Amsco 9 Apush Quizlet Read the First Two Paragraphs on Page 173.

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

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Methodological recommendations for Summative Assessment are designed to assist teachers
in planning, organising and carrying out Summative Assessment in «The English language language» for the
Course 9 learners. Methodological recommendations are aligned with the Subject Programme and
Course plan. Summative Assessment in Grade 9 is conducted in Terms 1, 2, 3 and 4.
Summative Cess tasks for unit of measurement/cross curricular unit will allow teachers to determine
the level of the learning objectives accomplishment planned for the term. Methodological
recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit of measurement/cross curricular unit. As well this certificate includes possible
levels of the learners' bookish 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.
Complimentary access to the Internet resources such equally pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing these Methodological recommendations.
3
CONTENTS
SUMMATIVE Cess TASKS FOR TERM 1 …………………………………………………………… 4
Summative assessment for the unit «Hobbies and Qualities» ……………………………………………………. iv
Summative cess for the unit of measurement «Exercise and Sport» …………………………………………………………. 9
SUMMATIVE ASSESSMENT TASKS FOR TERM 2 …………………………………………………………. 13
Summative assessment for the unit of measurement «Globe and our identify in it» ……………………………………………….. xiii
Summative assessment for the unit «Charities and Conflict»…………………………………………………… 18
SUMMATIVE ASSESSMENT TASKS FOR TERM 3 …………………………………………………………. 22
Summative assessment for the units «Reading for Pleasure» and «Traditions and Language» …….. 22
Summative assessment for the unit «Music and Flick»……………………………………………………………. 27
SUMMATIVE Assessment TASKS FOR TERM 4 …………………………………………………………. 31
Summative assessment for the unit «Travel and Tourism» ……………………………………………………… 31
Summative assessment for the unit of measurement «Scientific discipline and Technology» ……………………………………………….. 36
four
SUMMATIVE ASSESSMENT TASKS FOR TERM i
Summative cess for the unit «Hobbies and Qualities»
Learning objectives 9.2.ii.ane Empathise most specific information in unsupported
extended talk on a broad range of general and curricular
topics
9.3.3.one Explain and justify their ain point of view on a range of
full general and curricular topics
Assessment criteria
 Identify facts and details in extended talks without
support on different topics
 Make their opinion clear for others by describing or
giving information nearly it and show it
Level of thinking skills Application
College society thinking skills
Elapsing 20 minutes
Listening
Task 1. Listen and circle the best reply A, B or C.
CD2. Tapescript i.
1. What are they planning on doing in the morning?
A) Fishing
B) Mountain biking
C) Hiking
two. According to the weather condition record, when would information technology beginning raining?
A) In the afternoon
B) At night
C) In the morning
three. What did Paul forget to bring?
A) Rain coats
B) Umbrellas
C) Rain boots
four. Where did Sarah leave the playing cards?
A) Next to picnic table
B) On picnic table
C) Under picnic tabular array
five. What practise they finally decide to do?
A) Stay at a hotel
B) Return abode
C) Slumber at the campground
v
Speaking
Task ii. Express your opinion near the issue in your menu and requite reasons. You have i minute to
set and 1 minute to talk almost it.
Card ane
1. Tell virtually an unusual hobby yous know.
two. What is the hobby?
iii. Why is it unusual for you?
4. What kind of people might like information technology?
Card 2
one. Tell about a hobby that was stylish in the past.
2. What is the hobby?
iii. Do you know any people notwithstanding doing it?
4. Why is it non stylish today?
Bill of fare 3
1. Tell near a hobby that is pop amongst teenagers today.
ii. What is the hobby?
3. Why is information technology pop?
four. Practise y'all know anyone who likes it?
Carte 4
ane. Tell most your hobby.
two. What is the hobby?
iii. Why do you like it?
4. Exercise you know anyone who also likes it?
Card 5
ane. Tell well-nigh a dangerous hobby.
2. What is the hobby?
3. Why practice yous recollect information technology is unsafe?
4. Why do people like it if it is dangerous?
vi
Assessment criteria
Task
№
Descriptor
Mark
A learner
Identify facts and details
in extended talks without
back up on different topics
ane
circles "C" equally a correct respond for question one; i
circles "B" as a right reply for question 2; 1
circles "A" equally a correct reply for question iii; i
circles "A" as a correct answer for question 4; 1
circles "C" as a right respond for question 5; 1
Make their opinion articulate
for others past describing or
giving information about
it and evidence it
two
gives total answers for the questions in the
carte du jour;
1
provides explanation of his/her point of view; i
justifies his/ her opinion by providing
reasons/examples.
i
Full marks viii
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Hobbies and Qualities»
Learner's name________________________________________________________________
Cess criteria
Level of learning achievements
Depression Middle Loftier
Place facts and details in extended
talks without back up on different
topics
Experiences difficulties in
identifying detailed information.
Bulk of the answers are
incorrect.
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 virtually
of the answers correctly. Completes
the gaps with appropriate words
according to the talk.
Brand their opinion articulate for others
by describing or giving information
about it and prove it
Answers some of the questions and
has difficulties in expressing the
ideas conspicuously. Struggles to justify
the answers.
Answers nigh of the questions and
expresses the ideas clearly. Justifies
some of the answers.
Answers all the questions and
expresses the ideas clearly. Justifies
all the answers.
