Қысқа мерзімді және тақырыптық жоспарлар: оныншы сыныпқа арналған шетел тілін меңгеру

10-сыныпқа арналған Шетел тілі пәні бойынша ҚМЖ (қысқа мерзімді жоспарлар) және КТЖ (күнтізбелік-тақырыптық жоспарлар) мұғалімдерге оқушылардың тілдік дағдыларын жетілдіруге және шетел тілінде еркін қарым-қатынас жасау қабілетін дамытуға көмектеседі. Бұл оқу жоспарлары 2025-2026 оқу жылының мемлекеттік білім беру стандарттарына және Қазақстан Республикасы Оқу-ағарту министрлігінің талаптарына толық сәйкес келеді.

Шетел тілі материалдарының ерекшеліктері

Оқу жоспарлары оқушылардың сөздік қорын кеңейтуге, грамматикалық ережелерді меңгеруге және мәтіндермен жұмыс істеу қабілеттерін дамытуға бағытталған. Сабақтар тілдік коммуникативтік қабілеттерді арттырып, мәдениетаралық қарым-қатынасқа үйретеді.

Неліктен бұл жоспарлар 10-сыныпқа арналған?

Шетел тілі пәні бойынша ҚМЖ мен КТЖ оқушылардың жас ерекшеліктері мен тілдік дайындық деңгейін ескере отырып әзірленген. Сабақтар шетел тілінде еркін сөйлеуді, жазу дағдыларын дамытуға және тыңдау қабілеттерін жақсартуға бағытталған.

10-сынып Шетел тілі материалдарының артықшылықтары

• Шетел тілін меңгеруге деген қызығушылықты арттыру.
• Сөздік қорды байытып, грамматикалық құрылымдарды дұрыс қолдануды үйрету.
• Шетел тілінде мәтіндерді түсіну және талдау қабілеттерін дамыту.
• Мәдениетаралық қарым-қатынас жасау дағдыларын жетілдіру.

Шетел тілі пәніне арналған оқу материалдарының мазмұны

Материалдар қандай бөлімдерден тұрады?

• Сөйлеу және тыңдау дағдыларын дамытуға арналған ҚМЖ.
• Мәтіндерді оқу және жазуға бағытталған сабақ жоспарлары.
• Практикалық тапсырмалар мен топтық жобалар.
• Тілдік және мәдени құзыреттілікті дамытуға арналған әдістемелік ұсынымдар.

Материалдарды қолданудың негізгі артықшылықтары

• Сабақтарды тиімді жоспарлауға және өткізуге уақытты үнемдеу.
• Оқушылардың деңгейіне сәйкес тапсырмаларды бейімдеу.
• Шетел тілін жеңіл әрі қызықты түрде меңгерту әдістерін қолдану.
• Оқушылардың шығармашылық ойлау және коммуникативтік дағдыларын жетілдіру.

Шетел тілі пәні бойынша оқу материалдары кімдерге арналған?

Бұл материалдар 10-сынып оқушыларымен жұмыс істейтін мұғалімдерге арналған. Олар оқушылардың шетел тілін жетік меңгеруіне және мәдениетаралық байланыстарды дамытуға бағытталған.

Қорытынды

10-сыныпқа арналған Шетел тілі пәні бойынша ҚМЖ және КТЖ мұғалімдерге оқушылардың тілдік қабілеттерін дамытуға арналған мазмұнды сабақтарды ұйымдастыруға мүмкіндік береді. Бұл жоспарлар оқушылардың шетел тілінде еркін сөйлеу және мәдени әртүрлілікті түсіну қабілеттерін жетілдіруге ықпал етеді.

Қысқа мерзімді және тақырыптық жоспарлар: тоғызыншы сыныпқа арналған шетел тілін меңгеру

9-сыныпқа арналған Шетел тілі пәні бойынша ҚМЖ (қысқа мерзімді жоспарлар) және КТЖ (күнтізбелік-тақырыптық жоспарлар) мұғалімдерге оқушылардың сөйлеу, тыңдау, жазу және оқу дағдыларын жетілдіруге көмектеседі. Бұл оқу жоспарлары 2025-2026 оқу жылының мемлекеттік білім беру стандарттарына және Қазақстан Республикасы Оқу-ағарту министрлігінің талаптарына толық сәйкес келеді.

Шетел тілі материалдарының ерекшеліктері

Оқу жоспарлары оқушылардың сөздік қорын кеңейтуге, грамматикалық құрылымдарды дұрыс қолдануға және шетел тілінде еркін қарым-қатынас жасау қабілеттерін дамытуға бағытталған. Сабақтар мәдениетаралық қарым-қатынас жасау және жаһандық тақырыптарды түсіну қабілеттерін жетілдіреді.

Неліктен бұл жоспарлар 9-сыныпқа арналған?

Шетел тілі пәні бойынша ҚМЖ мен КТЖ оқушылардың жас ерекшеліктері мен тілдік деңгейін ескере отырып әзірленген. Сабақтар күрделі мәтіндермен жұмыс істеу, тілдік құрылымдарды түсіну және шығармашылық жазу дағдыларын дамытуға бағытталған.

9-сынып Шетел тілі материалдарының артықшылықтары

• Шетел тіліне қызығушылықты арттыру.
• Сөздік қорды жүйелі түрде кеңейту және сөйлеу дағдыларын жетілдіру.
• Грамматикалық білімді тереңдету және қолдану қабілетін қалыптастыру.
• Мәдениетаралық қарым-қатынас дағдыларын дамыту.

Шетел тілі пәніне арналған оқу материалдарының мазмұны

Материалдар қандай бөлімдерден тұрады?

• Сөйлеу және тыңдау дағдыларын жетілдіруге арналған ҚМЖ.
• Мәтіндерді оқу және талдау бойынша сабақ жоспарлары.
• Практикалық тапсырмалар мен шығармашылық жобалар.
• Тілдік және мәдени құзыреттілікті дамытуға арналған әдістемелік ұсынымдар.

Материалдарды қолданудың негізгі артықшылықтары

• Сабақтарға дайындалу уақытын үнемдеу.
• Оқушылардың деңгейіне сәйкес тапсырмаларды бейімдеу.
• Шетел тілін жеңіл меңгеруге арналған интерактивті әдістерді қолдану.
• Мәдениетаралық қарым-қатынас жасау қабілетін жетілдіру.

Шетел тілі пәні бойынша оқу материалдары кімдерге арналған?

Бұл материалдар 9-сынып оқушыларымен жұмыс істейтін мұғалімдерге арналған. Олар оқушылардың шетел тілін терең меңгеруіне және мәдени түсініктерін кеңейтуге бағытталған.

Қорытынды

9-сыныпқа арналған Шетел тілі пәні бойынша ҚМЖ және КТЖ мұғалімдерге оқушылардың тілдік дағдыларын дамытуға арналған мазмұнды сабақтарды ұйымдастыруға мүмкіндік береді. Бұл жоспарлар оқушылардың шетел тілін меңгеру қабілетін жетілдіріп, жаһандық мәдени байланыстарды түсінуіне ықпал етеді.

Қысқа мерзімді және тақырыптық жоспарлар: сегізінші сыныпқа арналған шетел тілін меңгеру

8-сыныпқа арналған Шетел тілі пәні бойынша ҚМЖ (қысқа мерзімді жоспарлар) және КТЖ (күнтізбелік-тақырыптық жоспарлар) мұғалімдерге оқушылардың шетел тіліндегі сөйлеу, жазу және тыңдау дағдыларын дамытуға көмектеседі. Бұл оқу жоспарлары 2025-2026 оқу жылының мемлекеттік білім беру стандарттарына және Қазақстан Республикасы Оқу-ағарту министрлігінің талаптарына толық сәйкес келеді.

Шетел тілі материалдарының ерекшеліктері

Оқу жоспарлары оқушылардың сөздік қорын байытуға, грамматикалық құрылымдарды меңгеруге және қарым-қатынас жасау қабілеттерін жетілдіруге бағытталған. Сабақтар мәдениетаралық байланысқа бейімдеп, тілдік дағдыларды дамытуға мүмкіндік береді.

Неліктен бұл жоспарлар 8-сыныпқа арналған?

Шетел тілі пәні бойынша ҚМЖ мен КТЖ оқушылардың жас ерекшеліктері мен тілдік дайындық деңгейін ескере отырып әзірленген. Сабақтар сөйлеу дағдыларын жетілдіру, мәтіндерді оқу және талдау, шетел тілінде өз ойын сауатты жеткізуге үйретуге бағытталған.

8-сынып Шетел тілі материалдарының артықшылықтары

• Шетел тілін үйренуге деген қызығушылықты арттыру.
• Сөздік қорды жүйелі түрде кеңейту және грамматикалық білімді тереңдету.
• Сөйлеу және жазу қабілеттерін дамыту.
• Мәдениетаралық қарым-қатынас жасау дағдыларын қалыптастыру.

Шетел тілі пәніне арналған оқу материалдарының мазмұны

Материалдар қандай бөлімдерден тұрады?

• Грамматика мен тілдік дағдыларды дамытуға арналған ҚМЖ.
• Мәтіндермен жұмыс жасауға және сөйлеу қабілеттерін жетілдіруге бағытталған сабақ жоспарлары.
• Тыңдалым және жазылым тапсырмаларына арналған практикалық жаттығулар.
• Тілдік қабілеттерді жетілдіруге арналған әдістемелік ұсынымдар.

Материалдарды қолданудың негізгі артықшылықтары

• Сабақтарға дайындалу уақытын үнемдеу.
• Оқушылардың деңгейіне сәйкес тапсырмаларды бейімдеу.
• Шетел тілін меңгеруді жеңілдету үшін интерактивті әдістерді пайдалану.
• Оқушылардың мәдениетаралық түсінікті қалыптастыруға көмектесу.

Шетел тілі пәні бойынша оқу материалдары кімдерге арналған?

Бұл материалдар 8-сынып оқушыларымен жұмыс істейтін мұғалімдерге арналған. Олар оқушылардың шетел тілін терең меңгеруіне және тілдік құзыреттілігін дамытуға бағытталған.

Қорытынды

8-сыныпқа арналған Шетел тілі пәні бойынша ҚМЖ және КТЖ мұғалімдерге оқушылардың тілдік қабілеттерін дамытуға арналған мазмұнды сабақтарды ұйымдастыруға мүмкіндік береді. Бұл жоспарлар оқушылардың шетел тілін меңгеру қабілетін арттырып, мәдениетаралық қарым-қатынасқа бейімделуін қамтамасыз етеді.

Этот готовый план урока поможет провести интерактивное занятие по английскому языку для 6 класса на тему «Наш район: магазины и городские места». Урок разработан с учетом современных педагогических методов и включает разнообразные активности для эффективного усвоения материала.

Цели и задачи урока

На этом занятии ученики:

• Изучат названия магазинов и городских объектов на английском языке
• Научатся задавать вопросы и давать простые указания

План самостоятельной работы для 1 класса по теме "Fruits" (IV четверть, урок №2)

Цели урока:

• Запомнить названия популярных фруктов на английском
• Научиться строить простые предложения: "I like apples", "This is a bana

Школьная олимпиада по английскому языку для 6 класса — отборочный этап, который помогает учащимся проверить знания и подготовиться к дальнейшим интеллектуальным соревнованиям. В этой статье вы найдете примеры заданий, разбор ключевых тем и полезные рекомендации для успешного участия.

Формат олимпиады

Первый (школьный) этап включает 15 вопросов с выбором ответа (1 балл за каждый правильный вариант). Задания охватывают основные темы грамматики, лексики и употребления англий

Учащиеся 5 классов! Если вы готовитесь к республиканской олимпиаде по английскому языку, этот разбор типовых заданий поможет вам успешно пройти первый (школьный) этап. Мы собрали примеры вопросов с пояснениями, а также полезные рекомендации по подготовке.

Структура олимпиады по английскому для 5 класса

Олимпиада включает 15 вопросов разного уровня сложности, каждый правильный ответ оценивается в 1 балл. Задания охватывают основные темы:

• Граммат

План урока по английскому языку для 6 класса: изучаем магазины и городские места

Этот детально проработанный план урока поможет преподавателям провести увлекательное занятие по теме "Our Neighbourhood" (Наш район) для учеников 6 класса. Урок направлен на расширение словарного запаса, развитие коммуникативных навыков и умения ориентироваться в городе.

Цели и задачи урока

• Общая цель: Формирование лексических навыков по теме "Shops and Pla

Важная информация для педагогов и родителей

Данное учебно-методическое пособие предназначено для эффективной подготовки пятиклассников к завершающему этапу обучения английскому языку в текущем учебном году. Материалы разработаны с учетом требований образовательных стандартов Казахстана.

Правовые аспекты использования материалов

Обращаем ваше внимание, что все материалы защищены законодательством Республики Казахстан «Об авторских и смежных правах». В случ

Негізгі ақпарат

Құрметті оқытушылар және оқушылар! «USTAZ tilegi» ғылыми әдістемелік орталығы ресми хабарлайды: 8-сынып ағылшын тілінің 3-тоқсандық оқу материалдары авторлық құқықпен қорғалған. Бұл құжаттарды заңсыз тарату қатаң тыйым салынған.

Негізгі ережелер

• Сатып алынған оқу-әдістемелік құралдардың авторлық құқықтары Қазақстан Республикасының заңдарымен қорғалады
• Құжаттарды заңсыз көшіру мен тарату әкімшілік жауапкершілікті құ

Как успешно освоить программу по английскому языку во втором семестре

Второй семестр 10 класса – важный этап в изучении английского языка. В этот период школьники углубляют знания грамматики, расширяют словарный запас и развивают коммуникативные навыки. Правильный подход к обучению поможет не только получить хорошие оценки, но и真正 овладеть языком.

Основные темы 2 четверти

• Изучение сложных временных форм глаголов
• Модальные глаголы и их п

Құжат туралы маңызды ақпарат

Құрметті ұстаздар және оқытушылар! Бұл Excel жұмыс парақшасы 7-сынып ағылшын тілі пәнінің 2-тоқсанға арналған арнайы әдістемелік материалдар жинағы болып табылады. Деректерді құрастыру және сақтау үшін Excel форматын пайдалану ыңғайлылығын қамтамасыз етеді.

Қолдану ережелері мен заңдық негіздер

• Құжат «USTAZ tilegi» ғылыми әдістемелік орталығы жасаған және авторлық құқықпен қорғалған
• Қазақста

Қысқа мерзімді және тақырыптық жоспарлар: жетінші сыныпқа арналған шетел тілін меңгеру

7-сыныпқа арналған Шетел тілі пәні бойынша ҚМЖ (қысқа мерзімді жоспарлар) және КТЖ (күнтізбелік-тақырыптық жоспарлар) мұғалімдерге оқушылардың шетел тіліндегі сөйлеу, жазу және тыңдау қабілеттерін дамытуға көмектеседі. Бұл оқу жоспарлары 2025-2026 оқу жылының мемлекеттік білім беру стандарттарына және Қазақстан Республикасы Оқу-ағарту министрлігінің талаптарына толық сәйкес келеді.

Шетел тілі материалдарының ерекшеліктері

Оқу жоспарлары оқушылардың сөздік қорын байытуға, грамматикалық құрылымдарды меңгеруге және шетел тілінде қарым-қатынас жасау қабілеттерін жетілдіруге бағытталған. Сабақтар мәдениетаралық байланысқа бейімдеп, тілдік дағдыларды дамытуға мүмкіндік береді.

Неліктен бұл жоспарлар 7-сыныпқа арналған?

Шетел тілі пәні бойынша ҚМЖ мен КТЖ оқушылардың жас ерекшеліктері мен тілдік дайындық деңгейіне сәйкес әзірленген. Сабақтар сөйлеу дағдыларын жетілдіру, мәтіндерді оқу және талдау, шетел тілінде өз ойын сауатты жеткізуге үйретуге бағытталған.

7-сынып Шетел тілі материалдарының артықшылықтары

• Шетел тілін үйренуге қызығушылықты арттыру.
• Сөздік қорды жүйелі түрде кеңейту және грамматикалық білімді тереңдету.
• Сөйлеу және жазу дағдыларын дамыту.
• Мәдениетаралық қарым-қатынас жасау қабілеттерін қалыптастыру.

Шетел тілі пәніне арналған оқу материалдарының мазмұны

Материалдар қандай бөлімдерден тұрады?

• Грамматика мен тілдік дағдыларды жетілдіруге арналған ҚМЖ.
• Мәтіндермен жұмыс жасауға және сөйлеу қабілеттерін дамытуға бағытталған сабақ жоспарлары.
• Тыңдалым және жазылым тапсырмаларына арналған практикалық жаттығулар.
• Тілдік қабілеттерді жетілдіруге арналған әдістемелік ұсынымдар.

Материалдарды қолданудың негізгі артықшылықтары

• Сабақтарды жоспарлауға уақытты үнемдеу.
• Оқушылардың деңгейіне сәйкес тапсырмаларды бейімдеу.
• Тілді меңгеруді жеңілдету үшін интерактивті әдістерді пайдалану.
• Шетел тілін оқытуда шығармашылық және инновациялық тәсілдерді қолдану.

Шетел тілі пәні бойынша оқу материалдары кімдерге арналған?

Бұл материалдар 7-сынып оқушыларымен жұмыс істейтін мұғалімдерге арналған. Олар оқушылардың шетел тілін меңгеруіне, тілдік дағдыларын жетілдіруге және мәдениетаралық түсіністікті дамытуға бағытталған.

Қорытынды

7-сыныпқа арналған Шетел тілі пәні бойынша ҚМЖ және КТЖ мұғалімдерге оқушылардың тілдік қабілеттерін дамытуға арналған мазмұнды сабақтарды ұйымдастыруға мүмкіндік береді. Бұл жоспарлар оқушылардың шетел тілін меңгеру қабілетін арттырып, мәдениетаралық қарым-қатынасқа бейімделуін қамтамасыз етеді.

Қысқа мерзімді және тақырыптық жоспарлар: орта сыныптарға арналған шетел тілін меңгеру

6-сыныпқа арналған Шетел тілі пәні бойынша ҚМЖ (қысқа мерзімді жоспарлар) және КТЖ (күнтізбелік-тақырыптық жоспарлар) мұғалімдерге оқушылардың шетел тілінде сөйлеу, тыңдау және жазу қабілеттерін дамытуға көмектеседі. Бұл оқу жоспарлары 2025-2026 оқу жылының білім беру стандарттарына және Қазақстан Республикасы Оқу-ағарту министрлігінің талаптарына сәйкес әзірленген.

Шетел тілі материалдарының ерекшеліктері

Оқу жоспарлары оқушылардың сөздік қорын кеңейтуге, грамматикалық құрылымдарды меңгеруге және шетел тілінде еркін қарым-қатынас жасау дағдыларын қалыптастыруға бағытталған. Сабақтар тілдік қабілеттерді жетілдіріп, мәдениетаралық байланысқа бейімдейді.

Неліктен бұл жоспарлар 6-сыныпқа арналған?

Шетел тілі пәні бойынша ҚМЖ мен КТЖ оқушылардың жас ерекшеліктері мен тіл үйрену деңгейіне сәйкес әзірленген. Сабақтар қарапайым сөйлемдерді құрастыру, мәтіндерді оқу және тыңдау, шетел тілінде сөйлеу дағдыларын жетілдіруге көмектеседі.

6-сынып Шетел тілі материалдарының артықшылықтары

• Шетел тіліне деген қызығушылықты ояту.
• Сөздік қорды жүйелі түрде кеңейту.
• Грамматикалық құрылымдарды дұрыс қолдану дағдыларын дамыту.
• Мәдениетаралық қарым-қатынас жасау дағдыларын жетілдіру.

Шетел тілі пәніне арналған оқу материалдарының мазмұны

Материалдар қандай бөлімдерден тұрады?

• Грамматика мен сөздік қорды меңгеруге арналған ҚМЖ.
• Оқылым, тыңдалым және сөйлеу қабілеттерін дамытуға бағытталған сабақ жоспарлары.
• Мәтіндермен және диалогтармен жұмыс жасауға арналған практикалық тапсырмалар.
• Мәдениетаралық қарым-қатынасқа үйретуге арналған әдістемелік ұсынымдар.

Материалдарды қолданудың негізгі артықшылықтары

• Сабақтарға дайындалу уақытын үнемдеу.
• Оқушылардың деңгейіне сәйкес тапсырмаларды бейімдеу.
• Интерактивті әдістер арқылы тілді үйренуді қызықты әрі жеңіл ету.
• Тілдік дағдыларды жүйелі түрде жетілдіру.

Шетел тілі пәні бойынша оқу материалдары кімдерге арналған?

Бұл материалдар 6-сынып оқушыларымен жұмыс істейтін мұғалімдерге арналған. Олар оқушылардың шетел тілін меңгеруіне және мәдениетаралық қарым-қатынас дағдыларын дамытуға бағытталған.

Қорытынды

6-сыныпқа арналған Шетел тілі пәні бойынша ҚМЖ және КТЖ мұғалімдерге оқушылардың тілдік қабілеттерін дамытуға арналған мазмұнды сабақтарды ұйымдастыруға мүмкіндік береді. Бұл жоспарлар оқушылардың шетел тіліне деген қызығушылығын арттырып, олардың мәдениетаралық байланыс жасау қабілеттерін жетілдіруге ықпал етеді.

Қысқа мерзімді және тақырыптық жоспарлар: орта сыныптарға арналған шетел тілін үйрену

5-сыныпқа арналған Шетел тілі пәні бойынша ҚМЖ (қысқа мерзімді жоспарлар) және КТЖ (күнтізбелік-тақырыптық жоспарлар) мұғалімдерге оқушылардың шетел тілінде сөйлеу, тыңдау және жазу қабілеттерін дамытуға көмектеседі. Бұл оқу жоспарлары 2025-2026 оқу жылының білім беру стандарттарына және Қазақстан Республикасы Оқу-ағарту министрлігінің талаптарына сәйкес әзірленген.

Шетел тілі материалдарының ерекшеліктері

Оқу жоспарлары оқушылардың сөздік қорын байытуға, грамматикалық құрылымдарды меңгеруге және шетел тілінде еркін қарым-қатынас жасау дағдыларын қалыптастыруға бағытталған. Сабақтар тілдік құзыреттілікті арттырып, мәдениетаралық қарым-қатынасқа бейімдейді.

Неліктен бұл жоспарлар 5-сыныпқа арналған?

Шетел тілі пәні бойынша ҚМЖ мен КТЖ оқушылардың жас ерекшеліктері мен тіл үйрену деңгейіне сәйкес дайындалған. Сабақтар қарапайым сөйлемдерді құрастыру, мәтіндерді оқу және тыңдау, сондай-ақ шетел тілінде сөйлеу дағдыларын дамытуға көмектеседі.

