Assessment For The California Mathematics Standards Grade 7 Answer Key

Министерство образования Республики Казахстан

Управление образования города Нур-Султан

Педагогическая разработка

« Methodical recommendations for additional procedures of

Summative Assessment»

(English, Grade 7)

Авторы разработки: Ахметвалиева Т.Р.

учитель английского языка

высшей категории ШГ №32,

Калита Г.М., педагог-исследователь,

учитель английского языка

высшей категории СШ№16,

Нур-Султан - 2020

Рецензент: Аренова Г.У., магистр педагогических наук, доцент кафедры иностранных языков Евразийского гуманитарного института

Авторы: Ахметвалиева Т.Р., школа-гимназия №32, Калита Г.М., средняя школа №16 имени Т.Айбергенова, педагогическая разработка « Methodical recommendations for additional procedures of Summative Assessment » ( English , Grade 7)

Нур-Султан, 2020 – 50с.

В данном сборнике представлен комплекс заданий для проведения дополнительных процедур суммативного оценивания за разделы учебной программы и за четверти для учащихся 7 классов.

В жизни каждого учащегося бывают такие моменты, когда пройти аттестацию наравне со всеми ребятами класса не представляется возможным – если обучающийся имеет индивидуальную (надомную) форму обучения или же обучается инклюзивно, что само по себе уже предполагает индивидуальный подход к его оцениванию, либо по другим определенным причинам. Данный сборник составлен в помощь учителям школ для проведения суммативного оценивания за разделы и за четверти, а также в помощь при планировании, организации и проведении итоговой оценки по английскому языку для учащихся 7-х классов. Методические рекомендации разработаны в соответствии с учебной программой «английский язык» и позволяют учителям определить уровень достижения целей обучения, запланированный при изучении материала разделов и четвертей.

Методические рекомендации включают задания, критерии и дескрипторы и оценивания успеваемости по учебной программе.

Пособие предназначено для учителей школ, школьных и региональных координаторов по критериальному оцениванию.

Рассмотрено и утверждено на заседании методического совета

протокол № ___________________________________________ .

Contents

TERM 1.........................................................................................................................................4 SUMMATIVE ASSESSMENT TASKS ......................................................................................4 Summative Assessment for the unit "Hobbies and Leisure" ........................................................4 Summative Assessment for the unit "Communication and Technology".....................................8

Summative Assessment for the term…………………………………………………………….12

TERM 2.......................................................................................................................................15 SUMMATIVE ASSESSMENT TASKS ....................................................................................16 Summative Assessment for the unit "Holidays and Travel".......................................................20 Summative Assessment for the unit "Space and Earth" .............................................................24

Summative Assessment for the term……………………………………………………………24

TERM 3.......................................................................................................................................27 SUMMATIVE ASSESSMENT TASKS ....................................................................................27 Summative Assessment for the unit "Entertainment and Media"...............................................28 Summative Assessment for the unit "Natural Disasters".............................................................32

Summative Assessment for the term…………………………………………………………….36

TERM 4.......................................................................................................................................39 SUMMATIVE ASSESSMENT TASKS ....................................................................................39 Summative Assessment for the unit "Healthy Habits" ...............................................................40 Summative Assessment for the unit "Clothes and Fashion".......................................................44

Summative Assessment for the term……………………………………………………………48

TERM 1.

SUMMATIVE ASSESSMENT TASKS

Summative assessment for the unit "Hobbies and Leisure"

Learning objectives

7. L1 Understand with little support the main points in extended talk on a limited range of general and curricular topics

7. W8 Spell most high-frequency vocabulary accurately for a growing range of familiar general topics and some curricular topics

7. W6 Link with little or no support, sentences into coherent paragraphs using a variety 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 support

Level of thinking skills

Knowledge and comprehension

Application

Duration

20 minutes

Listening

Task1. Listen to the story about Jack. Are the sentences True, False or Not Stated ? You will listen twice.

I Reading

I'm Jack Wilson, I am a pupil from London. My friend Val is a university student now. He is older than me with my problems and teaches me to do a lot of useful things. Val has got a lot of hobbies. He likes collecting different things. When he was at school, he collected stamps, coins and badges. He kept them in big albums and was very proud of them. Once he brought them to school and we could see them all. His collections became famous in our school. But Val stopped collecting stamps and badges last year. He took up photography. He says pictures are easy to take and it's fun to take them. Some of his photos are very good, some are unsuccessful. Val is learning and I know soon he'll be one of the best photographers in his university.
1. Val is pupil.
2. Val lives in one and the same house with Jack.
3. Jack always has a lot of problems.
4. Now Val's hobby is collecting stamps.
5. Val stopped keeping coins in the album.
6. Val interested in taking pictures now.
7. Val is very good at taking pictures.

Task 2. Complete the sentences with the correct form of the verb play, go or do.

1. Every Saturday she ........................... tennis with her brother.

2. This winter we want to ........................... skiing in Austria.

3. Do you ........................ cards with your friends?

4. Her friends ........................ basketball and are in a good team.

5. At the weekend he ....................... fishing when the weather is good.

6. Do you want to ........................... a jigsaw with me?

7. I ........................... cycling a lot but I haven't got a very good bike.

8. Last year he ........................... windsurfing in Portugal.

9. The local team are ........................... volleyball on the beach.

10. When I'm waiting for the train I always ......................... crosswords.

Assessment

criteria

Task

Descriptor

Mark

A learner

Identify the main idea in extended talks

1

1.False

1

2.Not stated

1

3.True

1

4.True

1

5.True

1

6.True

1

7.True

1

recognize the spoken form of a limited range of everyday and classroom words

Demonstrates correct using grammar skills

2

1.plays

1

2.go

1

3.play

1

4 play

1

5. goes

1

6. to do

1

7. go

1

8. went

1

9. are playing

1

10. do

1

Total marks

17

Rubrics for providing information to parents on the results of Summative Assessment for the unit "Hobbies and Leisure"

Learner's name ________________________

Assessment

criteria

Level of learning achievements

Low

Middle

High

Identify main idea in extended talks.

