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Summative Assessment tasks. Summative Assessment for the eighth Unit "travel and tourism". Listening. Task 1. Unit 8 travel and tourism
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TERM 4.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the eighth unit " Travel and tourism"
| Learning objectives | 9. L3 understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics 9. L7 recognise typical features at word, sentence and text level of a wide range of spoken genres 9. S3 explain and justify their own point of view on a range of general and curricular topics 9. S4 respond with growing flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 9. S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics |
| Assessment criteria | Identify the position of speakers in an extended talk with some support Express thoughts about the given topic in the conversations 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.
Speaking. Task 2. An individual interview on the suggested topic for approximately 2 minutes for each student.
Short term lesson plan
| Unit of a long term plan Unit 8 Travel and tourism Lesson plan 89 | School: | ||||
| Date: | Teacher’s name: | ||||
| Class: 9 | Number present: | Number absent: | |||
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Lesson title |
Unit 8. Review | ||||
| Learning objectives(s) that this lesson is contributing to | 9. S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 9. S3 give an opinion at sentence level on a limited range of general and curricular topics 9. L4 understand the main points of supported extended talk on a range of general and curricular topics 9. R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 9. W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 9. W5 link without support sentences using basic coordinating connectors | ||||
| Lesson objectives | Write sentences about future plans and intentions connecting them into paragraphs; demonstrate respect to people’s opinions using lexical units of topic vocabulary; analyse given feedback; form opinion and give constructive answers to feedback. | ||||
| Value links | Cooperation, respect each other's opinion, functional literacy. | ||||
| Crosscurricular links | Social Science, Psychology, Geography, Information Technology. | ||||
| Previous learning | Talking about a voluntarism. | ||||
| Useof ICT | Smart board for showing a presentation, getting additional information, playing the audio files.
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| Intercultural awareness | Discuss experiences in different countries concerning tourism. | ||||
| Health and Safety | Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords. | ||||
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Planned activities (replace the notes below with your planned activities) | Resources | ||||||||||||||||||||||||||||||||
| Start 2 min | Organisation moments (WC): Teacher informs learners that the aims of this lesson are to revise the material that was taught in this unit and make a project about tourism in Kazakhstan. | Slide (objectives) Slide (useful phrases) PPT | ||||||||||||||||||||||||||||||||
| Middle 5 min 28 min |
Revision. Consolidation. (GW) Rules for Jeopardy game There are 2 kinds of games. Teacher can feel free to choose any or play during the whole lesson. 1. Students play jeopardy in groups. 2. They have to choose a category and a point value. 3. Teacher clicks on the chosen box for the question. (The teacher may want to set a time limit for answering the question) 4. To see if a student or group is correct, click again for the answer. 5. Click the Back to Board button on the slide to return to the main board. 5. If the student or team is correct, they are awarded the point value of the question 6. Continue until all questions have been answered. The team with the most points wins. Ex. 1 - 3 p. 102 (Revision of vocabulary). Revision of Grammar. Future Action. Correct form of expressing future actions. Ex. 4 - 5 ( do ex. individually) Do this task in a table: Ex. 4 p. 90
LISTENING TASK: Ex. 7 You will listen to the dialogue and choose a correct word. Communication: Ex. 6 Make a dialogue: At the travel agency. There are some character sketches of different people. They express their attitude about travelling. Match the sketches and the people.
Сharacter-sketches-характеристика. An experienced traveler – опытный путешественник. A couch potato-домосед. 1 A professor of History 2. A couch potato 3. An experienced traveller 4. Businessman
Can you imagine what life is without travelling? Is it possible? Let’s make up cinquains about travelling. Do you remember what is it? It is a kind of poem consisting of 5 lines (a general word. two adjectives on the topic. three verbs. the main idea of your “poem” (it must consist of 3-4 words) and a synonym of the general word. Make up as many cinquains as you can. All your cinquains will be different. Read them aloud when you are ready.
Началоформы | Student's book p. 102 PPT Jeopardy A mind - map " Future Action" a graph organizer CD 3. 21 Teacher’s Book p. 124 Writing Worksheet Writing Worksheet | ||||||||||||||||||||||||||||||||
| End 5 min | Home task. WB p. 69 FEEDBACK: Your impression! Sts. write their impression of the whole unit and share ideas with their classmates. 3 – new words you have taught at the lesson; 2 – adjectives to describe the lesson 1 – one activity you like | Slide | ||||||||||||||||||||||||||||||||
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Task format: Learners can contribute at their own language level for this activity, as it is relatively open-ended. This gives each learner a chance to be successful. Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. | Assessment – how are you planning to check learners’ learning? · Self-assessment worksheet · Observe learners when participating in discussion. · Did each learner contribute to the discussion? If not, why not? Learners managed to understand the rules and do the tasks. Learners managed to understand the rules and do the tasks. |
Health and safety check Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords. Critical thinking Critical thinking on this lesson lies in understanding grammar point of these rules in English language and it is based on clarity, accuracy, precision, depth, breadth, and fairness. | ||||||||||||||||||||||||||||||||
| Task format: Learners can contribute at their own language level for this activity, as it is relatively open-ended. This gives each learner a chance to be successful. Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. | Oral assessment and support |
Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials. | ||||||||||||||||||||||||||||||||
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