5-сынып Шетел тілі материалдарының артықшылықтары

• Шетел тіліне деген қызығушылықты ояту.
• Сөздік қорды жүйелі түрде кеңейту.
• Грамматикалық құрылымдарды дұрыс қолдану дағдыларын қалыптастыру.
• Шетел мәдениетін түсіну және мәдениетаралық қарым-қатынас дағдыларын дамыту.

Шетел тілі пәніне арналған оқу материалдарының мазмұны

Материалдар қандай бөлімдерден тұрады?

• Грамматика мен сөздік қорды меңгеруге арналған ҚМЖ.
• Оқылым, тыңдалым және сөйлеу қабілеттерін дамытуға бағытталған сабақ жоспарлары.
• Мәтіндермен және диалогтармен жұмыс жасауға арналған практикалық тапсырмалар.
• Мәдениетаралық қарым-қатынасқа үйретуге арналған әдістемелік ұсынымдар.

Материалдарды қолданудың негізгі артықшылықтары

• Сабақтарға дайындалу уақытын үнемдеу.
• Оқушылардың деңгейіне сәйкес тапсырмаларды бейімдеу.
• Интерактивті әдістер арқылы тілді қызықты әрі жеңіл үйрету.
• Тілдік дағдыларды жүйелі түрде жетілдіру.

Шетел тілі пәні бойынша оқу материалдары кімдерге арналған?

Бұл материалдар 5-сынып оқушыларымен жұмыс істейтін мұғалімдерге арналған. Олар оқушылардың шетел тілін меңгеруіне және тілдік қабілеттерін жетілдіруге бағытталған.

Қорытынды

5-сыныпқа арналған Шетел тілі пәні бойынша ҚМЖ және КТЖ мұғалімдерге оқушылардың тілдік дағдыларын дамытуға арналған мазмұнды сабақтарды ұйымдастыруға мүмкіндік береді. Бұл жоспарлар балалардың шетел тіліне деген қызығушылығын арттырып, олардың мәдениетаралық қарым-қатынас дағдыларын нығайтуға ықпал етеді.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 11.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 11 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 11-сынып Ағылшын тілі 4-тоқсан КГБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 4
LISTENING
Task. Listen to the manager of a company. CD3. Tapescript4.
Part 1. Answer the question: What is manager’s attitude to the way some employees dress?
1. ____________________________________
[1]
Part 2 Complete the sentences with the missing information.
Write NO MORE THAN THREE WORDS.
2. The manager first singles out those who work in ______________ for criticism.
[1]
3. Men in this department have to wear ______________________
[1]
4. Clients may come in to see _______________________ at any time so dress is especially
important for them.
[1]
5. When you have no appointments, the style of clothing accepted is referred to as
__________________
[1]
6. She allows to wear _____________________ in case of absence of any meetings with
clients.
[1]
Total [6]
READING
Task. Read the article.
I
If you're a younger employee, you may have experienced the struggle of getting noticed for your
work. Do not worry, you have lots of opportunities to champion yourself at work and point out your
victories: in a range of fields. There's a definite art involved in the delicacies of advertising your
accomplishments. If you're always talking about how good you are at your job and how lucky the
company is to have you, you'll come across as selfish. But speak too little of your work, you could
miss out on promotions. If you want to take your career to the next level, you need to champion
yourself at work.
II
The first rule of championing yourself at work is to have something worth boasting about. You need
a particular achievement, because going around telling people you're great for no reason at all
makes you sound full of yourself. You should always have something specific, and it should be
measurable.
There's a saying in business: “If you can't measure it, you can't manage it.” We know; things like
your team's morale are important too, but the fact is your boss, your boss’ boss and everyone else
has a preference for numbers. Why? Numbers are an easy handle. Your boss could spend a few
hours a week sitting in on the sales team, watching how many deals are made, and the overall mood
of the division for examp

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 4-тоқсан КГБ жауаптар «Clothes Journey»

Summative assessment for the unit «Clothes Journey»
Learning objectives 11.1.8
11.4.7
11.5.3
11.5.6
Develop intercultural awareness through reading and
discussion
Recognise patterns of development in lengthy texts [interparagraph level] on a range of more complex and abstract
general and curricular topics
Write with grammatical accuracy on a wide range of general
and curricular topics
Write coherently at text level using a variety of connectors
on a wide range of familiar general and curricular topics
Assessment criteria ●Read and discuss fashion industry in different cultures
●Recognize the logical development of the parts of the text
●Demonstrate the ability to write grammatically correct
sentences on familiar topics
●Connect sentences into a logical ranged paragraph
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the text about production of silk and complete the task.
The story of silk
Silk is a fine, smooth material produced from the cocoons - soft protective shells - that are
made by mulberry silkworms (insect larvae). Legend has it that it was Lei Tzu, wife of the Yellow
Emperor, ruler of China in about 3000 BC, who discovered silkworms. One account of the story
goes that as she was taking a walk in her husband’s gardens, she discovered that silkworms were
responsible for the destruction of several mulberry trees. She collected a number of cocoons and sat
down to have a rest. It just so happened that while she was sipping some tea, one of the cocoons that
she had collected landed in the hot tea and started to unravel into a fine thread. Lei Tzu found that
she could wind this thread around her fingers. Subsequently, she persuaded her husband to allow
her to rear silkworms on a grove of mulberry trees. She also devised a special reel to draw the fibres
from the cocoon into a single thread so that they would be strong enough to be woven into fabric.
While it is unknown just how much of this is true, it is certainly known that silk cultivation has
existed in China for several millennia.
Originally, silkworm farming was solely restricted to women, and it was they who were
responsible for the growing, harvesting and weaving. Silk quickly grew into a symbol of status, and
originally, only royalty were entitled to have clothes made of silk. The rules were gradually relaxed
over the years until finally during the Qing Dynasty (1644—1911 AD), even peasants, the lowest
caste, were also entitled to wear silk. Sometime during the Han Dynasty (206 BC-220 AD), silk was
so prized that it was also used as a unit of currency. Government officials were paid their salary in
silk, and farmers paid their taxes in grain and silk. Silk was also used as diplomatic gifts by the
emperor. Fishing lines, bowstrings, musical instruments and paper were all made using silk. The
earliest indication of silk paper being used was discovered in the tomb of a noble who is estimated
to have died around 168 AD.

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 4-тоқсан КГБ жауаптар «Making Statements and Providing Information»

Summative assessment for the unit «Making Statements and Providing Information»
Learning objectives 11.2.2
11.3.6
11.6.14
Understand specific information in unsupported extended
talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics
Navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some
unfamiliar general and curricular topics
Use a growing variety of more complex prepositional
phrases including those relating to concession and respect;
use a variety of multi-word verbs of different syntactic types
on a wide range of general and curricular topics
Assessment criteria ●Identify specific information in a talk
●Use paraphrasing and correction to modify language and
navigate talk
●Apply a range of prepositional phrases while talking
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Listen to Julie giving a talk to students in her year about the time her father was on a television
quiz show. For questions 1-5, complete the sentences with NO MORE THAN TWO WORDS
AND/OR A NUMBER.
1. When Julia’s father went to the show, he forgot to wear a _____________________.
2. He prepared for the show by learning large numbers of ________________ from the press.
3. The contestants were asked questions on __________________ during the show.
4. The show was broadcast almost ___________________ after it was recorded.
5. Julia’s father won a _______________ and a toy elephant.
Speaking
Task 2. Work in pairs. Choose one of the cards and discuss it with your partner. Student A agrees
with the statement while Student B has to disagree. Please, use prepositional phrases properly and try
to modify your speech through paraphrase and correction.
Card 4
You will be really
successful if only you
stand out from the
crowd.
Card 5
Communication skill is
the most significant
feature for being
prosperous.
Card 6
International disputes
can always be solved by
communication.
Card 1
Usually the messenger is
more important than the
message.
Card 2
People usually trust your
body language than what
you actually say.
Card 3
Making a social change
starts form giving a good
speech.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 11.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 11 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 11-сынып Ағылшын тілі 3-тоқсан КГБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 3
LISTENING
Task. Listen to a talk about refugees and complete the sentences with appropriate word(s) or/and
number.
Write NO MORE THAN TWO WORDS OR NUMBER. CD3. Tapescript 3.
1. People become environmental refugees because of climate change and ____________. [1]
2. It has been predicted that by 2050, ___________________ people may have become
environmental refugees. [1]
3. Many environmental refugees are forced to cross ________________ to find a new home.
[1]
4. Environmental refugees may lose members of their family, their homes and belongings, as
well as their ________________________. [1]
Task. Answer the following questions
5. How does the speaker feel about the limited international response? [1]
____________________________________________
6. What does the speaker think about giving up the use of fossil fuels?
____________________________________________ [1]
Total [6]
READING
Task. Read the text and complete the tasks.
Nanotechnology:
A revolution in production
A
We make nearly everything by tearing things apart. To make paper, trees are planted, chopped
down and sent through our mills. This is often called a top-down method of production. But what if
we could work from the bottom up? What if paper was constructed atom by atom, the smallest
building blocks of life and matter? It is thought that nanotechnology is the way to do this.
Nanotechnology is the science of creating objects on a level smaller than 100 nanometres, a scale
50,000 times smaller than a human hair. The aim of nanotechnology is the bottom-up production of
virtually any material or object by assembling it one atom at a time.
B
Nanotechnology moved from idea to reality when tools such as the Atomic Force Microscope
(AFM) and the Scanning Tunnelling Microscope (STM) were developed by IBM Zurich. These
microscopes do more than just let people see small things, they also allow atoms to be manipulated
in a vacuum, liquid or gas. Individual atoms and molecules are probed by AFM to create threedimensional images at the nanoscale level as the microscope is moved across the surface of an
object. STMs can etch surfaces and move individual particles. Even more advanced tools for
nanoscale growth and nanoparticle assembly are under development.

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 3-тоқсан КГБ жауаптар «Social change and Further Study» and «Reading for Pleasure»

Summative assessment for the units «Social change and Further Study» and «Reading for Pleasure»
Learning objectives 11.1.10
11.4.6
11.5.5
11.6.9
Use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Recognise the attitude, opinion or tone of the writer in
extended texts on a range of more complex and abstract
general and curricular topics
Develop with minimal support coherent arguments
supported when necessary by examples and reasons for a
wide range of written genres in familiar general and
curricular topics
Use a wide variety of present and past forms, including a
growing number of more nuanced contrasts [past and
perfective aspect/simple and progressive aspect] on a wide
range of general and curricular topics
Assessment criteria ●Discuss the topic from various perspectives
●Identify author’s attitude and viewpoint in extended texts
●Write coherent arguments to design a logically sequenced text
●Apply a range of past and present forms properly
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. You are going to read an article for American teenagers going overseas to study.
Studying Abroad
Have you always dreamt of travelling, meeting lots of different people, and maybe picking up
a language or two? No matter what country you live in, you can fly over the world’s highest
waterfalls in Venezuela, learn world trade in Japan, study in France, or taking dancing lessons in
Ghana.
How? You could join a study program abroad, where high school and college students live
with a host family in a foreign country. Semester, summer, and year-long programs allow you to
attend school, take intensive language courses, or perform community service in another country.
Read on to learn more about study abroad programs.
Besides excitement of travel, you will experience new customs, holidays, foods, art, music,
and politics firsthand. But perhaps more importantly, the different circumstances mean you will
learn a lot not only about cultures and people but also about yourself. This is because your viewpoint
will be of an active member of the community, not as a tourist.
Another reason for studying abroad is that you’ll become more self-assured. Christina studied
in Caracas, Venezuela, a city of 10 million people and a huge change from her hometown of 35.000!
Christina says she learned how to be better at standing up for herself and her beliefs and to express
herself in another language. What could give you more self-confidence than that? In addition, living
away from home can also help you adjust in the transition to college and adulthood

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 3-тоқсан КГБ жауаптар «Work and Inventions»

Summative assessment for the unit «Work and Inventions»
Learning objectives 11.2.4
11.3.7
11.6.3
Understand implied meaning in unsupported extended talk
on a wide range of general and curricular topics, including
talk on a growing range of unfamiliar topics
Use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general
and curricular topics
Use a variety of adjectives complemented by that, infinitive
and wh- clauses on a wide range of general and curricular
topics
Assessment criteria ●Recognize most of the implied meaning in the talk while
listening
●Communicate effectively using target vocabulary and syntax
appropriately
●Apply adjective complementation appropriately while
speaking
Level of thinking skills Knowledge, comprehension
Application
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. You will hear five people talking about their first job. For each speaker choose the opinion
about their first job (A-F). One opinion is EXTRA.
Speaker 1 _______
Speaker 2 _______
Speaker 3 _______
Speaker 4 _______
Speaker 5 _______
A. I felt I was helping people.
B. I found it surprisingly hard work.
C. I found the people I met interesting.
D. I liked having the opportunity to achieve my ambitions.
E. I felt I was learning useful skills.
F. I detested some parts of the job more than others.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 11.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 11 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 11-сынып Ағылшын тілі 2-тоқсан КГБ жауаптар

Sample questions and mark scheme
Tasks for Summative Assessment for term 2
LISTENING
Task. Listen to different job applicants answering the same interview questions and complete the
tasks below.CD3. Tapescript 2.
1. What does Mr. Higgins mean when he uses word badly?
[1]
2. What does the phrase calculated risks mean used in the content of the interview?
[1]
Task. Which applicant do you think gives the better answer to each question and why? Put tick
opposite the name of the applicant who presents better answer and explain why their answers are
better.
# Question Mr. Higgins Miss Smith
3
Why should we employ you?
[1]
_______________________
_______________________
_____________________
_____________________
4
Are you willing to take
calculated risks?
[1]
_______________________
_______________________
_____________________
_____________________
5
Which of the jobs you have held
do you like least?
[1]
_______________________
_______________________
_____________________
_____________________
6 In what areas do you feel that
your last boss could have done a
better job?
[1]
_______________________
_______________________
_____________________
_____________________
Total [6]
READING
Task. Read the passage.
Part 1. Which paragraph contains the following information?
1. a description of an early timekeeping invention affected by cold temperatures _____ [1]
2. an explanation of the importance of geography in the development of the calendar in
farming communities ________ [1]
3. details of the simultaneous efforts of different societies to calculate time using uniform
hours _______ [1]

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 2-тоқсан КГБ жауаптар «Investigate and Report on Timekeeping Devices/Science video»

Summative assessment for the unit «Investigate and Report on Timekeeping Devices/Science video»
Learning objectives 11.4.2
11.1.7
11.5.1
11.6.6
Understand specific information and detail in extended texts
on a wide range of familiar and unfamiliar general and
curricular topics
Develop and sustain a consistent argument when speaking
or writing
Plan, write, edit and proofread work at text level
independently on a wide range of general and curricular
topics
Use a growing variety of impersonal and cleft structures on
a wide range of general and curricular topics
Assessment criteria  Identify specific information in extended texts
Give consistent arguments in writing a text
Make a clear plan of writing; Write a text; Check the written
draft
Write grammatically correct sentences using impersonal
sentences
Level of thinking skills Knowledge and Comprehension
Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the article.
A chronicle of timekeeping
A
Before the invention of artificial light, the moon had greater social impact. And, for those living near
the equator in particular, its waxing and waning was more conspicuous than the passing of the
seasons. Hence, the calendars that were developed at the lower latitudes were influenced more by the
lunar cycle than by the solar year. In more northern climes, however, where seasonal agriculture was
practised, the solar year became more crucial. As the Roman Empire expanded northward, it
organised its activity chart for the most part around the solar year.
B
In order to track temporal hours during the day, inventors created sundials, which indicate time by
the length or direction of the sun's shadow. The sundial's counterpart, the water clock, was designed
to measure temporal hours at night. One of the first water clocks was a basin with a small hole near
the bottom through which the water dripped out. The falling water level denoted the passing hour as
it dipped below hour lines inscribed on the inner surface. Although these devices performed
satisfactorily around the Mediterranean, they could not always be depended on in the cloudy and
often freezing weather of northern Europe.

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 2-тоқсан КГБ жауаптар «Interviews and Instructions»

Summative assessment for the unit «Interviews and Instructions»
Learning objectives 11.1.9
11.2.6
11.3.2
11.6.4
Use imagination to express thoughts, ideas, experiences and
feelings
Deduce meaning from context in unsupported extended talk
on a wide range of general and curricular topics, including
talk on a growing range of unfamiliar topics
Ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of
general and curricular topics, including some unfamiliar
topics
Use a range of affixes with appropriate meaning and correct
spelling on a wide range of general and curricular topics
Assessment criteria Use imagination to express thoughts and ideas
Recognise and take advantage of context clues to figure out the
meaning of the text
Keep interaction going by posing questions and responding
higher order thinking level
Communicate effectively using a range of affixes appropriately
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Listen to a journalist giving advice on interviewing techniques. The journalist uses some
words and phrases related to interviewing. Write a word or an expression (NO MORE THAN THREE
WORDS) next to the definitions.
Link for listening task: https://learnenglish.britishcouncil.org/podcasts-professionals/interviewingtechniques
1. Question which should be asked first __________________________
2. Interesting or unusual details or qualities ________________
3. Person who answers the questions _______________
4. Something which the speaker doesn’t want to be included in the story ____________
5. Question which tricks someone into giving the answer you want __________________
Speaking
Task 2. Work in pairs. Discuss the following statements with your partner. Ask and answer questions
in order to get each other’s opinions.
Card 1 Card 2
Usually interviews are
misinterpreted.
Card 3

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 11.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 11 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 11-сынып Ағылшын тілі 1-тоқсан КГБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 1
LISTENING
Task. Listen to the naturalist called Alison Pringle talking about wildlife. For questions 1-6,
complete the sentences with a word or short phrase.
Write NO MORE THAN FOUR WORDS for each answer.
You will listen to the recording twice. CD3. Tapescript 1.
Example: Alison mentions that one in two million lobsters is blue.
1. Predators understand the danger of the blue poison dart frog by its ______________ [1]
2. Blue poison dart frogs are poisonous because of their ________________ [1]
3. The blue –tongued reptile reveals its tongue when it’s _______________________ [1]
4. The speaker explains that blue whales are actually ________________. [1]
5. The speaker says that blue __________ mammals do not exist. [1]
6. The speaker points out that blue damselflies live near _________________ in the UK. [1]
Total [6]
READING
Task. Read the text and complete the tasks below.
Anthony Coleman is a travel writer for the magazine The Four Corners of the Earth and travels the
globe to inform and entertain his readers
My job as a travel writer requires me to share ‘authentic’ travel experiences with my readers. When
I first started writing, I took part in activities where I could ‘study’ the locals and understand their
culture. My goal was to immerse myself in international cultural experiences. Therefore, I rushed
from Polynesian fire dances during Hawaiian Luau celebrations to Greek syrtaki nights with loud
bouzouki music. I enjoyed riding South American llamas up rocky hillsides, staying in luxurious
bungalows on stilts above Bora Bora’s turquoise lagoons and taking part in expensive Japanese tea
ceremonies served by women wearing beautiful kimonos.
These experiences felt ‘authentic’ until my editor called to complain. ‘You write well but you’re not
capturing the real mood of the places you visit,’ he said. ‘Don’t search for traditional stereotypes.
Start writing about places and people as they really are, rather than what you think they should be
like,’ he added. These days, I avoid cultural zoos where tourists pay good money to get taste of
traditional customs that are recreated for their benefit. It’s common to find snap-happy tourists
watching a country’s traditional dance at some luxurious resort instead of its original setting. Where
is the authenticity?
I realised that the more you look for authenticity, the less likely you are to find it. An authentic
travel experience hides in simple, everyday moments. It sweeps you through busy Istiklal Street in
the Beyoglou district as you become one with the lively crowd of Istanbul. It bursts out of a café in

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 1-тоқсан КГБ жауаптар «Investigate and Report on Animal World: Bats, Eagles,Bees and Dolphins»

Summative assessment for the unit «Investigate and Report on Animal World: Bats, Eagles,Bees and Dolphins»
Learning objectives 11.4.5
11.5.4
11.6.7
Deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular
topics
Use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and
curricular topics
Use a wide variety of simple perfect active and passive
forms and a variety of perfect continuous forms on a wide
range of general and curricular topics
Assessment criteria ● Identify specific information to deduce meaning from context
● Produce a text in an appropriate style
● Use a wide variety of simple perfect active and passive forms
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the article
Are zoos a good thing?
Critics of zoos would argue that animals often suffer physically and mentally by being enclosed.
Even the best artificial environments can't come close to matching the space, diversity, and freedom
that animals have in their natural habitats. This deprivation causes many zoo animals to become
stressed or mentally ill. Capturing animals in the wild also causes much suffering by splitting up
families. Some zoos make animals behave unnaturally: for example, marine parks often force
dolphins and whales to perform tricks.
On the other hand, by bringing people and animals together, zoos have the potential to educate
the public about conservation issues and inspire people to protect animals and their habitats. Some
zoos provide a safe environment for animals which have been mistreated in circuses, or pets which
have been abandoned. Zoos also carry out important research into subjects like animal behaviour and
how to treat illnesses.
One of the most important modern functions of zoos is supporting international breeding
programmes, particularly for endangered species. In the wild, some of the rarest species have
difficulty in finding mates and breeding, and they might also be threatened by poachers, loss of their
habitat and predators.
So, are zoos good for animals or not? Perhaps it all depends on how well individual zoos are
managed, and the benefits of zoos can surely outweigh their harmful effects. However, it is
understandable that many people believe imprisoning animals for any reason is simply wrong.
Fill in the gaps with the correct word from the box. There are EXTRA TWO WORDS.
environment habitat wild illnesses mates species tricks captivity

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 1-тоқсан КГБ жауаптар «Making contact»