Transcript
Paul: Sara, I`ve been looking forward to our early campout for three weeks. [Me besides] It`s going to
be a wonderful solar day for hiking tomorrow. The bang-up outdoors. Camping ground under stars. This is the life.
Sara: Yes, nut Paul, I`m a lilliputian bit worried about the weather though. The weatherman said it was
going to pelting later tonight.
Paul: Ah, nonsense. Zip can spoil our hazard. Those conditions reports are never correct.
Sara: And information technology said there was a gamble of high winds.
Paul: Ah. Don`t worry. [Thunder]
Sara: Paul. Paul. Did yous remember to bring our raincoats just in case, like I told you? [light pelting]
Paul: Uh…no. I left them on the forepart porch. [Heavy rain]
Sara: What are we going to do now?
Paul: We`ll take to sleep in the car! Bustle get in! [Door shut]
Sara: And so, Paul, what are we going to do now?
Paul: How virtually playing a bill of fare game?
Sara: Uhh. I left them next to the picnic table. [Hmmm] Hey, you lot don`t want me to go out in this
rain and go them, exercise y'all?
Paul: No. that`due south okay. So what now?
Sara: Well, we could head down the mount and stay at the hotel nosotros passed on the way up, or go
home.
Paul: Hmm, Why don`t we just make the best of information technology here and hope the weather condition clears.
9
Summative cess for the unit «Practice and Sport»
Learning objectives 9.iv.6.1 Recognise the attitude or opinion of the writer in
extended texts on a range of familiar general and
curricular topics
9.four.9.one Recognise inconsistencies in statement in extended texts
on a range of familiar general and curricular topics
ix.5.5.1 Develop with back up coherent arguments supported
when necessary by examples and reasons for a broad
range of written genres in familiar general and curricular
topics
Assessment criteria  Identify the opinion of the writer in extended texts
 Identify inconsistencies in arguments in extended texts
 Write coherent paragraphs supported with arguments and
reasons
Level of thinking skills Awarding
Higher order thinking skills
Duration 20 minutes
Reading
Chore 1. Read the text and circle the all-time answer for the question.
1. What is the writer`s 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 opinion virtually the competition
The Great North Run is i of the UK`s nearly pop sporting events. It is the biggest and
best-known one-half-marathon in the world. Effectually fifty thousand competitors sign up to have part in
the Great Due north Run every September, and run the 13 miles betwixt Newcastle upon Tyne
and South Shields. Around one hundred yard friends and family members line the roads to
lookout the race, and cheer the runners on from the sidelines.
The first Peachy North Run was held in 1981, to help raise money for charities and other
worthy causes. The race has evolved over the years from a small, low key event to become 1 of
the nearly pop 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
raise money for their favourite clemency. Nigh ordinary people who enter the race are pleased if they
just manage to finish it, but for some athletes the competition is a serious business and they are out
to win it! Many well-known celebrities also sign up to take part in the race and raise coin for
practiced causes.
Running road races can be exhausting, and amateur runners oft find them challenging. Not
all runners who enter the race manage to go the full distance and consummate it, and there are always
some who fall by the wayside. Ambulances are kept on standby in case any runners need any
medical attending, and bottled water is provided for competitors to go on them hydrated in various
stops along the way. Effectually two hundred and 50 thousand (a quarter of a 1000000) bottles of
h2o are handed out during the race along, with a chiliad or more additional drinks handed out
at the starting time and finish!
10
Job 2. Read the text again and decide if the following statements are truthful (T), false (F) or not
given (NG). Write T, F or NG in the boxes.
i. The Neat Northward Run is a minor, low key event.
two. Professional athletes and amateur runners compete in the race.
3. Some people who take part don`t complete the race.
four. Bottles are recycled later on water is finished
Writing
Chore 3.
Choose ONE of the topics and write an article.
Topic 1. Write an article to a school mag on "Sport helps united states of america to exist more prepared for life"
using arguments to support your stance.
In your article y'all should answer the following questions:
1. What sports tin can assistance you more than others?
2. How do these sports aid you?
3. Who exercise you know has benefitted from these sports?
Topic 2. Write an article to a schoolhouse magazine on "Sport is one fashion of keeping fit" using
arguments to support your opinion.
In your article you should respond the following questions:
1. Why do people want to proceed fit so much?
2. What sports can help people to go on fit?
3. How exercise these sports help people?
Topic 3. Write an article to a school magazine on "Doing sport is a way of staying healthy" using
arguments to support your opinion.
In your article yous should respond the following questions:
1. What sports are most common in Kazakhstan?
2. Why are they most common?
three. How do these sports help people to stay salubrious?
11
Assessment criteria Chore
№
Descriptor Mark
A learner
Identify the stance of the
writer in extended texts
1
circles "C" as a right respond for question one; 1
Identify inconsistencies in
arguments in extended
texts
2
writes "F" or "false" as a right answer for
question ane;
ane
writes "T" or "true" every bit a right respond for
question 2;
one
writes "T" or "true" every bit a right reply for
question three;
one
writes "NG" or "not given" as a right
answer for question four;
i
Write coherent paragraphs
supported with arguments
and reasons three
provides relevant content of the topic; 1
gives arguments to support his/her ideas; ane
gives appropriate examples / reasons on topic; i
uses connectors correctly to develop his/her
essay.
i
Full marks ix
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Exercise and Sport»
Learner's name________________________________________________________________
Cess criteria
Level of learning achievements
Low Middle Loftier
Place the stance of the writer and
inconsistencies in arguments in
extended texts
Experiences difficulties in
identifying a writer`south mental attitude and
inconsistencies in arguments.
