СОР И СОЧ The English language Grade 10 (natural-mathematical direction)

Methodological recommendations for Summative Assessment
on the subject «The English language»
Grade 10
(natural-mathematical direction)
Nur-Sultan, 2019
2
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.
Methodological recommendations are designed for secondary school teachers, school
administrations, educational departments’ seniors, regional and school coordinators in criteria-based
assessment and others.
Free access to the Internet resources such as pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing these Methodological recommendations.
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CONTENTS
SUMMATIVE ASSESSMENT TASKS FOR TERM 1 ...................................................................... 4
Summative assessment for the unit «Science and scientific phenomena» ....................................... 4
Summative assessment for the unit «Natural Disasters» .................................................................. 9
SUMMATIVE ASSESSMENT TASKS FOR TERM 2 .................................................................... 13
Summative Assessment for the unit «Virtual reality».................................................................... 13
Summative Assessment for the unit «Organic and non-organic worlds» ...................................... 18
SUMMATIVE ASSESSMENT TASKS FOR TERM 3 .................................................................... 22
Summative assessment for the units «Reading for pleasure» and «Capabilities of human brain» 22
Summative Assessment for the unit «Breakthrough technologies» ............................................... 27
SUMMATIVE ASSESSMENT TASKS FOR TERM 4 .................................................................... 31
Summative Assessment for the unit «Space X» ............................................................................. 31
Summative Assessment for the unit «Independent project» .......................................................... 36
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SUMMATIVE ASSESSMENT TASKS FOR TERM 1
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) Explores
5
5. What can geneticists clone?
A) A human tissue and brain
B) A human tissue and clone
C) A human tissue and organs
6. After how much time will scientists clone a person?
A) Not so long time
B) After a long period
C) In several years
7. Who will accept genetic engineering in future?
A) engineers
B) scientists
C) young generations
Speaking
Task 2. It’s a two-way conversation. Learners are arranged in pairs. Learners are suggested
questions related to the topic of Science and Scientific Phenomena. Teacher can use given
questions or/and add other questions on topic. Teacher informs the learners that they are going to
talk for 2-3 minutes and they will be given one minute to brainstorm ides for the discussion and
make notes if they need. Teacher clarifies that learners need to support the conversation by
responding and reacting to classmate’s questions.
Speak about Science and Scientific Phenomena for 2-3 minutes. Agree/disagree and express your
opinion, respond to classmates’ questions while discussing the following questions:
1. What does genetics, as a science, study? Explain.
2. What is DNA? What is the structure of DNA?
3. What is the role of DNA? Explain.
4. Speak about interesting facts about genetics. DNA Explain your answer.
5. What are some other facts from the sphere of Science you want to share?
Criteria for speaking:
 Express your opinion
 Respond to questions by agreeing and/or disagreeing
 Use perfect continuous forms and a variety of simple perfect active and passive forms
including time adverbials (so far, lately, all my life)
Set the time, remind the learners that they are going to talk for 2-3 minutes and they have 1
minute for brainstorming. While learners talk on topic, teacher should make notes to assess the
conversation and writes down learners’ common mistakes as well as good points in order to give
constructive feedback after the speaking test.
Possible answers:
Genetics is a field of biology that studies how traits are passed from parents to their
offspring.
DNA is a molecule that is found in all organisms from bacteria, plants, animals and humans.
Each of the DNA molecules in the cell nucleus consists of two strands of alternating sugars and
phosphate with pairs of nitrogen bases.
The genetic code inside the DNA provides and allows the instruction for protein synthesis to
occur.