Summative assessment for the unit «Making contact»
Learning objectives 11.1.6
11.2.1
11.3.3
11.6.2
Organise and present information clearly to others
Understand the main points in unsupported extended talk
on a wide range of general and curricular topics, including
talk on a growing range of unfamiliar topics
Explain and justify own and others’ point of view on a range
of general and curricular topics, including some unfamiliar
topics
Use a variety of determiners relating to nouns for generic
uses, some appositional uses and textual reference on a
wide range of general and curricular topics
Assessment criteria ● Formulate clear and coherent speech
● Identify the main points in the speech
● Provide a point of view on a given question and give
evidences to justify it
● Use quantifiers and demonstrative pronouns properly
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Listen to Angel describing how he feels living in a foreign country and choose the best option
A, B or C.
Go to this link to listen information https://www.cristinacabal.com/advanced/angel.htm
1. How does a person view the new culture in the first stage of culture shock?
A. Everyone is watching me.
B. This is fantastic!
C. I want to go home.
2. What are the symptoms of the second stage of culture shock?
A. People tend to withdraw from society.
B. People try to integrate into the culture.
C. People criticise the people and culture.
3. What is the third stage of culture shock?
A. the pleasant stage
B. the hunting stage
C. the homeless stage
4. What statement by the visitor best describes the “home” stage?
A. I’m glad to be returning to my own country.
B. These people love their families and homes.
C. I really enjoy living among these people.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 11.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 11 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 11-сынып Ағылшын тілі 4-тоқсан ЖМБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 4
LISTENING
Task. Watch the video about ‘5 Mind Blowing Facts About Your Smartphone’. You will hear a
presenter twice. Be ready to give the full answers to the questions.
1. Why does NASA use smartphones as chief satellites? [1]
2. What developing country has a rapidly increasing smartphone market in the world? [1]
3. What other things have smartphones helped to sale dramatically? [1]
4. How many Eniac computers are needed to have the power of one smartphone chip? [1]
5. How much space are needed to store Eniac computer components to have the power
of one smartphone chip?
[1]
6. How can we use our smartphones according to the last fact? [1]
Total [6]
READING
Task. Read the text carefully. Select if the statements are TRUE or FALSE, put a tick in an
appropriate column and Support your choice with evidence.
The History of Modern Fashion
Today, dedicated followers of fashion look to cities such as New York City, London, Paris
and Milan for their inspiration and to buy the latest trends. The fashion scene changes with every
season and in many countries, this means that there are four collections – one each for spring,
summer, autumn and winter. The concept of fashion trends developed in the 14th century in
Europe, but what about fashion in the rest of the world?
Early Western travelers going to the East noted that fashion and styles changed slowly in
countries such as Persia, India, China and Japan. However, this was not always the case as there
was also evidence uncovered during the dynasty of Ming China of rapidly changing fashions in
Chinese clothing. History shows us that changes in costume often took place at times of economic
or social change, which occurred in ancient Rome and the medieval Arabian Peninsula. Then a long
period without major changes would follow.
At this time, most weaving, embroidery, cutting and stitching was hand-crafted by skilled
craftsmen and seamstresses. Many textiles originated in countries such as China, where exquisite
silks were produced and Turkey with its rich history of embroidery and clothing styles influenced
by Central Asia and the Far East. Until the mid-nineteenth century, in Europe and America most
clothing was therefore custom made by skilled dressmakers and tailors. This meant that following
fashion trends was clearly an expensive past-time.
In the twentieth century, mechanized production of textiles and the introduction of the sewing
machine dramatically changed the way fashionable garments were produced. It led the development
of haute couture and, much later, affordable branded clothing which was the offshoot of haute
couture. Mass production meant that clothing became much cheaper and more widely available, yet

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 4-тоқсан ЖМБ жауаптар «The clothes of chemistry»

Summative assessment for the unit «The clothes of chemistry»
Learning objectives 11.4.9
11.3.5
11.3.7
Recognise inconsistencies in argument in extended text
on a range of more complex and abstract general and
curricular topics
Interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some
unfamiliar general and curricular topics
Use appropriate subject-specific vocabulary and syntax
to talk about a range of familiar and some unfamiliar
general and curricular topics
Assessment criteria  Identify inconsistencies in argument of reading passage
 Analyze and critically evaluate arguments, provide
opinions using appropriate vocabulary and grammar
structures
 Support a talk with peers while agree, disagree and discuss
the order of actions and plans to fulfil the tasks
 Give a full extended response maintaining control,
improving fluency and accuracy of speaking using
appropriate vocabulary and grammar structures
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Reading
Task 1. Read the text and select if the statements below are TRUE, FALSE or NOT GIVEN.
Trends in the Indian fashion and textile industries
At the beginning of the 21st century, with new designers and models, and more sensible
designs, India has witnessed acceleration of fashion industry. As far as the global fashion industry
is concerned, Indian ethnic designs and materials are currently in demand from fashion houses and
garment manufacturers. India is the third largest producer of cotton, the second largest producer of
silk, and the fifth largest producer of man-made fibres in the world.
The Indian garment and fabric industries have many fundamental advantages, in terms of a
cheaper, skilled work force, cost-effective production, raw materials, flexibility, and a wide range
of designs with sequins, beadwork, and embroidery. In addition, that India provides garments to
international fashion houses at competitive prices, with a shorter lead-time, and an effective
monopoly on certain designs, is accepted the whole world over. India has always been regarded as
the default source in the embroidered garments segment, but changes in the rate of exchange
between the rupee and the dollar has further depressed prices, thereby attracting more buyers. So
the international fashion houses walk away with customised goods, and craftwork is sold at very
low rates.
As far as the fabric market is concerned, the range available in India can attract as well as
confuse the buyer. Much of the production takes place in the small town of Chapa in the eastern
state of Bihar, a name one might never have heard of. Here fabric-making is a family industry; the
range and quality of raw silks churned out here belie the crude production methods and equipment.
Surat in Gujarat, is the supplier of an amazing set of jacquards, moss crepes and georgette sheers -

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 4-тоқсан ЖМБ жауаптар «Recent advances in technology»

Summative assessment for the unit «Recent advances in technology »
Learning objectives 11.2.2
11.5.7
11.5.5
Understand specific information in unsupported extended
talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics
Use independently appropriate layout at text level on a
wide range of general and curricular topics
Develop with minimal support coherent arguments
supported when necessary by examples and reasons for a
wide range of written genres in familiar general and
curricular topics
Assessment criteria  Identify detailed information from recording
Produce a text with appropriate paragraphing
Write a coherent paragraph/short text stating and explaining
an argument
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Listen to the recording about uses of nanotechnology and complete the notes below.
Write ONE WORD ONLY for each answer.
Follow the link to listen https://www.youtube.com/watch?v=a714mjyjOaI
Uses of Nanotechnology
Transport
1. Nanotechnology could allow the development of stronger ____________
Planes would be much lighter in weight.
2.___________ travel will be made available to the masses.
Technology
3. Computers will be even smaller, faster, and will have a greater ____________
4. ______________ will become more affordable.
The Environment
Nano-robots could rebuild the ozone layer.
5. Pollutants such as ____________ could be removed from water more easily.
6. There will be no ___________ from manufacturing.
Health and Medicine
New methods of food production could eradicate famine.
7. Analysis of medical _____________ will be speeded up.
Life expectancy could be increased.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 11.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 11 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 11-сынып Ағылшын тілі 3-тоқсан ЖМБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 3
LISTENING
Task. Hear an interview about new inventions and fill the gaps. Write NO MORE THAN TWO
WORDS OR NUMBER. CD3. Tapescript 3. Listen till 2:50 minutes
1. Wing-suits are modernised and getting better. Its _______________ is also getting down.
2. Gabriele Diamanti works on making clean _______________ obtainable for everyone.
3.The idea of water distiller is great but the project needs _______________.
4. The "enable talk gloves" will help to understand _______________ language.
5. Deepsea Challenger Submarine is designed to be able to get to the _____________ of the
sea.
6. James Cameron was the first person to do a solo ______________ so deep under the sea.
Total [6]
READING
Task. Read the text and answer to the questions.
Science Nourishes the Mind and the Soul
BRIAN GREENE
ONE DAY, WHEN I WAS ABOUT ELEVEN, walking back to Public School 87 in
Manhattan after our class visit to the Hayden Planetarium, I became overwhelmed by a feeling I’d
never had before. I was gripped by a hollow, pit-in-the-stomach sense that my life might not matter.
I’d learned that our world is a rocky planet, orbiting one star among the one hundred billion others
in our galaxy, which is but one of hundreds of billions of galaxies scattered throughout the universe.
Science had made me feel small.
In the years since, my view of science and the role it can play in society and the world has
changed dramatically.
While we are small, my decades of immersion in science convince me this is cause for
celebration. From our lonely corner of the cosmos we have used ingenuity and determination to
touch the very limits of outer and inner space. We have figured out fundamental laws of physics—
laws that govern how stars shine and light travels, laws that dictate how time elapses and space
expands, laws that allow us to peer back to the briefest moment after the universe began.
None of these scientific achievements has told us why we’re here or given us the answer to
life’s meaning—questions science may never address. But just as our experience playing baseball is
enormously richer if we know the rules of the game, the better we understand the universe’s rules—
the laws of physics—the more deeply we can appreciate our lives within it.
I believe this because I’ve seen it.
I’ve seen children’s eyes light up when I tell them about black holes and the big bang. I’ve
witnessed the self-worth and confidence a young student gains by completing even the simplest of
mathematical calculations. I’ve spoken with high school dropouts who’ve stumbled upon books
describing the amazing achievements of science and returned to their studies with purpose and zeal.
I’ve received letters from young soldiers in Iraq, telling me how reading popular accounts of
relativity and quantum physics has provided them hope that there is something larger, something
universal that binds us together. Such is the capacity of science, not only to explain, but to insp

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 3-тоқсан ЖМБ жауаптар «STEM» and «Reading for Pleasure»

Summative assessment for the units «STEM» and «Reading for Pleasure»
Learning objectives 11.4.6
11.3.4
11.3.6
Recognise the attitude, opinion and tone of the writer in
extended texts on a range of more complex and abstract
general and curricular topics
Evaluate and comment on the views of others in a
growing variety of talk contexts on a wide range of
general and curricular topics, including some unfamiliar
topics
Navigate talk and modify language through paraphrase
and correction in talk on a wide range of familiar and
some unfamiliar general and curricular topics
Assessment criteria  Identify the author’s intention in text
 Analyze and critically evaluate arguments, provide
opinions using appropriate vocabulary and grammar
structures
 Give a full extended response maintaining control,
improving fluency and accuracy of speaking using
appropriate vocabulary and grammar structures
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Reading
Task 1. Read the article and be ready to answer the questions.
New solar panels can produce power from both the sun and rain
Solar panels need the sun in order to make electricity. A new solar panel, however, also
creates electricity from falling rain. It produces power even when it is cloudy or the sun has set.
More and more people are using solar energy. The costs have gone down almost 90 percent
in the last 10 years. In many parts of the world, it is the cheapest form of electricity. However, the
solar power output can fall under gray skies. Scientists are working to squeeze even more
electricity from the panels.
Scientists demonstrated the new solar panel at Soochow University in China. The panel has
two new polymer layers on top of a regular solar panel cell. The polymers are thin and are like
plastic. They make electricity when raindrops roll off of them. The electricity comes from the
water rubbing against the surface.
“Our device can always generate electricity in any daytime weather,” said Baoquan Sun, a
scientist at Soochow University. “In addition, this device even provides electricity at night if there
is rain.”
Adding Tengs To Solar Panels
Other scientists have recently added new devices to solar panels. The new devices are called
Tengs. The Soochow design is much simpler, however. One of the polymer layers carries
electricity for both the Teng and the solar cell. This means the device is much lighter than others.
“Due to our unique device design, it becomes a lightweight device,” said Sun. His team
wants to build the panels into soft things like electronic clothing. However, the scientists still need
to improve the panel's electrical output. Sun wants to produce a model of his new solar cell in three

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 3-тоқсан ЖМБ жауаптар «Work and inventions»

Summative assessment for the unit «Work and inventions»
Learning objectives 11.2.7
11.5.2
11.5.3
Understand speaker viewpoints and extend of explicit
agreement between speakers on a range of general and
curricular topics, including talk on a growing range of
unfamiliar topics
Use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately
Write with grammatical accuracy on a wide range of
general and curricular topics
Assessment criteria  Identify the speakers’ viewpoint
 Use topic-related vocabulary
 Use a variety of grammar including some more complex
structures
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. You will hear five different people talking about the importance of modern inventions. For
questions 1-5, choose from the list A-F the reason each speaker gives for the importance of the
invention to them personally. Use the letters only once. There is one extra letter which you do not
need to use.CD2. Tapescript 3.
1. Speaker 1
2. Speaker 2
3. Speaker 3
4. Speaker 4
5. Speaker 5
A. It entertains me
B. It guarantees contact
C. It helps my memory
D. It provides an escape
E. It’s removed a pressure
F. It’s always with me
Task 2. Imagine you are in one of the following situations. (choose only one)
1. Rudeness of a waiter/waitress
2. Malfunction of a laptop
3. Wrong size of clothes ordered by the Internet
4. Inappropriate behavior of receptionist
Write a letter complaining to the company and asking for your money back.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 11.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 11 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 11-сынып Ағылшын тілі 2-тоқсан ЖМБ жауаптар

Sample questions and mark scheme
Tasks for Summative Assessment for term 2
LISTENING
Task. Watch the TEDx talk about ‘How playing an instrument benefits your brain’ by Anita Collins
and choose A, B, C, or D for each of the questions. You will hear a presenter twice.
CD3. Tapescript 2.
1. What happens when we listen to music?
A) Certain areas of the brain start working
B) Work for just a second while we are listening
C) There is simultaneous activity in many areas of the brain
D) Different areas work at intervals to process melody, rhytm, etc
[1]
2. Which areas of our brain are involved when playing a musical instrument?
A) Visual, motor and cerebral cortices
B) Motor, cerebral and auditory cortices
C) Visual, auditory, and motor cortices
D) Cerebral, motor and fine motor cortices
[1]
3. What’s the left hemisphere involved in?
A) Precision skills like Maths and Language
B) Fine motor skills
C) Creativity
D) Dancing and tapping skills
[1]
4. What’s the bridge between the two brain hemispheres called?
A) Corpum callum
B) Coopco coolism
C) Capum cullim
D) Corpus callosum
[1]
5. How do musicians improve their memory skills?
A) By bringing them to life more quickly
B) By assigning multiple tags to their memories
C) By linking them through cognitive analysis
D) By showing them through music
[1]
6. What have scientists found?
A) Playing a music instrument enhance brain functions more than other activities
B) Musicians and Sports players have the same cognitive abilities
C) All artists have enhanced cognitive abilities
[1]
Total [6]

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 2-тоқсан ЖМБ жауаптар «Investigate and report on timekeeping devices»

Summative assessment for the unit «Investigate and report on timekeeping devices»
Learning objectives 11.4.1
11.4.7
11.5.1
Understand complex and abstract main points in
extended texts on a wide range of familiar and
unfamiliar general and curricular topics
Recognize patterns of development in lengthy texts
[inter-paragraph level] on a range of more complex and
abstract general and curricular topics
Plan, write, edit and proofread work at text level
independently on a wide range of general and curricular
topics
Assessment criteria  Summarize main information from the text
 Identify the organization of information in the text
 Create coherent paragraph for a range of purposes;
Develop a topic with well-chosen, relevant facts
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Reading
Task 1. Read the text and be ready to answer the questions.
Timekeeping: Why We Need Clocks and Calendars
By David Christian, Big History Project, adapted by Newsela staff
All life forms come with their own way of keeping track of time. However, no other
species does it better than humans. People have more ways of marking time, and they do it more
precisely.
Why bother to keep time?
Why do people need clocks and calendars? The answer may seem obvious. People need to
know what others are doing and when they are doing it. They also need to know what is
happening in nature. People who do not know the time or date will be out of sync with the world.
It is not just modern humans who need to keep track of time. All living things must know
the time to adjust to the world as it changes. Plants need to know when to blossom. Birds need to
know when to fly south for the winter.
Keeping track of time is very important. It is so important that, over time, humans have
developed clocks in their bodies. The body clocks react to daylight and the seasons changing.
They tell people not to wake up at 2 am, when it is dark outside.
What's different about human time?
Humans track time differently than other creatures. They have found more detailed ways to
mark the time. To schedule work and keep track of history, humans have designed sophisticated
clocks, calendars, and timetables. It was not always this way.
Keeping time in the Paleolithic era
In early societies, it was easy to keep track of the time. Ancient people spent most of their
time outside. They could watch the positions of the Sun and the stars.
As early as 100,000 years ago, humans lived in South Africa's Blombos Cave. In the cave,
historians found pieces of ochre, an orange/red rock. The rocks had strange marks on them. It is

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 2-тоқсан ЖМБ жауаптар «Human brain»

Summative assessment for the unit «Human brain»
Learning objectives 11.2.4
11.3.3
Understand implied meaning in unsupported extended
talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics
Explain and justify own and others’ point of view on a
range of general and curricular topics, including some
unfamiliar topics
Assessment criteria  Identify hidden meaning of the content
 Explain own viewpoints, analyze and critically evaluate
arguments, viewpoints, attitudes and perspectives
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Listen to the interview and choose the four true sentences.
Follow the link to listen https://learnenglishteens.britishcouncil.org/skills/listening/upperintermediate-b2-listening/how-improve-your-memory
How to improve your memory
1. We all use memory in the same way.
2. We learn to use our memory as soon as we are born.
3. There are two different forms of memorisation.
4. We are taught how to improve our memory in history lessons.
5. Writing shopping lists can improve your memory.
6. Teaching helps us to memorise.
7. We can train our brains to be more effective.
8. We can only use one image at a time as an aid to memorization.
Speaking
Task 2. With a partner, discuss the questions below.
1. What are some activities or skills that were difficult for you at first, but are easy for you now
(e.g., riding a bicycle)?
2. Do you agree that exercise improves your mood? Explain.
3. Do you think that exercise helps you study or solve problems more easily? Explain.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 11.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 11 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 11-сынып Ағылшын тілі 1-тоқсан ЖМБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 1
LISTENING
Task. You will hear five different people talking about animals that have been important in their
lives. For Speakers 1-5, choose from the list (A-F) the animal that each person talking about. For
Speaker 5, you should choose two answers.
CD3 Tapescript 1
Which animal
Speaker 1 __
Speaker 2 __
Speaker 3 __
Speaker 4 __
Speaker 5 __
Speaker 6__
A) Was scared of people?
B) Was in the zoo?
C) Had been trained to do a job?
D) Had to be given away?
E) Was the first pet when he was growing up?
F) Was very rare?
[1]
[1]
[1]
[1]
[1]
[1]
Total [6]
READING
Task. Read the article and complete the tasks below.
Talking About Penguins
by Guy Belleranti
Penguins are one of the world’s most interesting birds. They
waddle when they walk and have flippers instead of wings. The bones
in a penguin’s flippers are heavier and more solid than those in the
wings of a flying bird. This helps the penguin “fly” through the water.
The penguin’s black back and white front has an important
function, too -- camouflage in the water. Penguins blend in with the sea
from above and with the sky from below. This makes it harder for
predatory birds, leopard seals, sea lions, orcas and sharks to see them.
Many people think all penguins live in the cold and ice of
Antarctica. However, only 6 of the 17 species or types of penguins live
in Antarctica. The others live in parts of New Zealand, Australia, South
Africa and South America and on the Falkland and Galapagos Islands.
Let’s talk about two of the penguin species – the Emperor
penguin of Antarctica and the Galapagos penguin of the Galapagos
Islands.
The Emperor penguin is the world’s largest penguin. Its oily outer
feathers help keep it dry. Its dense inner down feathers and thick fat
layer helps keep it warm. Emperor penguins also often huddle in groups to conserve heat.
A mother Emperor penguin lays only one egg at a time. After the mother Emperor penguin
lays the egg she travels to open sea to feed on fish, squid and krill (shrimp-like ocean crustaceans).
The father stays behind with the egg. He keeps it warm and protected by balancing it on his feet and
covering it with feathered skin called a brood pouch. The mother returns two months later,

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 1-тоқсан ЖМБ жауаптар «Investigate and report on animal world: bats, eagles, bees and dolphins»

Summative assessment for the unit
«Investigate and report on animal world: bats, eagles, bees and dolphins»
Learning objectives 11.4.3
11.5.1
11.5.4
Skim a range of lengthy texts with speed to identify
content meriting closer reading on a range of more
complex and abstract, general and curricular topics
Plan, write, edit and proofread work at text level
independently on a wide range of general and curricular
topics
Use style and register to achieve an appropriate degree
of formality in a wide variety of written genres on
general and curricular topics
Assessment criteria  Define and explain facts and opinions
 Create an outline of a text; create coherent text for a range
of purposes
 Produce a text in a range of styles and genres, the emphasis
being on formal and academic writing
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the following article and answer the questions that follow. Refer to the text to
check your answers when appropriate.
A Mighty Flier by Kelly Hashway
What is two inches tall, can hover in mid-air, and flies
in every direction including backwards? It’s not an insect.
The answer is the bee hummingbird.
Most hummingbirds are about three to five inches long.
But the bee hummingbird is only five centimeters, or
approximately two inches, making it the smallest species of
bird alive today. Really it isn’t bigger than a large insect. But don’t let its tiny body fool you.
This bird is a fierce flier. It can beat its wings up to 80 times per second. If you ever see one in
flight, you’ll notice its wings are just a blur to the human eye. Hummingbirds are also the only
vertebrates that can hover in one place. Add to that being able to fly backwards and upside
down, and these creatures are amazing flying machines.
And being a master flier isn’t the only one of the bee hummingbird’s talents. The bee
hummingbird does a great job performing its part in plant reproduction. During the course of a
single day, the bee hummingbird can visit up to 1,500 flowers. And just like a bee, when the bee
hummingbird drinks nectar from the flowers, pollen is transferred from the flower to the bird’s
body. This pollen is carried to the next flower. Transferring pollen from one flower to another
helps plants make seeds.
Besides drinking nectar, bee hummingbirds eat insects. In fact, they eat about half their
body mass each day. But what’s more impressive is that they drink eight times their body mass
every day. This is why they live in areas where there are gardens and shrubbery. These tiny birds
are found primarily in Cuba, but some have been spotted in Jamaica and Haiti as well.
Despite its size, there’s no arguing that the bee hummingbird is a mig

English for the Grade 11

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 11-сынып Ағылшын тілі, 1-тоқсан ЖМБ жауаптар «Making connections in biology»

Summative assessment for the unit «Making connections in biology»
Learning objectives 11.2.1
11.2.5
11.3.2
Understand the main points in unsupported extended talk
on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics
Recognize the attitude or opinion of the speaker(s) in
unsupported extended talk on a wide range of general
and curricular topics, including talk on a growing range
of unfamiliar topics
Ask and respond with appropriate syntax and vocabulary
to open-ended higher-order thinking questions on a range
of general and curricular topics, including some
unfamiliar topics
Assessment criteria  Identify the main information
 Identify speaker’s opinion
 Answer questions with appropriate vocabulary and syntax
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen to a radio programme in which a presenter is talking to a forester about moths and
Choose the correct answer to the questions.
Follow the link to listen https://www.examenglish.com/B2/b2_listening_environment.htm
1. The caterpillars of the oak processionary moth are harmful to trees because...
a. they spread disease
b. they eat leaves
c. they weaken the wood.
2. The caterpillars of the oak processionary moth...
a. cannot harm human health
b. can cause minor health problems in humans
c. can cause serious health problems in humans
3. The nest of the oak processionary moth caterpillar is...
a. a. round and grey, with a diameter of a few centimetres to a couple of feet
b. round and grey, and can be seen about 2 feet up the side of a tree
c. round and grey, and no bigger than a golf ball
4. Mike blames new insect infestations on...
a. imports and climate change
b. climate change and new agricultural practices
c. imports and new agricultural practices

