Example:  Jack likes rock music.  True

1. Jack does not love watching sport.                                     

_______  

2. Jack loves horror films.                                                     

 _______

3. Jack sees his sister every week.                                         

_______

4. Jenny likes Chinese food and Jack loves Mexican food. 

 _______  

5. Jenny loves soap operas.                                                   

 _______

6. Jenny likes flying.                                                               

 _______

Assessment criteria

Task

№

Descriptor

Mark

A learner 

Identify the main idea in extended talks.

1

writes False;

1

writes True;

1

writes False;

1

writes False;

1

writes True;

1

writes False;

1

Write topic related words correctly. Connect sentences into paragraphs with basic connectors and linking words with some support.

2

gives full answer, using linking words and basic connectors;      

1

writes with grammar accuracy;

1

spells the words correctly;

1

writes a coherent paragraph.

1

Total marks

10

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.

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

(A)

(B)

(C)

1. Kate spends a long time online,

a) a big number of teenagers have become addicted to the net.

1._____

2. Psychologists think that

b) is just one consequence of this type of addiction.

2._____

3. Isolation from society

c) and she doesn’t care about her school results.

3._____

Criteria

Yes

No

Learner uses at least 5 words on “Communication and Technology”.

Learner speaks without long stoppings.

Learner asks at least 5 questions.

Learner answers at least 5 questions.

Learner  gives advice for future improvements. 

Assessment criteria

Task

№

Descriptor

Mark

A learner

Realise particular facts and details in reading passage.

1

writes 1-с;

1

writes 2-a;

1

writes 3-b;

1

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.

2

uses at least 5 words on “Communication and Technology”;

1

speaks without long stoppings;

1

asks at least 5 questions;

1

answers at least 5 questions;

1

gives advice for future improvements.

1

Total marks

8

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 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 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.

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 сriteria

•      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

Assessment criteria

Task

№

Descriptor

Mark

A learner

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

1

answers for the 1^st question

1

answers for the 2^nd question

1

answers for the 3^rd question

1

2

chooses 1-C;

1

chooses 2-B;

1

chooses 3-B;

1

chooses 4-B;

1

chooses 5-A;

1

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

3

writes with structure  which is logically organized;

1

spells the words correctly;

1

writes with grammar accuracy;

1

uses topic related vocabulary correctly

1

Total marks

12

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

Makes mistakes in identifying the right answers to the questions in the

Confidently identifies the right answers to the questions in the talk. 

speakers. 

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 th 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.

e

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 

1

2

3

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

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

Criteria

Yes

No

Group answers all the questions.

It 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.

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

writes ‘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’.

1

Answer can be shorter.

writes ‘No, it is not’;

1

writes ‘There are two classes of planets’;

1

2

chooses 1 B-c;

1

chooses 2 C-a;

1

chooses 3 A-b;

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

9

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.

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

3. the right time they most likely to leave

4. activity the girl wants to do later

5. activity the father suggests them do at the end of the day

Play computer games

Go to the amusement park

Spend time socializing

Watch and discuss films

Participate in sport together

Read and discuss books

Assessment criteria

Task

№

Descriptor

Mark

A learner 

Identify facts and details in extended talks with little support.

1

writes B

1

writes A

1

writes  ‘2:00 PM’

1

writes ‘to go to the beach’

1

writes ‘to go/go to a restaurant’

1

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

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

2

chooses words that will make the writing clear and interesting to the reader;

1

uses strong verbs, sensory words, and precise nouns in places that help create a picture;

1

provides grammatically correct sentences;

1

writes with a structure that fits the purpose.

1

Total marks

9

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.

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

What can be done to prevent  natural disasters?     

What are possible preventive               measures?

How can we help victims of a natural disaster?

What problems do people have after a natural disaster?

Could the Internet be helpful  in case of a disaster?         In what   way?

Have you ever seen a natural disaster movie?

In your opinion, what’s the worst natural disaster?

Why?

Criteria

Yes

No

Learner uses at least 5 words on ‘Natural Disasters’ topic.

Learner gives a full answer to the question from the card.

Learner asks at least 2 questions.

Learner answers at least 2peers’ questions.

Assessment criteria

Task

№

Descriptor

Mark

A learner 

Identify particular facts and parts in reading passage.

1

writes ‘False’;

1

writes ‘True’;

1

writes ‘False’;

1

writes ‘False’;

1

writes ‘True’;

1

writes ‘True’.

1

Support a talk with peers while agree, disagree and discuss the order 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;

1

asks at least 2 questions.

1

answers at least 2 peers’ questions.

1

Total marks

10

Assessment criteria

Level of learning achievement

s

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 identifyi particular facts and parts in t reading passage for True an False statements.

ng he d

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 ric and vivid vocabulary in talk about the topic. Makes mist in answering the questions u some creativity. Participates in a group discussion.

h

ing

akes sing

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

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

Assessment criteria

Task

№

Descriptor

Mark

A learner 

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

1

writes ‘exercise’;

1

writes ‘health’;

1

writes ‘a cold’;

1

writes ‘aches and pains’;

1

writes ‘healthily’;

1

writes ‘midnight snacks’;

1

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

Use punctuation marks in a piece of writing.

2

supports arguments/ main idea with example and/or reasons;

1

writes with structure that works well for the topic, purpose, and audience;

1

orders paragraphs to support development of ideas;

1

punctuates written work.

1

Total marks

10

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. Writes a well-organized paragraph. Uses proper punctuation marks. 

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

1. Remaining the same in all cases and at all times; unchanging in form or character.

1. Behaves, looks, or sounds like a young girl.

2. Relaxed and used every day/informal style.

3. A thing serving as a symbol of a particular nation or organization.

4. A part of something.

5. Physically relaxed and free.

Criteria

Yes

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. 

How much money do you  spend on clothes? Have

 you ever worn clothes from elder brothers or sisters?  

Have you ever bought second-hand clothes?

Why or why not?

Do you have any tattoos or piercings?

What do you think of them?

What is the traditional dress  where you live?          

Is it comfortable?

         Do you ever wear it?     

In what way does your grandmother or grandfather dress differently from you?

Is there a dress code at school or at work? Talk about it. What about going to parties or clubs?

Assessment criteria

Task

№

Descriptor

Mark

A learner 

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

1

writes ‘uniform’

1

writes ‘girlish’

1

writes ‘casual’

1

writes ‘emblem’

1

writes ‘piece’

1

writes ‘comfortable’

1

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

2

uses at least 5 words on ‘Clothes and Fashion’ topic;

1

gives a full answer to the question from the card;

1

asks at least 2 questions.

1

answers at least 2 peers’ questions.

1

Total marks

10

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.