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Assessment criteria Task
№
Descriptor Mark
A learner
Identify the details and
facts in the text while
listening with no
support
1
chooses A ‘Fascinating and dangerous’ for the 1
st
question;
1
chooses B ‘Change’ for the 2
nd
question; 1
chooses B ‘Centuries’ for the 3
rd
question; 1
chooses B ‘Geneticists’ for the 4
th
question; 1
chooses C ‘A human tissue and organs’ for the 5
th
question;
1
chooses A ‘Not so long time’ for the 6
th
question; 1
chooses C ‘Young generations ‘for the 7
th
question; 1
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
2
provides answers to questions; 1
gives his/her opinion and/or judgment; 1
reacts to questions by agreeing and/or disagreeing; 1
uses simple perfect active and/or passive forms; 1
uses perfect continuous active and/or passive forms. 1
Total marks 12
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Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Science and scientific phenomena»
Learner’s name ___________________________________________________________________
Assessment criteria Level of learning achievements
Low Middle High
Identify the details and facts in the
text while listening with no support
Experiences difficulties in
identifying detailed information to
complete the sentences while
listening to the recording.
Experiences some difficulties in
identifying detailed information to
complete the sentences while
listening to the recording.
Correctly provides requested
information. Answers most of the
questions correctly.
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
Experiences difficulties in
formulating ideas, statements while
discussing questions. Provides short
responses, fails to react to
questions. Makes mistakes in
perfect continuous and simple
perfect active and passive forms.
Formulates some ideas and
statements while discussing
questions. Expresses his/her
opinion, provides short responses in
the course of the discussion.
Demonstrates some hesitations
while reacting to questions. Uses
perfect forms when giving full
answers to the questions with
moderate accuracy.
Gives comprehensible answer,
assesses classmates’ answers by
agreeing and disagreeing. Shows a
good control of grammar and
pronunciation. Only minor
mistakes occur. Confidently
formulates answers to questions,
and is able to support the
conversation.
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Transcript
I think the idea of genetic engineering is fascinating. It’s also quite dangerous. Fiddling around with
what makes us human might make us less human. We could end up creating a Frankenstein’s
monster. The idea of genetic engineering has been around for centuries. Scientists have always
wanted to change us. The real breakthrough came in the latter half of last century. Geneticists
cracked the genetic code and found ways of altering our genes. Now they can clone animals and
reproduce human tissue and organs. I don’t think it’ll be too long before scientists clone a person.
Once all the fuss has died down, younger generations will be more accepting of genetic
engineering.
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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
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B) easy for you to get help.
C) easy to run to safety
3. If you evacuate the house during a hurricane, you….
A) leave the house
B) lock the doors of the house
C) stay inside the house
4. Seismic activity…
A) cannot be felt
B) can destroy buildings
C) can be felt before an earthquake
Task 2. Identify and write down the type of the natural disaster.
1. People should stay in the center of a building with their heads covered. ___________
2. Leave the house because if you stay inside, you may not be able to leave. _________
3. It causes the movement of the ground and destruction of the buildings. ___________
Writing
Task 3. Choose a natural disaster, describe it and write your ideas on how to predict and prevent it.
You should include:
 the description of a natural disaster;
 the description of its consequences;
 possible ways of prediction and prevention.
Follow the steps for writing:
 use topic-related vocabulary and linking words;
 use compound adjectives, adjectives as participles, comparisons, and intensifying
adjectives;
 pay attention to grammar.
Example of a paragraph in an article:
What causes landslides and mudslides?
A landslide is the movement of rock, earth or debris down a sloped section of land. Landslides are
caused by rain, earthquakes or volcanoes. Other factors can also make the slope unstable.
Landslides are caused by disturbances in the natural stability of a slope. They can accompany
heavy rains or follow droughts, earthquakes, or volcanic eruptions. Mudslides develop when water
rapidly accumulates in the ground and results in a surge of water-saturated rock, earth, and debris.
Mudslides usually start on steep slopes and can be activated by natural disasters. Areas where
wildfires or human modification of the land have destroyed vegetation on slopes are particularly
vulnerable to landslides during and after heavy rains.
One of simplest ways to prevent landslides is to plant trees and small shrubs on the slope. As these
trees and shrubs grow, their roots hold soil together, and help in reducing erosion of soil which is
likely to make the slope unstable in course of time.
