Summative assessment for the unit «Controversial issue»
Methodological recommendations for Summative Assessment
On the subject «The English language»
Grade 10
(social-humanitarian direction)
Nur-Sultan, 2019
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 Social-Humanitarian 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.
CONTENTS
SUMMATIVE ASSESSMENT TASKS FOR TERM 1. 4
Summative assessment for the unit «Legend or Truth?». 4
Summative assessment for the unit «Controversial Issue». 9
SUMMATIVE ASSESSMENT TASK FOR TERM 2. 13
Summative assessment for the unit «Virtual Reality». 13
Summative assessment for the unit «Out of this World». 18
SUMMATIVE ASSESSMENT TASKS FOR TERM 3. 22
Summative assessment for the unit «Stress and Fear». 22
Summative assessment for the unit «Imagination and Creativity» and «Reading for Pleasure». 26
SUMMATIVE ASSESSMENT TASKS FOR TERM 4. 30
Summative assessment for the unit «Different ways of Living». 30
Summative assessment for the unit «Independent Project». 34
SUMMATIVE ASSESSMENT TASKS FOR TERM 1
Summative assessment for the unit «Legend or Truth?»
| 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 10.3.7 Use appropriate subject-specific vocabulary and syntax to talk about a 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 | · Identify particular facts and parts in extended conversation without support · Talk about given topics using appropriate topic related vocabulary · Apply active and passive simple/perfect present and past forms | ||||
| Level of thinking skills | Knowledge and comprehension Application | ||||
| Duration | 20 minutes | ||||
| Listening
Task. Listen to the talk and mark the sentences True or False. Follow the link to listen to the recording (play only the part of the recording 0.04-2.13) http://http-ws.bbc.co.uk.edgesuite.net/mp3/learningenglish/2010/05/100513_6min_loch_ness_web_au_bb.mp3 1. Scotland is famous for a mystery story about ghosts in old castles._________ 2. “Loch” is a Scottish word for “love”._________ 3. Kate recognises the word “dreich”.________ Continue to listen and complete the sentences with ONE word. 4. Callum offers to listen to a report that has ____________ the information about the monster. 5. It is believed that in 1930 someone saw the _____________ crossing the road. Speaking Task. Speak about topic ‘Legend and Myth’ for 2-3 minutes. You have 1 minute to prepare. Use the following questions as a help: 1. What is a myth? 2. What is a legend? 3. What is a folktale? 4. What is the difference between myths, legends and folktales? 5. Does the country you live in have special myths of its own? Name one. 6. Are myths true or false? 7. What is a role of urban legends in people’s life? You should: · talk on topic · present clear ideas · use well-chosen topic related vocabulary
· use correct grammatical forms of active and passive simple/perfect present and past tenses
You can use: 1.vocabulary for talking about myths: Ø To be the oldest and most powerful of all story forms. Ø To carry an important message for a culture or group. Ø To contain wisdom which a kind of truth is. Ø To give the official view of creation. Ø To explain natural events. Ø To be passed on by spoken word. 2.vocabulary for talking about legends: Ø To be based on fact, such as a real person, a place or an event. Ø To be based on historic facts. Ø To include heroic characters or fantastic places. Ø To encompass the spiritual beliefs. 3.vocabulary for talking about folktales: Ø To be passed on in spoken form. Ø To comprise fables, fairy tales, old legends. Ø To be based on a partial truth. | |||||
| Assessment criteria | Task № | Descriptor | Mark |
| A learner | |||
| Identify particular facts and parts in extended conversation without support | 1 | marks False for the 1st sentence; | 1 |
| marks False for the 2nd sentence; | 1 | ||
| marks True for the 3rd sentence; | 1 | ||
| writes the word ‘revealed’ for the 4th sentence; | 1 | ||
| writes the word ‘beast’ for the 5th sentence; | 1 | ||
| Talk about given topics using appropriate topic related vocabulary Apply active and passive simple/perfect present and past forms | 2 | talks on topic; | 1 |
| expresses ideas clearly; | 1 | ||
| uses a range of appropriate vocabulary in a talk; | 1 | ||
| uses appropriate forms of active and/or passive simple present and/or past tenses; | 1 | ||
| uses appropriate forms of active and/or passive perfect present and/or past tenses. | 1 | ||
| Total marks | 10 | ||
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Legend or Truth?»
Learner’s name_______________________________________________________
| Assessment criteria | Level of learning achievements | ||
| Low | Middle | High | |
| Identify particular facts and parts in extended conversation without support | Experiences difficulties in identifying information while listening to the talk. | Experiences some difficulties in identifying information while listening to the talk. | Identifies specific information in a talk mostly correctly. |
| Talk about given topics using appropriate topic related vocabulary Apply active and passive simple/perfect present and past forms | Speech contains irrelevant information. Makes many grammatical inaccuracies and uses inappropriate vocabulary. | Talks on topic, however, ideas are not clearly expressed. Uses grammatical structures and vocabulary with some errors. | Presents relevant ideas to the topic. Uses good range of grammatical structures and accurate vocabulary. Makes few errors that do not interfere the meaning. |
Transcript
|
|
|
Callum: Hello and welcome to 6 Minute English, I'm Callum Robertson and joining me today is Kate, hello Kate.