Bulk of the answers are
incorrect.
Experiences some difficulties in
identifying some detailed
information. Makes some mistakes
in choosing the all-time choice 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 support the opinion with
advisable examples and reasons.
Experiences some difficulties in
developing coherent arguments,
struggles to back up 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 it»
Learning objectives 9.2.5.one Recognise the opinion of the speaker`s in unsupported
extended talk on a wide range of general and curricular
topics
ix.two.vii.1 Recognise typical features at word, sentence and text
level of a range of spoken genres
9.3.eight.1 Recount extended stories and events on a range of general
and curricular topics
Assessment criteria  Identify the speaker`s opinion in unsupported extended
talk
 Identify typical features at discussion, judgement and text level
 Retell extended stories and events
Level of thinking skills Knowledge and comprehension
Application
Duration xx minutes
Listening
Chore 1. Listen and circumvolve the all-time answer A, B, C or D.
CD2. Tapescript 2.
1. Co-ordinate to the speaker, more and more greenhouse gases are produced by
A) a heat from the sun
B) temper change
C) actions of people
D) no answer in the recording
2. Which of these things is a greenhouse gas?
A) carbon monoxide
B) carbon dioxide
C) oxygen
D) no reply
three. Which of these things tin help reduce levels of carbon dioxide?
A) Driving to work
B) Heating with coal
C) Using public ship
D) Leaving your Idiot box on
iv. Which of these predictions about climate change does the speaker make?
A) If planet gets warmer, then polar bears volition get extinct
B) If planet gets warmer, and so we can expect more floods
C) If planet gets warmer, and so fuel volition become less expensive
D) If planet gets warmer, then sea levels will rise
five. If the planet continues to heat up, __ __ __ wait to experience more extreme weather.
A) then will we
B) then can we
C) so nosotros can
D) so should we
xiv
half-dozen. Which of these things isn`t mentioned in the video?
A) wave free energy
B) car pooling
C) coral reefs
D) heat waves
Speaking
Task 2. What take people done to save our planet?
Answer the question and brand a mind map on a poster in iii minutes then you will take one
minute to present information technology to the whole class. In your speech you should:
— organise your ideas in a logical chain;
— connect your ideas using appropriate linking words;
— use topic related vocabulary.
15
Assessment criteria Job
№
Descriptor Mark
A learner
Identify the speaker`due south
stance in unsupported
extended talk
Identify typical features at
word, sentence and text
level
i
circles "C" as a correct answer for question 1; one
circles "B" as a correct answer for question ii; 1
circles "C" as a correct answer for question 3; 1
circles "B" every bit a correct respond for question 4; 1
circles "C" equally a correct answer for question five; ane
circles "B" every bit a correct answer for question 6; 1
Retell extended stories
and events
two
presents his/her ideas in a logical concatenation; ane
connects his/her ideas using appropriate
linking words;
one
uses topic related vocabulary. 1
Full marks ix
Rubrics for providing information to parents on the results of
Summative Assessment for the unit « Globe and our identify in information technology »
Learner'southward name________________________________________________________________
Assessment criteria
Level of learning achievements
Low Middle High
Place the speaker`south opinion in
unsupported extended talk
Place typical features at word,
judgement and text level
Experiences difficulties in
identifying the speaker`s opinion
and finding typical features of the
given information. Majority of the
answers are incorrect.
Experiences some difficulties in
identifying the speaker`s opinion
and finding typical features of the
given information. Some answers
are incorrect.
Correctly identifies the speaker`southward
opinion and can easily detect 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
chain, connects the ideas using
some of linking words and uses
some of the topic related
vocabulary.
Presents his/her ideas in a logical
concatenation,
connects the ideas using advisable
linking words and uses about of the
topic related vocabulary.
Transcript
Author: Climate change has been in the news for years. But what is it? And how will information technology touch on
us? To understand climatic change, y'all get-go need to know virtually the greenhouse effect.
The Globe gets oestrus from the sunday in the atmosphere; greenhouse gases like carbon dioxide trap
this oestrus and go on it from escaping dorsum to outer space. Trapping some oestrus in the atmosphere is a
expert thing, because it keeps the planet warm enough for the states to live. Only at that place`s a problem. People
all over the world are adding extra carbon dioxide to the atmosphere. That`s because today we burn
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 World warmer and causing other climate changes, besides.
The signs of climatic change are all around us. Temperatures are getting warmer, giant ice
sheets are melting, and the oceans are rising. In many places, flowers are blooming earlier, snow is
melting sooner, and birds aren`t flight as far south for the winter. And so why does this matter? Well, if
the planet keeps getting warmer, we can expect more powerful storms and more flooding, droughts
and heat waves. And these changes tin 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 can take action! Nosotros tin put less carbon dioxide into the atmosphere
if we generate electricity from clean sources like solar and wind power instead of called-for coal, oil
or gas. Nosotros tin also drive less, use public transportation, and choose cars that go further using less
gas. And you lot can do your part! Reduce your energy use by turning off the lights, the computer, and
Idiot box when you`re not using them, and walk or ride your bike to piece of work or schoolhouse. Past making smart
choices and working together, we tin brand a difference.
eighteen
Summative assessment for the unit of measurement «Charities and Disharmonize»
Learning objectives 9.four.1.1 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 variety of
connectors on a growing range of familiar general and
curricular topics
Assessment criteria  Identify the main points in the text
 Develop coherent paragraphs using various connectors
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Reading
Job ane. Read the texts and match the statements one-six with the correct Charity Organisations A-E.