Experiences challenges in identifying the main idea in extended talk.

Experiences difficulties in identifying the main idea in extended talk. Makes mistakes in marking sentences for True and False statements while listening.

Confidently identifies the main idea in extended talk. Mark sentences True and False correctly.

Write topic related words correctly.

Connect sentences into paragraphs with basic connectors and linking words with some support.

Experiences difficulties in giving full answers, in using linking words and basic connectors, and in spelling topic related vocabulary. Writes with insufficient grammar accuracy. Number of words is limited.

Makes mistakes in giving full answers in using linking words and basic connectors, and in spelling topic related vocabulary. Writes with some grammar mistakes. Number of words is insufficient.

Feels confidence in giving full answers, in using linking words and basic connectors, and in spelling topic related vocabulary. Writes with grammar accuracy. Number of words is reasonable.

Summative assessment for the unit "Communication and Technology"

Learning objectives

7.R2 Understand specific information and detail in texts on a range of familiar general and curricular topics

7.S2 Ask complex questions to get information about a limited range of general topics and some curricular topics

7.S7 Use appropriate subject-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;

• Make up 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

Knowledge and comprehension

Application

Higher order thinking skills

Duration

20 minutes

Reading

Task 1. Choose the right variant

1. I didn't run ………………….. to catch the bus.

a) fast enough

b) enough fast

2. She is ………………….. to know better.

a) old enough

b) enough old

3. We have bought …………………..

a) enough milk

b) milk enough

4. She was ………………… to lock the car.

a) prudent enough

b) enough prudent

5. He was …………………… to trust her.

a) stupid enough

b) enough stupid

Task 2. Change the verb into the correct form: Present Perfect
1. I (read) your book several times.
2. She (wear) that skirt many times.
3. My family (visit) Brazil a few times.
4. I (eat) already.
5. Marta (finish) her homework.
6. You (break) the glass again.
7. They (pay) for everything.
8. It (never snow) like that.
9. I (meet) Anna once.
10. We (see) him before.

Task 3. Choose the correct verb: have, spend, draw, meet, use.

1. While I……..the Internet my mum called me for dinner

2. Yesterday I …………my friends in the park

3. My friend Lucy always……….pictures in class

4. I think it is important to……….time with your family at the weekend

5. It was my dad's birthday so we ………….a party

Assessment

criteria

Task

Descriptor

Mark

A learner

Identify the correct form of a word, appropriate sentence structure and text layout.

1

1.a

1

2.a

1

3.b

1

4.a

1

5.a

1

Identify the correct form of the verb

2

1. have read

1

2.has worn

1

3.has visited

1

4. have eaten

1

5. has finished

1

6. have broken

1

7. have paid

1

8. has never snowed

1

9. have met

1

10. have seen

1

Choose the right variant of the verbs

3

1.used

1

2.met

1

3.draws

1

4.spend

1

5.had

1

Total marks

20

Rubrics for providing information to parents on the results of Summative Assessment for the unit "Communication and Technology"

Learner's name ________________________

Assessment criteria

Level of learning achievements

Low

Middle

High

Realise particular facts and details in reading passage.

Experiences great difficulties in realizing particular facts and parts in reading passage.

Makes mistakes in identifying facts and parts in matching exercise.

Feels confidence in identifying facts and parts in the reading passage.

Make up complex interrogative sentences to get information about the topic.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Demonstrates limited choice of

topical vocabulary in asking and answering the questions.

Speaks making long pauses that makes utterances not understandable.

Demonstrates a good choice of topical vocabulary in asking 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.

Summative assessment for the Т erm 1.

Learning objectives

7.R2 Understand specific information and detail in texts on a range of familiar general and curricular topics

7.S2 Ask complex questions to get information about a limited range of general topics and some curricular topics

7.S7 Use appropriate subject-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;

• Make up 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

Knowledge and comprehension

Application

Higher order thinking skills

Duration

40 minutes

Task 1. Writing

1. Expand the brackets and place the verbs in the Present Perfect.

1. John (write) his name.

2. I (draw) a picture.

3. Tom (blow out ) the light.

4. The cat (drink) its milk.

5. The tree (fall) across the road.

6. I (do) my control work yet.

Task 2. Read and understand the text, express your opinion

Do you think modern technology has made life easier and safer? Or do you think that modern technology has made life more difficult and more dangerous?
             Technology today has made life easier and quicker but dangerous. As we look at technologies, questions are risen. By the way what are technologies? Modern technology is machinery that makes life easier. For example, microwave ovens cook food easily without using stoves and making a big mess. And dishwashers put all dirty dishes into the dishwasher and it washes them. Dishwashers are very easy to use and save time comparing it in the old fashion way. Today modern technology also has created problems because they are dangerous.

What is the main idea of this text?_______________________________________________

Task 3. Fill in something/anything - somebody/anybody.
1. She said , but I didn't understand anything.
2. Has  found my blue pencil? No, I'm sorry.
3. Would  help me, please? Yes, I can help you.
4. Have you got  to eat? No, I haven't.
5. Tom, can you give me  to drink, please?
6. Is there  in the house? No, it's deserted.
7. Do you know  about London transport? No, I don't.
8. What's wrong? There's  in my eye.
9. Do you like  to drink? Yes, please.
10.  has broken the window. I don't know who.

Assessment

criteria

Task

Descriptor

Mark

A learner

Identify the correct form of the verb, appropriate sentence structure.