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Assessment criteria Task
№
Descriptors Mark
A learner
Identify the meaning and
details of the reading texts
on familiar and some
unfamiliar topics
1
choses ‘C’ for the 1
st
question; 1
choses ‘A’ for the 2
nd
question; 1
choses ‘A’ for the 3
rd
question; 1
choses ‘B’ for the 4
th
question; 1
2
writes ‘tornado’ for the 5
th
question; 1
writes ‘hurricane’ for the 6
th
question; 1
writes ‘earthquake’ for the 7
th
question; 1
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
3
describes a natural disaster; 1
describes the consequences of a natural
disaster;
1
indicates ways of prediction and/or prevention
of natural disasters;
1
uses topic-related vocabulary; 1
uses linking words; 1
uses adjectives correctly; 1
writes grammatically correct sentences. 1
Total marks 14
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Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Natural Disasters»
Learner’s name ___________________________________________________________________
Assessment criteria Level of learning achievements
Low Middle High
Identify the meaning and details
of the reading texts on familiar
and some unfamiliar topics
Experiences difficulties in
selecting correct option to
complete the sentences and
identifying natural disasters
while reading the text.
Experiences some difficulties in
selecting correct option to
complete the sentences and
identifying natural disasters while
reading the text.
Copes with selecting correct
option to complete the sentences
and identifying natural disasters
while reading the text.
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
Experiences difficulties in using
grammar structures to convey
ideas. Does not describe a
natural disaster and its
consequences. Does not include
any ways of prediction and
prevention of natural disasters.
No use of linking words, short
paragraphs show low task
response skills, fails to use
compound adjectives, adjectives
as participles, comparative
structures indicating degree, and
intensifying adjectives.
Experiences some difficulties in
using grammar structures to
convey ideas. Includes a simple
description of a natural disaster
and it effects and briefly writes
about predicting and preventing it.
Some use of linking words,
paragraphs are not developed and
show low task response skills,
some mistakes in the use of
compound adjectives, adjectives as
participles, comparative structures
indicating degree, and intensifying
adjectives.
Writing presents a grammatically
accurate piece, written in a
coherent structured manner.
Uses descriptive language
effectively to write about a natural
disaster, its consequences and
ways of prediction and prevention.
Accurate use of linking words,
extended paragraphs with
supported reasons. Only minor
mistakes occur.
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SUMMATIVE ASSESSMENT TASKS FOR TERM 2
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.
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Criteria for speaking:
 contribute equally to the group discussion;
 give and explain your opinion;
 use active and passive simple forms;
 respond to questions by agreeing and/or disagreeing;
 speak fluently.
Possible questions for discussion.
1. Do you think virtual reality will be popular in future? Explain your opinion.
2. How are virtual reality and augmented/integral reality the same and how are they
different? Which of the two technologies do you expect to be more popular in the future?
Explain and support your opinion.
3. Do you think virtual reality and augmented/integral reality technologies can impact our
social-emotional development or interpersonal skills? How and in what ways? Explain and
support your point of view.
4. Do you think parents should change the parental controls on virtual reality gaming
systems? Or, should children be trusted to play what they like? Explain аnd support your
position.
You can use this vocabulary for discussion
Agreeing
 Yes, good point. You’re right…
 There are many reasons for …
 There is no doubt about it that…
 I simply must agree with that…
 I am of the same opinion…
 I completely/absolutely agree with …
Disagreeing
 I see your point, but … I think so too..
 I’m not so sure about that…
 Yes, but … I couldn’t agree more…
 Maybe, but the problem is that …
 I am of a different opinion because …
 I cannot share this / that / the view…
 Unlike … I think …
Set the time; remind learners about criteria for speaking. While learners talk on topic, teacher
should make notes to assess the conversation. Put a tick against the criteria if it fits with learner’s
answer. In comments’ section teacher writes down learners’ common mistakes as well as good
points in order to give constructive feedback after the speaking test.