1. Invests coin in looking for means to stop inability.
_____________
two. Provides homes in some cases. _____________
3. Was given blessing on its name by monarch. _____________
4. Has a smaller, related arrangement working on similar problems. _____________
Clemency organisations
A) The RSPCA (Royal Society for the Prevention of Cruelty to Animals) was the first
system dedicated to the well-existence of animals anywhere in the world. In England and Wales
solitary, the RSPCA employ more than three hundred inspectors whose job it is to investigate
reported cruelty to animals. In 1840 Queen Victoria gave the arrangement permission to be chosen
a royal guild: The RSPCA. These days there are almost 2 hundred branches in the United kingdom of great britain and northern ireland.
B) The RNIB (Royal National Plant of the Blind) is the UK's leading charity for the
blind. Sight loss is one of the near common disabilities in the Britain with over a million people
suffering from either partial or total incomprehension. The RNIB challenges the disabling effects of sight
loss by providing information and offering practical services to aid people atomic number 82 every bit normal a life as
possible. The organisation also works on the underlying causes of blindness working towards its
prevention, cure or consolation.
C) TBG (Tidy Britain Group) is an independent national clemency fighting to improve the
quality of the local environment. They aim to make people more than aware of the negative furnishings of
litter, dog fouling, graffiti and vandalism and to go everyone involved in doing their fleck to keep
United kingdom of great britain and northern ireland make clean. The piece of work of the TBG is washed mainly through campaigning. Volunteers work closely
with councils and businesses to organise educational programmes designed to raise sensation of
the issues. The TBG'southward sister organisation, Going for Green, concentrates on pollution issues.
The two groups share premises and accept the same Chief Executive.
D) Mencap is a charity which is dedicated to fighting against discrimination towards people
who suffer from any kind of learning disability. Almost of Mencap's work is campaigning. People
with learning disabilities are disadvantaged considering of discrimination and lack of funding of
community care. It also provides services of didactics, housing and employment as well equally
support and advice for families and careers of sufferers.
19
Chore 2. Paraphrase the given sentences and so it has like pregnant. Use the given beginnings of
sentences.
Case, Sight loss is 1 of the most common disabilities in the UK.
Widespread ____________________________________.
Answer, Widespread disability amongst British is blindness.
i. Volunteers work closely with councils and businesses to organise educational programmes.
To adjust _______________________________________________________________.
ii. People with learning disabilities are disadvantaged because of discrimination and lack of funding
of customs care.
Discrimination ____________________________________________________________.
Writing
Chore 3. Choose a topic and write a campaign alphabetic character. Use connectors to link ideas.
Topic 1. In that location is an orphanage with poor facilities in the boondocks/ hamlet where you live. Y'all need
to write a entrada letter to a local assistants asking them for aid.
Topic 2. Your neighbor`s little house is and then erstwhile that information technology can be ruined anytime but he does not have
any money to help himself. You need to write a campaign letter to raise coin for the
reconstruction.
Topic three. Your classmate is suffering from a serious illness and he needs a big sum of coin for
his treatment. To help him you lot need to write a campaign letter to heighten the funding.
20
Assessment criteria
Task
№
Descriptor
Marking
A learner
Identify the primary points in the
text
1
matches "B" with the argument 1; 1
matches "D" with the argument 2; one
matches "A" with the argument 3; 1
matches "C" with the statement iv; ane
2
paraphrases the first sentence correctly; ane
paraphrases the 2d sentence correctly; one
Develop coherent paragraphs
using various connectors
3
uses a multifariousness of connectors correctly to
develop his/her letter;
1
tin can express his/her thoughts/ feelings
coherently;
ane
uses paragraphs to organise his/her writing. 1
Full marks ix
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Charities and Conflict»
Learner'south name________________________________________________________________
Cess criteria
Level of learning achievements
Low Heart High
Identify the principal points in the text Experiences difficulties in
identifying main points in extended
texts. Struggles to match the
statements with the correct 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 right texts
hands. All answers are correct.
Develop coherent paragraphs using
various connectors
Uses some basic connectors
correctly to develop paragraphs,
struggles to express his/her
thoughts conspicuously.
Uses some connectors correctly to
develop paragraphs, expresses most
of his/her thoughts conspicuously.
Uses a variety of connectors
correctly to develop paragraphs,
expresses his/her thoughts conspicuously.
SUMMATIVE Assessment TASKS FOR TERM three
Summative assessment for the units «Reading for Pleasance» and «Traditions and Language»
Learning objectives 9.4.v.1 Deduce meaning from context in extended texts on a
range of familiar full general and curricular topics
ix.3.four.1 Respond with growing flexibility at both sentence and
discourse level to unexpected comments on a range of
full general and curricular topics
nine.3.7.1 Utilize appropriate field of study-specific vocabulary and syntax
to talk about an increased range of general and curricular
topics;
9.three.8.1 Recount extended stories and events on a range of general
and curricular topics
Cess criteria  Identify the meaning from context
 Deliver effective respond speeches or comment on the
partner'southward oral communication without preparation
 Utilise topic related vocabulary and syntax to express the
opinion
 Retell extended stories and events
Level of thinking skills Noesis and comprehension
Application
Higher social club thinking skills
Duration 20 minutes
Reading
Task one. Read the text and circle Truthful (T) or False (F) for the statements 1-6.