1

1.has written

1

2.have drawn

1

3.has blown out

1

4.has drunk

1

5.has fallen

1

6 haven't done

1

Identify the main idea in extended text and express the own opinion

2+3

Reading+speaking

6+6

Identify the correct form of the pronouns

4

1. something, 2. anybody

1

3. anybody, 4. anything

1

5. anything, 6. anybody

1

7. anything, 8. something

1

9. anything, 10. somebody

1

Grammar accuracy and correct spelling

1

Total

24

TERM 2.

SUMMATIVE ASSESSMENT TASKS

Summative assessment for the unit "Holidays and Travel"

Learning objectives

7.L5 Recognise the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics

7.W7 Use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics

Assessment с riteria

• Identify 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 little support

Level of thinking skills

Knowledge and comprehension

Application

Duration

20 minutes

Listening

Task 1. Listen to the text. Read the text. Fill in the gaps in the sentences for the text with words in accordance with its content. You can use from 1 to 3 words .

Jim's party

My name is Jim. It was my birthday on Saturday. I was eight. My three cousins came to see me in the morning, and in the afternoon I had a party at my house. Nine of my friends came. We played some games outside and then we went inside to have some lemonade.

Then Mum said: 'Go out in the garden again.' There was a clown there! He had square glasses, yellow hair and a long green beard. He told us a story about the jungle and drew some pictures. My friends and I laughed very loudly because he was very funny. My mum was there, but I couldn't see my dad. We went inside and had ice cream and cake in the kitchen. Then my friends went home.

I helped Mum to clean the kitchen and then we sat down and had some more cake there. 'Where's Dad?' I asked Mum. 'In the living room,' she said. I went to find Dad but I could only see the clown there. Then I looked at his face. He took off his funny beard, his hair and his glasses and smiled at me. It was Dad! 'Thank you, Dad!' I said. 'It was the best birthday present.'

1. There were .............................. of Jim's friends at his birthday party.

2. After the games, the children had ............................... in the house.

3. When the children went outside, they saw a ................................. in the garden.

4. The clown had a green beard and wore some ................................. which were square.

5. The ............................... was about the jungle.

6. Jim and his .............................. laughed very loudly.

7. Jim and his mother ate ................................. in the kitchen.

8. Jim's father was in the ................................. .

9. The clown ................................. at Jim .

10. The clown was Jim's ............................... .

Task 2. Speaking. Describe these pictures

Assessment criteria

Task №

Descriptor

Mark

A learner

Identify the position of speakers in an extended talk with some support.

Write a text keeping the layout and format of a given genre with little support.

Demonstrates correct using of topical vocabulary

1

1.nine

1

2.some lemonade

1

3.clown

1

4.glasses

1

5.story

1

6.friends

1

7.ice-cream

1

8.living room

1

9.looked

1

10.father

1

2

1.guided tour

1

2.safari

1

3.skiing

1

4.sailing

1

5.trecking

1

6.summer camp

1

Total marks

16

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

Low

Middle

High

Identify the position of speakers in an extended talk with some support.

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 little support.

Experiences challenges in writing the postcard about holidays with some support on the example. Answers with limited vocabulary and incorrect structure. Misuses tenses and spells the topical words incorrectly.

Makes mistakes in writing the postcard about holidays with some support 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 about holidays with some support on the example.

Answers with a wide choice of vocabulary and an appropriate structure. Correctly uses tenses and spells topical words accurately.

Summative assessment for the unit " Space and Earth "

Learning objectives

7.R5 Deduce meaning from context in short texts on a growing range of familiar general and curricular topics

7.R7 Recognise typical features at word, sentence 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 sentence and discourse level in pair, group and whole class exchanges

Assessment 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 point of view in conversations and discussions

• Interact in a pair, group and a whole class work presenting logically connected information with ideas of other people

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills

Duration

20 minutes

Reading

Task 1. Read the text and answer the questions.

New Zealand (1)

New Zealand is an island country in the Southwest Pacific Ocean. It lies about 1600 km southeast of Australia and about 10 500 km southwest of California. New Zealand belongs to a large island group called Polynesia. The country is situated on two main islands — the North Island and the South Island — and several dozen smaller islands. Most of the smaller islands are hundreds of kilometers from the main ones.

Wellington is the capital of New Zealand and Auckland is the largest city. English is the official language of New Zealand and is spoken throughout the country. Many native people speak their own language» Maori, in addition to English.

The country once belonged to the British empire. Today it is an independent member of the Commonwealth of Nations, an association of Britain and a number of its former colonies.

New Zealand is a constitutional monarchy. The British Monarch, Queen Elizabeth II of the United Kingdom, is the monarch of New Zealand. She appoints a governor general to represent her, but the governor general has little power. The legislation, prime minister, and Cabinet run the national government.

Britain gave New Zealand a constitution in 1852, when it was a British colony. But through the years the New Zealand legislature has changed almost all its provisions. Today, the nation has no written constitution.

The first people who settled in New Zealand were a brown-skinned people called Maoris. They came from Polynesian islands located northeast of New Zealand. The country was discovered by Europeans in 1642, but they did not start to settle in the islands until the late 1700's. Today, most New Zealanders are descendants of the early European settlers. Maoris make up about 12 % of the country's population

New Zealand has one of the highest standard of living in the world. For many years, the economy of the country depended largely on agriculture. Today agriculture, manufacturing, and service industries are all important to the economy. New Zealand's economy depends on trade with many countries — Australia, Britain, Japan and the United States.

Questions:

1. Where is New Zealand situated?
2. What city is the capital of New Zealand?
3. What languages do people in New Zealand speak?
4. What is the official language in New Zealand?

Task 2. Complete the sentences using the words from the box.

1. We live on the….. It is a…. planet.

2. There are ….planets in our …..

3. They all go around…..

4. Some planets are….than the Earth, some of them are…..

5. The first planet next to the Sun is…..

6. Our Earth is the third. There is …. and…. on the Earth.

7. So animals and plants can live on our planet. Other planets of our Solar System haven't got air or water. But there are other planets in …., which may have it.

