Holiday Packet 7th Grade Reading/english Language Arts Answer Key

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Methodological recommendations
for Summative Cess
English language
Grade seven
Methodological recommendations for Summative Assessment are designed to assist teachers
in planning, organizing and carrying out Summative Assessment in "English" for the Grade 7
learners. Methodological recommendations are aligned with the Subject Programme and Course
plan. Summative Cess in Grade 7 is conducted in Terms ane, ii, 3 and four.
Summative Assessment Tasks for unit of measurement/cantankerous curricular unit will permit teachers to decide
the level of the learning objectives accomplishment planned for the term. Methodological
recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Cess across the unit/cross curricular unit. Too this certificate includes possible
levels of the learners' academic accomplishment (rubrics). Tasks with descriptors and marks can be
considered as recommendations.
Methodological recommendations are designed for secondary school teachers, schoolhouse
administrations, educational departments' seniors, regional and school coordinators in criteria-based
assessment and others.
Costless access to the Cyberspace resource such as pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing these Methodological recommendations.
ii
Contents
TERM 1………………………………………………………………………………………………………………………..four
SUMMATIVE Assessment TASKS …………………………………………………………………………..4
Summative Assessment for the unit "Hobbies and Leisure" ………………………………………………..4
Summative Assessment for the unit "Communication and Applied science"……………………………….seven
TERM 2………………………………………………………………………………………………………………………eleven
SUMMATIVE Cess TASKS …………………………………………………………………………eleven
Summative Cess for the unit of measurement "Holidays and Travel"……………………………………………….11
Summative Assessment for the unit "Space and Earth" …………………………………………………….15
TERM 3………………………………………………………………………………………………………………………19
SUMMATIVE ASSESSMENT TASKS …………………………………………………………………………19
Summative Assessment for the unit of measurement "Entertainment and Media"………………………………………..19
Summative Assessment for the unit"Natural Disasters"…………………………………………………….22
TERM 4………………………………………………………………………………………………………………………26
SUMMATIVE ASSESSMENT TASKS …………………………………………………………………………26
Summative Cess for the unit of measurement "Healthy Habits" ………………………………………………………26
Summative Assessment for the unit "Clothes and Style"……………………………………………….xxx
3
TERM ane
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit of measurement "Hobbies and Leisure"
Learning objective seven. L1 Understand with little support the main points in extended talk
on a express range of general and curricular topics
seven. W8 Spell most high-frequency vocabulary accurately for a
growing range of familiar full general topics and some curricular topics
vii. W6 Link with little or no support, sentences into coherent
paragraphs using a diversity of basic connectors on a range of familiar
general topics and some curricular topics
Assessment criteria • Identify the main idea in extended talks
• Write topic related words correctly
• Connect sentences into paragraphs with basic connectors and
linking words with some back up
Level of thinking skills Cognition and comprehension
Awarding
Elapsing 20 minutes
Listening
Task1. Listen to 2 people talking near their free time. Are the sentences True or Simulated? You will
mind to the recording twice. CD2. Tapescript 1.
Example: Jack likes rock music. True
1. Jack does not love watching sport. _______
two. Jack loves horror films. _______
3. Jack sees his sister every week. _______
4. Jenny likes Chinese nutrient and Jack loves Mexican food. _______
5. Jenny loves soap operas. _______
half dozen. Jenny likes flight. _______
Writing
Task 2. Write sentences nigh your hobby. You should write full sentences. Utilise some connectors
and linking words just, and, considering, when, while, etc. Include the following information:
Instance: I like skiing considering it is a good for you action.
What your hobby is?
________________________________________________________________________________
____________________________________________________________
When and who y'all usually exercise it with?
________________________________________________________________________________
____________________________________________________________
Why you like doing it?
________________________________________________________________________________
__________________________________________________________________________
four
Is your hobby popular among teenagers?
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________
Assessment criteria Task Descriptor A learner Mark
Place the main idea
in extended talks.
1
writes False; 1
writes True; 1
writes Imitation; 1
writes False; 1
writes True; one
writes Simulated; 1
Write topic related
words correctly.
Connect sentences into
paragraphs with basic
connectors and linking
words with some
back up.
2
gives full answer to the questions, using linking
words and basic connectors;
ane
writes grammatically correct sentences; 1
spells the words correctly; 1
writes a coherent paragraph. ane
Total marks 10
5
Rubrics for providing information to parents on the results of Summative Cess for the unit "Hobbies and Leisure"
Learner's proper noun ________________________
Assessment
criteria
Level of learning achievements
Low Eye High
Place main idea in
extended talks
Experiences challenges in identifying
the main idea in extended talk and
marking sentences for True and Fake
statements.
