questions to get information | 1 |
| uses at least 4 words on Food and Drink topic; | 1 | ||
| uses the phrases that express the opinion; | 1 | ||
| conveys ideas clearly; | 1 | ||
| makes an argument and gives reasons; | 1 | ||
| respond/comments on classmates’ speech. | 1 | ||
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Total marks | 19 | ||
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Food and Drink”
Learner’s name_______________________________________________________
| Assessment criteria |
Writing Task 2. Which of these jobs from listening task would suit you? Explain why you would choose this job. Describe the place where you would works and what your own qualities or skills you have for this job. You should: - use present continuous forms to express future; - link sentences into paragraphs logically; - choose topical vocabulary. | ||
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Assessment criteria |
Task | Descriptor |
Mark |
| A learner | |||
| Summarizes the information in the story to make conclusions | 1 | 1.chooses- I&J; | 2 (1 for each job requirement) |
| 2.chooses-G&B; | 2 (1 for each job requirement) | ||
| 3.chooses-K&C; | 2 (1 for each job requirement) | ||
| 4.chooses-L&A; | 2 (1 for each job requirement) | ||
| 5.chooses-E&F; | 2 (1 for each job requirement) | ||
| 6.chooses-H&D. | 2 (1 for each job requirement) | ||
| Write sentences about real and imaginary past events connecting sentences into paragraphs Demonstrate the ability to write grammatically correct sentences on familiar topics
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