Beautiful, nine, Solar System, the Sun, smaller, Mercury, water, space, Earth, bigger, air

Speaking

Task 3: Work in a group of 3-4. Answer the questions below.

Teacher assesses the speaking skills of each learner while they are working in a group.

Names____________________________________ Date ___________

Where are you planning to travel to? Name the planet?

What will you do if you see aliens or some unusual animals?

Assessment criteria

Task №

Descriptor

Mark

Additional information

A learner

Identify the correct form of a word, appropriate sentence structure and text layout.

Identify the meaning and details of the reading texts.

1

1. The country is situated on two main islands — the North Island and the South Island — and several dozen smaller islands.

1

Answer can be shorter.

2. Wellington is the capital of New Zealand

1

3. Many native people speak their own language» Maori, in addition to English.

1

4. The official language in New Zealand is English

1

2

1.Earth, beautiful

1

2.nine, Solar System

1

3.the Sun

1

4.bigger, smaller

1

5.Mercury

1

6.water, air

1

7.space

1

Provide a point of view in conversations and discussions.

Interact in a pair, group and a whole class work presenting logically connected information with ideas of other people.

3

answers the questions;

1

participates in the discussion;

1

presents logically connected information.

1

Total marks

14

Rubrics for providing information to parents on the results of Summative Assessment for the unit " Space and Earth "

Learner's name ________________________

Assessment criteria

Level of learning achievements

Low

Middle

High

Identify the meaning and details of the reading texts.

Identify the correct form of a word, appropriate sentence structure and text layout.

Experiences difficulties in identifying the meaning and details of the reading text. Answers questions and matches 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 enough to have become round due to the force of its own gravity'./ 'No, it is not'./ 'There are two classes of planets' and in matching words with their definitions.

Confidently identifies the meaning and details of the reading passage and matches words with the definitions correctly. Answers questions appropriately according to the text.

Provide a point of view in conversations and discussions.

Interact in a pair, group and a whole class work presenting logically connected information with ideas of other people.

Experiences difficulties in answering the questions. Feels troubles to participate in a group discussion. Presents illogically connected information.

Makes mistakes in answering the questions. Participates in a group discussion. Presents some connected information.

Confidently answers the questions. Participates in a group discussion actively. Presents logically connected information.

Summative assessment for the term 2.

Learning objectives

7.R5 Deduce meaning from context in short texts on a growing range of familiar general and curricular topics

7.R7 Recognise typical features at word, sentence 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 sentence and discourse level in pair, group and whole class exchanges

Assessment 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 point of view in conversations and discussions

• Interact in a pair, group and a whole class work presenting logically connected information with ideas of other people

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills

Duration

40 minutes

Reading

Task 1. Read the text and are the sentences true or false?

LIVING

A science laboratory 360 kilometers from Earth? A preparation for flight to Mars? A cathedral in the sky? The International Space Station or ISS, is all of these.

At this moment, the ISS is orbiting the Earth at a distance of360 kilometers. It is flying at 28,000 km/hr. It goes round the Earth 16 times a day. It took more than S100 billion and 14 years to develop. It is the most expensive thing ever built.

The station

The station part of the station went into space in1998. Astronauts started to live on it in November 2000. There are usually three astronauts on board, and they stay for about six months at a time. Over the years there have been over 200 visitors from 15 different countries. Supply ships arrive about eight times a year.

Aims

Space agencies in the United States, Russia, Japan, Canada, and Europe are working together. They are using the zero gravity of space to do experiments in biology, physics, and astronomy. They are learning about living in space over a long time, and the effects of this on the human body. The astronauts are growing plants to make oxygen. They are studying the Earth's weather and geography. And they are looking at planets and stars to understand the origin of the universe.

Are the sentences true or false?

1. The ISS is flying very fast.

2. It is flying a long way from Earth.

3. It goes round the Earth every 90 minutes.

4. New supplies arrive once a month.

5. The Americans are competing against Russians and Europeans.

Complete: The main idea of this text is _______________________________

Task 2. Future with will, may,  and might . Rewrite the given ideas using will, may,  and might  in complete sentences. (More than one answer is possible)

1. There is definitely a party tomorrow evening at my house.

2. If it is sunny tomorrow, it would be fun for us to go to the beach.

3. I am thinking about studying French this year.

4. Jane promised to help me with my homework this weekend.

5. There is a fifty-fifty chance that she will be on time for her English class tomorrow.

Task 3. Complete the sentences with the words: Universe, ocean, atmosphere, sunset, planet, the Moon, sunrise, climate, Earth, space.

1.The empty area where planets and stars are …………………

2.General weather patterns……………..

3. There are eight of these in our solar system……………..

4.The closest object in space to our planet……………

5.The end of the day…………….

6.The gases around a planet…………..

7. The Pacific and Atlantic are the biggest……………….

8.The planet we live on……………

9.The beginning of the day………….

10.The whole of space…………………..

Task 4. Speaking

" What planet can be my place to live. Why?"

Assessment criteria

Task №

Descriptor

Mark

Additional information

A learner

Identify the correct form of a word, appropriate sentence structure and text layout.

Identify the meaning and details of the reading texts.

1

1. True

1

Answer can be shorter.

2. True

1

3. False

1

4. False

1

5.False

1

Expresses his own opinion about the main idea of the text

1

3-5 sentences

Rewrite the given ideas

2

1.Tere will be a party tomorrow evening at my house

1

Answer can be shorter.

2.If it is sunny tomorrow, I may go to the beach.

1

3.I may study French this year.

1

4.Jane will help me with my homework this weekend.

1

5.She might be on time for her English class tomorrow.