Experiences difficulties in identifying
the main idea in extended talk. Makes
mistakes in marking sentences for True
and Fake statements while listening.
Confidently identifies the main
thought in extended talk. Marker
sentences True and Fake
correctly.
Write topic related
words correctly.
Connect sentences into
paragraphs with bones
connectors and linking
words with some support
Experiences difficulties in giving full
answers, in using linking words and
bones connectors, and in spelling
topic related vocabulary. Writes
paragraphs with insufficient
grammar accuracy.
Makes mistakes in giving total answers
in using linking words and bones
connectors, and in spelling topic
related vocabulary. Writes coherent
paragraphs with some grammar
mistakes.
Feels conviction in giving full
answers, in using linking words
and basic connectors, and in
spelling topic related
vocabulary. Writes coherent
paragraphs with grammar
accuracy.
6
Summative assessment for the unit "Advice and Technology"
Learning objective 7.R2 Empathise specific data and detail in texts on a range
of familiar general and curricular topics
7.S2 Ask complex questions to get data about a limited
range of full general topics and some curricular topics
vii.S7 Use appropriate subject field-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
Assessment criteria • Realise particular facts and details in reading passage;
• Brand upward complex interrogative sentences to get information
about the topic
• Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Level of thinking skills
Duration
Cognition and comprehension
Application
20 minutes
Reading
Task i. Read the text and complete the job.
Kate and the Internet
Kate's offset class starts at eight o'clock in the morning and it is 1.30a.m now. The just sound
that y'all can hear in Kate's small room is the clicking of a computer keyboard. Her mum does no
longer know what to do. Every solar day, it's the aforementioned. "Kate does no longer pay attention to her studies
or to the study she has to present side by side calendar week. She ignores all types of homework. Her mother says:
"She cares only about the conversations she carries on with people from all over the world without
caring nearly her grades or her friends in real life".
The Internet access in American households increases, that'due south why the number of teenagers
who spend a long time of their lives online, has increased likewise. Psychologists say: "Wait out! An
increasing number of teens is going into a new grade of habit". In an interview Kate declared:
"I'm destroying my future and I am becoming isolated from the society," "I failed English last
yr… I didn't care well-nigh my studies just at least, I feel free. In fact, I tin can talk to others about any
topic without being afraid of the consequences".
7
Match parts of sentences in column (A) with parts of sentences in column (B). Write the
answers in column (C).
Case: 0.The only sound that you lot can hear in Kate's small room
d) is the clicking of a computer keyboard.0-d
Speaking
Chore 2. Read the examples and make up your own questions. Enquire and answer them. Assess each
other according to the Assessment canvass.
Learners piece of work in pairs. Firstly, one learner answers the questions the second learner assesses
him/her on the criteria and then they swap the roles. Teacher decides and includes in the Assessment
sheet what vocabulary will be checked in this speaking job.
Example:
ane. What piece of technology tin't you live without? Why?
2. How often do you watch TV? Explain your respond.
3. What'due south your favourite gadget to communicate with friends? Explain your answer.
Possible answers:
1. I tin can't live without a cell phone considering of its applied utilise.
2. I watch TV only at weekends, because I don't have much time.
iii. I'thousand fond of a cell phone and the reason is that it connects me to the world.
Name____________________________
Date_____________________________
Assessment sheet
Criteria Yes No
Learner uses at least 5 words on "Advice and Technology".
Learner speaks without long stoppings.
Learner asks at least 5 questions.
Learner answers at to the lowest degree 5 questions.
Learner gives advice for future improvements.
(A) (B) (C)
1. Kate spends a long
time online,
a) a large number of teenagers have get
addicted to the net.
1._____
ii. Psychologists think
that
b) is merely one result of this type of
habit.
2._____
3. Isolation from guild c) and she doesn't intendance about her school results. 3._____
eight
Cess criteria Task Descriptor A learner Marking
Realise detail facts and
details in reading passage 1
writes 1-с; ane
writes 2-a; 1
writes 3-b; 1
Make upward complex
interrogative sentences to
get information about the
topic.
Apply topic related
vocabulary in speech
appropriately arranging
words and phrases into
well-formed sentences
2
uses at least 5 words on "Communication and
Engineering";
1
speaks without long stoppings; ane
asks at to the lowest degree 5 questions; one
answers at to the lowest degree five questions; ane
gives advice for future improvements. ane
Total marks eight
nine
Rubrics for providing information to parents on the results of Summative Assessment for the unit "Communication and Technology"
Learner's proper name ________________________
Assessment criteria
Level of learning achievements
Low Centre High
Realise item facts and details
in reading passage
Experiences great difficulties in
realizing particular facts and parts
in reading passage. Completes
the chore with many mistakes.