Assessment criteria
1 explains his/her ideas;
2 uses active and passive simple present and past forms and past
perfect simple forms accurately;
3 gives arguments with reasons and examples;
4 comments other’s viewpoints;
5 gives comprehensible and clear views to questions
Teacher comments:
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Assessment criteria Task
№
Descriptor Mark
A learner
Recognise the main idea
with no support in long
talks on different topics
1
chooses True/T for the1st statement; 1
chooses False/F for the 2
nd
statement; 1
chooses True/T for the 3
rd
statement; 1
chooses False/F for the 4
th
statement; 1
chooses True/T for the 5
th
statement; 1
chooses True/T for the 6
th
statement; 1
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
2
gives comprehensible and clear views to questions; 1
comments on other’s viewpoints; 1
justifies and explains his/her opinion; 1
uses active and passive simple present forms
accurately;
1
uses active and passive simple past forms
accurately;
1
uses past perfect simple forms accurately. 1
Total marks 12
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Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Virtual reality»
Learner’s name ___________________________________________________________________
Assessment criteria Level of learning achievements
Low Middle High
Recognise the main idea with no
support in long talks on different
topics
Experiences difficulties in
identifying the main information
in long talks that lead to some
misunderstanding of the content.
Experiences some difficulties in
identifying the main information in
long talks that lead to some
misunderstanding of the content.
Clearly identifies the main
information in long talks while
listening. Completes the task
mostly correctly.
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
Experiences difficulties in using
active and passive simple present
and past forms and past perfect
simple forms as well as when
providing his/her point of view
and in explaining ideas. Gives
short responses or shows no
attempts to comment classmates’
responses in the course of the
discussion.
Experiences some difficulties in when
providing response and in explaining
ideas, gives unsupported arguments
with no examples.
Shows some inaccuracies while using
active and passive simple present and
past forms and past perfect simple
forms in narrative and reported speech
speaking on topic.
Gives some comments to classmates’
responses in the course of the
discussion.
Shares viewpoints, gives strong
arguments with examples and
reasons. Minor mistakes are
acceptable. Gives extended
comprehensible and clear views to
questions. Provides relevant
comments to classmates’ responses
in the course of the discussion.
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Transcript
Virtual reality or VR refers to computer technologies that use software to generate realistic
images, sounds and other sensations that replicate a real environment. Virtual reality simulates
user’s physical presence in this environment by enabling the user to interact with this space and any
objects depicted there in using specialised display screens or projectors and other devices.
VR has been defined as a realistic and immersive simulation of a three-dimensional
environment created using interactive software and hardware and experienced or controlled by
movement of the body.
A person using virtual reality equipment is typically able to look around the artificial world
move about in it and interact with features or items that are depicted on a screen or in goggles.
Virtual realities artificially create sensory experiences which can include slight touch hearing and
less commonly smell. Most modern virtual realities are displayed either on a computer monitor a
projector screen on with a virtual reality headset also called head mounted display or HMD. HMDs
typically take the form of head mounted goggles with a screen in front of the eyes. Some
simulations include additional sensory information and provide sounds through speakers or
headphones. Virtual reality actually brings the user into the digital world by cutting off outside
stimuli in this way user is solely focusing on the digital content. Some Virtual reality systems used
in video games can transmit vibrations and other sensations to the user via the game controller.
18
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 that processed
foods that are called "organic" can also be very unhealthy if they contain lots of sugar.
19
Writing
Task 2. Write a paragraph about advantages OR disadvantages of biofuels.
Tips for writing:
 write about advantages or disadvantages;
 support advantages or disadvantages with reasons and examples;
 use topic-related vocabulary;
 use past modal forms including must have, can’t have, might have.