1

Grammar accuracy and correct spelling

1

Listening

Complete the sentences with the words

3

1.space

1

2.climate

3.planets

4.the Moon

1

5.sunset

6.atmosphere

7.oceans

1

8.Earth

9.sunrise

10.Universe

1

Grammar accuracy

1

Correct spelling

1

Total marks

24

TERM 3

SUMMATIVE ASSESSMENT TASKS

Summative assessment for the unit "Entertainment and Media"

Learning objectives

7.L2 Understand with little support most specific information in extended talk on a limited range of general and curricular topics

7.W3 Write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

7.W4 Use with some support style and register appropriate to a limited variety of written genres on general and curricular topics

Assessment criteria

• Identify facts and details in extended talks with little 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

Knowledge and comprehension

Application

Duration

20 minutes

Listening

Task 1. Read and listen to the following text about soap operas and do the comprehension exercises below.

Watching TV is a very popular pastime in the UK. But what kind of programs do British people like to watch? Well, the most-watched TV programs every week are very popular dramas that are usually on at least four times every week. They are dramas based in one neighborhood that try to depict ordinary life in the UK - we call these dramas 'soap operas' or 'soaps'. In the early days of TV, there were often dramas on during the day. Back in those days, it was traditional for the husband to go out to work and for the wife to stay at home and look after the house and the children. Most of these daytime dramas were aimed at entertaining the housewives who would traditionally be at home, probably doing the washing. Companies selling washing powder would advertise their products at times when these dramas were on, and sometimes those companies would even sponsor the drama. Hence the word 'soap'. So what about the word opera? Well, that's because these dramas are often an exaggeration of real life. They are supposed to represent ordinary lives but, to make them entertaining, lots of dramatic events, like murders, divorces, affairs etc., all happen probably much more regularly than they would in a normal neighborhood. Most soap operas these days are shown in the evening. Each show will have several different storylines happening at once that continue over several shows. The same cast members will appear in every show, too. There are lots of different soaps on in the UK on different channels but there are three main popular ones. 'Coronation Street' has been on since 1960. It is set in a suburb of Manchester and it's supposed to represent working class life in the north of England. Then there's 'EastEnders' which started in 1985, set in the East End of London, and 'Emmerdale', which is set on a farm in Yorkshire, in the north of England.

TRUE or FALSE. Circle the correct answer.

1. People don't like to watch TV in the UK.

2. The word 'soap' in 'soap opera' refers to washing powder used by housewives to do the washing.

3. The word 'opera' in 'soap opera' refers to the classical singing you hear in the dramas.

4. Soap operas have lots of continuing storylines happening over a few shows.

5. Coronation Street has been on British TV since 1985.

Task 2. Which professions related to films and journalism are being defined. Choose from the box below; there are more words than the ones you need. Words: Actor, cameraman, cast, censor, correspondent, co-star, critic ,director, editor, journalist.

1. a person who controls the camera during filming. ________________

2. a person who edits or the head of a newspaper or newspaper department ____________

3. an actor in a supporting role to the main star. __________________

4. a person who writes articles, esp. stating opinion, about art, music etc______________

5. a person who writes a letter to a paper or writes articles for a paper___________

6. an official with the power to stop publication of certain articles. __________

Task 3. Make up sentences in Present Perfect using for or since.

Example:  I – not – meet – George – last month. – I haven't met George since last month.

1. We – know – him – six months.

2. Mary – be – a real friend – our childhood.

3. My Dad – work – as a builder – three years.

Assessment criteria

Task №

Descriptor

Mark

A learner

Identify facts and details in extended talks with little support.

1

1. false

1

2. true

1

3. false

1

4. true

1

5. false

1

Write the correct word

2

1. A cameraman

1

2. An editor

1

3. A co-star

1

4. A critic

1

5. A journalist

1

6. A censor

1

Demonstrate the ability to write grammatically correct sentences.

1. We have known him for  six months.

1

2. Mary has been a real friend since  our childhood

1

3. My Dad has worked as a builder for  three years.

1

Total marks

14

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.

Makes mistakes in answering the questions and filling in the table with appropriate words. '2:00 PM'/ 'to go to the beach'/'to go/go to a restaurant'

Confidently identifies the facts and details of the conversation. Completes the task correctly.

Demonstrate the ability to write grammatically correct sentences on familiar topics.

Write a text keeping appropriate format and plan of a given genre.

Experiences challenges in choosing words that help create a note . Writes with insufficient grammar accuracy. Structure of writing is inappropriate. Number of words is limited.

Feels some troubles in choosing words that help create a note. Writes with some grammar accuracy. Structure of writing is unclear. Number of words is insufficient.

Confidently chooses words that help create a note. Writes with grammar accuracy. Structure of writing is appropriate.

Number of words is reasonable.

Summative assessment for the unit "Natural Disasters"

Learning objectives

7.R2 Understand specific information and details in texts on a range of familiar general and curricular topics

7.S5 Keep 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

Duration

20 minutes

Reading

Task 1. 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 damage is in Haiti following the huge earthquake on Tuesday. A magnitude 7.3 quake, just 16km from the capital, hit the Caribbean nation as people were going home after work. Much of the country has been devastated. Many major buildings in the capital Port-au-Prince have collapsed, including the Presidential Palace and the UN headquarters. Haiti's President Rene Preval described the scene in the capital as "unimaginable". The Red Cross says up to 3 million people have been affected. Mr. Preval fears "well over 100,000 people" may have died.

Haiti's ambassador to the USA, Raymond Joseph, said there was "no way of estimating" how many casualties there were. Countries around the world are acting quickly to send whatever help they can to Haiti. Haiti is one of the poorest countries in the world. More than half of its people live below the poverty line on less than two dollars a day. It is one of the poorest-equipped countries on Earth to deal with such a catastrophe. The nation was still trying to recover from being hit by four deadly hurricanes in 30 days in 2008. Its economy is in ruins and it has a long history of corruption and coups.