Hallowe'en
Hallowe'en is a popular festival in many countries all over the earth, and every year it seems
to go bigger. Observe out some more nigh the traditional festival of Hallowe'en.
The origins of the proper noun
The festival of Hallowe'en has its (0) roots in Celtic and Roman traditions. Over 2,000 years
ago the Celts in United kingdom, Ireland and parts of France celebrated Samhain to (1) mark the beginning
of winter. When the Romans invaded, they merged this with Feralia, their celebration of the
passing of the dead. As Christianity spread, the Church tried to supplant these infidel feasts with
official Church holy days. 1 of these was Nov 1. It was called All Saints Twenty-four hour period, or «All
Hallows», and October 31 was known as «All Hallows' Eve», and then Hallowe'en.
Hallowe'en traditions
In the past there was a tradition called «souling». Poor people went effectually houses asking for
nutrient. In exchange, they promised to say prayers for the expressionless. People no longer go souling, but the
habit has been transformed into a mod Hallowe'en game for children in America, who dress upward
as ghosts, witches and monsters and go around people's houses, asking for sweets. This game is
chosen 'Fox or Treat'.
Witches
Hallowe'en wouldn't be fun without witches. Witches have always been part of popular
folklore. Shakespeare'south (two) play «Macbeth» opens with three witches. A witch was someone —
ordinarily a adult female — who had special powers and had dealings with the devil. The American town,
23
Salem, in the state of Massachusetts, is famous for the «witchcraft trials», which took place in that location
in 1692.
Pumpkins
The pumpkin is a symbol of Hallowe'en. People empty a pumpkin, cutting a face into the side,
and put a candle inside. It's known equally a Jack O' Lantern, from an Irish fable about a human called
Jack, who made a deal with the devil.
1. Lots of people like Hallowe'en. T F
2. The Celts historic Samhain at the end of autumn. T F
3. The Christian Church took over the older heathen festivals. T F
4. Merely poor people play 'Trick or Care for'. T F
v. Witches are modern characters. T F
half dozen. Jack O'Lantern was another name for the devil. T F
Job 2. Read the text over again and circle the give-and-take that can replace the underlined word without
changing the meaning.
Example: (0) cores origins seeds stems
1. covered expanded extended stretched
2. game operation sport piece of work
Speaking
Task iii. In pairs, learners have a menu and develop a conversation answering the given questions.
They take 1 minute to generate the ideas and they have to speak for 2-3 minutes.
Card i. Answer the post-obit questions in the form of conversation. Yous take 1 minute for
preparation and you lot have to speak for 2-3 minutes.
1. Explain the title of the book yous`ve read.
ii. What category or genre exercise y'all think information technology fits into?
3. What do y'all call back the author'south purpose is?
4. Something you lot liked nearly information technology. Why?
Card two. Reply the following questions in the grade of conversation. You lot have one minute for
preparation and you lot take to speak for 2-3 minutes.
1. Something you disliked well-nigh the book you`ve read.
2. Describe the setting.
iii. Which character did you like nearly? Why?
4. Which character did you like least? Why?
Card 3. Answer the following questions in the form of conversation. You have 1 minute for
preparation and you have to speak for 2-3 minutes.
1. Depict one of the main characters of the volume that y'all`ve read.
2. What changes does a main graphic symbol get through?
iii. Depict one pregnant part of the book.
4. How did reading it change you, or your views?
24
Card 4. Answer the post-obit questions in the course of conversation. You have 1 minute for
grooming and you take to speak for 2-three minutes.
1. What would yous say to persuade a friend to read the book that y'all`ve read or non to read
information technology?
2. Summarise information technology in one sentence.
3. What feedback would you give the writer?
four. What would you lot change in the book if y'all had a adventure?
Carte du jour 5. Answer the following questions in the grade of conversation. You lot have 1 infinitesimal for
grooming and yous have to speak for 2-3 minutes.
1. What was the lesson that you`ve learnt from the book?
2. What do you recollect of the ending?
3. What happens, or should happen, after the catastrophe?
4. How did reading it change you, or your views?
25
Assessment criteria
Chore
№
Descriptor
Marker
A learner
Identify the meaning from
context
1
circles "T" as a correct answer for question i; 1
circles "T" as a correct answer for question ii; ane
circles "T" every bit a correct respond for question 3; i
circles "F" as a correct answer for question 4; i
circles "F" as a correct answer for question 5; one
circles "F" as a correct reply for question 6; i
two
circles "expanded" as a right reply 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
Utilise topic related
vocabulary and syntax to
express the stance
3
answers all questions and reply to
unexpected comments without training;
1
presents his/her ideas in a logical chain to
retell the story;
ane
justifies his/her answers with reasons; 1
uses topic related vocabulary. one
Total marks 10
Rubrics for providing data to parents on the results of
Summative Assessment for the units «Reading for Pleasure» and «Traditions and Linguistic communication»
Learner's name________________________________________________________________
Assessment criteria
Level of learning achievements
Depression Middle High
Identify the meaning from context Experiences difficulties in
identifying if the statement is T or
F. Struggles in identifying the
meaning from context.