Suggested structure for writing
Supporting Paragraph 1 (Advantages/Disadvantages)
 Sentence 1- Topic sentence (Advantage 1 or Disadvantage 1)
 Sentence 2-3- Explain how this is an advantage/disadvantage
 Sentence 4- Example
 Sentence 5-Link
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Assessment criteria Task
№
Descriptor Mark
A learner
Identify the main points
in lengthy texts
1
writes ‘C’ for sentence 1; 1
writes ‘A’ for sentence 2; 1
writes ‘B’ for sentence 3; 1
writes ‘D’ for sentence 4; 1
Use topic-related
vocabulary with correct
spelling control
Apply past modal forms
including must have,
can’t have, might have
2
writes about advantages or disadvantages of
biofuels;
1
gives reasons and/or examples to support ideas; 1
follows paragraph structure; 1
uses topic vocabulary correctly; 1
uses past modal forms correctly. 1
Total marks 9
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Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Organic and non-organic worlds»
Learner’s name ___________________________________________________________________
Assessment criteria Level of learning achievements
Low Middle High
Identify the main
points in lengthy texts
Experiences difficulties in
identifying the main points while
reading. Makes mistakes in referring
the statement to the corresponding
paragraph.
Experiences some difficulties in
identifying the main points while
reading. Makes some mistakes in
referring the statement to the
corresponding paragraph.
Confidently identifies the main
points while reading. Refers the
statements to the corresponding
paragraph appropriately.
Use topic related
vocabulary with
correct spelling
control
Apply past modal
forms including must
have, can’t have,
might have
Experiences difficulties in using
topical vocabulary with correct
spelling. Does not follow the essay
structure. Demonstrates lack of
confidence in giving advantages/
disadvantages of biofuels. Does not
give reasons and/or examples to
support ideas. No use of modal forms
including must have, can’t have,
might have correctly.
Experiences some difficulties in
using topical vocabulary with correct
spelling. Gives short undeveloped
paragraphs while giving advantages/
disadvantages of biofuels. Some
features of an essay structure.
Provides reasons, but does not
support them with examples.
Attempts to apply modal forms
including must have, can’t have,
might have with some mistakes.
Demonstrates relevant use of
topical vocabulary with correct
spelling. Writes developed
paragraphs while giving
advantages/disadvantages of
biofuels. Provides reasons, and
supports them with examples.
Applies modal forms including
must have, can’t have, might have.
Minor mistakes are possible.
22
SUMMATIVE ASSESSMENT TASKS FOR TERM 3
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: https://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.
23
Work in pairs or group of three. Create a poster about a celebrity with at least 3-4 important facts.
Present your findings to class.
The rest of the class complete peer-assessment sheets while the pairs/groups are presenting.
After presentation ask complex questions about the presentation. Possible questions to ask:
1. What facts about your celebrity impressed you? Why? Give reasons.
2. How can you apply the knowledge/idea you gained from the biography in real life
situations?
Peer assessment sheet
Criteria YES NO
Overall
comment
1. The poster includes 3-4 important facts about a celebrity
2. Everyone participates in presenting the information
3. Use a variety of conjunctions
4. Give detailed answers to the questions from
classmates/teacher
24
Assessment criteria
Task
№
Descriptor
Mark
A learner
Identify speaker’s opinion in
an extended talk between
speakers on a range of
general and curricular topics
1
circles ‘Richard’ for the 1
st
sentence; 1
circles ‘Richard’ for the 2
nd
sentence; 1
circles ‘Mary’ for the 3
rd
sentence; 1
circles ‘Richard’ for the 4
th
sentence; 1
circles ‘Mary’ for the 5
th
sentence; 1
Ask and answer complex
questions
Apply a range of
conjunctions on a wide range
of familiar general and
curricular topics
2
presents 3-4 important facts about a
celebrity;
1
uses a variety of conjunctions; 1
gives full answers to the questions; 1
asks complex questions. 1
Total marks 9
25
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Reading for pleasure» and «Capabilities of human brain»
Learner’s name ___________________________________________________________________
Assessment criteria
Level of learning achievements
Low Middle High
Identify speaker’s opinion in an
extended talk between speakers on a
range of general and curricular topics
Experiences difficulties in defining
speaker’s attitude and opinion.