1. Most Haitians were having their breakfast when the earthquake hit.

2. The Huge Earthquake didn't damage Haiti.

3. The article says Haiti's president believes 3 million people are suffering.

4. Haiti's ambassador to the USA had name Rene Preval.

5. The President's palace was in ruins after the earthquake.

6. Haiti is one of the richest countries in the world.

1. The Huge Earthquake's magnitude was 7.3 quake.

2. Haiti's ambassador to the US has a good idea of casualty figures.

3. The Presidential Palace and the UN headquarters weren't damaged.

4. Most Haitians are so poor they live on less than two dollars a day.

5. Much of the country has not been devastated.

6. Haiti was hit by four different hurricanes in 2008.

Speaking

Task 2. Now fill in the blanks. Use the words in the box.

Destructive, damage, destroyed, damaged

1. A powerful winter storm caused (…) to trees and power lines.

2. The floods in China during the summer (…) 5 millions houses.

3. The hurricane did a lot of (…) to houses in the area.

4. The last earthquake in the USA was very (…).

5. The building was severely (…) by the flood.

Assessment criteria

Task №

Descriptor

Mark

A learner

Identify facts and details in extended talks with little support.

1

chooses 'False'

chooses 'True'

1

chooses 'False'

chooses 'False'

1

chooses 'False'

chooses 'False'

1

chooses 'False'

chooses 'True'

1

chooses 'True'

chooses 'False'

1

chooses 'False'

chooses 'True'

1

Say the correct word

2

1.damage

1

2. destroyed

1

3.damage

1

4. destructive

1

5. damaged

1

Correct pronunciation without grammar mistakes

1

Total marks

12

Rubrics for providing information to parents on the results of Summative Assessment for the unit "Natural Disasters"

Learner's name ________________________

Assessment

criteria

Level of learning achievements

Low

Middle

High

Identify particular facts and parts in the reading passage.

Experiences challenges in identifying particular facts and parts in the reading passage.

Makes mistakes in identifying particular facts and parts in the reading passage for True and False statements.

Confidently identifies particular facts and parts in the reading passage. Completes the task correctly.

Support a talk with peers while agree, disagree and discuss the order of actions and plans to fulfill the tasks.

Experiences challenges in demonstrating rich and vivid vocabulary in talking about 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 about the topic. Makes mistakes in answering the questions using some creativity.

Participates in a group discussion.

Confidently demonstrates rich and vivid vocabulary in talking about the topic. Confidently answers the questions. Participates in a group discussion actively.

Summative assessment for the 3 term.

Learning objectives

7.R2 Understand specific information and details in texts on a range of familiar general and curricular topics

7.S5 Keep 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

Duration

40 minutes

Reading

Task 1. Complete the text with the Past Simple Passive form of the verbs in brackets.

Modern text messages, or SMS, were invented (invent) in 1992. Early messages ___________ (not write) on a mobile phone, they could only be sent from a computer to a phone. The first message in the UK said "Merry Christmas". In 1993, the first mobile-to-mobile SMS service___________(introduce) in Sweden. It wasn't popular immediately, but by 2011, an average of 17.9 billion texts_______(send) every day. However, technology always moves forward, and in the same year, SMS messages______(replace)as the most popular way of sending texts. Chat apps, such as WhatsApp, ___________(use) to send 19 billion texts a day. Experts think this number is going to double in the next two years.

Speaking

Task 2 . Complete the sentences using the Past Simple Passive and by.

1. The Wright brothers built the first plane. The first plane was built by the Wright brothers.

2. Alfred Nobel invented dynamite.

Dynamite____________________________

3. Jack Dorsey started Twitter in 2006.

Twitter_________________________________

4. A school teacher wrote the song Happy Birthday.

The song Happy Birthday____________________

5. Walt Disney and Ub Iwerks created Mickey Mouse.

Mickey Mouse________________________________

6. Leonardo da Vinci painted the Mona Lisa.

The Mona Lisa___________________________

Writing Task 3. Choose the correct options.

1. I didn't hear that the teacher talked/ was talking to me

2. Dan was sending/ sent me a text when I was playing tennis.

3. on holiday, we went/ were going swimming every day.

4. we were listening/ listened to loud music, but my dad told us to turn it down.

5. My mum made/ was making lunch when I got home.

6. When I was young, we were visiting/ visited my grandparents every weekend.

Task 4. Complete the sentences. Use the Past Simple or Past Continuous form of the verbs in brackets.

1.When I arrived (arrive) home after school, my family was very busy!

2. My mum ____________ (work).

3. My brother ___________(do) his homework and.

4. My sister ______(practice) the piano.

5. My dad __________(come) home.

Assessment criteria

Task №

Descriptor

Mark

A learner

Complete the text with the Past Simple Passive

1

Full answers

1

1. weren't written

1

2.was introduced

1

3.were sent

1

4.were replaced

1

5.were used

1

Identify facts and details in extended talks with little support.

2

2. was inventsd by Alfred Nobel

1

3. was started by Jack Dorsey in 2006.

1

4. was written by a school teacher

1

5. was created by Walt Disney and Ub Iwerks

1

6. was painted by Leonardo da Vinci

1

Say the correct word

3

2. sent

1

3. went

1

4. were listening

1

5. was making

1

6. visited

1

Correct pronunciation

1

Demonstrate the ability to write grammatically correct sentences.