Makes mistakes in identifying facts
and parts in matching practise.
Completes the task with some
mistakes.
Feels confidence in identifying
facts and parts in the reading
passage. Completes the job
correctly.
Make up complex interrogative
sentences to become information near
the topic.
Apply topic related vocabulary in
speech accordingly arranging
words and phrases into wellformed
sentences
Demonstrates limited choice of
topical vocabulary in asking and
answering the questions.
Speaks making long pauses that
makes utterances not
understandable.
Demonstrates a skilful choice of
topical vocabulary in request and
answering the questions.
Speaks making pauses that do not
interfere with understanding.
Demonstrates a wide choice of
topical vocabulary in asking
and answering the questions.
Speaks with natural pauses and
makes a clear speech.
10
TERM 2
SUMMATIVE Assessment TASKS
Summative assessment for the unit "Holidays and Travel"
Learning objective 7.L5 Recognise the opinion of the speaker(south) in supported
extended talk on a range of general and curricular topics
7.W7 Utilise with minimal support appropriate layout at text level
for a growing range of written genres on familiar full general and
curricular topics
Assessment сriteria • Place the position of speakers in an extended talk with
some support
• Write a text keeping the layout and format of a given genre
with a fiddling support
Level of thinking skills Knowledge and comprehension
Application
Elapsing xx minutes
Listening
Task 1. Heed to the conversation twice and reply the questions. CD2. Tapescript 2.
Get to the following link to listen to the data:
http://www.esl-lab.com/flight/flightrd1.htm
ane. What this talk is about?
two. How many people are in a talk?
3. What preferences exercise a caller request?
Task 2. Choose the right answer A, B, C or D.
Instance:0.What date is flight reservation going to be?
A) 21
B) 22
C) 23
D) 24
1. What is the human's destination?
A) Table salt Lake Metropolis, U.s.a.
B) New York City, United states of america
C) Helsinki, Finland
D) Stockholm, Sweden
two. When is the human being's divergence date?
A) the twenty-showtime
B) the twenty-second
C) the xx-third
D) the 20-fourth
eleven
3. What is the flight number for the 2nd half of his journey?
A) 555
B) ninety
C) 1070
D) 830
4. How long is the man'southward layover between flights?
A) less than an hr
B) less than two hours
C) less than three hours
D) more than than iii hours
five. What request did the homo make regarding his flight?
A) He asked for a specially-prepared dinner.
B) He wanted an aisle seat.
C) He requested a bassinet for his baby.
D) He asked for a seat near the front of the plane.
Writing
Task 3. Write a postcard to a friend. You lot may answer the questions while you lot are writing.
Teacher should print both examples of handouts for each learner.
• Who volition yous write to?
• Where are yous?
• Are y'all having a good fourth dimension?
• Where are you staying?
• What is the identify similar?
• What are the people like?
• What did y'all do yesterday?
• What are you doing tomorrow?
Instance of the postcard Sample sail for Postcard
12
Assessment criteria Task Descriptor A learner Mark
Place the position of
speakers in an extended talk
with some support
1
answers for the 1st question 1
answers for the 2nd question ane
answers for the 3rd question 1
2
chooses 1-C; 1
chooses ii-B; one
chooses 3-B; ane
chooses 4-B; ane
chooses 5-A; i
Write a text keeping the
layout and format of a given
genre with little support
three
writes with structure which is
logically organized;
one
spells the words correctly; 1
writes with grammer accuracy; 1
uses topic related vocabulary correctly 1
Total marks 12
xiii
Rubrics for providing information to parents on the results of Summative Assessment for the unit "Holidays and Travel"
Learner's name ________________________
Assessment criteria
Level of learning achievements
Depression Middle High
Identify the position of speakers
in an extended talk with some
back up
Experiences challenges in
identifying the position of
speakers.
Makes mistakes in identifying the
right answers to the questions in the
talk.
Confidently identifies the right
answers to the questions in the talk.
Write a text keeping the layout
and format of a given genre with
a niggling support
Experiences challenges in writing
the postcard about holidays with
some support on the case.
Answers with limited vocabulary
and incorrect construction. Misuses
tenses and spells the topical
words incorrectly.
Makes mistakes in writing the
postcard about holidays with some
back up on the example.