Experiences some difficulties in
determining speaker’s attitude and
opinion. Identifies speaker’s opinion
although with some inaccuracies.
Confidently determines
speaker’s attitude and opinion.
Ask and answer complex questions
Apply a range of conjunctions on a
wide range of familiar general and
curricular topics
Demonstrates difficulties in
presenting important facts from the
biography and answering questions.
Presents information in an
incoherent manner. Hesitations in
asking complex questions. Does not
use or misuse conjunctions.
Experiences some difficulties in
presenting important facts from the
biography and answering classmates’
questions. Demonstrates some
hesitations in asking complex
questions. Makes some mistakes in
using conjunctions.
Presents logically connected
information while presenting
and answering the questions.
Confidently asks complex
questions. Uses conjunctions.
Minor mistakes are possible.
26
Transcript
Charles: Hello! Yes, of course. I’d like to start by talking about the process of memorisation. It’s
vital that we understand the process if we want to make adjustments to the way we function. We all
use memory in the same way. It doesn’t matter whether you’re a student revising for your finals or
an adult standing in the aisle of a supermarket, trying to recall a particular item from a grocery list.
Mary: Ha ha! That’s me. I always forget to take my list.
Charles: You and thousands of other people too, Mary. We learn to use our memory when we are
still at nursery school. Young children are naturally very good at working out how to remember
things. The tips I’m going to share today are based on the things w e used to do to help us remember
when we were children. The process of memorisation occurs in two distinct forms. Do you know
what they are?
Mary: Are they ‘long-term memory’ and ‘short-term memory’?
Charles: That’s right! But these aren’t completely separate concepts. We use a combination of both
types of memory when we want to formulate our thoughts and recall information, whether we’re
trying to remember something from a decade ago or just an hour earlier.
Mary: So what tips have you got for improving the quality of our memory?
Charles: Right. Let’s start with ‘association’.
Mary: Association?
Charles: Yes. We can use word association to remember an idea or a concept. This means choosing
a word or phrase you associate with what you are trying to remember. The word needs to be
something familiar, that you come into contact with on a daily basis. So, for example, you can use
the name of your pet dog to remember a scientific equation. Try it! Read the equation a few times
and then say your dog’s name again and again. Later, in your science exam, just recall the name and
the whole equation should come back to you.
Mary: It sounds too good to be true! What else, Charles?
27
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.
28
2. Nanotechnology helps us to build whatever we wanted.
A) The author is amazed by this fact.
B) The author is indifferent to this fact.
C) The author’s attitude to this fact is negative.
3. Nano-sized robots could treat diseases.
A) The author feels negative towards this fact.
B) The author is surprised by this fact.
C) The author is happy about this fact.
4. According to the author nanotechnology is a….
A) Promising field
B) Difficult field
C) Global field
Task 2. Which paragraph answers the following questions?
1. How could we use nanotechnology to manufacture things? _______
2. What is nanotechnology? _________
Writing
Task 3. Write your opinion to the topic: ‘Will robots have an ability to think?’ Write 1 detailed
paragraph.
Tips for writing:
 Write your opinion
 Include reasons and examples
 Use linking words
 Use topic-related vocabulary accurately
 Use future active and/or passive and/or future continuous forms
29
Assessment criteria
Task
№
Descriptor
Mark
A learner
Identify specific information
and details in a text
1
writes ‘C’ for the 1
st
question; 1
writes ‘A’ for the 2
nd
question; 1
writes ‘B’ for the 3
rd
question; 1
writes ‘A’ for the 4
th
question; 1
2
writes ‘B’ for the 5
th
question; 1
writes ‘A’ for the 6
th
question; 1
Connect ideas into a
coherent paragraph using
linking words justifying
responses with examples
and reasons
Apply future active and
passive and future
continuous forms
3
clearly conveys own opinion; 1
supports opinion with arguments; 1
includes reasons and/or examples; 1
uses connectors to link paragraphs logically; 1
uses topic-related vocabulary accurately; 1
uses future active and passive forms
accurately;
1
uses future continuous forms accurately. 1
Total marks 13
30
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Breakthrough technologies»
Learner’s name ___________________________________________________________________
Assessment
Criteria
Level of learning achievements
Low Middle High
Identify specific information
and details in a text
Experiences difficulties in
identifying the opinion and the
attitude of the author in the reading
passage
Experiences some difficulties in
identifying the opinion and the
attitude of the author in the reading
passage.