4

2. was working

1

3. was doing

1

4. was practicing

1

5. came

1

Grammar accuracy

1

Total marks

20

TERM 4

SUMMATIVE ASSESSMENT TASKS

Summative assessment for the unit "Healthy Habits"

Learning objectives

7.L6 Deduce meaning from context with little support in extended talk on a limited range of general and curricular topics

7.W5 Develop with some support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics

7.W9 Punctuate written work at text level on a growing range of familiar general and curricular topics with some accuracy

Assessment criteria

• Figure out the content of a conversation with some support in extended talk

• Evolve arguments, reasons, and evidence for a limited range of written genres

• Use punctuation marks in a piece of writing

Level of thinking skills

Application

Higher order thinking skills

Duration

20 minutes

Listening

Task 1. Listen to the conversation and fill in the gaps. Two friends are planning a party . Write sentences and questions with should.

Example: We/ask your parents permission? Should we ask your parents permission? "I asked them yesterday."

1. We/invite? "Everyone in the class"

2. They/bring some food and drink? "No, my mum is going to get everything"

3. Everyone/arrive/8 p.m. is that OK? "Yes, about 8 p.m. is fine"

4. I/wear? "Your blue skirt and white shirt"

5. I/bring some dance music. What do you think? "Yes, that's good idea"

Speaking

Task 2. Complete the sentences with must or mustn't.

Example: You mustn't forget to call me tonight.

1. Students ______ write in a pen, not pencil.

2. You _________ tell anyone. It's a secret.

3. Tell them that they _____ relax more. It's OK.

4. We ______ make a lot of noise. This is a library.

5. I _______ be late, because Dad is angry.

Writing

Task 3. Choose the correct answer.

1. You shouldn't/must be scared to follow your dreams.

2. You should/shouldn't make promises you can keep.

3. You're always tired. You really should/mustn't get more sleep.

4. You must/should listen more, and speak less.

5. You must/mustn't criticize other people. It's not nice.

6. You must/shouldn't wear your glasses. You can't see without them!

7. You shouldn't/must give up. Try again!

8. You mustn't/shouldn't drink that water. It'll make you sick.

9. You must/should do something creative if you're bored.

Assessment criteria

Task №

Descriptor

Mark

A learner

Figure out the content of a conversation with some support in extended talk.

1

1.Should we invite them?

1

2.Should they bring some food and drink?

1

3.Should everyone arrive at 8 p.m.?

1

4.What should I wear?

1

5.Should I bring some dance music?

1

Complete the sentences

2

1.must

1

2.mustn't

1

3.must

1

4.mustn't

1

5. mustn't

1

Choose the correct answer

3

1.shouldn't

1

2. shouldn't

1

3. should

1

4.must

1

5. mustn't

1

6. must

1

7. shouldn't

1

8. mustn't

1

9. should

1

Total marks

19

Rubrics for providing information to parents on the results of Summative Assessment for the unit "Healthy Habits"

Learner's name ________________________

Assessment

criteria

Level of learning achievements

Low

Middle

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 cold'/

4.'aches and pains'/ 5. 'healthily'/

6. 'midnight snacks'.

Confidently identifies the content of the conversation. Fills in the gaps correctly.

Evolve arguments, reasons, and evidence for a limited 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 great 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 main idea of the written work is clear. W rites a well-organized paragraph. Uses proper punctuation marks.

Summative assessment for the unit "Clothes and Fashion"

Learning objectives

7.R8 Use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding

7.S7 Use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

Assessment criteria

• Demonstrate the ability to use a dictionary or digital methods to trace meaning and extend vocabulary

• Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Level of thinking skills

Application

Duration

20 minutes

Reading

Task 1. Read the sentences below. Complete the sentences and questions with the correct form of have to .

Example: You don't have to phone. You can e-mail for information.

1. At my school, we ______ play hockey, but there is a school team.

2. Doctors _____ study for seven or eight hours.

3. Why _______ she do the exam again?

4. My brother _____ study much. He's really clever.

5. _______ we take a sleeping bag with us?

6. I _______ help around the house but I don't mind.

7. It's OK. You _______ speak quietly. The baby woke up a few minutes ago.

Speaking

Task 2. Read the text and answer the questions.

Hello, my dears! My name is Michelle and I am 15 years old. I am the youngest in my family.
I have eldest sisters who like to care about me. So I hate making my bed and washing dishes. I like sleeping and I usually get up before going to school, that's why I don't have time for doing morning exercises or having good breakfast.
I drink a big cup of coffee with much sugar. It's enough for me to be active at school. I always snack at the first break at our school café. I often buy some bagels . Bagels are made from flour, water, yeast , salt and sugar with raisins or blueberries . They are fat and cholesterol free . They are very high in carbohydrates, which give me energy. I like fatty and sweet food. I don't care about my appearance because pretty girls are attractive to boys only as pretty dolls but I'd like to have a loyal friend who will understand my habits and interests.

Answer the questions.
1). What habits has Michelle?
2). Do you find all her habits healthy?
3). Why doesn't she like to care about her appearance? Do you do so too?
4). What advice can you give to Michelle? Argue your advice.

Writing

Task 3. Complete the sentences with don't have to or mustn't and the correct verbs .

Verbs: have, go, use, do, play, speak, forget, watch.

1. You mustn't use your mobile phone. It's not allowed.

2. You ______ your homework now. You can do it later

3. We __________ a film. We can go out if you like.

4. You __________ your first aid kit when you go camping.

5. You __________ a snack now. We're going to have dinner in 10 minutes.

6. We _______ to school today. It's holiday.

7. It's OK. You _______ slowly. I understand you.

8. It's 1 o'clock in the morning. You _______ your guitar now. Go to sleep!

Assessment criteria

Task №

Descriptor

Mark

A learner

Demonstrate the ability to use a dictionary or digital methods to trace meaning and extend vocabulary.

1

1. don't have to

1

2.have to

1

3.does she have to

1

4.Have to

1

5.Do we have to

1

6.have to

1

7. don't have to

1

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

2

1.She drinks a big cup of coffee with much sugar. She always snacks at the first break at her school café. She often buys some bagels.