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 10.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 10 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 10-сынып Ағылшын тілі 4-тоқсан КГБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 4
LISTENING
Task. Listen to the recording and choose the correct answer according to what you hear.
Follow the link below to listen to the audio (listen until 2.11).
http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/man-or-beast.
1. The presenter finds Charles Foster’s book …
A) extraordinary.
B) trivial.
C) unbelievable. [1]
2. When describing the book, Jon’s voice creates the atmosphere of …
A) hesitation.
B) suspicion.
C) triumph. [1]
3. According to Jon, Foster …
A) conducted thorough investigation before going for a wild.
B) had no chance to prepare for his experiment properly.
C) was unable live the same life as animals in the wild. [1]
Task 2. Write no more than ONE word to complete the sentences.
4. According to Foster, children are better than adults at living like animals because they are more
_________________________. [1]
5. A/an ___________ is a very small creature with no bones, arms or legs which lives in soil.
[1]
6. Foster found it difficult to _______________ the otter’s reoccupation with food. [1]
Total [6]
READING
Task. Read the article below and mark the statements YES / NO / NOT GIVEN.
Sustainable architecture – lessons from the ant
Termite mounds were the inspiration for an innovative design in sustainable living
The extraordinary Eastgate Building in Harare, Zimbabwe’s capital city, is said to be the only
one in the world to use the same cooling and heating principles as the termite mound.
This is all possible only because Harare is 1600 feet above sea level, has cloudless skies, little
humidity and rapid temperature swings days as warm as 31C commonly drop to 14C at night.
‘You couldn’t do this in New York, with its fantastically hot summers and fantastically cold
winters,’ architect Mick Pearce said. But then his eyes lit up at the challenge. ‘Perhaps you could
store the summer’s heat in winter somehow.’
The engineering firm of Ove Amp & Partners, which worked with him on the design,
monitors daily temperatures outside, under the floors and at knee, desk and ceiling level. Ove
Amp’s graphs show that the temperature of the building has generally stayed between 23C and
25C with the exception of the annual hot spell just before the summer rains in October, and three
days in November, when a janitor accidentally switched off the fans at night.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 10.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 10 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 10-сынып Ағылшын тілі 3-тоқсан КГБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 3
LISTENING
Task. Listen to two different conversations and for questions 1 and 4, in a word or phrase, write
what the feeling or message is that they think each artist is trying to convey. For questions 2-3 and
5-6, underline the correct option and write the key words or phrases from the listening that support
your answers. CD3 Tapescript 1.
Artist’s feeling or
message
Does the woman
like/dislike the
painting?
Does the man
like/dislike the
painting?
Conversation 1 1)
___________________
___________________
___________________
[1]
2)
___________________
___________________
___________________
[1]
3)
___________________
___________________
___________________
[1]
Conversation 2 4)
___________________
___________________
___________________
[1]
5)
___________________
___________________
___________________
[1]
6)
___________________
___________________
___________________
[1]
Total [6]
READING
Task. Read the text carefully. The given paragraphs are not in correct order. Number the paragraphs
A-D in the correct order 1-4.
Example: 0-C
1 ________ [1]
2 ________ [1]
3 ________ [1]
Adrenaline Junkies
A You might think that the whole point of an extreme sport is that it is dangerous. Although
this is important, it isn’t only danger that these sportspeople are seeking. They also find these sports
incredibly exhilarating and, in fact, it’s this element – the combination of fear and enjoyment – that
provides the real thrill. In the case of an extreme sportsperson, fear becomes pleasure.
B In today’s world, where actually predators and natural dangers seldom exist, this response
can eventually cause stress and feelings of anxiety. In addition, any decisions we make in a risky
situation can actually be influenced by the effect adrenaline has on the body. For some people
adrenaline can have long-term negative effects, but others can actually get addicted to it and the
feeling it gives. These people are often referred to as “adrenaline addicts” or “adrenaline junkies”.
C Adrenaline is the hormone that prepares our bodies to react in times of stress or danger.
When a person perceives a situation as dangerous, adrenaline is released into the bloodstream in
order to increase blood flow and heart rate. Blood is rapidly supplied to the parts of the body needed
most, like the legs and the pupils of the eyes. At the same time, the supply is reduced to areas of less
importance, like the skin and stomach.
D Evidence of this phenomenon can be found in the ever-growing world of extreme sports.
There is now a wide range of sports designed to give these adrenaline junkies the thrill they need.
Ever more strange are emerging – from the more usual (such as skydiving or snowboarding) to the

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 10.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 10 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 10-сынып Ағылшын тілі 2-тоқсан КГБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 2
LISTENING
Task. Answer the questions 1-3 while you listen to the recording. Write short answers in the space
provided.
Use the link below to listen to the recording:
https://www.englishlistening.rocks/practice-english-listening-drone-racing
1. Who initiated the first drone racing competition?
_____________________________________________________________ [1]
2. What caused popularity growth of this sport?
_____________________________________________________________ [1]
3. What enables the pilots see what the drone camera sees?
_____________________________________________________________ [1]
Write NO MORE THAN ONE WORD to the questions 4-6 and complete the sentences.
4. Obstructions indoors like walls and tunnels cause _________________ [1]
5. The opportunity for winning ___________________ makes drone racing attractive. [1]
6. The speaker describes this sport as quick and _________________. [1]
Total [6]
READING
Task. Read the article and label the paragraphs 1-3 with their titles A-D. There is one extra title that
you DO NOT NEED TO USE.
Topics:
A) Significance of water bears
B) The Experiment
C) Who are Tardigrades?
D) Objective of Experiment
E) Results of Experiment
Water Bears: The animal that survived space!
Water bears, also known as tardigrades, are a wonder! They are tiny
eight-legged creatures, known for their virtual indestructibility on Earth.
They can survive almost anything: extreme temperatures, tons of radiation,
the pressures of the deep sea, starvation, and nearly a decade without water.
Now their legendary toughness has been put to the ultimate test. They've
been sent into space!
Example: 0 Objective of Experiment
In the past, some biologists have suggested that tardigrades may be the only animal to come
back alive after a trip in real space. Scientists now decided to send them into space to find out if that
is true.
1 ___________________ [1]
Once in space, all the water bears were exposed to the vacuum of space, and some were even
exposed to solar and cosmic radiation. After 10 days of exposure to space, the satellite returned to
Earth. The water bears were rehydrated to see how their reproductive abilities were affected.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 10.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 10 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 10-сынып Ағылшын тілі 1-тоқсан КГБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 1
LISTENING
Task. Listen to the recording and match the beginnings of the sentences in the first column (1-6)
with the ends of the sentences in the second column (A-G). There is one sentence half that you DO
NOT NEED TO USE.
Follow the link below to listen to the audio (listen until 2.10).
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1728_people_places/page41.shtm
l
1. The process of hypnosis …
2. Andrea states that Paul …
3. Paul McKenna usually considers hypnosis …
4. Paul makes people …
5. Strategic planning is...
6. Reverie is …
A) perform uncommon things.
B) similar to hypnotic trance.
C) influences people differently.
D) visualising the company’s anticipated future.
E) as deep relaxation.
F) focusing on one idea at a time.
G) has an unusual job.
Total [6]
READING
Task. Read the article about gender differences and mark the sentences below True or False.
Growing up equal
Gender stereotypes are rigid ideas about how boys and girls should behave. We all know
what these stereotypes are: A “feminine” girls should be insecure, accommodating and a little
illogical in her thinking. A “masculine” boy should be strong, unemotional, aggressive, and
competitive.
How are children exposed to these stereotypes? According to the researchers David and
Myra Sadker of the American University of Washington, D.C., boys and girls are often treated
differently in the classroom. They found out that when boys speak, teachers usually offer
constructive comments, when girls speech, teachers tend to focus on the behavior. It’s more
important how the girls act rather than what they say.
Blue and Pink
The emphasis on differences begins at birth and continues throughout childhood. For
example, few people would give pink baby’s clothes to a boy or a blue blanket to a girl. Later, many
of us give girls dolls and miniature kitchenware, while boys receive action figures and construction
sets.
There’s nothing wrong with that. The problem arises when certain activities are deemed
appropriate for one sex but not the other.
According to Heather J. Nicholson, Ph.D., director of the National Resource Center for
Girls, Inc., this kind of practice prevents boys and girls from acquiring important skills for their
future lives.
The Sorting Machine
“The fact is,” says Nicholson, “that society functions as a kind of sorting machine regarding
gender. In a recent survey, fifty-eight percent of eighth-grade girls but only six percent of boys
earned money caring for younger children. On the other hand, twenty-seven percent of boys but
only three percent of girls earned money doing lawn work”.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 10.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 10 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 10-сынып Ағылшын тілі 4-тоқсан ЖМБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 4
Listening
Task. Listen to the recording and choose the best option A, B, C or D.
Use the link to listen: http://www.esl-lab.com/story1/storysc1.htm
1. Where was the man coming from when he first saw the Unidentified Flying Object (UFO) ? [1]
A. He was returning home from a party.
B. He just got off work when he saw the UFO.
C. He was driving home from a restaurant.
D. He was returning home from the school.
2. What time did the man report the incident to the police? [1]
A. about 12:00 AM
B. about 2:00 AM
C. about 5:00 AM
D. about 3.00 AM
3. What jumped out in front of the man's car? [1]
A. a giant deer
B. a strange man
C. a hairy clown
D. a hairy creature
Task. Fill in the gaps with NO MORE THAN TWO WORDS:
4. The beast picked up the front of my car and said, "Get out of the car. I'm taking you to
__________________________!" [1]
5. When I did not get out of the car, the beast opened the car door, carried me on his shoulders to
this round-shaped __________________, and well, that is when I woke up alongside the road. [1]
6. We have a great ____________________ that deals with THESE kinds of cases. [1]
Total [6]
Reading
Search for Supernova
Sometimes a star explodes. The explosion is called a supernova.
Supernovas are the biggest explosions that happen in space. They are one of
the most powerful events in the universe. Usually, changes to planets and stars
happen very, very slowly. For example, it took millions of years for our solar
system to form. That is a very long time. A supernova, however, happens very
quickly. The explosion lasts only about 15 seconds.
In Galaxies Far, Far Away
A galaxy is a system of millions of stars and the planets that circle them. Our solar system is
in the Milky Way galaxy. In galaxies like ours, there are two or three supernovas every hundred
years. There are many, many galaxies in the universe. Scientists can usually observe a few hundred
supernovas every year.
Ingredients for Planets
Supernovas are important for shooting elements into the universe. Everything in the Universe
is made of matter, and matter is made of elements. Huge stars are kind of like factories. The burning

English for the Grade 10

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 10 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 10 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 10-сынып Ағылшын тілі, 4-тоқсан ЖМБ жауаптар “Independent project”

Summative Assessment for the unit «Independent project»
Learning objectives 10.5.7 Use independently appropriate layout at text level on a
range of general and curricular topics
10.4.4 Read a wide range of extended fiction and non-fiction
texts on familiar and unfamiliar general and curricular
topics
Assessment criteria  Write a text keeping the layout and format of a given
genre
 Skim the extended fiction and non-fiction texts to evaluate
it
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Writing
Learners are arranged in small groups or pairs and write a project on the topic “Analysis of sci-fi
film from different perspectives (Physics, Biology, Economics).” Each group of learners explores the
topic from different angles (For example, one group explores from the perspective of Physics, others
from the perspective of Biology or Economics). The choice of topics may be done according to
learners` interests or the teacher may assign the topic. Learners are expected to peer-assess each
other so it is necessary to familiarise learners with the project criteria beforehand so that to make the
project requirements crystal clear to learners.
Task 1. Write an analysis of a sci-fi film from one perspective. You can choose Physics, Biology,
Economics.
Criteria for writing
CATEGORY 4 3 2 1
Focus on
Assigned Topic
The writing is
related to the
assigned topic and
allows the reader
to understand
much more about
the topic.
Most of the
writing is related
to the assigned
topic. The
response is fully
developed but the
writer doesn't give
details though the
reader still can
learn something
about the topic
Some of the
writing is related
to the assigned
topic, but a reader
does not learn
much about the
topic.
No attempt has
been made to
relate the writing
to the assigned
topic.
Organisation The writing is very
well organised.
One idea follows
another in a
logical sequence
The writing is
pretty well
organised. One
idea may seem out
of place. Clear
The writing is a
little hard to
follow. The
transitions are
sometimes not

English for the Grade 10

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 10 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 10 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 10-сынып Ағылшын тілі, 4-тоқсан ЖМБ жауаптар “Space X”

Summative Assessment for the unit «Space X»
Learning objectives 10.2.6 Deduce meaning from context in unsupported extended
talk on a wide range of general and curricular topics,
including talk on a limited range of unfamiliar topics
10.3.7 Use appropriate subject-specific vocabulary and syntax to
talk about a range of general and curricular topics
Assessment criteria  Identify the meaning of words in extended texts using
context information
 Talk about given topics using appropriate topic related
vocabulary and sentence structures
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen to the conversation and complete the gaps with the most suitable words from the
box below. There are 2 words you DO NOT NEED TO USE. Be careful with word forms.
Go to this link to listen:
https://www.youtube.com/watch?v=w0w7AurxmpE&version=3&hl=ru_RU
devastation person many send into orbit
progress explosion Explore
1. Stephen Hawkings has mentioned on __________occasions that the only way for
humanity to survive is to explore space.
2. We will have to look for a new planet if we caused a major disaster that results in the
__________of earth.
3. The first liquid-fuel rocket was send into__________ in 1926.
4. In 1961, the first __________ was launched into space.
5. Future __________ of space depends on both private and public money.
Speaking
Task 2. Learners work in pairs. First, one learner speaks on the topic, the second learner assesses
him /her according to the criteria, and then they swap the roles. These questions are not
compulsory and can be adapted. There is no need to use all the questions. Learners can choose a
couple of questions to discuss.
Work in pairs. Student A – talk to your partner for 1-2 min about topic “Space Travelling”. You
can use questions below as a help to organise your ideas. Student B - listen to your partner’s
answer, assess him/her according to the criteria and give constructive feedback. Then, change your
roles.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 10.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 10 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 10-сынып Ағылшын тілі 3-тоқсан ЖМБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 3
Listening
Task. Listen to the recording and answer the questions. Write NO MORE THAN THREE
WORDS or A NUMBER.
Go to this link to listen to the audio https://breakingnewsenglish.com/1109/110907-
nanotechnology.html
1. What did Dr. Charles Sykes and his team create from a single molecule? [1]
2. What was his invention called in the Guinness Book of World Records? [1]
3. In what medical fields will this smallest machine be used? [1]
4. What will Dr. Sykes’ invention produce being the first in the world? [1]
5. What is the speed of motor rotation of this invention? [1]
6. What is Dr. Sykes excited about thinking about his invention? [1]
Total [6]
Reading
Read the text carefully and answer the questions.
Good Health
Most people would agree with the definition of good health as
being a state where you are free from sickness. People used to only
think of their health when they were sick. But these days more and
more people are taking measures to make sure that they don't get
sick.
One of the best things you can do for your body is exercise.
But how much is enough? Not everyone agrees on exactly how much
people should exercise each day. Some people think that doing
simple things like cleaning the house are helpful. Other people do heavy exercise everyday such as
running or swimming.
Along with exercise, having a healthy diet can help promote good health. Foods like
vegetables and fruits should be eaten several times each day. It is also important to eat foods high in
fiber such as beans, grains, fruit and vegetables. Fiber helps your body to digest the food you eat. It
also helps your body in other ways such as decreasing the chance of getting cancer, heart disease
and diabetes. Avoiding foods with a lot of sugar, salt and fat is a good idea to decrease the
possibility of having problems as obesity. Obesity means having so much fat on your body that you
are risking your health.
Another factor that affects our health is stress. There are different things that cause stress for
different people. Money problems, work and relationships with other people can all cause stress. It
can also be caused by good things like getting married or moving into a new house. Exercise and
sports are a great way to reduce stress. Other activities like Tai Chi, yoga or taking a walk also help
reduce stress. Changing the way you think can also reduce stress. Try living for now, and do not
worry about the future.

English for the Grade 10

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 10 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 10 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 10-сынып Ағылшын тілі, 3-тоқсан ЖМБ жауаптар “Breakthrough technologies”

Summative Assessment for the unit «Breakthrough technologies»
Learning objectives 10.4.2 Understand specific information and detail in extended
texts on a range of familiar general and curricular topics,
and some unfamiliar topics
10.5.5 Develop with support coherent arguments supported when
necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics
10.6.8 Use a variety of future active and passive and future
continuous forms on a wide range of familiar general and
curricular topics
Assessment criteria  Identify specific information and details in a text
 Connect ideas into a coherent paragraph using linking
words justifying responses with examples and reasons
 Apply future active and passive and future continuous
forms
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the text and choose the correct option.
A. Nanotechnology is the latest breakthrough in technology. It refers to science and technology in
dimensions smaller than one thousand nanometers. One nanometer is a billionth of a meter. The
research in nanotechnology is going primarily in two directions, construction of objects atom by
atom and production of nano-sized machines. This field of technology is still mysterious for
me, and includes a number of undiscovered things.
B. Imagine if we could build objects by assembling the atoms. It is fascinating that we could build
whatever we wanted, from a diamond to a flower. We would simply gather the necessary atoms
in the correct way to make anything we wanted. If you got hungry, you wouldn't have to cook.
You would just order what you wanted from a machine and it would assemble the food for you,
atom by atom. If you needed new clothes, you wouldn't have to go to the store or even sew, a
machine would assemble the atoms into a beautiful outfit.
C. Another branch of nanotechnology research involves making nano-sized machines for different
purposes. It is surprising that these nano-sized robots could go into your body and cure diseases.
If you got sick you wouldn't need to have surgery. You would just drink a solution that
contained the little nano-robots and they would repair your body from the inside, like little
mechanics.
D. Nanotechnology raises interesting questions, but, in my view, it has a lot of potential. If we
could use nanotechnology to produce food and objects, it would mean the end of hunger and
poverty. Perhaps we could even travel long distances almost instantly by disassembling our
atoms in one place and reassembling them in our destination. The sky is the limit to what we
could do with nanotechnology!
1. Nanotechnology as a science is ….
A)Exciting for the author.
B) Interesting for the author.
C) Unknown for the author.

English for the Grade 10

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 10 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 10 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 10-сынып Ағылшын тілі, 3-тоқсан ЖМБ жауаптар “Reading for pleasure» and «Capabilities of human brain”

Summative assessment for the units «Reading for pleasure» and «Capabilities of human brain»
Learning objectives 10.2.7 Understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and
curricular topics
10.3.2 Ask and respond to complex questions to get information
about a wide range of general and curricular topics
10.6.16 Use a wide variety of conjunctions on a wide range of
familiar general and curricular topics
Assessment criteria  Identify speaker’s opinion in an extended talk between
speakers on a range of general and curricular topics
 Ask and answer complex questions
 Apply a range of conjunctions on a wide range of
familiar general and curricular topics
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen to the dialogue and identify speakers` opinions. Circle the name of a speaker next
to the statements.
Go to this link to listen: http://learnenglishteens.britishcouncil.org/skills/listening-skillspractice/how-improve-your-memory (listen from 0.32 untill 2.34)
1.Thinks it is important to understand the process of
memorasation.
Mary Richard
2. Believes that ,in comparison with adults, students use memory
in a different way.
Mary Richard
3. Always forgets about a shopping list. Mary Richard
4. Suggests to use your dog`s name to memorise things. Mary Richard
5. Cannot believe that associations really work. Mary Richard
Speaking
Task 2. At the start of the unit Reading for pleasure,learners read a biography of a famous
person. Then, learners are informed that by the end of the unit they will create a poster on other
famous people and present their findings. Learners are free to choose a person to write about.
Learners may be arranged either in pairs or in small groups. Learners get familiar with
assessment criteria. The suggested criteria for presentation may be adapted or changed by the
teacher.
While the speaking process is on, the teacher makes notes on learners’ answers identifying
good points and areas for improvement. The rest of the class peer-assess classmates according to
the given criteria. After each presentation encourage learners to ask the presenting groups
questions regarding the presentation. When all learners finish their presentations the teacher
summarises learners’ answers and gives feedback in accordance with the criteria.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 10.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 10 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 10-сынып Ағылшын тілі 2-тоқсан ЖМБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 2
LISTENING
Task. Listen to Mia and Ryan talking about computer games. Answer the questions 1-3 while you
listen to the recording. Listen and decide who these ideas belong to. Write Mia or Ryan in the
spaces provided. CD3 Tapescript 1.
1. Does not find strategy games interesting. _________ [1]
2. Considers the game good for collaboration. __________ [1]
3. Enjoys playing a game that involves imagination and pleasant experiences.______ [1]
4. Does not find the game violent. _________ [1]
5. Thinks that Final Fantasy checks your ability of playing. ____________ [1]
Task. Complete the sentence according to what you hear.
6. Mia and Ryan agree that they both enjoy playing __________________________ [1]
Total [6]
READING
What are biofuels?
1. The use of biological material (biomass) as a fuel or lighting material is not new; the
earliest evidence for humans using wood for fires is at Gesher Benot Ya'aqov in Israel, 790,000
years ago. However, concern over the impact that the burning of fossil fuels is potentially having on
the climate has resulted in renewed interest in biofuels. The difference between fossil fuels and
biofuels is that fossil fuels were produced millions of years ago when plants and other organisms
died, became buried and were subjected to high temperatures and pressures forming coal, oil or
natural gas. Biofuels, on the other hand, are produced from biological
material that has been living recently. There are a number of ways in
which biofuels can be produced.
2. Some biofuels can be produced from waste material, such as
recycled plant oils, whilst others can be produced from plants
specially grown for the purpose. Both liquid and gaseous forms of
biofuels can be produced from crops that either have a high sugar
content, such as sugar cane or sugar beet, or contain starch that can
be converted into sugars, such as maize. Plants containing high levels
of plant oils, such as oil palm or soybean, can also be used. Wood
and its by-products can be converted into a variety of biofuels.
Task. Which paragraph contains the following information? Write Paragraph 1 or 2 next to the
sentences below.
1. The main ways in which humans use biofuels __________ [1]
2. Fuels can give energy to humans _________ [1]
3. The main difference between fossils and biofuels __________ [1]
4. The main ways biofuels can be produced _________ [1]
Task. Mark the sentences True or False.
5. Biofuels are possible to produce by converting recycled plant materials. ________ [1]
6. It is not possible to convert trees into a type of biofuels._________ [1]
Total [6

English for the Grade 10

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 10 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 10 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 10-сынып Ағылшын тілі, 2-тоқсан ЖМБ жауаптар “Organic and non-organic worlds”