Answers with a good choice of
vocabulary and structure. Uses some
tenses and spells some topical words
incorrectly.
Feels confidence in writing the
postcard most holidays with some
support on the instance.
Answers with a wide choice of
vocabulary and an advisable
construction. Correctly uses tenses and
spells topical words accurately.
14
Summative cess for the unit "Space and Earth"
Learning objective vii.R5 Deduce meaning from context in curt texts on a growing
range of familiar general and curricular topics
seven.R7 Recognise typical features at word, judgement and text level in a
range of written genres
7.S3 Give an opinion at discourse level on a growing range of
general and curricular topics
7.S6 Begin to link comments with some flexibility to what others
say at judgement and discourse level in pair, grouping and whole class
exchanges
Cess criteria • Identify the meaning and details of the reading texts
• Identify the correct form of a word, appropriate sentence
structure and text layout
• Provide a betoken of view in conversations and discussions
• Interact in a pair, grouping and a whole grade work presenting
logically connected information with ideas of other people
Level of thinking skills Knowledge and comprehension
Awarding
Higher society thinking skills
Duration 20 minutes
Reading
Job ane. Read the text and answer the questions.
Example:0.Is Pluto no longer a planet? Yes, It is
Is Pluto a Planet?
'Dwarf' is a very little star
Many people are saying that Pluto is no longer a planet. National Geographic News says
that, co-ordinate to the International Astronomical Matrimony, a full planet is an object that orbits the sun
and is large enough to have become circular due to the force of its own gravity. Because Pluto doesn't
meet these standards, the International Astronomical Union classifies Pluto every bit a dwarf planet. Not
everyone agrees that this is a good way to decide, though. Andy Cheng, a planetary scientist at
Johns Hopkins University, says that the new rules aren't clear plenty and asks the question "how
round is circular?" "…I'll still continue to maintain that Pluto is a planet,» he said.
Owen Gingerich is an astronomer and historian at Harvard University in Cambridge. He
favored a special distinction for Pluto. Gingerich supported a proposal to call the big viii planets
classical planets—as opposed to merely plain «planets»—and Pluto and the others dwarf planets, so
there would exist two classes of planets. He believes that reclassifying Pluto equally a dwarf planet is non
«sensitive to the historical and cultural role that Pluto has played.» The argument continues. What
do you think it is?
fifteen
1. What planet is a full planet?
__________________________________________________________________
2. Is Pluto the only dwarf planet?
__________________________________________________________________
iii. How many classes of planets are according to the astronomer?
__________________________________________________________________
Chore 2. Connect numbers and letters and find the correct pictures.
1.Comets A. It is the largest object you tin can encounter in
the nighttime heaven.
a
2.Craters B. A modest, frozen mass of grit and gas
revolving around the sun.
b.
3.Moon C. They are holes fabricated when a large
moving rock striking the moon.
c.
Speaking
Task 3: Work in a grouping of 3-4. Answer the questions below.
Instructor assesses the speaking skills of each learner while they are working in a group.
Names____________________________________ Appointment ___________
Where are you planning to
travel to? Name the planet?
What will y'all do if you see
aliens or some unusual
animals?
Group Cess sheet
ane
two
3
Criteria Aye No
Group answers all the questions.
Information technology was very interesting to listen to group presentation
(name was unusual, animals were strange, etc.).
All learners have the chance to participate in the
discussion.
All learners present logically connected information.
xvi
Assessment criteria Task Descriptor Marking Additional
A learner information
Place the correct form of a
word, appropriate sentence
structure and text layout.
Place the significant and
details of the reading texts.
1
writes 'A full planet is an object
that orbits the sun and is large
enough to have become round due
to the strength of its own gravity'.
1 Reply can
exist shorter.
writes 'No, information technology is non'; 1
writes 'There are 2 classes of
planets';
1
2
chooses one B-c; ane
chooses 2 C-a; 1
chooses 3 A-b; i
Provide a point of view in
conversations and discussions.
Interact in a pair, group and a
whole class piece of work presenting
logically connected
data with ideas of other
people.
3
answers the questions; i
participates in the discussion; 1
presents logically connected
information.
1
Total marks 9
17
Rubrics for providing information to parents on the results of Summative Assessment for the unit of measurement "Space and Earth"
Learner's name ________________________
Assessment criteria Level of learning achievements
Low Eye High
Identify the meaning and details of
the reading texts.
Identify the correct grade of a
discussion, appropriate sentence
construction and text layout
Experiences difficulties in identifying
the meaning and details of the reading
text. Answers near of the questions
and matches many words with the
definitions incorrectly.