1

2.I don't think so.

1

3. She doesn't care about her appearance because pretty girls are attractive to boys only as pretty dolls but she'd like to have a loyal friend who will understand her habits and interests.

1

4.Own answers

1

Complete the sentences

3

2.don't have to do

1

3. don't have to watch

1

4.mustn't forget

1

5. mustn't have

1

6. mustn't go

1

7. don't have to

1

8. mustn't play

1

Total marks

19

Rubrics for providing information to parents on the results of Summative Assessment for the unit "Clothes and Fashion"

Learner's name ________________________

Assessment criteria

Level of learning achievements

Low

Middle

High

Demonstrate the ability to use a dictionary or digital methods to trace meaning and extend vocabulary.

Experiences challenges in matching a definition with a proper word. Makes a lot of 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. comfortable 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 dictionary.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Experiences challenges in demonstrating rich and vivid vocabulary in talking about the topic. Experiences difficulties in answering the questions. Feels troubles in participating in a group 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 discussion actively.

Summative assessment for the 4 term.

Learning objectives

7.R8 Use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding

7.S7 Use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

Assessment criteria

• Demonstrate the ability to use a dictionary or digital methods to trace meaning and extend vocabulary

• Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Level of thinking skills

Application

Duration

40 minutes

Reading

Task 1. Read the text.

Fashion and Clothes

Fashion is a style of clothing, hair and other things at a particular period of time. It changes fast and to follow it you need much money and time. Magazines, with their fashion articles, glossy photos and adverts , pressurise us into buying fashionable clothes. As a result a lot of people try too hard to be " in ".

It's important to keep a sense of balance . We are young – all clothes look good on us. It's important to make our own fashion and it's possible to be fashionable without spending too much money. Shop around for bargains. It's not too hard to find pretty things in the sales. If you know any second-hand shops, you might find some great bargains there, too.

In Saint-Petersburg you can visit famous shopping centres like Gostiny Dvor which was opened in the 19 ^th century, Mega and many other shopping malls .

London is also a paradise for shoppers. There is a large selection of goods in famous department stores like Harrods and Selfridges. But goods at Harrods are expensive.

Nowadays there are various styles of clothes: conservative, formal, trendy , smart, extravagant and casual. At some schools and offices people have to wear a uniform. At our school pupils wear white blouses or shirts, ties, checked skirts for the girls and black trousers for the boys and black jackets. They look formal and smart in them.

As for buying clothes, I usually wear …………………………………….

On special occasions I prefer dressing in…………………………………

Vocabulary

Particular- определённый

Glossy- глянцевый

Advert- реклама

To pressurise- оказывать влияние

To be "in"- быть модным

Sense of balance- чувство меры

Possible- возможный

Shopping mall- торговый центр

Paradise- рай

Selection of goods- выбор товаров

Department store- универмаг

Trendy- очень модный

Checked- клетчатый

Smart- опрятный , нарядный изящный

Special occasions- особые случаи

Speaking

Task 2. Say "true" (v), "false" (x) or "I don't know"(?)

1. Fashion is the style of clothing that is changing fast.

2. You don't need much money to follow fashion.

3. Sense of balance is necessary to be fashionable.

4. A lot of people go to second-hand shops.

5. Mega is the largest shopping mall in Saint-Petersburg.

6. Gostiny Dvor was built in the 20 ^th century.

7. Harrods and Selfridges are famous department stores in the UK.

8. Boys have to wear checked skirts in our school.

Writing

Task 3. Complete the sentences with the verbs in brackets.

1. If you were (be) more confident, you would make (make) make more friends.

2. If he ….. (not go) to school, he (be) bored.

3. If they …. (wear) uniforms, they …. (look) the same.

4. We …. (have) more free time if we ….. (not have) so much homework.

5. You …. (not be) so tired if you …. (not stay) up late.

6. If she …. (study) harder, she …. (get) better marks at school.

Task 4. Complete the questions with would and the correct verbs .

Verbs: catch, go, say, can, have, need.

1. If you had a dog, what would you call it?

2. If you didn't feel ill, where …. you ….. today?

3. What time ….. we arrive if we …… the earlier train?

4. If you …… be a character from a film, who …. you be?

5. If he asked you to go out, ….. you …. yes?

6. Who …. you ask if you …. to borrow some money?

Task 5. Match the halves.

1. If he went to India, …e…

2. She would love to see you ……..

3. There would be less pollution …….

4. If I was a teacher, ……..

5. You shouldn't believe me ……..

6. If he joined the football team, …..

a) if people didn't use their cars every day.

b) he'd make lots of friends.

c) if you had time to come.

d) if I told you.

e) he'd visit Bombay.

f) I wouldn't give any homework.

Assessment criteria

Task №

Descriptor

Mark

A learner

Demonstrate the ability to use a dictionary or digital methods to trace meaning and extend vocabulary.

2

1. true

1

2.false

1

3. true

1

4. true

1

5.don't know

1

6. false

1

7. true

1

8. false

1

Correct pronunciation

1

Complete the sentences

3

2.didn't go, wouldn't

1

3.wore, would look

1

4.would have, didn't have

1

5. would be, didn't stay

1

6.studied, would get

1

Complete the questions

3

2.don't have to do

1

3. don't have to watch

1

4.mustn't forget

1

5. mustn't have

1

6. mustn't go

1

Match the halves

4

2.c

1

3.a

1

4.f

1

5.d

1

6.b

1

Total marks

24

Assessment For The California Mathematics Standards Grade 7 Answer Key

Source: https://infourok.ru/sbornik-zadanij-dlya-provedeniya-dopolnitelnyh-procedur-summativnogo-ocenivaniya-po-anglijskomu-yazyku-v-7-klassah-4354402.html

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