Summative Assessment for the unit «Organic and non-organic worlds»
Learning objectives 10.4.1 Understand main points in extended texts on a wide range of
familiar and some unfamiliar general and curricular topics
10.5.2 Use a growing range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately
10.6.13 Use a growing variety of past modal forms including must
have, can’t have, might have to express speculation and
deduction about the past on a wide range of familiar general
and curricular topics
Assessment criteria  Identify the main points in lengthy texts
 Use topic related vocabulary with correct spelling control
 Apply past modal forms including must have, can’t have, might
have
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Reading
Task 1. Read the text about organic food and write the letters of the paragraphs (A-D) which
describe the given statements.
1. The benefits of organic food. _________
2. Organic food is expensive. _________
3. Ensuring the originality of organic food. _________
4. Professional views on organic food. _________
A. Organic food is very popular these days. It can also be very costly. Some organic food
costs twice as much as non-organic food. Parents of young children, and even some pet owners,
will pay high prices for organic food if they think it's healthier. But many others think organic food
is just a waste of money.
B. There is one main difference between organic and non-organic food. Organic farms do
not use agricultural chemicals such as pesticides that stop insects from damaging crops. In many
countries foods that claim to be organic must have special labels that guarantee that they are
organic.
C. Is organic food safer and more nutritious? This is an important part of the debate. Many
farmers and consumers believe it is. They think agricultural chemicals can cause serious illnesses
like cancer, but there isn't much evidence proving this is true. However, recent studies have shown
that eating organically-grown produce reduces your chances of developing heart disease.
D. Many doctors think it's more important to stop dangerous bacteria
from contaminating foods. These bacteria can contaminate both organic and non-organic fruit and
vegetables, and doctors recommend washing carefully before eating it. Meat, fish and chicken can
also become contaminated, so washing them is also very important. Many doctors also believe we
should reduce the amount of sugar in our diets, and there is a lot of evidence to support this idea.
They recommend carefully checking the list of ingredients on processed food and drinks for all the
words that really mean sugar, like glucose, sucrose and fructose. Doctors think th

English for the Grade 10

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 10 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 10 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 10-сынып Ағылшын тілі, 2-тоқсан ЖМБ жауаптар “Virtual reality”

Summative Assessment for the unit «Virtual reality»
Learning objectives 10.2.1 Understand the main points in unsupported extended talk
on a wide range of general and curricular topics,
including talk on a limited range of unfamiliar topics
10.3.3 Explain and justify own and others’ point of view on a
wide range of general and curricular topics
10.6.9 Use appropriately a wide variety of active and passive
simple present and past forms and past perfect simple
forms in narrative and reported speech on a wide range of
familiar general and curricular topics
Assessment criteria  Recognise the main idea with no support in long talks on
different topics
 Provide a point of view in conversations and discussions,
defend and deliberately explain ideas, statements by giving
arguments, reasons
 Apply active and passive simple present and past forms
and past perfect simple forms
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Listen to the conversation and mark the sentences 1-6 True or False.:
Go to this link to listen: https://www.youtube.com/watch?v=HRzobEK03mY (listen from 0.14
until 2.21)
1. Virtual reality or VR is about computer technologies. True False
2. Virtual reality does not allow the user to interact with space. True False
3. VR has been defined as a realistic and immersive simulation. True False
4. A person when using virtual reality equipment can move in it. True False
5. Virtual realities create sensory experiences such as touch, hearing
and smell.
True False
6. Some VR systems can spread vibrations to the user via the game
controller.
True False
Speaking
Task 2. Learners work in small groups (3-4 learners). Each group gets cards and they answer the
questions demonstrating equal contribution to the discussion. Questions for discussion may be
changed/ adapted by the teacher beforehand. There is no need to discuss every question. Learners
can choose a couple of questions to discuss. Learners are encouraged to explain their answers
and giving comments.
This is as a group discussion. Answer the questions demonstrating equal contribution to the
discussion.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 10.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 10 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ 10-сынып Ағылшын тілі 1-тоқсан ЖМБ жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 1
LISTENING
Task. Listen to the tape and write if the information is True (T) or False (F).
Follow the link below to listen the audio (listen until 2.06) http://b779011024006a6071c1-
5c160b94f727c0d27cbeccc854542bc6.r78.cf1.rackcdn.com/B1_amazing_facts.mp3
1. Only about one tenth of the cells in your body are bacteria. _______ [1]
2. Bacteria are mostly helpful. _______ [1]
3. Animals need bacteria to digest food. _______ [1]
4. You have 7 million cells in your body. _______ [1]
5. Most of the atoms are empty. _______ [1]
6. Most of the atoms are tiny circles. _______ [1]
Total [6]
READING
Read the article about scientific researches about volcanoes and complete the task below.
Collecting Information about Volcanoes Is Difficult
For most volcanoes, we don’t know enough. The last time volcano Agung erupted was in
1963. That was before we had all the tools we have today to measure it. Mount Pinatubo in the
Philippines erupted in 1991. Before that, it had not erupted for 500 years. In 1991, two months of
changes came before the eruption. Ash burst from the top. The volcano's shape changed.
Earthquakes were bigger. They also happened more often. We know more about Mount St. Helens
volcano in the U.S. Scientists have watched it for many years. They can now make good
predictions about it. They know that if there are small earthquakes happening it will erupt in two
weeks. We don’t know exactly what Agung volcano did before its 1963 eruption. These events
could mean an eruption is coming in two weeks. Or, it could be months or even years.
Correct Predictions Are Important
Today, we use satellites to study volcanoes. Satellites give scientists a good look at the
volcano from space. They can’t give smaller details, though. Satellites usually only pass over a
given volcano once every week or two. The other tools we use cost a lot of money. We cannot have
them everywhere. Predicting volcanic eruptions correctly is very important. If it erupts before
people leave, they could die. They need to know before it happens. What if they leave and the
volcano doesn’t erupt? That can be a different problem. This happened in Mammoth Mountain,
California, in 1984. People stopped visiting. It cost money for everyone to leave. The community
lost millions of dollars. The eruption never happened. To predict eruptions correctly, we need to
know about each volcano. Without that, we have to compare with other volcanoes. Nothing beats
really getting to know each volcano, though.
(Tracy K.P. Gregg is a professor of geology at the State University of New York at Buffalo.)
Task. Read and choose the best answer A, B, C or D.
1. What do scientists know about Mount St. Helens volcano? [1]
A) Small earthquakes will cause eruption.
B) The shape of the volcano is changed.
C) The last earthquakes were bigger.
D) The last eruption was 500 years ago.

English for the Grade 10

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 10 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 10 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 10-сынып Ағылшын тілі, 1-тоқсан ЖМБ жауаптар “Natural Disasters”

Summative assessment for the unit «Natural Disasters»
Learning objectives 10.4.5 Deduce meaning from context in extended texts on a wide
range of familiar general and curricular topics,and some
unfamiliar topics
10.5.3 Write with grammatical accuracy on a range of familiar
general and curricular topics
10.6.3 Use a variety of compound adjectives, adjectives as
participles, comparative structures indicating degree, and
intensifying adjectives on a wide range of familiar general
and curricular topics
Assessment criteria  Identify the meaning and details of the reading texts on
familiar and some unfamiliar topics
 Demonstrate the ability to write grammatically correct
sentences on familiar topics
 Apply a variety of compound adjectives, adjectives as
participles, comparative structures indicating degree, and
intensifying adjectives
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the text about natural disasters and choose the correct option.
One of the most important things to remember when natural disasters happen is not to panic.
A panicky person cannot think clearly. A person who panics cannot help themselves or others
during an emergency like a tornado or hurricane.
Each kind of disaster needs a different type of action for staying safe. For example, during a
tornado people should go to the center of a building (preferably a room with no windows) or a
basement and cover their heads.
A hurricane, on the other hand, requires evacuation because the storm can flood areas. It is
very important to evacuate the house during a hurricane, if a person stays inside, they may not be
able to leave. This is because the flood water may rise too high and people will be stranded on
rooftops. If they become stranded when the water is high, they will be unable to come down, get
help or get to safety.
In the event of an earthquake, people should get outside or stand in doorways. Seismic
activity is what happens during an earthquake. It causes the ground to shake and buildings to come
falling down.
Natural disasters are very dangerous. It is important that people think calmly and clearly
when natural disasters happen.
1. A panicky person…
A) is calm and relaxed
B) is very helpful
C) cannot think clearly
2. If you are stranded on top of a building, it is….
A) not easy to come down and get help

English for the Grade 10

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 10 learners of upper secondary level education of the NaturalMathematical direction on the updated content. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 10 is conducted in Terms 1, 2, 3 and 4. Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations

БЖБ 10-сынып Ағылшын тілі, 1-тоқсан ЖМБ жауаптар “Science and scientific phenomena”

Summative assessment for the unit «Science and scientific phenomena»
Learning objectives 10.2.2 Understand specific information in unsupported extended
talk on a wide range of general and curricular topics,
including talk on a limited range of unfamiliar topics
10.3.4 Evaluate and comment on the views of others in a
growing variety of talk contexts on a growing range of
general and curricular topics
10.6.7 Use perfect continuous forms and a variety of simple
perfect active and passive forms including time
adverbials … so far, lately, all my life, on a wide range of
familiar general and curricular topics.
Assessment criteria  Identify the details and facts in the text while listening
with no support
 Respond appropriately to others’ ideas, statements and/or
speech by critically analysing and/or expressing
agreement or disagreement
 Apply perfect continuous forms and a variety of simple
perfect active and passive forms including time
adverbials … so far, lately, all my life
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen to the talk about Genetic Engineering and choose the correct option:
Go to this link to listen: https://listenaminute.com/g/genetic_engineering.html
1. What two adjectives does the speaker use to describe genetic engineering?
A)Fascinating and dangerous
B) Fascinating and interesting
C) Fascinating and curious
2. What have scientists always wished to do with people?
A)Explore
B) Change
C) Develop
3. How long has the idea of genetic engineering been discussed?
A)several months
B) centuries
C)some days
4. Who found the ways of changing genes?
A)Scientists
B) Geneticists
C) Explore

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 9.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 5-9 of basic secondary education.

ТЖБ Ағылшын тілі 9-сынып 4-тоқсан жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 4
LISTENING
Task. Listen to two people talking about why they visited or moved to a particular place. Match the
sentences (1-2) with their opinion (A – D). There are TWO extra options.
CD3 Tapescript4
1. According to Speaker 1 the only thing he could not do was … [1]
2. Speaker 2 was a bit nervous because she had to … [1]
A. being at the wedding party.
B. move to a different city on her own.
C. seeing a kangaroo in the wild.
D. go out of the town to get inspiration.
Task. Listen to the Speaker 3. Replace the underlined words in the sentences 1-3 with the words
from the recording. Write ONE WORD ONLY for each case. Use the correct part of speech.
CD3 Tapescript 5
3. The professor Harold Johns was a popular person. ______________[1]
4. The man wanted to persuade the Professor to allow him as his team-member. _____________[1]
5. The professor was surprised by his resume. ______________[1]
6. The man was very thankful for this chance ______________[1]
Total [6]
READING
MODERN TECHNOLOGY
A. Modern technology is changing the way we live our lives. Clever gadgets make everyday
activities easier and enable people to use their time effectively. But what impact will this change
have in the future and is it really a positive thing? People are busier than ever before.
B. Technological advances (0) mean that things are often possible with the touch of a button. A
hundred years ago, however, things were very different. Everyday jobs, like doing the laundry,
would take a whole day, and the telephone was a new invention! Nowadays, almost every
household has a washing machine and a dishwasher, and there are more than 70 million mobile
phones in use in the United Kingdom alone.
C. Research shows that around 28% of children in the UK are obese. Some people are
concerned that this is because young people (1) spend too much time online and not enough time
socialising with their friends and playing outside. In the past, nearly all children walked to school
because their parents didn’t have a car. They didn’t have all the luxuries that many children have
now, so they used their imaginations and played outdoors in the fresh air.
D. Years ago, when people wanted to stay in touch with their friends and family, they wrote
letters. These days, however, E-mail communication and social networking sites, such as Facebook,
allow (2) instant, free international communication.
E. There are many benefits of using technology but we need to be responsible in the choices we
make. Modern equipment is often very expensive and does not (3) last a long time. It is important to
consider how much we really need these things and the impact they have on our health, the

English for the Grade 9

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 9 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 9 is conducted in Terms 1, 1, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 9-сынып 4-тоқсан жауаптар “Science and Technology”

Summative assessment for the unit «Science and Technology»
Learning objectives 9.4.5.1 Deduce meaning from context in extended texts on a range
of familiar general and curricular topics
9.5.6.1 Write coherently at text level using a variety of connectors
on a growing range of familiar general and curricular
topics
9.5.7.1 Use independently appropriate layout at text level on a
growing range of general and curricular topics
Assessment criteria  Identify the meaning and details of the reading texts on
familiar topics and draw conclusion by reasoning
 Develop coherent paragraphs at text level using a variety
of connectors
 Use an appropriate layout in writing
Level of thinking skills Application
Duration 20 minutes
Reading
Task 1. Read the text. Identify what we should and should not do when we search something on the
Internet. Write Do if you should and Don`t if you shouldn`t do the actions in statements 1-6.
1. Use inverted commas in a search. _______
2. Use words like ‘a’ or ‘the’ in a search. _______
3. Check the spelling of every word. _______
4. Believe all the information you see on the Internet. _______
HOW TO BE A SAFE AND SMART SEARCHER
SEVERAL KEYWORDS WILL HELP TO FIND BETTER RESULTS. Use more than one
keyword when you are doing a search. If you want to find out about seagulls, for example, search
for bird and not just ‘seagull’-because seagull might also be the name of just about
anything else, from a hotel to a documentary film.
EXACT REFERENCES CAN HELP YOU FIND WHAT YOU`RE LOOKING FOR. If you are
looking for an exact phrase or sentence, e.g. “seagulls are very clever” , type it between inverted
commas (“”) and only exact matches will be shown. This is useful when you want to find something
you`ve already seen but lost.
AVOID COMMON WORDS like ‘a’ or ‘the’ in a search. These aren`t always helpful and are
usually unnecessary.
REMOVE UNWANTED RESULTS by adding a minus symbol (-). For example, seagull-hotelfilm would leave out all references to hotels and films.
CHECK YOUR SPELLING. Make sure that you spell every word in the search box correctly. The
smallest typing mistakes can bring unwanted results- especially when the mistyped word exists.
RELIABILITY IS VERY IMPORTANT WHEN YOU ARE SEARCHING ON THE INTERNET.
Always ask yourself, ‘Is this reliable?’ don`t make the mistake of believing everything you see.
Some websites are unreliable, and some information is false. Check your information on other

English for the Grade 9

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 9 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 9 is conducted in Terms 1, 1, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 9-сынып 4-тоқсан жауаптар “Travel and Tourism”

Summative assessment for the unit «Travel and Tourism»
Learning objectives 9.2.2.1 Understand most specific information in unsupported
extended talk on a wide range of general and curricular
topics
9.3.7.1 Use appropriate subject-specific vocabulary and syntax to
talk about an increased range of general and curricular
topics
Assessment criteria  Identify specific information in extended talks
 Use subject-specific vocabulary and syntax to express their
opinion
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen and complete the gaps with the correct place from the box.
CD2. Tapescript 4.
Oxford Manchester London Cambridge Exeter
1. Listening A The speaker wants to go to _________________
2. Listening B The speaker wants to go to _________________
3. Listening C The speaker wants to go to _________________
4. Listening D The train is going to ______________________
5. Listening E The passengers want to go to _______________
Speaking
Task 2. Choose ONE card and answer the questions.
You have 1 minute to prepare and 1-2 minutes to talk about it to your partner.
Your partner will assess your speaking using the following criteria:
Criteria Tick if your partner
achieved it
1. My partner answers all of the questions
2. My partner uses appropriate subject-specific vocabulary
3. My partner expresses his/her opinion using an appropriate
syntax
Card 1
Are there any places that you would particularly like to go?
Are you planning any vacations at the moment?
Can you easily find your way around new places?
Can you tell me about the kind of things that you usually do on holiday?

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 9.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 5-9 of basic secondary education.

ТЖБ Ағылшын тілі 9-сынып 3-тоқсан жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 3
LISTENING
Task. Listen to five people talking about different celebrations. Match the halves of the sentences
(1-4) with the opinions (A-F) to make true sentences. ONE argument is extra.
CD3 Tapescript3
1. According to Speaker 1 their band is the best as _____ [1]
2. According to Speaker 2 you have to be careful because _____ [1]
3. According to Speaker 3 the picnic is going to be organised because _____ [1]
4. According to Speaker 4 the birthday will be thematic as ____ [1]
5. According to Speaker 5 Royal wedding is the reason of _____ [1]
A. it will fall at the end of autumn.
B. they have been playing for a long time together.
C. there are the thieves around.
D. having a celebration.
E. remembering people.
F. it’s going to be a family celebration.
Task. Choose and circle the correct answer A, B or C.
6. According to the speakers [1]
A. celebrations make people get tired
B. celebrations unite people together
C. people celebrate festivals with families
Total [6]
READING
WHAT’S A FILM WITHOUT POPCORN
Popcorn has been associated with cinemas and films for as long as we can remember. But
where did this connection begin and will it carry on into the future?
Popcorn became a popular snack food in North America in the 19th century and was sold at
circuses and fairs. No kitchen was needed to prepare it and once the mobile steam owered popcorn
maker was invented, it became possible to mass produce the snack. Popcorn had an appealing smell
when popped and this attracted many people to buy it.
In the 1930s, people began flocking to the cinema but at first, popcorn was not sold inside the
cinemas. Cinema owners wanted to protect the costly carpets that they had put in their cinemas.
They were also concerned that the sound of people eating snacks would disturb the other people
watching the film. So, enterprising salesmen set up popcorn machines outside the buildings. As lots
of people began buying popcorn on their way into the cinema, cinema owners understood that they
could make money from the popular snack. Thus, they decided to allow the salesmen to sell
popcorn in the cinema lobby for a daily fee. Eventually, cinemas began selling snacks themselves.
This decision helped save many of the cinema owners from going out of business.
Today, popcorn is still economically important to cinemas. Because popcorn is so cheap to
make, cinemas make a lot of profits on every box they sell. Yet, there are those that suggest that
popcorn in cinemas may be on its way out. In recent years, luxury cinemas have become
increasingly popular. These cinemas try to give people a more “exclusive” experience by serving
gourmet food in addition to traditional popcorn.
Yet despite this development, it is unlikely that popcorn will vanish completely from cinemas.
For many of us, eating popcorn is an integral part of the experience of watching a film. Even when

English for the Grade 9

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 9 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 9 is conducted in Terms 1, 1, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 9-сынып 3-тоқсан жауаптар “Music and Film”

Summative assessment for the unit «Music and Film»
Learning objectives 9.2.4.1 Understand most of the implied meaning in unsupported
extended talks on a wide range of general and curricular
topics
9.5.3.1 Write with moderate grammatical accuracy on a wide
range of familiar general and curricular topics
9.5.5.1 Develop with support coherent arguments supported when
necessary by examples and reasons for a range of written
genres in familiar general and curricular topics
9.5.6.1 Write coherently at text level using a variety of connectors
on a growing range of familiar general and curricular
topics
Assessment criteria  Identify most of the implied meaning in unsupported
extended talks
 Develop coherent paragraphs with moderate grammatical
accuracy
 Develop coherent arguments supported by examples and
reasons
 Use a variety of connectors to develop coherent
paragraphs
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen and circle True or False for statements 1-6.
CD2. Tapescript 3.
1. The boy wants to be in the band. T F
2. He doesn’t like singing. T F
3. He can’t remember the song on the guitar. T F
4. The boy is good at drums. T F
5. The girl says she will call him the next day. T F
Writing
Task 2. Write a film review of your favourite movie.
In your review you should include the following information:
 Film`s title.
 The type of the film. When it was made.
 Explain the film`s story but don`t explain the ending.
 Your opinion about the film.
 Should people go and watch the film?

English for the Grade 9

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 9 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 9 is conducted in Terms 1, 1, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 9-сынып 3-тоқсан жауаптар “Reading for Pleasure» and «Traditions and Language”

Summative assessment for the units «Reading for Pleasure» and «Traditions and Language»
Learning objectives 9.4.5.1 Deduce meaning from context in extended texts on a
range of familiar general and curricular topics
9.3.4.1 Respond with growing flexibility at both sentence and
discourse level to unexpected comments on a range of
general and curricular topics
9.3.7.1 Use appropriate subject-specific vocabulary and syntax
to talk about an increased range of general and curricular
topics;
9.3.8.1 Recount extended stories and events on a range of general
and curricular topics
Assessment criteria  Identify the meaning from context
 Deliver effective reply speeches or comment on the
partner’s speech without preparation
 Use topic related vocabulary and syntax to express the
opinion
 Retell extended stories and events
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the text and circle True (T) or False (F) for the statements 1-6.
Hallowe’en
Hallowe'en is a popular festival in many countries all over the world, and every year it seems
to get bigger. Find out some more about the traditional festival of Hallowe'en.
The origins of the name
The festival of Hallowe'en has its (0) roots in Celtic and Roman traditions. Over 2,000 years
ago the Celts in Britain, Ireland and parts of France celebrated Samhain to (1) mark the beginning
of winter. When the Romans invaded, they merged this with Feralia, their celebration of the
passing of the dead. As Christianity spread, the Church tried to replace these pagan feasts with
official Church holy days. One of these was November 1. It was called All Saints Day, or "All
Hallows", and October 31 was known as "All Hallows' Eve", and then Hallowe'en.
Hallowe'en traditions
In the past there was a tradition called "souling". Poor people went around houses asking for
food. In exchange, they promised to say prayers for the dead. People no longer go souling, but the
habit has been transformed into a modern Hallowe'en game for children in America, who dress up
as ghosts, witches and monsters and go around people's houses, asking for sweets. This game is
called ‘Trick or Treat’.
Witches
Hallowe'en wouldn't be fun without witches. Witches have always been part of popular
folklore. Shakespeare's (2) play "Macbeth" opens with three witches. A witch was someone -
usually a woman - who had special powers and had dealings with the devil. The American town,

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 9.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 5-9 of basic secondary education.