Experiences some difficulties in
identifying if the argument is T or
F. Makes some mistakes in
identifying the pregnant from
context.
Correctly identifies T and F
statements. Successfully identifies
the meaning from context.
Evangelize effective reply speeches or
comment on the partner's oral communication
without preparation
Retell extended stories and events
Use topic related vocabulary and
syntax to express the stance
Experiences difficulties to present
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 non comment on the partner's
speech.
Experiences some difficulties to
present his/her ideas in a logical
chain to retell the stories or events,
justifies some of the answers with
reasons, uses topic related
vocabulary and answers most of the
questions, sometimes comments on
the partner's speech.
Presents his/her ideas in a logical
concatenation to retell the stories or events,
justifies the answers with reasons,
uses topic related vocabulary and
answer all the questions.
Summative assessment for the unit «Music and Moving-picture show»
Learning objectives 9.two.four.1 Sympathise most of the implied significant in unsupported
extended talks on a wide range of general and curricular
topics
9.five.3.ane Write with moderate grammatical accurateness on a wide
range of familiar general and curricular topics
9.five.5.1 Develop with support coherent arguments supported when
necessary past examples and reasons for a range of written
genres in familiar full general and curricular topics
9.v.6.1 Write coherently at text level using a variety of connectors
on a growing range of familiar general and curricular
topics
Assessment criteria  Place most of the implied meaning in unsupported
extended talks
 Develop coherent paragraphs with moderate grammatical
accuracy
 Develop coherent arguments supported by examples and
reasons
 Use a diversity of connectors to develop coherent
paragraphs
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen and circle Truthful or Faux for statements 1-6.
CD2. Tapescript 3.
i. The boy wants to be in the ring. T F
ii. He doesn't like singing. T F
3. He can't think the song on the guitar. T F
4. The boy is good at drums. T F
5. The girl says she will call him the side by side day. T F
Writing
Task two. Write a movie review of your favourite movie.
In your review y'all should include the following information:
 Pic`s title.
 The blazon of the movie. When information technology was made.
 Explain the picture show`south story but don`t explain the ending.
 Your stance about the film.
 Should people go and scout the movie?
28
Assessment criteria
Task
№
Descriptor
Mark
A learner
Place virtually of the
implied pregnant in
unsupported extended
talks
ane
circles "True" equally a right answer for question 1; one
circles "Fake" every bit a right answer for question 2; 1
circles "True" equally a correct reply for question three; 1
circles "False" equally a correct answer for question iv; 1
circles "False" as a right answer for question 5; one
Develop coherent
arguments in paragraphs
supported by examples
and reasons
Develop coherent
paragraphs with
moderate grammatical
accuracy
Use a variety of
connectors to develop
coherent paragraphs
two
gives relevant content of a film review; 1
includes the title of the film; 1
writes its type and/or when it was made; 1
gives data about the story of the film
without ending;
i
expresses his/her opinion of the film; 1
gives recommendation to get or not to get to spotter
the flick;
1
writes grammatically correct sentences; one
uses a variety of connectors correctly to develop
his/her essay;
1
supports his/her arguments past examples and /or
reasons.
ane
Total marks 14
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Exercise and Sport»
Learner's name________________________________________________________________
Assessment criteria
Level of learning achievements
Low Middle Loftier
Identify most of the unsaid
meaning in unsupported extended
talks
Experiences difficulties in
identifying virtually of the unsaid
meaning. The majority of the
answers are incorrect.
Experiences some difficulties in
identifying most of the implied
meaning. Some answers are
incorrect.
Correctly identifies most of the
unsaid significant. All answers are
right.
Develop coherent paragraphs with
moderate grammatical accuracy
Develop coherent arguments
supported by examples and reasons
Employ a multifariousness of connectors to
develop coherent paragraphs
Experiences difficulties in
developing coherent arguments
using basic 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
construction of a picture show review, makes
some grammatical mistakes in the
sentences and struggles to support
the arguments past examples and
reasons.
Develops coherent arguments using
basic connectors, follows the
construction of a film review,
writes grammatically correct
sentences and supports the
arguments by examples and reasons.
Transcript
Boy: Ah, band auditions. Great! I'd love to be in a band! … Hi. Is this the band audition?
Girl: Hi. Yeah. Then, yous'd like to exist in our ring?
Boy: Yes, I love music.
Girl: Well, we need a vocaliser, a guitarist and a drummer.
Boy: Oh, I love singing!
Girl: OK, so yous can sing. Let's sing the beginning of this song.
Boy: (singing) Tonight I'chiliad going to accept myself a real good time. I feel live …
Girl: Right, OK, mmm, mayhap not. Can y'all play an instrument?
Male child: Er, well, I tin can play the guitar a little.
Girl: OK, allow'due south hear you. What can you play? … That's it?
Boy: Er, yep. I can't recollect any more.
Girl: Erm, tin yous play the drums?
Male child: Yeah, sure.
Girl: OK! OK! Cease! That'southward enough. Erm, what virtually the maracas? Tin can y'all play the maracas?
Boy: Yes, I can. (singing) Immature and potent and … er …
Girl: Slap-up, groovy! Hmm … thanks for coming. I'll call you next week.