Correctly finds the opinion and the
attitude of the reading passage.
Connect ideas into a coherent
paragraph using linking words
justifying responses with
examples and reasons
Apply future active and passive
and future continuous forms
Experiences challenges in
formulating arguments with reasons
and examples. Demonstrates
limited use of linking words.
Misuses tenses and spells the most
topical words incorrectly.
Experiences difficulties when using
future active and passive and future
continuous forms accurately
Experiences some challenges in
formulating arguments with reasons
and examples. Shows some limited
use of linking words. Sometimes
misuses tenses and spells some
topical words incorrectly.
Experiences some difficulties when
using future active and passive and
future continuous forms accurately.
Writes arguments with reasons and
examples and supports them with
justifications. Connects ideas into
logical paragraph using
connectors. Correctly uses future
active and/or passive and/or future
continuous forms. Minor mistakes
are possible.
31
SUMMATIVE ASSESSMENT TASKS FOR TERM 4
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.
32
Criteria for speaking
 Talk about “Space Travelling”
 Speak clearly and fluently
 Use subject-specific vocabulary
 Provide grammatically correct answers
The following questions will help you organise your speaking:
1. What are some of the different reasons people travel to space?
5. In future, as a holiday trip, space commercial flights could be an option, what are some of
the advantages and disadvantages of this type of travel?
2. What do you consider to be the most important goal for space travel and exploration?
Explain and support your opinion.
3. Do you think you would be a good candidate for long-term space travel? Why or why
not? Describe the personal characteristics, past experiences, skills etc. that make you a
good/poor candidate as you explain and support your opinion.
4. Why do you think companies and governments are spending so much time and money to
develop the space tourism industry?
5. What do you think is the most important space-related industry to develop? Explain and
support your opinion.
33
Assessment criteria
Task
№
Descriptor
Mark
A learner
Identify the meaning of
words in extended texts
using context information 1
writes ‘many’ in the 1
st
sentence; 1
writes ‘devastation’ in the 2
nd
sentence; 1
writes ‘orbit’ in the 3
rd
sentence; 1
writes ‘person’ in the 4
th
sentence; 1
writes ‘progress’ in the 5
th
sentence; 1
Talk about given topics
using appropriate topic
related vocabulary and
sentence structures
2
talks on topic; 1
speaks clearly and fluently; 1
uses subject-specific vocabulary correctly; 1
provides grammatically correct answers; 1
gives constructive feedback. 1
Total marks 10
34
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Space X»
Learner’s name ___________________________________________________________________
Assessment criteria
Level of learning achievements
Low Middle
High
Identify the meaning of
words in extended texts using
context information
Experiences difficulties in
identifying the appropriate word to
complete the gap.
Experiences some difficulties in identifying
the appropriate word to complete the gap.
Confidently identifies the
appropriate word to complete
the gap.
Talk about given topics using
appropriate topic related
vocabulary and sentence
structures
Experiences difficulties in using
topic related vocabulary and
grammatically correct sentences
while responding to questions.
Makes long unnatural pauses, and
mispronounces topical words.
Experiences some difficulties in using topic
related vocabulary and grammatically
correct sentences while responding to
questions. Makes some mistakes while
pronouncing words and phrases.
Uses a wide range of topical
vocabulary and grammatically
correct sentences showing a
good control of grammar and
pronunciation.