ТЖБ Ағылшын тілі 9-сынып 2-тоқсан жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for term 2
LISTENING
Task. Listen to the dialogue. What advantages of global warming does Josh mention? Choose
THREE answers from A – E.
CD3 Tapescript2
1. Advantage 1 _______ [1]
2. Advantage 2 _______ [1]
3. Advantage 3 _______ [1]
A. People can swim throughout the whole year.
B. Some cities away from the beach will become summer resorts.
C. People will need to buy lifesaving items.
D. People will not use cars any more.
E. People save money on purchasing heavy items of clothing.
Task. Listen again and choose the correct answer.
4. According to the scientists global warming … [1]
A. will cause natural disasters
B. will lead to flooding
C. will be the reason of low temperature
D. will be the reason of saving money
5. Richard tells Josh that he will be able to swim in his back garden because … [1]
A. people will have enough supplied water to make swimming pools.
B. temperature keeps rising that means water in the swimming pool will be warm.
C. that a lot of cities will also flood along with the one they both live in.
D. he would not need to go to the sea to swim there.
6. Josh says petrol would be affordable because … [1]
A. people would drive their cars more.
B. there would be no hinders in the Arctic.
C. polar bears would not live in the Arctic anymore.
D. people could go for nice long drives in the countryside.
Total [6]
READING
STARS WANT TO SAVE THE WORLD
Hollywood stars are beautiful, talented and generous, too. In fact most stars do some work for
charity. Today lots of celebrities, like Angelina Jolie, George Clooney, and Scarlett Johansson do
charity work.
In Hollywood it is fashionable to be concerned about the world and the environment. But can
actors succeed where politicians failed? Well, some are succeeding very well! When a charity is
connected to a star, it gets publicity. People become interested and want to help: Angelina Jolie and
Brad Pitt are often in the news because of their work for charity. In 2006 when Jolie was expecting
her baby, she let ‘People magazine’ print photos in exchange for a donation to a charity in Haiti

English for the Grade 9

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 9 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 9 is conducted in Terms 1, 1, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 9-сынып 2-тоқсан жауаптар “Charities and Conflict”

Summative assessment for the unit «Charities and Conflict»
Learning objectives 9.4.1.1 Understand the main points in extended texts on a range
of unfamiliar general and curricular topics
9.5.6.1 Write coherently at text level using a variety of
connectors on a growing range of familiar general and
curricular topics
Assessment criteria  Identify the main points in the text
 Develop coherent paragraphs using various connectors
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Reading
Task 1. Read the texts and match the statements 1-6 with the correct Charity Organisations A-E.
1. Invests money in looking for ways to stop disability. _____________
2. Provides homes in some cases. _____________
3. Was given approval on its name by monarch. _____________
4. Has a smaller, related organisation working on similar issues. _____________
Charity organisations
A) The RSPCA (Royal Society for the Prevention of Cruelty to Animals) was the first
organisation dedicated to the well-being of animals anywhere in the world. In England and Wales
alone, the RSPCA employ more than three hundred inspectors whose job it is to investigate
reported cruelty to animals. In 1840 Queen Victoria gave the organisation permission to be called
a royal society: The RSPCA. These days there are almost two hundred branches in the UK.
B) The RNIB (Royal National Institute of the Blind) is the UK’s leading charity for the
blind. Sight loss is one of the most common disabilities in the UK with over a million people
suffering from either partial or total blindness. The RNIB challenges the disabling effects of sight
loss by providing information and offering practical services to help people lead as normal a life as
possible. The organisation also works on the underlying causes of blindness working towards its
prevention, cure or alleviation.
C) TBG (Tidy Britain Group) is an independent national charity fighting to improve the
quality of the local environment. They aim to make people more aware of the negative effects of
litter, dog fouling, graffiti and vandalism and to get everyone involved in doing their bit to keep
Britain clean. The work of the TBG is done mainly through campaigning. Volunteers work closely
with councils and businesses to organise educational programmes designed to raise awareness of
the problems. The TBG’s sister organisation, Going for Green, concentrates on pollution issues.
The two groups share premises and have the same Chief Executive.
D) Mencap is a charity which is dedicated to fighting against discrimination towards people
who suffer from any kind of learning disability. Most of Mencap’s work is campaigning. People
with learning disabilities are disadvantaged because of discrimination and lack of funding of
community care. It also provides services of education, housing and employment as well as
support and advice for families and careers of sufferers

English for the Grade 9

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 9 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 9 is conducted in Terms 1, 1, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 9-сынып 2-тоқсан жауаптар “Earth and our place in it”

Summative assessment for the unit «Earth and our place in it»
Learning objectives 9.2.5.1 Recognise the opinion of the speaker`s in unsupported
extended talk on a wide range of general and curricular
topics
9.2.7.1 Recognise typical features at word, sentence and text
level of a range of spoken genres
9.3.8.1 Recount extended stories and events on a range of general
and curricular topics
Assessment criteria  Identify the speaker`s opinion in unsupported extended
talk
 Identify typical features at word, sentence and text level
 Retell extended stories and events
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen and circle the best answer A, B, C or D.
CD2. Tapescript 2.
1. According to the speaker, more and more greenhouse gases are produced by
A) a heat from the sun
B) atmosphere change
C) actions of people
D) no answer in the recording
2. Which of these things is a greenhouse gas?
A) carbon monoxide
B) carbon dioxide
C) oxygen
D) no answer
3. Which of these things can help reduce levels of carbon dioxide?
A) Driving to work
B) Heating with coal
C) Using public transport
D) Leaving your TV on
4. Which of these predictions about climate change does the speaker make?
A) If planet gets warmer, then polar bears will become extinct
B) If planet gets warmer, then we can expect more floods
C) If planet gets warmer, then fuel will become less expensive
D) If planet gets warmer, then sea levels will rise
5. If the planet continues to heat up, __ __ __ expect to experience more extreme weather.
A) then will we
B) then can we
C) then we can
D) then should we

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 9.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 5-9 of basic secondary education.

ТЖБ Ағылшын тілі 9-сынып 1-тоқсан жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for Term 1
LISTENING
Task. Listen to the dialogues. Six people talk about sport they like. Match each speaker with his or
her reason, A-F.
CD3 Tapescript1.
1. Speaker 1______ A) There are friendly people who go there, so it’s a good place to meet people. [1]
2. Speaker 2______ B) It’s a great way to keep fit. It’s better than going to a health club. [1]
3. Speaker 3______ C) There’s hardly anyone there and you can listen to the ocean as you do it. [1]
4. Speaker 4______ D) It’s a good exercise because you have to walk a lot. [1]
5. Speaker 5______ E) It’s really fun! But, it’s not as easy as it looks. [1]
6. Speaker 6______ F) I have no trouble to finding somewhere to play. [1]
Total [6]
READING
Task. Read the text and identify in which paragraph (A-D) the writer does these things.
1. Establishes the emotional importance of baseball for fans. Paragraph ________[1]
2. The origins of baseball. Paragraph ________[1]
TAKE ME OUT TO THE BALLPARK
A. Baseball is a much-loved national sport in USA. It’s also popular in the countries of South
America and Japan. Europe is another matter. Not many baseball teams exist in Europe today. It is
slowly changing. Since baseball is an Olympic sport, lots of countries are joining the game!
B. Going to baseball games is a way of life for many fans. They sit in the stands on hot and
sunny spring and summer days, eat hot dogs or popcorn, sip cola or lemonade and enjoy the game.
Adults and children alike attend games, and it’s a sport that everyone seems to love. Baseball is
such a part of American life that nearly everyone’s favourite childhood memory includes a day at
the ballpark.
C. Modern baseball began about 150 years ago in New York, USA and has been popular sport
ever since. It has changed a little bit over the years but the basic game remains the same. Baseball is
played with a bat, which is a stick of about 100 cm long, made of metal or wood, and a small hard
ball. Each player wears one heavy leather glove to catch the ball. Baseball is played on a special
outdoor field.
D. The game of baseball is divided into nine parts, called innings. During an inning, each of
the two teams takes its turn to bat, which means trying to hit the ball that is thrown to them by the
pitcher of other team. After the ball is hit, the player tries to run and touch three different bases
before running to the home base. The team that is not batting tries to catch the balls that are hit, and
stop the runners before they score. The team that scores the most runs by the end of the ninth inning
wins.
Task. Match the headings 3-6 with the paragraphs A-D.
3. The rules of playing the game ______ [1]
4. The facilities ______ [1]
5. The changes happening to baseball ______ [1]
6. Part of people’s life ______ [1]
Total [6]

English for the Grade 9

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 9 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 9 is conducted in Terms 1, 1, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 9-сынып 1-тоқсан жауаптар “Exercise and Sport”

Summative assessment for the unit «Exercise and Sport»
Learning objectives 9.4.6.1 Recognise the attitude or opinion of the writer in
extended texts on a range of familiar general and
curricular topics
9.4.9.1 Recognise inconsistencies in argument in extended texts
on a range of familiar general and curricular topics
9.5.5.1 Develop with support coherent arguments supported
when necessary by examples and reasons for a wide
range of written genres in familiar general and curricular
topics
Assessment criteria  Identify the opinion of the writer in extended texts
 Identify inconsistencies in arguments in extended texts
 Write coherent paragraphs supported with arguments and
reasons
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the text and circle the best answer for the question.
1. What is the writer`s attitude about the competition?
A) He/she is in favour of this competition
B) He/she is against of this competition
C) He/she doesn`t express her opinion about the competition
The Great North Run is one of the UK`s most popular sporting events. It is the biggest and
best-known half-marathon in the world. Around fifty thousand competitors sign up to take part in
the Great North Run every September, and run the thirteen miles between Newcastle upon Tyne
and South Shields. Around one hundred thousand friends and family members line the roads to
watch the race, and cheer the runners on from the sidelines.
The first Great North Run was held in 1981, to help raise money for charities and other
worthy causes. The race has evolved over the years from a small, low key event to become one of
the most popular road running events in the sporting calendar, and the most famous competition of
its kind in the world.
A lot of people enjoy running, and men and women of all ages compete in the race to help
raise money for their favourite charity. Most ordinary people who enter the race are pleased if they
just manage to finish it, but for some athletes the competition is a serious business and they are out
to win it! Many well-known celebrities also sign up to take part in the race and raise money for
good causes.
Running road races can be exhausting, and amateur runners often find them challenging. Not
all runners who enter the race manage to go the full distance and complete it, and there are always
some who fall by the wayside. Ambulances are kept on standby in case any runners need any
medical attention, and bottled water is provided for competitors to keep them hydrated in various
stops along the way. Around two hundred and fifty thousand (a quarter of a million) bottles of
water are handed out during the race along, with a thousand or more additional drinks handed out
at the start and finish!

English for the Grade 9

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 9 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 9 is conducted in Terms 1, 1, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 9-сынып 1-тоқсан жауаптар “Hobbies and Qualities”

Summative assessment for the unit «Hobbies and Qualities»
Learning objectives 9.2.2.1 Understand most specific information in unsupported
extended talk on a wide range of general and curricular
topics
9.3.3.1 Explain and justify their own point of view on a range of
general and curricular topics
Assessment criteria
 Identify facts and details in extended talks without
support on different topics
 Make their opinion clear for others by describing or
giving information about it and prove it
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Listen and circle the best answer A, B or C.
CD2. Tapescript 1.
1. What are they planning on doing in the morning?
A) Fishing
B) Mountain biking
C) Hiking
2. According to the weather record, when would it start raining?
A) In the afternoon
B) At night
C) In the morning
3. What did Paul forget to bring?
A) Rain coats
B) Umbrellas
C) Rain boots
4. Where did Sarah leave the playing cards?
A) Next to picnic table
B) On picnic table
C) Under picnic table
5. What do they finally decide to do?
A) Stay at a hotel
B) Return home
C) Sleep at the campground

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 8.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 5-9 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ Ағылшын тілі 8-сынып 4-тоқсан жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for the term 4
Listening
Task 1. You will hear a radio interview with a famous cardiologist. For questions 1-3 decide
whether the statements are TRUE or FALSE.
Transript 7 (Transcript can be found after the mark scheme).
Example: Heart attacks are more common now than they were in the past. True
1. Dr. Shaw says most people would have a healthier diet if they had more time. ______ [1]
2. If you have a healthy diet, with lots of fruits and vegetables, you don’t have to exercise.
______ [1]
3. Dr. Shaw says men in their 50s tend to smoke and drink too much coffee. ______ [1]
Listen again and complete the sentences with NO MORE THAN TWO words.
Example: Dr. Shaw gives some advice on how to keep our hearts in good condition.
4. The main reason for increasing problems with heart is _______________________. [1]
5. People tend to eat ____________________________ when they are too busy. [1]
6. If people do physical activities at a regular basis, they strengthen their muscles and increase
their ____________________________. [1]
Total [6]
Reading
Task. Read the text about Kenneth. Mark the sentences TRUE or FALSE according to the
context.
My dream job
My dream job would be becoming a professional baseball player. I grew up playing little league
baseball. I was not the best player on the team; but playing baseball was something I would look
forward to doing every day and just have fun doing it. I haven’t played baseball for the last four
years. I really missed the times when I would just have that happy feeling when my dad would
drive up to the park, when I would get a base hit, when I would catch a fly ball, or just the fact
that I was a part of a team.
So many baseball players these days take their jobs for granted. Many play baseball not just
because they are good at it, but because of the money. Alex Rodriguez signed a $252 million
contract for the Texas Rangers in 2000. Anybody in the entire world would love to be in his
shoes. After all, what would you do with $252 million? For myself, I would love to be in Alex
Rodriguez’s shoes, not because of the money, not because of the fame, but because if I were in
his shoes, I would just treasure every moment of every second that I am on the field.

English for the Grade 8

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 8 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 8 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 8-сынып 4-тоқсан жауаптар “The World of Work”

Summative assessment for the unit «The World of Work»
Learning objectives 8.2.8.1(8.L8) Understand extended narratives on a wide range of
general and curricular topics
8.5.2.1(8.W2) Write with minimal support about real and
imaginary past events, activities and experiences on a range of
familiar general topics and some curricular topics
8.5.3.1(8.W3) Write with moderate grammatical accuracy on a
growing range of familiar general and curricular topics
8.6.10.1(8.UE10) Use present continuous forms for present and
future meaning and past continuous, including some passive forms,
on a range of familiar general and curricular topics
Assessment criteria  Summarize the information in the story to make conclusions
 Write sentences about real and imaginary past events,
activities and experiences connecting sentences into
paragraphs
 Demonstrate the ability to write grammatically correct
sentences on familiar topics
 Show the ability to use past continuous, present continuous
forms for present and future meaning
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Listen to the description of the jobs and complete the chart. Write what the job is and
the key words that help you to guess what it is.
CD2. Tapescript 4.
Job Key words
A.
B.
C.
D.
E.
Writing
Task 2. Think about one job. Write the description of the job without naming what the job is.
Describe the place where the person works, qualities or skills that are required for the job.
You should:
- use present continuous forms to express future;
- link sentences into paragraphs logically;
- choose topical vocabulary.

English for the Grade 8

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 8 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 8 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 8-сынып 4-тоқсан жауаптар “Food and Drink”

Summative assessment for the unit «Food and Drink»
Learning objectives 8.4.5.1(8.R5) Deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and curricular
topics
8.3.2.1(8.S2) Ask more complex questions to get information
about a growing range of general topics and some curricular topics
8.3.4.1(8.S4) Respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general and
curricular topics
8.3.7.1(8.S7) Use appropriate subject-specific vocabulary and
syntax to talk about a range of general topics, and some curricular
topics
Assessment criteria  Identify the meaning and details of the reading texts on
familiar topics and draw conclusion by reasoning
 Formulate questions that are more complex to get
information about the topic
 Deliver effective reply speeches or comment on the partner’s
speech without preparation
 Talk about given topics using appropriate syntax and topic
related vocabulary arranging words and phrases into wellformed sentences
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the text and answer the questions.
EATING OUT
Are you looking for somewhere special to go this weekend? Do you want to try something new?
Check out one of these hot new restaurants.
This week’s top recommendations
Last Days of the Raj
A centrally located Indian restaurant, perfect for eating before or after a cinema or a show. In
summer enjoy your meal in the beautiful garden. The most popular dishes are lamb and chicken
cooked with mild, medium or hot spices. For brave customers there is extra hot.
A Taste of Tuscany
Wherever you’d like a great value-for-money lunch or a relaxed evening in stylish surroundings,
this is the place for you. The chefs have all been trained in Italy and they make both traditional
and contemporary dishes. We recommend the pasta and seafood.
You Local Caff
Remember when cafes served full English breakfasts – sausages, beans, fried bread, eggs and
bacon – with a strong cup of tea? Well, this place still does and you can have your breakfas

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 8.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 5-9 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ Ағылшын тілі 8-сынып 3-тоқсан жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for the term 3
Listening
Task. Listen to Andrew, Rachel and Layla talking about their experiences abroad. Find who has
such kind of experience, circle the name and write explanation.
CD3. Tapescript 4,5,6.
Transcript also can be found after the mark scheme.
№ Name of the person Explain why
0 had problems with language Andrew
Layla
Rachel
She could not
communicate very
well.
1 felt homesick Andrew
Layla
Rachel
2 enjoyed the old buildings Andrew
Layla
Rachel
3 was overwhelmed Andrew
Layla
Rachel
4 didn’t like the rainy weather Andrew
Layla
Rachel
5 made friends with people from her/his
country
Andrew
Layla
Rachel
6 found difficult to adjust to late dinner Andrew
Layla
Rachel
Total [6]

English for the Grade 8

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 8 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 8 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 8-сынып 3-тоқсан жауаптар “Travel and Transport”

Summative assessment for the unit «Travel and Transport»
Learning objectives 8.4.4.1(8.R4) Read a growing range of extended fiction and nonfiction texts on familiar and some unfamiliar general and curricular
topics
8.5.6.1(8.W6) Link, independently, sentences into coherent
paragraphs using a variety of basic connectors on
a range of familiar general topics and some curricular topics
8.5.8.1(8.W8) Spell most high-frequency vocabulary accurately for
a range of familiar general and curricular topics
8.5.9.1(8.W9) Punctuate written work at text level on a range of
familiar general and curricular topics with growing accuracy
8.6.7.1(8.UE7) Use a variety of simple perfect forms to express
recent, indefinite and unfinished past on a range of familiar general
and curricular topics
Assessment criteria  Summarize the ideas in the extended fiction and non-fiction
texts by finding the main information and specific details
 Organize sentences, paragraphs and ideas logically using a
variety of linking devices
 Write topic related words with correct spelling control
 Identify and use punctuation in the sentences properly
 Make up simple perfect forms to express recent, indefinite
and unfinished past
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Reading
Task 1. Read the text and answer the questions.
Travel is something that people do every day. It is very difficult to avoid the need to travel.
It may be a trip to school, university or to work. Travelling can often take a long time, especially
when great distances need to be covered. People often enjoy travelling abroad for holidays.
However, for some people travelling is not fun at all. Some people suffer from travel sickness.
This means that they will become unwell each time they travel.
Travelling can be either affordable or costly. It often depends on how far you want to travel
and the choice of transport. Using a bicycle will not cost anything as you power it by using your
legs. However, the use of a bicycle can be hard work and can take a lot of time to travel long
distances. Cars and motorcycles are faster modes of transport, but are more expensive to use as
gasoline is needed for them to work. It can usually be assumed that the longer you wish to travel,
the more expensive and time consuming it will be.
The use of a plane is necessary for people wanting to travel very long distances. A pilot
will fly a plane from an airport for many thousands of miles to take people to places far away.
Although traffic is rarely a problem for airplanes, it can take a lot of preparation to travel by
plane. People often need to arrive at the airport three hours prior to departure.
A train is another mode of transport which is ideal for travelling long distances within the
same country, or between countries which are connected by land. A train driver will stop at train
stations on route to allow passengers wishing to proceed to the scheduled destination to board the

English for the Grade 8

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 8 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 8 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 8-сынып 3-тоқсан жауаптар “The Natural World”

Summative assessment for the unit «The Natural World»
Learning objectives 8.2.1.1(8.L1) Understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
8.2.7.1(8.L7) Recognise typical features at word, sentence and text
level of a growing range of spoken genres
8.3.3.1(8.S3) Give an opinion at discourse level on a wide range of
general and curricular topics
8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
Assessment criteria  Recognize the main idea in the conversation while listening
 Show the ability to use the appropriate sentence structure
and the words correctly
 Express thoughts about the given topic in the conversations
 Support a talk with peers while agree, disagree and discuss
the order of actions and plans to fulfill the tasks
Level of thinking skills Knowledge and comprehension
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Answer the questions about the interview.
CD2. Tapescript 3.
1. He has many tortoises in _____.
A) his flat
B) his house
C) the garden
2. His mom took care of _____ tortoise.
A) an injured
B) a dangerous
C) a pregnant
3. She took care of it when he was _____.
A) a child
B) in high school
C) in college
4. She watched it _____.
A) in the wild
B) in the kitchen
C) in a lab
5. At his house they have _____.
A) other wild animals
B) a few horses
C) common pets

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 8.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 5-9 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ Ағылшын тілі 8-сынып 2-тоқсан жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for the term 2
Listening
Task. Listen to the recording about Schumacher’s career. Write to what people and events these
numbers and dates refer to.
CD3. Tapescript 3.
Transcript also can be found after the mark scheme.
Example:
1977 car accident with Jacques Villeneuve at Grand Prix
1. 4 March ____________________________________ [1]
2. £1.3 million _________________________________ [1]
3. 1994 ______________________________________ [1]
4. 1999 _______________________________________ [1]
5. over 1.5 seconds _____________________________ [1]
6. 18 March ___________________________________ [1]
Total [6]
Reading
Task. Read the statements, decide if they are TRUE or FALSE and explain your choice.
The power of advertising over kids
1. Advertising has an influence on everyone in one way or another, but it especially has
had an influence on children.
2. Advertising influences children’s choice of toys. If a television commercial displays
children laughing and playing, children think it must be a great toy, regardless of the type. For
example, my three old desperately wants a skateboard for Christmas. Every time he sees a
skateboard commercial, he gets excited. He believes that if he had a skateboard, he would
instantly have the same fun and skill as the boys on television.
3. Another influence advertising has had is on the clothes children want to wear. Clothes
from Wal-Mart and K-Mart are no longer satisfactory. Brand names such as GAP, Tommy
Hilfiger, and American Eagle are much more appealing to them. My teenage daughter is
constantly looking through catalogs and magazines, examining each outfit down to the last
detail. She continuously wants to change her wardrobe to keep up with the latest fashion trends
and most popular brand names.
4. Last, advertising influences the food children want to eat. Cartoon characters are placed
on boxes of foods such as crackers and cereal to influence young children.
5. As long as companies to target our youth with advertising jingles, slogans, and cartoon
characters, children and teenagers will continue to be influenced by the product with the most
advertising appeal.
True False Explanation
0 Example: Advertising does not
influence the children.
˅
Advertising has an
influence on everyone, but it
especially has had an influence
on children.