31
SUMMATIVE ASSESSMENT TASKS FOR TERM 4
Summative cess for the unit «Travel and Tourism»
Learning objectives 9.2.two.one Understand almost specific information in unsupported
extended talk on a wide range of general and curricular
topics
9.iii.vii.1 Use appropriate subject-specific vocabulary and syntax to
talk about an increased range of general and curricular
topics
Assessment criteria  Identify specific information in extended talks
 Use subject-specific vocabulary and syntax to express their
opinion
Level of thinking skills Knowledge and comprehension
Application
Elapsing 20 minutes
Listening
Task i. Listen and complete the gaps with the correct place from the box.
CD2. Tapescript 4.
Oxford Manchester London Cambridge Exeter
one. Listening A The speaker wants to go to _________________
2. Listening B The speaker wants to go to _________________
3. Listening C The speaker wants to go to _________________
4. Listening D The railroad train is going to ______________________
5. Listening Due east The passengers want to go to _______________
Speaking
Task ii. Choose One card and answer the questions.
Yous have 1 infinitesimal to set up and one-ii minutes to talk near information technology to your partner.
Your partner will assess your speaking using the following criteria:
Criteria Tick if your partner
achieved it
i. My partner answers all of the questions
two. My partner uses appropriate subject field-specific vocabulary
3. My partner expresses his/her opinion using an appropriate
syntax
Bill of fare one
Are at that place any places that y'all would peculiarly similar to get?
Are you lot planning any vacations at the moment?
Can you easily observe your fashion around new places?
Can you tell me nigh the kind of things that you lot usually practise on holiday?
32
Menu 2
Can you tell me something about your last holiday?
Did you often visit relatives when you were younger?
Do yous always prefer to spend your vacation at home?
Do you oftentimes read travel reviews?
Card 3
Practise y'all enjoy planning holidays?
Practise you have any plans for the next public vacation?
Do y'all have any camping or hiking gear?
Practise you adopt rural holidays or city breaks?
Carte du jour 4
Do you think you volition buy a dwelling house in the country anytime?
Do you lot want to spend more time abroad in the hereafter?
Does your hometown attract many tourists?
Have you ever spent as well much on holiday?
Carte du jour 5
How do you nearly like to travel?
How practice you lot normally commute?
How important is traveling to you?
How is your taste in holidays changing?
Card half-dozen
What kind of leisure activities do you prefer doing in summer?
How often exercise y'all stay in hotels?
If yous could take any kind of holiday, where would y'all get in summer?
Is at that place anything yous dislike nigh beach holidays?
Card 7
Is there anything you lot'd like to see abroad?
Is your hometown a good identify for a holiday?
What are your plans for the adjacent public holiday?
What are/ were the best things nearly school holidays when you were younger?
Bill of fare 8
What changes would you like to brand to the last hotel you stayed in?
What did you do concluding wintertime holiday?
What practice you find most difficult most going on holiday every bit a family?
What do yous like most the last place you went on holiday?
33
Assessment criteria
Job
№
Descriptor
Mark
A learner
Identify specific
data in extended
talks
one
writes "Cambridge" as a correct answer for
question 1;
1
writes "Manchester" as a right respond for
question 2;
ane
writes "Oxford" every bit a correct respond for
question 3;
one
writes "Exeter" as a correct answer for question
4;
1
writes "London " as a right respond for
question 5;
i
Use subject-specific
vocabulary and syntax to
express their opinion
two
expresses opinion on the questions; 1
uses advisable subject area-specific vocabulary; i
uses an appropriate syntax. i
Total marks 8
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Travel and Tourism»
Learner's name________________________________________________________________
Assessment criteria
Level of learning achievements
Low Eye High
Identify specific data in
extended talks
Experiences difficulties in
identifying specific data.
Take incorrect answers.
Experiences some difficulties in
identifying specific information.
Correctly identifies specific
information. All answers are right.
Use subject-specific vocabulary and
syntax to express their stance
Experiences difficulties in
developing and sustaining a
consequent argument. Uses discipline-
specific vocabulary and syntax to
express their stance mostly
inappropriately and answer some of
the questions.
Experiences some difficulties in
developing and sustaining a
consistent argument, uses some
subject field-specific vocabulary and
syntax to limited their opinion and
reply most of the questions.
Develop and sustain a consistent
statement. Uses appropriate nearly of
the subject field-specific vocabulary and
syntax to express their stance and
respond all the questions.
Transcript
A.
Rider: Excuse me? Which platform does the train to Cambridge leave from?
Train station attendant: The x:15 train or the 10:forty?
Passenger: The ten:15.
Train station attendant: The ten:xv train leaves from platform 3.
Rider: Thank you.
B.
Passenger: Hi. Could I have a ticket for the next train to Manchester, please?
Railroad train ticket vendor: Unmarried or return?
Passenger: Errr, single please.
Railroad train ticket vendor: The next train is at 12:30pm, leaving from platform 2.
Rider: And how much is it?
Train ticket vendor: £13:50
C.
Ticket inspector: Tickets, please. Tin can I see your ticket, delight?
Passenger: Yep, here yous are.
Ticket inspector: This ticket is for Oxford.
Passenger: Yes, that'south right.
Ticket inspector: But this train doesn't become to Oxford, it goes to Liverpool.
Passenger: What? Liverpool? Oh no!
D.