Kate: Hello Callum.
Callum: Now Kate, something which we both have in common is that we are both Scottish, though you couldn't tell from my accent and today's programme is all about what is perhaps the most famous mystery associated with Scotland. What do you think that is?
Kate: Mmm, let me think. Is it perhaps Nessie? The Loch Ness Monster?
Callum: Yes, it is, indeed. What is Loch Ness, Kate?
Kate: Well Loch Ness is a lake, called Ness, Loch Ness. And loch is the Scottish word for lake.
Callum: We'll hear more about the loch and the monster shortly, but first, our question, which should be an easy one for you Kate, I think. Loch is the Scottish word for Lake, but what is the Scottish word 'dreich' used to describe: a: cold wet weather b: deep dark water c: deep soft snow
Kate: Ah, well I know this one. I love this word 'dreich'. It means a: cold wet weather.
Callum: We'll find out if you're right at the end of the programme. Now back to Loch Ness. Could you tell us a bit more about it?
Kate: Well Loch Ness is a very big loch; it's about 37 km long and holds the largest amount of water of any lake in UK. The water is very deep and very dark. And it's also known as the home of the Loch Ness Monster.
|
|
|
Callum: When did all this talk of a monster in the loch begin? Let's listen now to part of a report about new information which has been revealed regarding the monster. Listen out for this information. When did the legend start and when did it become world famous? Here's the BBC's Colin Blane:
Colin Blane
The legend of the Loch Ness Monster goes back more than a thousand years but the story attracted world-wide attention in the 1930s after a Scottish newspaper reported the beast had been seen crossing the road.
Summative assessment for the unit «Controversial issue»
| 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 10.5.8 Communicate and respond to news and feelings in correspondence through a variety of functions on a 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 meaning of unfamiliar words in the reading texts on familiar and some unfamiliar topics · Respond to the given statement expressing personal opinion clarifying by supporting examples · Apply simple and continuous perfect forms using time adverbials such as so far, lately, all my life |
| 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 synonym of the words in bold. Use the context clues in the sentences to help you. Megacities I’m definitely not a ‘country mouse’ but I grew up in a fairly tranquil town. I went to University in a city called Exeter. It is perhaps one of the smallest in the UK, surrounded by green hills and home to only 100,000 people. Recently I have moved to a “megacity” called Guangzhou. Guangzhou is an area of South China that is home to an unbelievable number of people – at least 50 million people. As these cities expand they are bleeding into each other, and will eventually be part of a sprawling metropolis that also includes Hong Kong and Macau. As farming becomes more efficient and less people are needed in agriculture, this urbanisation is the story all over the world. Recently, it was revealed that for the first time in history, more people live in cities than live in the countryside. Although they cover only 3% of the world’s surface, 51% of the world’s population now lives in urban areas. It is predicted that by 2050, 75% of the world’s population will live in the city. Humans' migration and the effect it is having on our planet are inevitable, so much so that academics believe we have entered a new geological age. It’s called the Anthropogenic: the Age of Man. We are in a time when the biggest changes to the planet are not created by nature, but by human beings. 1. Tranquil A) busy B) noisy C) quiet D) remote 2. Metropolis A) a rural area B) a very large city C) urbanisation D) a village 3. Predicted A) anticipated B) discussed C) solved D) argued 4. Changes A) development B) innovation C) alteration D) order Writing Task 2. Write your ideas in response to the following statement:
“Gender equality is a human right, but our world faces inequality in access to opportunities and decision making power for women and men”. You should: · write your response to the statement · express your opinion · consider different perspectives and state your position clearly · give supporting examples for ideas · use topic related vocabulary accurately · use accurate grammar structures to express simple and continuous perfect tenses · use time adverbials such as so far, lately, all my life
| |
| Assessment criteria | Task № | Descriptor | Mark |
| A learner | |||
| Identify the meaning of unfamiliar words in the reading texts on familiar and some unfamiliar topics | 1 | 1.chooses C for the 1st sentence; | 1 |
| 2.chooses B for the 2nd sentence; | 1 | ||
| 3.chooses A for the 3rd sentence; | 1 | ||
| 4.chooses C for the 4th sentence; | 1 | ||
| Respond to the given statement expressing personal opinion clarifying by supporting examples Apply simple and continuous perfect forms using time adverbials such as so far, lately, all my life | 2 | conveys ideas clearly; | 1 |
| considers different perspectives; | 1 | ||
| states personal position; | 1 | ||
| supports ideas with examples; | 1 | ||
| uses topic related vocabulary accurately; | 1 | ||
| uses simple perfect forms accurately; | 1 | ||
| uses continuous perfect forms accurately; | 1 | ||
| uses time adverbials accurately. | 1 | ||
| Total marks | 12 | ||
Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Controversial issues»
Learner’s name_______________________________________________________
| Assessment criteria | Level of learning achievements
 Мы поможем в написании ваших работ! | ||||