English for the Grade 8

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 8 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 8 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 8-сынып 2-тоқсан жауаптар “Sport, Health and Exercise”

Summative assessment for the unit «Sport, Health and Exercise»
Learning objectives 8.4.6.1(8.R6) Recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics, including
some extended text
8.5.2.1(8.W2) Write with minimal support about real and imaginary
past events, activities and experiences on a growing range of familiar
general topics and some curricular topics
8.5.5.1(8.W5) Develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of
written genres in familiar general and curricular topics
Assessment criteria  Interpret the information to identify the author’s attitude and
opinion
 Write sentences about real and imaginary past events
connecting sentences into paragraphs with minimal support
 Evolve arguments, reasons, and evidence for a limited range of
written genres
Level of thinking
skills
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the text.
Smartphones: Texting, playing games and ... helping patients
1. Doctors say smartphones can help patients find out if they are sick and treat illnesses. New
apps use smartphone features to help people who may be sick. Some apps use the phone's
camera. Others use the microphone.
2. Shwetek Patel is a computer scientist. Patel says smartphones are becoming medical tools.
They already do some of the things doctors' tools can do. Smartphones count how many steps
you take. They can track what you eat. They can even count your heartbeats. Now smartphones
can find illnesses, too.
3. For example, one smartphone app checks for asthma. People with asthma have trouble
breathing. The app can tell if someone is not breathing well. It uses the phone's microphone.
The person breathes into the microphone. Then the app gives a result.
4. Another app can say if someone has a blood problem. It can tell if there is enough
hemoglobin in the blood. The app uses the phone's camera. First, a person puts one finger over
the flash. They take a picture. The app reads the picture. It says how much hemoglobin is in the
person's blood!
5. These apps are good for patients, Patel says. They help people care for themselves. They can

English for the Grade 8

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 8 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 8 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 8-сынып 2-тоқсан жауаптар “Entertainment and Media”

Summative assessment for the unit «Entertainment and Media»
Learning objectives 8.3.1.1(8.S1) Use formal and informal registers in their talk on a
growing range of general and curricular topics
8.3.6.1(8.S6) Link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
8.2.2.1(8.L2) Understand with little or no support most specific
information in extended talk on a wide range of general and curricular
topics
Assessment criteria  Differentiate between formal and informal speech in a talk
 Interact in a pair, group and whole class work presenting logically
connected information with ideas of other people
 Identify specific facts and details in extended talks
Level of thinking
skills
Knowledge and comprehension
Application
Duration 20 minutes
Speaking
Task 1. Choose the question from the card on the topic “Entertainment and Media” and be
ready to answer it after the teacher starts the conversation. Produce a speech by giving extended
answers to the questions. Share your ideas with the class.
Teacher organizes a Socratic seminar, which helps him/her to assess learners while they are
speaking on the topic ‘Entertainment and Media ‘and he/she prepares and cuts down questions
and expressions beforehand. Learners sit in a circle and answer the question using in their
speech some formal and informal expressions to present logically connected information to
their classmates.
Stating an opinion Expressing
agreement
Expressing
disagreement
Interrupting
The way I see it….. You have a point
there
That’s not always
the case
Sorry to interrupt, but…
If you want my
honest opinion…..
That’s exactly
how I feel
I’d say the exact
opposite
If I might add
something…..
As far as I’m
concerned….
I was just going
to say that
No, I’m not so sure
about that
Is it okay if I jump in
for a second?
If you ask me……. I have to side
with somebody
(name)on this one
I beg to differ Can I add something
here?
In my opinion……. That’s for sure Not necessarily Can I throw my two
cents in?
These are some Socratic Seminar Ground Rules:
1. Speak so that all students can hear you.
2. Ask for clarification. Don’t stay confused.
3. Speak without raising hands.
4. Stick to the point under discussion.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 8.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 5-9 of basic secondary education.

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.
Multiple choice tasks consist of several possible answers from which the correct one should be selected.
Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.
Tapescript for listening task can be found in CD3.
The content of the summative assessment for the 1 term should be selected on topics “Hobbies and Leisure” or/and “Communication and Technology”.

ТЖБ Ағылшын тілі 8-сынып 1-тоқсан жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
Listening
Task. Listen to Trent Simons and mark the following sentences TRUE or FALSE.
CD3. Tapescript 1.
Example: John and his twin brother go to one and the same school. FALSE
1. John has the same tastes and personalities as his brother. ______
2. John and his brother usually play computer games together. ______
3. John’s parents see him and his brother as two individual people. ______
Listen to Angela Martinez and complete the sentences with NO MORE THAN ONE
WORD.
CD3. Tapescript 2.
Example: Angela sometimes wonders where her character comes from.
4. Angela’s nationality is ____________.
5. Angela describes her parents as calm and _____________.
6. Angela’s grandmother thinks that her parents are too _____________.
Total [6]
Reading
Task. Read the text and circle the most suitable answer.
Checking out second-hand city
Do you love to go shopping, but seem to spend all your money on just one or two items? If
so, why not consider hunting around for cheaper, second-hand options? With a little time and
patience, it’s possible to find some great bargains. Take a look at the shopping alternatives we’ve
come up with.
Car Boot Sales
People bring unwanted things that they dig out of their attics and garages to a car boot sale.
Anything from children’s toys to sports equipment can turn up at these sales, which are usually
held at weekends or on Bank Holidays.
Second-Hand Shops
Good second-hand shops can be full of surprises and are often the perfect place to pick up
a bargain! Many shops often specialize in certain items such as rare books, designer clothes and
antique furniture.
Charity Shops
People donate used clothes, shoes, toys and other different items to charity shops where
you can usually buy them for next to nothing! The money often goes to help people who are
hungry, homeless or who live in poor developing countries.
Christmas Bazaars
These are wonderful places to buy handmade gifts, Christmas decorations and second-hand
items. The beauty of these bazaars is that all the money raised usually goes to charity, so you can
shop till you drop knowing that it’s all for a good cause!
So, next time you’re in the mood to shop, instead of using your credit card, head for

English for the Grade 8

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 8 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 8 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 8-сынып 1-тоқсан жауаптар “Daily Life and Shopping”

Summative assessment for the unit «Daily Life and Shopping»
Learning objectives 8.4.2.1(8.R2) Understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including some
extended texts
8.5.1.1 (8.W1) Plan, write, edit and proofread work at text level with
little support on a range of general and curricular topics
8.5.6.1(8.W6) Link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general topics
and some curricular topics
Assessment criteria  Realize particular facts and parts in reading passage
 Make a clear plan of writing; Write a text; Check the written draft
 Connect sentences into paragraphs with basic connectors and
linking words
Level of thinking
skills
Knowledge and comprehension
Application
Duration 20 minutes
Reading
Task 1. Read the text carefully. Select if the statements are TRUE or FALSE, put a tick in an
appropriate column and EXPLAIN your choice.
№ Statements True False Explanation
1. The British Prime Minister
goes shopping to M&S.
2. Michael Marks sold things
at a very high price.
3. India takes the leading
position in having M&S
stores.
4. If M&S employees have
health problems, they can
consult medical specialists
from their company.
Britain’s favourite store
Marks & Spencer is Britain’s favourite store in London.
It attracts a great variety of customers. The Duchess of York
and the British Prime Minister are just a few of its famous
customers. Last year it made a profit of £929 million, which
is more than £18 million a week.
It all started 122 years ago, when a young Polish
immigrant, Michael Marks, had a stall in Leeds market. He
did not have many things to sell: some cotton, a little wool,
many buttons and a few shoelaces. Above his stall he put the now
famous notice: DON’T ASK HOW MUCH – IT IS A PENNY. For
many years, the philosophy of M&S didn’t change – to sell goods

English for the Grade 8

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 8 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 8 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі, 8-сынып 1-тоқсан жауаптар “Our World”

Summative assessment for the unit «Our World»
Learning objectives 8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
8.3.7.1(8.S7) Use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.2.1.1(8.L1) Understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
Assessment criteria  Support a talk with peers while agree, disagree and discuss the order
of actions and plans to fulfil the tasks
 Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
 Identify the main ideas in extended talks with little or no support
Level of thinking
skills
Knowledge and comprehension
Higher order thinking skills
Duration 20 minutes
Speaking
Task 1. Discuss statements with your partner saying whether you agree or disagree with
him/her. Provide explanation to your answer. Answer the questions while speaking. You should
speak at least 2 minutes.
Learners talk in pairs on such topics as: family, relations with other people, hobbies and
interests, house and homes. Firstly, one learner provides explanation then they swap the roles.
Card 1
Family is the most important thing in the world.
1. What comes to mind when you hear the word ‘family’?
2. How important is your family to you?
3. When do you need your family most?
4. Do you get on well with all of your family members?
Card 2
It is better to live in a house rather than in a flat.
1. Which alternative (a house or a flat) would
you prefer to live in?
2. What do you like about your home? What
don't you like?
3. Do you like the location of your home?
4. What is your dream home?

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 7.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 5-9 of basic secondary education.

ТЖБ Ағылшын тілі 7-сынып 4-тоқсан жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for the term 4
Listening
Task. Listen and choose between A, B, C or D. CD3. Tapescript 4.
Use the link to listen informationhttp://www.listenaminute.com/f/fashion.mp3
Example:0.What places tell us what is ‘in’ and ‘out’ this summer?
A) shops
B)newspapers
C)magazines
D) TV
1. According to the speaker fashion is
A) silly
B) strange
C) fantastic
D) boring [1]
2. According to the speaker who tells us about fashion.
A)sportsmen
B) government
C) celebrities
D) people [1]
Continue listening to tape and fill in the gaps with NO MORE THAN TWO WORDS:
3. Keeping up with fashion is _______________ these days. [1]
4. The craziest fashion is the luxury ________________. [1]
Choose the correct answer.
5. How much do people spend on fashionable things?
A)day’s salary
B)month’s salary
C)year’s salary
D)week’s salary [1]
6. What is the speaker happy with?
A) known brand at half the price
B) unknown brand at full price
C) known brand at full price
D) unknown brand at half the price [1]
Total [6]

English for the Grade 7

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 Assessment in Grade 7 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 7-сынып 4-тоқсан жауаптар “Clothes and Fashion”

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 definitions below. Find the proper word in the text and insert it into the table.
Look up the words in the dictionary 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 study. The school
Hi! I’m Jeannie and I’m 13 years old. I go to school in our town.
At school we always wear a uniform. Girls wear white shirts, blue skirts and red sweaters
with the school emblem. Boys wear white shirts with blue ties and blue trousers. Their sweaters
are red, too. All of our shoes are black. We don’t like our school uniform. After school my first
thing to do is putting off my uniform. I hate skirts and dresses! I like wearing casual clothes. I
often go skateboarding, so 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 wear dresses and
skirts when I’m not at school. Mum says that I should wear girlish clothes, but they are
uncomfortable for me!
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

English for the Grade 7

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 Assessment in Grade 7 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 7-сынып 4-тоқсан жауаптар “Healthy Habits”

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. Use NO MORE THAN THREE WORDS.
CD2. Tapescript4.
Go to the following link to listen to the information: http://www.listenaminute.com/h/health.html
I never used 0. to worry about 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 little
4____________________. I should go to the doctor for a health check, but I’m too busy. The
older you get, the more you worry about your health. One good thing is that I’m eating more
5_______________now than ever before. I no longer have fast food and 6________________. I
also sleep a lot more. I’ve read that getting seven or eight hours sleep every night is one of the
best things you can do for your health.

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 7.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 5-9 of basic secondary education.

ТЖБ Ағылшын тілі 7-сынып 3-тоқсан жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for the term 3
Listening
Task. Listen to the recording twice and answer the questions. Write NO MORE THAN THREE
WORDS or A NUMBER.CD3. Tapescript 3.OR
Go to this link to listen information. http://www.autoenglish.org/listening/JK.htm
Example: 0. Was she happy in her marriage? No, she was not.
1. What did J.K. Rowling study at university?
____________________________________________________________ [1]
2. What was her life when she was married?
____________________________________________________________ [1]
3. What town did J.K. Rowling prepare the first Harry Potter book?
____________________________________________________________ [1]
4. How many publishers did she offer her book to?
____________________________________________________________ [1]
5. What was the name of the publisher’s daughter?
____________________________________________________________ [1]
6. How many books were written later?
____________________________________________________________ [1]
Total [6]
Reading
Task. Read the text carefully and answer the questions.
Hurricanes
Have you ever been to a hurricane? Hurricanes are serious weather storms. They can do
a lot of damage. But what is a hurricane? Another name for a hurricane is a tropical cyclone. A
hurricane consists of thunderstorms, torrential rains, and waves with winds up to 75 mph or
higher. A hurricane is a tropical storm that starts out in the ocean and gathers speed and strength
as it travels.
When the winds inside these storms reach 39 mph, they are given names. An
international committee developed the list of names. Hurricanes alternate back and forth
between male and female names. Giving the hurricanes names makes it easier for meteorologists
to identify and track certain storms. This makes it easier to announce hurricane warnings, as
well.
The best place to be during a hurricane is indoors and away from windows and doors. If
the hurricane is very bad, you will probably be asked to evacuate and move to safer ground. It is
important to keep a bag ready that contains fresh water, long-lasting food, first aid kit, flashlight,
rain gear, and other items that would be useful if you had to leave your home for a few days.
Part 1. Choose the correct answer.
Example: 0. According to the author the waves to form a hurricane should be..
A) less than 75 mph
B) less than 39 mph
C) up to 75 mph or higher
D) up to 39 mph

English for the Grade 7

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 Assessment in Grade 7 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 7-сынып 3-тоқсан жауаптар “Natural Disasters”

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 poorestequipped 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.
Example: The earthquake that hit Haiti was a magnitude 16 in strength. False
1. Most Haitians were having their breakfast when the earthquake hit. _______
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. Haiti’s ambassador to the US has a good idea of casualty figures. _______
5. Most Haitians are so poor they live on less than two dollars a day. _______
6. Haiti was hit by four different hurricanes in 2008. ______

English for the Grade 7

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 Assessment in Grade 7 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 7-сынып 3-тоқсан жауаптар “Entertainment and Media”

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. Listen to the tape and circle the right answer. You will listen twice.
CD2. Tapescript3.
1. Where does the young girl want to go with her father?
A)to the park
B) to the movies
C) to the swimming pool
D) to the gymnasium
2. Who are they going with?
A) the girl's mother
B) the girl's best friend
C) the girl's older brother
D)the girl’s cousin
Continue listening to fill the table in.
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

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 7.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 5-9 of basic secondary education.

ТЖБ Ағылшын тілі 7-сынып 2-тоқсан жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for the term 2
Listening
Task. Do the matching exercise 1 – 5 while you listen to the recording. Complete the table with
the correct place from the box above.
Write the correct answer to the questions 6.CD3. Tapescript2.
Example: What time does the train arrive at Exeter? 6.30 p.m./18.30
Oxford Manchester London Cambridge Exeter
1. Listening A
The speaker wants to go to
[1]
2. Listening B
The speaker wants to go to
[1]
3. Listening C
The speaker wants to go to
[1]
4. Listening D
The train is going to
[1]
5. Listening E
The passengers want to go to
[1]
6. Listening E
What time is the train back to London? _________________________________ [1]
Total [6]
Reading
Task. Read the article.
Holidays in Space
The World Tourism Organization says that space will soon be a popular place to go on
holiday – possibly by 2020. One Japanese company is getting ready. They are planning a space
holiday centre. It will look like a bicycle wheel and have a hotel for 100 people and a theme
park. It will travel round the Earth at a height of 300 km. The company hopes the centre will be
ready in 2017. The company chairman says that flying to the centre will probably be quicker
than flying from Hong Kong to Singapore. When they are on board of the centre, the tourists will
take short trips to the Moon or go for walks in space.
An American hotel group is also thinking of building a hotel, called the Lunar Hotel. This
will be on the Ьoon. Most of the hotel will be under the ground so it won’t become too hot or too
cold. The rooms will look just like they do on Earth. The guests will eat normal food for lunch.
The cooks will just push a button to mix dried food with water to become an instant meal!

English for the Grade 7

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 Assessment in Grade 7 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 7-сынып 2-тоқсан жауаптар “Space and Earth”

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.
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, according to the International Astronomical Union, 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. Because Pluto
doesn't meet these standards, the International Astronomical Union classifies Pluto as 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 enough and asks the
question “how round is round?” “...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 eight
planets classical planets—as opposed to just plain "planets"—and Pluto and the others dwarf
planets, so there would be two classes of planets. He believes that reclassifying Pluto as a dwarf
planet is not "sensitive to the historical and cultural role that Pluto has played." The argument
continues. What do you think it is?

English for the Grade 7

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 Assessment in Grade 7 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 7-сынып 2-тоқсан жауаптар “Holidays and Travel”

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 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
Listening
Task 1. Listen to the conversation and answer the questions. CD2. Tapescript 2.
Go to the following link to listen to the information:
http://www.esl-lab.com/flight/flightrd1.htm
1. What this talk is about?
2. How many people in a talk?
3. What preferences does a caller request?
Task 2. Choose the right answer A, B, C or D.
Example:0.What date is flight reservation going to be?
A) 21
B) 22
C) 23
D) 24
1. What is the man's destination?
A) Salt Lake City, USA
B) New York City, USA
C) Helsinki, Finland
D) Stockholm, Sweden
2. When is the man's departure date?
A) the twenty-first
B) the twenty-second
C) the twenty-third
D) the twenty-fourth

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 7.

Subject Programme for “English” (within the framework of updating the content ofsecondary education) for Grades 5-9 of basic secondary education.

ТЖБ Ағылшын тілі 7-сынып 1-тоқсан жауаптар

Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
Listening
Task. Listen to the interview with Mike and Kim Black and write NO MORE THAN THREE
missing words. You will listen to the recording twice. CD3. Tapescript 1.
Example: Mike and Kim Black are from the British band ‘Bad Day’.
1. Mike and Kim live in the flat _______________ of London. [1]
2. Mike likes London but he thinks it is ________________. [1]
3. They listen to a lot of _______________________ music. [1]
4. Mike and Kim like to ________________in their free time. [1]
5. They watch TV a lot but they do not go to the__________. [1]
6. Kim’s brother is in the band _______________________. [1]
Total [6]
Reading
Task. Read the article about mobile phones and do the tasks.
Mobile Fever
Why are we so addicted to mobile phones? There are now over forty million people in
Britain with mobiles and if the present trend continues, every man, woman and child in Britain
will soon have one – or two, or three!
They can be expensive and are possibly bad for us. You can spend a lot of money if you
use your mobile a lot. According to some scientists, if we go on using mobiles, we’ll cook our
brains. Some people even say that radiation from mobiles causes cancer.
Teenagers are among the biggest users of mobiles, and ‘texting’ is creating a new
language full of abbreviations such as ‘How RU?’ in Japan, Surveys show teenagers are reading
less and mobile use is affecting the marks of secondary school learners. A big problem in Britain
is crime. Last year half a million British teenagers were victims of mobile phone theft.
As technology improves, mobiles can do more and more. If you have one of the new
multimedia mobiles, you can log on the net, pay for things, play games, interact with TV
programs and take photos to send to your friends.
Read the text again and answer the questions.
Example: Is this text about addiction to mobile phones?
A)No, it is not
B) Yes, it is
C) No information
D)Neither A nor B
1. How many British people are addicted to mobile phones?
A)60 million
B) 40 million
C) 5 million
D)2million [1]

English for the Grade 7

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 Assessment in Grade 7 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 7-сынып 1-тоқсан жауаптар “Communication and Technology”

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. Read the text and complete the task.
Kate and the Internet
Kate's first class starts at eight o’clock in the morning and it is 1.30a.m now. The only
sound that you can hear in Kate's small room is the clicking of a computer keyboard. Her mum
does no longer know what to do. Every day, it’s the same. “Kate does no longer pay attention to
her studies or to the report she has to present next 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 about her grades or her friends in real life”.
The Internet access in American households increases, that’s why the number of
teenagers who spend a long time of their lives online, has increased too. Psychologists say:
“Look out! An increasing number of teens is going into a new form of addiction”. In an
interview Kate declared: “I'm destroying my future and I am becoming isolated from the
society,” “I failed English last year... I didn’t care about my studies but at least, I feel free. In
fact, I can talk to others about any topic without being afraid of the consequences”.

English for the Grade 7

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 Assessment in Grade 7 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 7-сынып 1-тоқсан жауаптар “Hobbies and Leisure”

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 two people talking about their free time. Are the sentences True or False? You
will listen to the recording twice. CD2. Tapescript 1.
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. _______
Writing
Task 2. Write sentences about your hobby. You should write full sentences. Use some
connectors and linking words but, and, because, when, while, etc. Include the following
information:
Example: I like skiing because it is a healthy activity.
What your hobby is?
_____________________________________________________________________________
_______________________________________________________________
When and who you usually do it with?
_____________________________________________________________________________
_______________________________________________________________
Why you like doing it?
_____________________________________________________________________________
_______________________________________________________________
Is your hobby popular among teenagers?

«Ағылшын тілі» 6-сынып 4-тоқсан

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English language” for the Grade 6 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 6 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 6-сынып 4-тоқсан жауаптар “Transport”

Summative assessment for the unit “Transport”
Learning objectives 6.4.8.1 (6.R8) Use independently familiar paper and digital reference
resources to check meaning and extend understanding
6.5.6.1 (6.W6) Link, with minimal support, sentences into coherent
paragraphs using basic connectors on a growing range of familiar
general topics
6.5.9.1 (6.W9) Punctuate written work at text level on a limited range of
general topics and some curricular topics with some accuracy
Assessment criteria  Provide meaning of the words using different reference
resources and extend vocabulary
 Connect sentences into paragraphs with basic connectors
and linking words with minimal support
 Use punctuation marks appropriately in a piece of writing
Level of thinking
skills
Application
Duration 20 minutes
Reading
Task 1.Read the text and definitions below. Find the proper word in the text and insert it into the
table. Look up the words in the dictionary and check the answers.
Learners should use dictionaries or digital on-line tools to check their answers.
Example: A means of conveying such as a track or a bus Transport
1. Any netlike combination of lines
2. The extent or amount of space between two things
3 A person who is travelling in a vehicle but is not driving it
4. A railroad, especially one operating over short distances
5. A machine that uses the energy from liquid fuel or steam to
produce movement
The Railways
Many countries have a network of railways to help transport different types of products.
The earliest system was in Ancient Greece in 600 BC. Later rail inks were built to connect short
distances. In the 19th century, this changed very much. Many countries developed their own
network. They had private links between different towns with Germany and Britain. Britain had
the best links. These links allowed carrying heavy goods such as coal, iron, ore, and wood.
Building a railway was a hard work for labourers. Railways are very expensive to construct but
important to transport raw materials and such goods as textiles quickly and cheaply.
In the early 19th century, the first passengers travelled on the railways with horse-drawn
carriages. From 1840-1850 Britain was connected by railways and used steam engine to pull

«Ағылшын тілі» 6-сынып 4-тоқсан

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English language” for the Grade 6 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 6 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 6-сынып 4-тоқсан жауаптар “Our Neighbourhood”

Summative assessment for the unit “Our Neighbourhood”
Learning objectives 6.2.5.1 (6.L5) Understand most specific information and detail of
supported, extended talk on a range general and curricular topics
6.3.1.1 (6.S1) Provide basic information about themselves and others
at discourse level on a range of general topics
6.3.2.1 (6.S2) Ask simple questions to get information about a
growing range of general topics
Assessment criteria  Recognise detailed information in extended conversation with
support
 Give basic information about themselves and others in a talk
 Make up simple interrogative sentences to get information
about the topic and ask questions
Level of thinking
skills
Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1.Listen to the conversation and fill in the gaps. Use NO MORE THAN ONE WORD
and a NUMBER.
Go to this link to listen: http://www.listenaminute.com/h/homes.html
“Home is where the 0. heart_ is.” That’s so true. I’ve lived in many different houses
during my 1._________ but not all of them have been home. When you are growing up, home
is where your 2.__________lives. I left home when I was 3.__________ and slowly my
childhood home was no longer. Now it’s my parents’ house and not my home. I moved around
a lot and only 4.__________a year or so in most places I lived. They never really felt like home.
A home is somewhere you feel totally 5.____________ and want to come home to. The
expression “Home Sweet Home” is also true. You have to have nice feelings about it to call it
home. Home doesn’t have to be in your home 6._____________. I’ve lived in several countries
and have had a home in all of them.
Speaking
Task 2. Work with your partner and tell him/her about the neighbourhood you live in. You
have 1 minute to prepare and 2-3 minutes to talk.
The following questions will help you to organise your speaking:
 What do you like about your neighbourhood? Why?
 What are the popular places in your neighbourhood?
 What is the difference between a town and a city?
 What is the difference between rural and urban? Give examples.
 Do people like to live in rural or urban areas these days? Why?