Train station proclamation: The side by side train arriving at platform 1 is the 15:45 railroad train to Exeter,
stopping at Bristol Temple Meads and arriving at Exeter St David's at eighteen:30.
Due east.
Harry: What time is our train back to London?
Angel: It leaves at 4:30. We've only got v minutes.
Harry: What platform does it leave from?
Affections: Platform two. Look, over there.
Harry: I can't see our train anywhere. Let me encounter the ticket. Wait, information technology says four:20, not 4:30!
Angel: Oh no, we've missed information technology.
Harry: No we oasis't, information technology's late. Look, here it is now.
Angel: Phew, that was lucky!
36
Summative assessment for the unit of measurement «Scientific discipline and Technology»
Learning objectives 9.4.5.one Deduce significant from context in extended texts on a range
of familiar full general and curricular topics
nine.5.six.1 Write coherently at text level using a variety of connectors
on a growing range of familiar full general and curricular
topics
ix.5.7.ane Use independently appropriate layout at text level on a
growing range of general and curricular topics
Cess criteria  Identify the meaning and details of the reading texts on
familiar topics and depict conclusion by reasoning
 Develop coherent paragraphs at text level using a diverseness
of connectors
 Use an appropriate layout in writing
Level of thinking skills Application
Duration twenty minutes
Reading
Job 1. Read the text. Identify what we should and should not do when we search something on the
Internet. Write Practice if you should and Don`t if y'all shouldn`t do the deportment in statements one-6.
ane. Use inverted commas in a search. _______
ii. Use words like 'a' or 'the' in a search. _______
3. Bank check the spelling of every word. _______
four. Believe all the data you lot run across on the Cyberspace. _______
HOW TO Be A Rubber AND SMART SEARCHER
SEVERAL KEYWORDS WILL HELP TO FIND Better RESULTS. Use more i
keyword when yous are doing a search. If you want to find out about seagulls, for example, search
for bird and non just 'seagull'-because seagull might also exist the name of just about
anything else, from a hotel to a documentary film.
EXACT REFERENCES Tin Help YOU Find WHAT You`RE LOOKING FOR. If you are
looking for an exact phrase or sentence, due east.g. "seagulls are very clever" , type it between inverted
commas ("") and but exact matches volition be shown. This is useful when you want to find something
you`ve already seen but lost.
AVOID Mutual 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-
film would leave out all references to hotels and films.
Cheque YOUR SPELLING. Make sure that you spell every discussion in the search box correctly. The
smallest typing mistakes can bring unwanted results- especially when the mistyped give-and-take exists.
RELIABILITY IS VERY IMPORTANT WHEN You lot ARE SEARCHING ON THE Internet.
Always ask yourself, 'Is this reliable?' don`t make the mistake of believing everything you see.
Some websites are unreliable, and some data is false. Check your data on other
37
websites earlier accepting it.
Job 2. Paraphrase the given sentences so it has similar meaning. Use the given beginnings of
sentences.
Example, Several keywords volition assistance to find better results.
Meliorate results ____________________________________.
Respond, Meliorate results tin can be constitute by using several keywords.
1. Remove unwanted results past adding a minus symbol (-).
A minus symbol (-) ___________________________________________.
2. Check your data on other websites earlier accepting it.
Information ________________________________________________.
Writing
Job 2. Write an essay on the following topic:
Do you think modern engineering has made life easier and safer? Or do y'all call up that modernistic
technology has made life more than difficult and more dangerous? What are the advantages and
disadvantages of modern technologies?
Follow this construction:
Paragraph 1: What general data about technologies tin can you requite?
State your stance (thesis).
Paragraph 2: What are the advantages of modern technologies?
Paragraph three: What are the disadvantages of modern technologies?
Paragraph 4: What's your overall opinion? Restate the thesis.
38
Assessment criteria Chore
№
Descriptor Mark
A learner
Identify the significant and
details of the reading
texts on familiar topics
and draw determination by
reasoning
1
writes "Exercise" for the statement 1; 1
writes "Don`t" for the statement ii; i
writes "Practice" for the statement iii; 1
writes "Don`t" for the statement 4; 1
two
paraphrases the get-go sentence correctly; i
paraphrases the 2d sentence correctly; 1
Develop coherent
paragraphs at text level
using a variety of
connectors
Use an appropriate
layout in writing
3
presents the thesis; 1
writes about advantages of modern technologies; ane
writes almost disadvantages of modernistic
technologies;
1
expresses his/her overall opinion; 1
uses appropriate layout in writing; i
uses a multifariousness of connectors correctly to develop
the website review.
1
Total marks 12
Rubrics for providing information to parents on the results of
Summative Assessment for the unit of measurement « Scientific discipline and Technology »
Learner's name________________________________________________________________
Assessment criteria
Level of learning achievements
Depression Heart Loftier
Identify 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 newspaper. 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 meaning
and details and extend
understanding of familiar newspaper.
Paraphrases the sentences
correctly.
Develop coherent paragraphs at text
level using a variety of connectors
Apply an appropriate layout in writing
Attempts to write a thesis
statement, writes the opinion
eighter about advantages or
disadvantages of modernistic
technologies, struggles to give
reasons and support them, uses
some of the connectors correctly.
Does not follow the correct layout
in writing.
Writes thesis statement, writes the
opinion eighter almost advantages or
disadvantages of modern
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
correct layout in writing.

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