Makes mistakes in identifying the
meaning and details of the reading text.
Makes mistakes in answering questions
'A full planet is an object that orbits the
sun and is large plenty to have become
circular due to the force of its own
gravity'./ 'No, it is not'./ 'At that place are two
classes of planets' and in matching
words with their definitions.
Confidently identifies the
pregnant and details of the
reading passage and matches
words with the definitions
correctly. Answers questions
accordingly according to the
text.
Provide a point of view in
conversations and discussions.
Collaborate in a pair, grouping and a
whole class work presenting
logically connected
data with ideas of other
people
Experiences difficulties in answering
the questions. Feels troubles to
participate in a group give-and-take.
Presents illogically connected
data.
Makes mistakes in answering the
questions. Participates in a group
discussion. Presents some connected
information.
Confidently answers the
questions. Participates in a
grouping discussion actively.
Presents logically continued
information.
xviii
TERM 3
SUMMATIVE Assessment TASKS
Summative cess for the unit "Entertainment and Media"
Learning objective 7.L2 Sympathise with little support about specific information in
extended talk on a limited range of general and curricular topics
7.W3 Write with moderate grammatical accurateness on a limited range
of familiar general and curricular topics
7.W4 Apply with some support style and register appropriate to a
limited variety of written genres on full general and curricular topics
Cess criteria • Identify facts and details in extended talks with niggling support
• Demonstrate the ability to write grammatically correct
sentences on familiar topics
• Write a text keeping appropriate format and plan of a given
genre
Level of thinking skills Noesis and comprehension
Application
Duration 20 minutes
Listening
Task i. Mind to the tape and circle the right answer. You volition heed twice.
CD2. Tapescript3.
1. Where does the immature daughter want to go with her father?
A)to the park
B) to the movies
C) to the pond pool
D) to the gymnasium
ii. Who are they going with?
A) the girl's female parent
B) the girl's best friend
C) the girl's older brother
D)the daughter's cousin
Continue listening to make full the table in.
3. The right fourth dimension they near probable to leave
4. Activity the girl wants to do later
5. Activeness the male parent suggests them do at the finish of the day
nineteen
Writing
Task two. Write a short newspaper note on the topic "Family unit entertainment" using about 70-80
words. Look at the pictures below and find some ideas for your writing. In the provided box you
volition find some phrases for organization of your notation.
What do you practise together with your family unit?
Why does work together make family unit stronger?
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________
Play computer games Become to the amusement park Spend time socializing
Lookout man and talk over films Participate in sport together Read and discuss books
Cess criteria Job Descriptor A learner Mark
Identify facts and details in
extended talks with little
back up. i
writes B 1
writes A 1
writes '2:00 PM' 1
writes 'to get to the beach' ane
writes 'to become/go to a eatery' ane
Demonstrate the power to write
grammatically right sentences
on familiar topics.
Write a text keeping appropriate
format and plan of a given
genre.
2
chooses words that volition make the writing
clear and interesting to the reader;
1
uses strong verbs, sensory words,
and precise nouns in places that assistance create
a motion-picture show;
1
provides grammatically right sentences; 1
writes with a structure that fits the purpose; 1
Total marks 9
Useful vocabulary: often, once a week, usually, seldom, never,
to show how to …, ready a practiced example, teach proper behavior, aid,
to overcome difficulties, sympathize, communicate, collaborate, socialize.
20
Rubrics for providing information to parents on the results of Summative Assessment for the unit "Entertainment and Media"
Learner's name ________________________
Assessment
criteria
Level of learning achievements
Low Middle High
Identify facts and details in
extended talks with little
support
Experiences challenges in identifying facts
and details of conversation while
listening. Answers most of the questions
incorrectly.
Makes mistakes in answering the
questions and filling in the tabular array with
appropriate words. '2:00 PM'/ 'to
go to the beach'/'to get/become to a
restaurant'
Confidently identifies the facts
and details of the chat.
Completes the task correctly.
Demonstrate the ability to
write grammatically
correct sentences on
familiar topics.
Write a text keeping
advisable format and
plan of a given genre
Experiences challenges in choosing words
that help create a note. Writes with
bereft grammar accuracy. Construction
of writing is inappropriate.
Feels some troubles in choosing words
that help create a note. Writes with
some grammar accuracy. Construction of
writing is unclear.
Confidently chooses words that
help create a note. Writes with
grammer accuracy. Structure of
writing is advisable.