«Ағылшын тілі» 6-сынып 3-тоқсан

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English language” for the Grade 6 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 6 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 6-сынып 3-тоқсан жауаптар “Holidays and Travel”

Summative assessment for the unit “Holidays and Travel”
Learning objectives 6.4.5.1 (6.R5) Deduce meaning from context on a limited range of
familiar general and curricular topics, including some extended
texts
6.5.7.1 (6.W7) Use with some support appropriate layout at text
level for a growing range of written genres on familiar general
topics and some curricular topics
6.5.8.1 (6.W8) Spell most high-frequency vocabulary accurately
for a limited range of familiar general topics and some curricular
topics
6.6.10.1 (6.UE10) Use present continuous forms with present and
future meaning and past continuous forms for background and
interrupted past actions on a limited range of familiar general and
curricular topics
Assessment criteria  Identify the meaning and details of the reading texts
 Write a text adhering to the layout and format of a given
genre with some support
 Apply correct spelling of most high-frequency vocabulary
 Apply present continuous forms with present and future
meaning in the context and past continuous forms for
background and interrupted past actions
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1.Read the text below and complete the task.
Summer Holidays
I always enjoy summer. Do you? In summer, I like to relax and forget about school. I
don't have to get up early and I can see my friends any time I want.
I like to spend my holidays with my parents. We usually go somewhere with our parents. We
love to swim, lie in the sun, but most of all I prefer going camping. We go to different places in
Britain and sometimes abroad. In Britain, I like going to Devon, Somerset and Scotland – but
my favourite place of all is Yorkshire. It has a lovely countryside and fantastic old buildings. The
only problem is the weather!
Last summer, I had two holidays. One was in Somerset, in a little village by the sea, and
another was in Naples, in Italy. I went with my mother to Italy – by train! It was unforgettable!
Sam, 12 Britain
Mark the sentences True or False.
Example: Sam finds summer an enjoyable season. True
1. Sam usually has a relaxing timetable in summer. ____
2. Sam prefers not to remember about school during vacation time. _

«Ағылшын тілі» 6-сынып 3-тоқсан

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English language” for the Grade 6 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 6 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 6-сынып 3-тоқсан жауаптар “Our Health”

Summative assessment for the unit “Our Health”
Learning objectives 6.2.7.1 (6.L7) Recognise the opinion of the speaker(s) in supported
extended talk on a limited range of general and curricular topics
6.3.5.1 (6.S5) Keep interaction going in longer exchanges on a range of
general and curricular topics
6.3.7.1 (6.S7) Use appropriate subject-specific vocabulary and syntax
to talk about a limited range of general topics, and some curricular
topics
Assessment criteria  Identify the position of speakers in an extended talk with support
 Communicate with others in longer conversation on familiar
topics
 Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Level of thinking
skills
Application
Higher order thinking skills
Duration 20 minutes
Listening
Task 1.Listen to the talk twice and circle the correct answer.
Go to this link to listen: https://listenaminute.com/h/health.html.
Transcript can be found after the rubrics.
1. When he was a kid he______________.
A) trained a lot
B) never did any exercising
C) was good at sports
2. He was lucky because ___________.
A) he was young
B) he got cold
C) he was healthy
3. He thinks when people become older they__________.
A) have better health
B) worry about health
C) need medication
4. In his opinion, a good thing is that___________________.
A) he eats healthier food
B) he ate healthy food before
C) he does not care about food
5. Now he sleeps __________________________.
A) less
B) more
C) better

«Ағылшын тілі» 6-сынып 2-тоқсан

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English language” for the Grade 6 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 6 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 6-сынып 2-тоқсан жауаптар “Drama and Comedy”

Summative assessment for the unit “Drama and Comedy”
Learning objectives 6.4.2.1 (6.R2) Understand independently specific information and
detail in short, simple texts on a limited range of general and curricular
topics
6.5.2.1 (6.W2) Write with some support about real and imaginary past
events, activities and experiences on a limited range of familiar
general topics and some curricular topics
6.5.5.1 (6.W5) Develop with support coherent arguments supported
when necessary by examples and reasons for a limited range of written
genres in familiar general and curricular topics
6.6.15.1 (6.UE15) Use common verbs followed by infinitive verb /
verb + ing patterns; use infinitive of purpose on a limited range of
familiar general and curricular topics
Assessment criteria  Find particular facts and parts in short simple texts
 Write sentences about real and imaginary past events, activities
and experiences with support
 Write coherent arguments with support
 Give examples and reasons to support arguments
 Differentiate between the usage of infinitive and gerund forms
and infinitive of purpose after common verbs
Level of thinking
skills
Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read about a famous movie’ Life of Pi’ and do the task below.
Life of Pi
When Pi is 16, his family decides to close the zoo and move to Canada. They sell some of
the animals to zoos in North America and the family takes the animals with them on a ship to
Canada. On the way, there is a terrible storm and the ship sinks. Pi finds himself in a lifeboat
with a hyena, zebra, orang-utan and a tiger. When he sees the animals, Pi is scared and he
jumps into the ocean. Then he remembers there are sharks in the ocean and he climbs back into
the lifeboat.
Pi and the tiger spend 227 days in the lifeboat. They live through terrible storms and are
burnt by the Pacific sun. They are often hungry and ill. Sometimes, Pi is happy and hopeful, but
sometimes he feels sad and lonely. Finally, they arrive at the coast of Mexico, but you will have
to read the book to find out what happens in the end!
Circle True or False for these sentences.
1. Pi moves to Canada in 16. True False
2. Pi is scared when he sees the animals in the lifeboat. True False
3. Pi fights with a big shark. True False
4. At the end they land in the USA. True False

«Ағылшын тілі» 6-сынып 2-тоқсан

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English language” for the Grade 6 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 6 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 6-сынып 2-тоқсан жауаптар “Our countryside”

Summative assessment for the unit “Our countryside”
Learning objectives 6.2.4.1 (6.L4) Understand with limited support the main points of
extended talk on a range of general and curricular topics
6.3.3.1 (6.S3) Give an opinion at sentence and discourse level on an
increasing range of general and curricular topics
6.3.8.1 (6.S8) Recount some extended stories and events on a limited
range of general and curricular topics
Assessment criteria  Identify the main ideas in extended talk with some support
 Provide a point of view in conversations and discussions
 Retell extended stories and episodes on a given topic
Level of thinking
skills
Application
Higher order thinking skills
Duration 20 minutes
Listening
Task 1. Listen to the story and choose the correct option.
Go to the link to listen information http://eslyes.com/easyread/es/easy027.htm.
Transcript can be found after the rubrics.
Example: The chicken and the duck were friends/enemies.
1. The speaker tells the story about farm friends/ city friends.
2. The speaker says that the cat is a good animal/a bad animal.
3. The speaker is sure that the dog is friendly/ angry.
Task 2. Listen to the second time and complete the sentences.
1. In the beginning the chicken and the duck are speaking about the ___________.
2. The second animal they speak about is the _______________.
3. At the end of the story they speak about the _______________.
Speaking
Task 3. Learners work in pairs. Each pair gets a picture. Learners describe the picture
participating in the discussion equally. Give some time to learners to get ready with questions
to the picture.
Look at the picture. Make a 2-3-minutes talk asking and answering the questions. Participate in
the conversation equally. You have 1 minute to prepare.
Possible questions for discussion.
 What can you see on the picture?
 Is it a city or a country?
 How many animals can you see on the farm?
 Can you name some animals?

«Ағылшын тілі» 6-сынып 1-тоқсан

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English language” for the Grade 6 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 6 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 6-сынып 1-тоқсан жауаптар “Helping and heroes”

Summative assessment for the unit “Helping and heroes”
Learning objectives 6.4.6.1 (6.R6) Recognise the attitude or opinion of the writer in short
texts on a growing range of general and curricular topics
6.5.3.1 (6.W3) Write with some support about personal feelings and
opinion on a limited range of familiar general and curricular topics
6.5.8.1 (6.W8) Spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics
Assessment criteria  Identify the author’s attitude and viewpoint in short texts
 Express personal feelings and opinion in written form with
little support
 Write high-frequency topic related words accurately
Level of thinking
skills
Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the text and complete the tasks below.
Greg likes to help his mom make cookies. Chocolate chip cookies are
his favourite. His mom likes them too.
He adds the chocolate chips to the batter. Then he stirs them in. He
forms the batter into balls and places them on a baking sheet. His mom
places the baking sheet into the oven.
When the cookies are in the oven, Greg licks the last bits of batter from the bowl. He can
hardly wait for the cookies to be ready.
In 30 minutes the cookies are finished baking. The cookies are hot and yummy.
Answer the questions.
1. What kind of cookies are Greg’s favourite?
__________________________________________
2. What does he do when the chocolate chips are in the batter?
_____________________________________________
3. Where does he place the balls of batter?
____________________________________________
Choose the correct answer.
4. What is the best name for this text A) Cookie Dough B) Making Cookies
Writing
Task 2. Write about your Sunday household chores.
Follow the steps for writing:
 Write one sentence about Sunday.
 Write what household chores you can do at home to help your parents or elderly people.
 Write about your feelings after help.
 Explain why it is important to help people.

«Ағылшын тілі» 6-сынып 1-тоқсан

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English language” for the Grade 6 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 6 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 6-сынып 1-тоқсан жауаптар “Our Class”

Summative assessment for the unit «Our Class»
Learning objectives 6.2.2.1 (6.L2) Understand more complex supported questions which ask
for personal information
6.3.2.1 (6.S2) Ask simple questions to get information about a growing
range of general topics
Assessment criteria  Identify complex personal questions with support
 Make up simple interrogative sentences to get information about
the topic and ask questions
Level of thinking
skills
Knowledge and comprehension
Application
Duration 20 minutes
Listening
Task 1. Listen what Joshua tells about his school in Japan. Choose the correct answer.
Go to this link to listen: http://www.esl-lab.com/elem/elemrd1.html
Transcript can be found after the rubrics.
1. Which item did Joshua NOT take to school?
A) Backpack
B) Gym clothes
C) School hat
2. What is one of the first things Joshua does when he comes to school?
A) He stands and bows to the teacher.
B) He practices his reading and writing.
C) He puts on his gym clothes for class.
3. Where does Joshua eat lunch at school?
A) In his classroom
B) In the lunchroom
C) In the gymnasium
4. What time does Joshua get home from school?
A) at 1:00 PM and at 2:00 PM
B) at 2:00 PM and at 3:00 PM
C) at 3:00 PM and at 4:00 PM
Speaking
Task 2. Work in pairs. Read the examples and possible answers. Then make up your own 3
questions about your class or school and ask your partner. Swap the roles.
Example:
1. What subject’s homework do you like? Why?
2. What are good and bad things about your school? Explain your answer.
3. What do you enjoy doing at school and what do you dislike doing? Explain your
answer.
Possible answers:
1. I prefer doing homework in Biology because it is always interesting for me.
2. Good thing in my school is that on Saturday we always have clubs and lessons on
Music and Art
3. I enjoy staying with my friends and I dislike doing difficult problems in Math

“English” for the Grade 5

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 5 learners. Methodological recommendations are aligned with the Subject Programme and Course plan.
Summative Assessment Tasks for unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 5 сынып 4-тоқсан жауаптар “Holidays”

Summative assessment for the unit “Holidays”
Learning objectives 5.R1 Understand the main points in a limited range of short
simple texts on general and curricular topics
5.W3 Write with support factual descriptions at text level
which describe people, places and objects
Assessment criteria  Read and identify the main idea in short simple texts
 Use the information to write sentences which
describe people, places and objects
Level of thinking skills Knowledge and comprehension
Application
Duration 20 minutes
Reading
Task 1. Use the information in the story to answer the questions below.
Holidays
Henry liked Spring Holidays, because he liked the weather and St. Patrick’s Day. In
that day people wear green. Easter was a good holiday, too. You could see the Easter Rabbit,
hunt for eggs and find candy.
Sandra liked Summer Holidays, like Independence Day. She always went to the air
show to see airplanes. In the evening they’d shoot off fireworks. Mother’s Day and Father’s
Day were usually in the summer, too.
Judith loved Fall holidays most. Sweetest Day wasn’t that popular, but it was a nice
day and sometimes she got candy. Halloween was such a great time. Thanksgiving was just a
few weeks later. Between Halloween’s candy and Thanksgiving’s turkey was the best food
season of the year.
Winter holidays were Thomas’ favourites. Christmas was a great time to be with
family. New Year was exciting, because everyone stayed up late and cheered when the year
changed, and there were often fireworks.
1. What season holidays does Henry like most?
A. Spring
B. Summer
C. Autumn
D. Winter
2. Fall is the favourite season for ______ .
A. Henry
B. Sandra
C. Thomas
D. Judith
3. Which of these is NOT a summer holiday?
A. Father’s Day
B. St. Patrick’s Day
C. Mother’s Day

“English” for the Grade 5

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 5 learners. Methodological recommendations are aligned with the Subject Programme and Course plan.
Summative Assessment Tasks for unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 5 сынып 4-тоқсан жауаптар “Sports”

Summative assessment for the unit “Sports”
Learning objectives 5.L4 Understand the main points of supported extended talk
on a range of general and curricular topics
5.S1 Provide basic information about themselves and others at
sentence level on an increasing range of general topics
Assessment criteria  Identify the main information of a talk using
supporting information
 Give basic information about themselves and others at
sentence level
Level of thinking skills Knowledge and comprehension
Application
Duration 15 minutes
Listening
Task 1. Listen to the speaker and write “B” if the speaker did the action before and “N” if the
speaker does this action now. You will listen to the recording twice.
CD2. Tapescript3.
My Secret Team.
Before or Now
Pretend
Relax
Enjoy the matches
Go to the bathroom
Hide his posters
Support his team
Cheer with his family
Keep a secret
Speaking
Task 2. Answer the following questions. Talk for about 1 minute.
1. What kinds of sport do your family members like? What is your favourite one?
2. Do you play sport? What sport do you play? Why?
3. Do you prefer playing sport or watching it? Why?
4. What is the most popular sport in your country? Do you like it?
5. What are the advantages of playing sport?

“English” for the Grade 5

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 5 learners. Methodological recommendations are aligned with the Subject Programme and Course plan.
Summative Assessment Tasks for unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 5 сынып 3-тоқсан жауаптар “Fantasy world”

Summative assessment for the unit “Fantasy world”
Learning objectives 5.W2 Write with support a sequence of short sentences in a
paragraph on a limited range of familiar general topics
5.R6 Recognize the attitude or opinion of the writer in short
texts on a limited range of general and curricular topics
Assessment criteria  Write short sentences on familiar topics with support
 Connect sentences into a paragraph
 Identify the attitude and opinion of the author in
short texts
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Writing
Task 1. Look at the map and choose ONE of the buildings bellow and describe your
route from the shop to that building:
a) Museum;
b) Cinema;
c) Library.
Describe your route.
Reading
Task 2. Read the text and identify the writer’s opinion and write Yes or No next to the
given statements as in the example.

“English” for the Grade 5

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 5 learners. Methodological recommendations are aligned with the Subject Programme and Course plan.
Summative Assessment Tasks for unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 5 сынып 3-тоқсан жауаптар “Creativity”

Summative assessment for the unit “Creativity”
Learning objectives 5.L5 Understand most specific information and detail of
short, supported talk on a wide range of familiar topics
5.S8 Recount basic stories and events on a range of general
and curricular topics
Assessment criteria  Recognise detailed information in a short
conversation with some support
 Retell short stories and episodes on a given topic
Level of thinking skills Knowledge and comprehension
Application
Duration 15 minutes
Listening
Task 1. Listen to the story and fill in the gaps with the words from the box. One word is
odd.CD2. Tapescript2.
The giant has got 1) ________________________. The children want to play in the
garden, but the giant is selfish. “It is my garden”, he says. ‘I don’t want the children here’.
He builds 2)______________________ around the garden.
In spring there are no flowers or birds in the giant’s garden. It is 3)
______________________ all year. The giant isn’t happy.

“English” for the Grade 5

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 5 learners. Methodological recommendations are aligned with the Subject Programme and Course plan.
Summative Assessment Tasks for unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 5 сынып 2-тоқсан жауаптар “The world of work”

Summative assessment for the unit “The world of work”
Learning objectives 5.R5 Deduce meaning from context in short texts on a limited
range of familiar general and curricular topics
5.W8 Spell most high-frequency words accurately for a limited
range of general topics
Assessment criteria  Figure out the content of a short text with some support
 Write topic related vocabulary accurately
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1.Read about Tim's normal day and then answer Yes or No for each question.
Every day Tim wakes up at five thirty when his alarm clock rings. He gets up and then
goes to the bathroom. After that he makes breakfast for him and his wife, Betty. Tim is a train
driver and he wears a uniform.
Tim starts work at seven o'clock and drives trains on the London Underground. He usually
works in the mornings from Monday to Friday. At noon he stops work for half an hour to have
his lunch. He eats cheese and tomato sandwiches which Betty makes for him, and drinks a bottle
of milk. After lunch he works until four o'clock and then he goes home. In the evening he plays
with his baby son, Ben, and watches TV with Betty. At ten thirty they all go to bed because they
are very tired - and because they get up so early in the morning!
№ Question Yes / No
1) Does Tim wake up before his alarm clock rings?
2) Is Tim married?
3) Does Tim drive a car to his job?
4) Does Tim have 30 minutes for a lunch break?
5) Does Tim finish work late in the evening

“English” for the Grade 5

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 5 learners. Methodological recommendations are aligned with the Subject Programme and Course plan.
Summative Assessment Tasks for unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 5 сынып 2-тоқсан жауаптар “Values”

Summative assessment for the unit “Values”
Learning objectives 5.L8 Understand supported narratives, including some
extended talk, on an increasing range of general and
curricular topics
5.S3 Give an opinion at sentence level on a limited range
of general and curricular topics
Assessment criteria  Recognise the meaning of a story and extended
talk with some support
 Provide a point of view in connected sentences
Level of thinking skills Knowledge and comprehension
Apploication
Duration 15 minutes
Listening
Task 1. Listen to Jenny’s letter and fill in the blanks with suitable words from the box as in the
example:
CD2. Tapescript1.
A letter to a friend
sitting doing asking learning shining looking
Dear Harry,
Hi! It's now 4 o'clock in the afternoon and I'm 0) __sitting ___ in the living room writing
this letter. It's a lovely day outside. The weather is great. The sun’s 1) _________________
and the birds are singing. My dog, Paddles, is sitting beside me and 2) __________________
at me with her big brown eyes. The eyes are 3) ________________________ me for some
food. But I'm not giving her anything because she's getting fat.I'm
4)_____________________ Spanish now at evening college. My Spanish is improving
slowly. I like my teacher. She's 5) __________________an excellent job. I'm really enjoying
my class.
I hope you are well and happy and that your family is also well. Please write to me soon.
Bye for now,

“English” for the Grade 5

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 5 learners. Methodological recommendations are aligned with the Subject Programme and Course plan.
Summative Assessment Tasks for unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 5 сынып 1-тоқсан жауаптар “Living things”

Summative assessment for the unit “Living things”
Learning objectives 5.R1 Understand the main points in a limited range of short
simple texts on general and curricular topics
5.R4 Read with some support a limited range of short
fiction and non-fiction texts
5.W2 Write with support a sequence of short sentences in a
paragraph on a limited range of familiar general topics
Assessment criteria  Identify main idea of simple texts on familiar topics
 Read the given fiction or non-fiction text and
identify the general information
 Write short sentences on familiar topics with support
 Connect sentences into a paragraph
Level of thinking skills Knowledge and comprehension
Application
Duration: 20 minutes
Reading
Task 1. Read the text carefully and complete the task below.
Logums are animals from the planet Dentol. They are very large. A Logum has a very big
body. His neck is short and his head is small. He has four short thick legs. His feet are flat. Each
foot has three big toes. A Logum has a long trunk like an elephant. Under the trunk there is a
very big mouth. There are four sharp teeth in the mouth. The Logum’s eyes are small and round.
His ears are small and narrow. They are in the middle of his head. A Logum has long thick green
hair. He lives in cold climate.
1. Read the text again and choose the best title
A. A Logum has a very big tail.
B. Strange Animals – Logums.
C. Plants of planet Dentol.
2. Match the halves of the sentences.
1. Logums are animals A. three big toes
2. Each foot has B. from the planet Dentol
3. There are four C. sharp teeth in the mouth

“English” for the Grade 5

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 5 learners. Methodological recommendations are aligned with the Subject Programme and Course plan.
Summative Assessment Tasks for unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

БЖБ Ағылшын тілі 5 сынып 1-тоқсан жауаптар “Home and away”

Summative assessment for the unit “Home and away”
Learning objectives 5.L3 Understand an increasing range of unsupported basic
questions on general and curricular topics
5.S1 Provide basic information about themselves and others at
sentence level on an increasing range of general topics
5.S2 Ask simple questions to get information about a limited
range of general topics
Assessment criteria  Recognise basic general questions without support
 Give basic information about themselves and others at
sentence level
 Make up basic interrogative sentences and get
information about the topic
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Duration 15 minutes
Listening and speaking
Task 1.Work in pairs. Ask and answer THREE QUESTIONS about the place you live in. The
following words will help you to make a dialogue:
apartment, house, bedroom, bathroom, kitchen, dining room, living room, roof wall,
window, door, small, big, beautiful, yard, floor, there is…, there are…, the room has…,
on the right…
Assessment criteria Task Descriptor Mark A learner
Recognise basic
general questions
without support.
Give basic
information about
themselves and others
at sentence level.
Make up basic
interrogative
sentences and get
information about the
topic.
1 asks an appropriate question; 1
answers a question; 1
uses appropriate topical vocabulary; 1
pronounces words, phrases and sentences
intelligibly; 1
makes natural pauses; 1
talks coherently; 1
provides grammatically correct sentences.
Total marks 7