35
Transcript
Stephen Hawkings has mentioned on numerous occasions that the only way for humanity to survive is
to explore space. The validity of his arguments has yet to be seen. However, it is important to note the
possible need to explore space if we caused a major disaster that results in the destruction of earth we
will have to search for a new planet. Let's look at the accomplishments to date.
The first liquid-fuel rocket was launched in 1926, then in 1942 the first rocket was launched into space.
In 1961, the first human was launched into space. Since then, many space flights have been made, most
successful but some ending in explosion. There are currently two space stations in orbit. These stations
are used to test long-term effects of living in space. So far, the longest a person has spent in space was
437 days. Future development of space depends on both private and public money. With government's
low on cash only, China is showing interest in space stations. In addition, there are private companies
testing space technology such as space stations and ships for transportation.
These companies are making advances and they promise regular space travel soon.
The first use for space travel is entertainment. But at 200,000 dollars per ticket the demand will be low.
Until technology becomes cheaper, flying into space will be reserved for the wealthy.
36
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
Ideas seem to be
randomly
arranged.
37
with clear
transitions.
transitions are
used.
clear.
Explanation
and Reason
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the
position statement.
Includes 2 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the
position statement
Includes 1 piece of
evidence (facts,
statistics,
examples, real-life
experiences) that
supports the
position statement
No attempt has
been made to
support the
statements made
with relevant
explanations.
Grammar and
lexical variety
Demonstrates
good knowledge
of complex
grammar
structures with a
few mistakes.
Uses phrasal
verbs, terms
related to the
topic.
Demonstrates
good knowledge
of complex
grammar
structures though
making some
mistakes. Uses
phrasal verbs,
terms related to
the topic with
spelling mistakes.
Uses simple
grammar
structures with a
few mistakes.
Limited usage of
phrasal verbs,
some terms are not
related to the
topic. There is a
number of spelling
mistakes.
Uses simple
grammar
structures with
many mistakes.
No phrasal verbs
are used. Most of
the terms are not
related to the
topic. There are
more than 8
spelling
mistakes.
Maximum
score
16
Reading
Task 2. Task 2. Learners swap their analysis for peer-assessment. Remind the class about the project
criteria and ensure peer feedback in accordance with the discussed criteria.
Swap your paper with your partner and skim it to evaluate the analysis. Provide feedback in
accordance with the project criteria
38
Assessment criteria
Task
№
Descriptor
Mark
A learner
Write a text keeping
the layout and
format of a given
genre
1
produces writing which is related to the
assigned topic and allows the reader to
understand much about the topic;
1
produces writing which is well-organised
with clear transitions (includes logical plan);
1
produces writing which includes 3 or more
pieces of evidence (facts, statistics, examples,
real-life experiences) that support the position
statement;
1
demonstrates good knowledge of complex
grammar structures with minor mistakes;
1
uses phrasal verbs, terms related to the topic; 1
Skim the extended fiction
and non-fiction texts to
evaluate it
2
skims partner`s analysis; 1
evaluates partner`s analysis; 1
provides feedback according to the suggested
criteria.
1
Total 8
39
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Independent project»
Learner’s name ___________________________________________________________________
Assessment criteria
Level of learning achievements
Low Middle
High
Write a text keeping the
layout and format of a given
genre
Experiences difficulties in producing
writing which is related to the
assigned topic and the organisation
of ideas does not allow the reader to
understand much about the topic.
Experiences some difficulties in
producing writing which is
related to the assigned topic and
the writing is generally coherent.
Produces writing which is related
to the assigned topic, coherently
organised.
Skim the extended fiction
and non-fiction texts to
identify the general
information
Experiences challenges in evaluating
the text. Struggles to provide
effective feedback according to the
suggested criteria.
Experiences some difficulties in
evaluating the text. Provides
general feedback on partner`s
analysis.
Confident in evaluating the text.
Provides constructive feedback on
partner`s analysis.