21
Summative assessment for the unit of measurement "Natural Disasters"
Learning objective 7.R2 Understand specific information and details in texts on a
range of familiar general and curricular topics
seven.S5 Proceed interaction with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
Assessment criteria • Identify particular facts and parts in reading passage
• Support a talk with peers while agree, disagree and
discuss the order of actions and plans to fulfill the tasks
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Elapsing twenty minutes
Reading
Job i. Read the text and mark the sentences True or False.
Haiti in Ruins After Huge Earthquake
Television pictures are slowly beginning to show how great the harm is in Haiti post-obit
the huge earthquake on Tuesday. A magnitude 7.iii quake, just 16km from the capital, striking the
Caribbean area nation every bit people were going home afterwards work. Much of the country has been devastated.
Many major buildings in the capital Port-au-Prince accept collapsed, including the Presidential Palace
and the United nations headquarters. Haiti's President Rene Preval described the scene in the upper-case letter equally
«unimaginable». The Ruby Cross says upwardly to 3 million people accept been affected. Mr. Preval fears
«well over 100,000 people» may have died.
Haiti's ambassador to the The states, Raymond Joseph, said at that place was «no way of estimating»
how many casualties there were. Countries effectually the world are acting quickly to send whatever
help they can to Haiti. Haiti is one of the poorest countries in the earth. More half of its people
live below the poverty line on less than two dollars a twenty-four hours. Information technology is i of the poorest-equipped
countries on Earth to bargain with such a catastrophe. The nation was all the same trying to recover from being
hit past 4 deadly hurricanes in 30 days in 2008. Its economic system is in ruins and it has a long history of
corruption and coups.
Example: The convulsion that hit Haiti was a magnitude sixteen in strength. Simulated
ane. Most Haitians were having their breakfast when the earthquake hitting. _______
2. The President's palace was in ruins after the earthquake. _______
3. The article says Haiti's president believes 3 million people are suffering. _______
4. Republic of haiti's administrator to the Us has a good thought of prey figures. _______
5. Almost Haitians are so poor they live on less than two dollars a twenty-four hour period. _______
6. Haiti was hit by four different hurricanes in 2008. _______
22
Speaking
Chore two. Choose the question and be ready to answer it later on the instructor starts the conversation. You lot
should add your ideas to the grade discussion.
Teacher organizes a Socratic seminar which helps teacher to assess learners while they are
speaking on the topic 'Natural Disasters'. Learners are sitting in a circle and answering the
question which teacher prepared and cut down beforehand.
These are some rules to this job:
1. Enquire questions if y'all do not understand what someone has said
two. Yous do not need to raise your hand to speak.
3. Pay attention to your "airtime".
4. Don't interrupt.
five. Don't put down the ideas of another learner.
Example: What are the safety rules for an earthquake emergency?
Learner'spossible reply:
Don't panic.Become under a tabular array or a desk. Bank check for injuries.Phone call emergency services to become help for
injured persons. Leave the room. Exit the building.Once outside, move to the evacuation assembly
point. Wait for farther instructions.
Cess Sheet
Criteria Yeah No
Learner uses at least v words on 'Natural Disasters' topic.
Learner gives a total reply to the question from the card.
Learner asks at least two questions.
Learner answers at least 2peers' questions.
23
Cess criteria Task Descriptor A learner Mark
Place particular facts and
parts in reading passage
1 writes 'False'; 1
writes 'True'; 1
writes 'False'; 1
writes 'False'; 1
writes 'True'; one
writes 'Truthful'. 1
Support a talk with peers
while agree, disagree and
discuss the lodge of actions
and plans to fulfill the tasks
2 uses at least 5 words on 'Natural Disasters'
topic;
1
gives a full answer to the question from the
card;
i
asks at least 2 questions. 1
answers at least 2 peers' questions. i
Total marks ten
24
Rubrics for providing data to parents on the results of Summative Assessment for the unit "Natural Disasters"
Learner'south proper name ________________________
Assessment
criteria
Level of learning achievements
Low Middle High
Identify particular facts
and parts in the reading
passage
Experiences challenges in identifying
detail facts and parts in the reading
passage for Truthful and False .
Makes mistakes in identifying
particular facts and parts in the
reading passage for True and
False statements.
Confidently identifies detail
facts and parts in the reading
passage. Completes the chore
correctly.
Support a talk with peers
while hold, disagree and
hash out the order of actions
and plans to fulfill the
tasks
Experiences challenges in demonstrating
rich and vivid vocabulary in talking near
the topic. Experiences difficulties in
answering the questions. Feels troubles to
participate in a group discussion.
Makes mistakes in using rich
and vivid vocabulary in talking
most the topic. Makes mistakes
in answering the questions using
some creativity.
Participates in a group
word.
Confidently demonstrates rich and
brilliant vocabulary in talking virtually
the topic. Confidently answers the
questions. Participates in a group
discussion actively.
25
TERM four
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit "Healthy Habits"
Learning objective 7.L6 Deduce meaning from context with trivial back up in extended
talk on a limited range of full general and curricular topics
7.W5 Develop with some back up coherent arguments supported
when necessary by examples and reasons for a limited range of
written genres in familiar general and curricular topics
vii.W9 Punctuate written work at text level on a growing range of
familiar general and curricular topics with some accuracy
Cess criteria • Figure out the content of a conversation with some support
in extended talk
• Evolve arguments, reasons, and show for a limited range
of written genres
• Apply punctuation marks in a piece of writing
Level of thinking skills Application
Higher order thinking skills
Duration xx minutes
Listening
Task one. Listen to the conversation and fill in the gaps. Utilize NO More 3 WORDS.
CD2. Tapescript4.
Go to the following link to listen to the data: http://www.listenaminute.com/h/health.html
I never used 0. to worry well-nigh my health until recently. When I was a kid, I did loads of
1______________. Even in my twenties and thirties I was very fit and never ill. I have been lucky
all my life – always in the best of 2___________. I rarely get even 3__________. I suppose time
catches up with you. Now I seem to be getting lots of piddling 4____________________. I should go
to the medico for a health check, simply I'm besides busy. The older you get, the more yous worry virtually your
wellness. 1 good thing is that I'one thousand eating more 5_______________now than e'er before. I no longer
accept fast nutrient and 6________________. I also slumber a lot more. I've read that getting vii or eight
hours sleep every night is ane of the all-time things you can do for your health.
26
Writing
Pre — writing activity.
Role i. Await at some salubrious habits pictures and brainstorm your ideas.
Part 2. Write down about 4 healthy habits yous know:
Introduction: what healthy habits you know and what the most of import are
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Main body:
_________________ is good for your____________________ Example ___________
_____________________________________________________________________
_____________makes better_______________________________________ Example
______________________________________________________________________
______________________________________________________________________
_________________ improves and you feel ___________________________Example
______________________________________________________________________
______________________________________________________________________
__________________ is skillful for your ___________________ Example ___________
______________________________________________________________________
Determination: give your own opinion why healthy habits are of import in a human life.
______________________________________________________________________
______________________________________________________________________
27
Cess criteria Task Descriptor A learner Mark
Figure out the content of a
chat with some support in
extended talk.
1
writes 'exercise'; one
writes 'health'; 1
writes 'a cold'; 1
writes 'aches and pains'; i
writes 'healthily'; 1
writes 'midnight snacks'; one
Evolve arguments, reasons, and
evidence for a limited range of written
genres.
Use punctuation marks in a piece of
writing.
2
supports arguments/ principal thought with
example and/or reasons;
1
writes grammatically corrrect
sentences;
1
orders paragraphs to back up
development of ideas;
one
punctuates written piece of work. i
Total marks 10
28
Rubrics for providing information to parents on the results of Summative Assessment for the unit of measurement "Salubrious Habits"
Learner's proper noun ________________________
Assessment
criteria
Level of learning achievements
Low Heart High
Figure out the content of a
conversation with some
support in extended talk
Experiences challenges in
identifying the content of the
conversation. Feels great troubles
in filling in the gaps correctly.
Makes mistakes in identifying the content
of the conversation. Feels troubles in filling
in the gaps correctly
1.'exercise'/ 2. 'health'/ 3.'a common cold'/
4.'aches and pains'/ v. 'healthily'/
half dozen. 'midnight snacks'.
Confidently identifies the content of
the conversation. Fills in the gaps
correctly.
Evolve arguments, reasons,
and evidence for a express
range of written genres. Use
punctuation marks in a
piece of writing
Experiences challenges in writing
supported arguments with use of
evidence and examples. The
paragraphs are organized
inappropriately.
Feels slap-up troubles in using proper
punctuation marks.
Makes mistakes in writing supported
arguments with evidence and examples.
The written paragraph is understandable for
the reader.
Feels troubles in writing a well- organised
paragraph using proper punctuation marks.
Confidently writes supported
arguments with evidence and
examples. The principal idea of the written
piece of work is clear. Writes a well-organized
paragraph. Uses proper punctuation
marks.
29
Summative assessment for the unit "Clothes and Fashion"
Learning objective 7.R8 Use familiar and some unfamiliar newspaper and digital reference
resources with little support to check meaning and extend
understanding
7.S7 Apply advisable subject-specific vocabulary and syntax to talk
near a growing range of full general topics, and some curricular topics
Assessment criteria • Demonstrate the ability to use a lexicon or digital methods
to trace meaning and extend vocabulary
• Use topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Level of thinking skills Application
Duration xx minutes
Reading
Task ane. Read the definitions below. Detect the proper word in the text and insert it into the table.
Await up the words in the lexicon and check the answers.
Learners should use dictionaries or digital on-line tools to check the correctness of the answers.
Example: 0.The place where learners written report. The school
Hi! I'chiliad Jeannie and I'g 13 years old. I get to school in our town.
At school we always wearable a uniform. Girls wearable white shirts, bluish skirts and reddish sweaters
with the school emblem. Boys wear white shirts with bluish ties and blue trousers. Their sweaters are
carmine, likewise. All of our shoes are black. We don't similar our school uniform. Later school my offset affair to
exercise is putting off my uniform. I hate skirts and dresses! I like wearing casual clothes. I oftentimes go
skateboarding, then my favourite pieces of clothes are very comfortable. I like trousers, jeans, shorts,
T-shirts, jackets, trainers and I have lots of baseball caps. I never clothing dresses and skirts when I'thou
not at school. Mum says that I should wearable girlish apparel, but they are uncomfortable for me!
1. Remaining the same in all cases and at all
times; unchanging in class or character.
2. Behaves, looks, or sounds similar a immature girl.
three. Relaxed and used every day/informal style.
four. A thing serving equally a symbol of a particular
nation or system.
5. A office of something.
vi. Physically relaxed and free.
xxx
Speaking
Task 2. Choose the question and be set up to answer it afterward the teacher starts the conversation. Y'all
should add your ideas to the course discussion.
Instructor organizes a Socratic seminar which helps teacher to assess learners while they are
speaking on the topic "Clothes and Way" . Learners are sitting in a circle and answering the
question which instructor prepared and cutting downwards beforehand.
These are some rules to this task:
1. Ask questions if you exercise not understand what someone has said
ii. You do not need to raise your hands to speak.
iii. Pay attention to your "airtime".
four. Don't interrupt.
five. Don't put down the ideas of another learner.
Example: What kinds of clothes are in mode now?
Learner'south possible answer: I am non a modern person and I do not trace fashion and apparel. I think
my personal style is casual.
Cess Sail
Criteria Yeah No
Learner uses at least 5 words on 'Clothes and Fashion' topic.
Learner gives a full answer to the question from the card.
Learner asks at least 2 questions.
Learner answers at least 2 peers' questions.
31
Assessment criteria Job Descriptor A learner Mark
Demonstrate the ability to
apply a dictionary or digital
methods to trace meaning
and extend vocabulary.
one
writes 'compatible' 1
writes 'girlish' 1
writes 'casual' ane
writes 'emblem' 1
writes 'piece' 1
writes 'comfortable' 1
Utilise topic related
vocabulary in spoken language
appropriately arranging
words and phrases into
well-formed sentences.
ii
uses at least 5 words on 'Clothes and
Manner' topic;
i
gives a total reply to the question from the
card;
ane
asks at least 2 questions. one
answers at least 2 peers' questions. 1
Total marks x
32
Rubrics for providing information to parents on the results of Summative Cess for the unit "Apparel and Fashion"
Learner's proper noun ________________________
Assessment criteria
Level of learning achievements
Depression Center High
Demonstrate the power to
apply a dictionary or digital
methods to trace pregnant
and extend vocabulary
Experiences challenges in matching a
definition with a proper give-and-take. Makes
many mistakes in answers while
checking the words in a dictionary.
Have troubles in matching a definition
with a proper word. Makes mistakes in
answers 1. uniform/ 2. girlish
/3.casual/ 4. emblem/ 5. piece/ 6.
comfy while checking the words
in a dictionary.
Confidently matches a definition
with a proper word. Makes few
mistakes in answers while checking
the words in a lexicon.
Utilize topic related
vocabulary in spoken communication
appropriately arranging
words and phrases into
well-formed sentences
Experiences challenges in demonstrating
rich and bright vocabulary in talking
about the topic. Experiences difficulties
in answering the questions. Feels
troubles in participating in a grouping
discussion.
Makes mistakes in using rich and
vivid vocabulary in talking about the
topic. Makes mistakes in answering
the questions. Participates in a
group discussion.
Confidently demonstrates rich and
vivid vocabulary in talking about the
topic. Confidently answers the
questions. Participates in a group
give-and-take actively.
33

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