Methodological recommendations for Summative Assessment

on the subject «The English language»

Grade 11
(social-humanitarian direction)

Nur-Sultan 2020
 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 Social-Humanitarian
direction on the updated content.
Methodological recommendations are aligned with the Subject Programme and Long-term
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.
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.

2
 CONTENTS

SUMMATIVE ASSESSMENT TASKS FOR TERM 1......................................................................4

Summative assessment for the unit «Making contact».....................................................................4
Summative assessment for the unit «Investigate and Report on Animal World: Bats, Eagles, Bees
and Dolphins»...................................................................................................................................9
SUMMATIVE ASSESSMENT TASKSFOR TERM 2.....................................................................13
Summative assessment for the unit «Interviews and Instructions»................................................13
Summative assessment for the unit «Investigate and Report on Timekeeping Devices/Science
video»..............................................................................................................................................18
SUMMATIVE ASSESSMENT TASKSFOR TERM 3.....................................................................22
Summative assessment for the unit «Work and Inventions»..........................................................22
Summative assessment for the units «Social change and Further Study» and «Reading for Pleasure»
........................................................................................................................................................ 27
SUMMATIVE ASSESSMENT TASKSFOR TERM 4.....................................................................31
Summative assessment for the unit «Making Statements and Providing Information».................31
Summative assessment for the unit «Clothes Journey»..................................................................35

3
 SUMMATIVE ASSESSMENT TASKS FOR TERM
1

Summative assessment for the unit «Making contact»

Learning objectives 11.1.6 Organise and present information clearly to others

11.2.1 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
11.3.3 Explain and justify own and others’ point of view on a
range
of general and curricular topics, including some unfamiliar
topics
11.6.2 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.
4
B. These people love their families and homes.
C. I really enjoy living among these people.

5
 5. What is the best title for the talk?
A. How to Adjust Culture Shock
B. The Stages of Culture Shock
C. The Causes of Culture Shock

Speaking

Task 2. Choose ONE card and answer the questions. Please, use demonstrative pronouns and
quantifiers appropriately. Answer all the questions by explaining and justifying your point of view.

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:

Tick if your partner

Criteria
achieved it
1. My partner answers to the 1st question
2. My partner answers to the 2nd question
3. My partner answers to the 3rd question using demonstrative
pronouns and quantifiers
4. My partner answers to the 4th question using demonstrative
pronouns and quantifiers
5. My partner provides supporting sentences/examples to
justify their answer
6. My partner talks without pauses

Card 1
1. How do you understand culture shock?
2. In what situations do people experience culture shock?
3. What stages does the culture shock consist of?
4. What advice would you give on how to cope with culture shock?

Card 2
1. How is communication changing between people? Why?
2. How often do you start up a conversation with people you don’t know? Why?
3. How will people communicate in the future? Why?
4. How is the way your grandparents talk with people different from yours?

Card 3
1. How do you understand global communication?
2. How has the way we communicate changed during the past decade?
3. What effect does the computer have on mass communication?
4. What are some of the problems associated with posting news on the internet?

Card 4
1. What are some of the functions of communication?
2. How can communication help any organization to achieve its goal?
3. How does the way we communicate (written or oral) vary according to whom we talk to?
4. What role does non-verbal communication play in delivering a message?

6
 Descriptor
Assessment criteria Task№ A learner Mark

Identify the main points in 1. chooses the answer B; 1

the speech
2. chooses the answer B; 1

1 3. chooses the answer A; 1

4. chooses the answer C; 1

5. chooses the answer B; 1

Answer the questions to is able to answer Question 1; 1

provide a point of view
is able to answer Question 2; 1
Use appropriate grammar
structures to express ideas is able to answer Question 3; 1

is able to answer Question 4; 1

2
conveys extended opinion based on sound 1
reasoning, with selected evidence and
examples;

is able to use demonstrative pronouns and 1

quantifiers to avoid repetition

Total marks: 11

7
 Rubrics for providing information to parents on the result of
Summative Assessment for the unit «Making Contact»

Learner’s name

Level of learning achievements

Assessment criteria
Low Middle High

Identify the main points in the Experiences difficulties in Experiences some difficulties in Correctly identifies the main points
speech identifying the main points in the identifying the main points in the talk in the talk and accurately answers
talk and accurately answers 1-2 and accurately answers 3 questions 4- 5 questions according to the talk.
questions according to the talk. according to the talk.

Answer the questions to provide a Answers the questions on topic Answers some of the questions Relevantly answers most of the
point of view with many errors. Experiences relevantly using some determiners. questions skillfully using
difficulties in providing and Explains and justifies his or her point determiners. Confidently conveys
Use appropriate grammar
opinion and justifying his or her of view with some inappropriacies. opinion on the questions justifying
structures to express ideas
point of view. his or her point of view.

7
Transcript

When you go to live in a new country, there are so many things you have to get used to. At the
beginning, everything is new and exciting, and there is an overload on your senses: colours, food
and clothes, all seem different and it is a bit like being a tourist and very enjoyable.

But then, as you realize that you are not going to go home and life takes on a different look, and
things you might not think about at home begin to irritate you. You tend to hang around with people
from your own country or other foreigners and compare the people and their habits unfavourably to
things back home. Here is a word in Australia known as “the winging pomp syndrome”.

If you get past that stage and begin to integrate more, then life becomes easier and more enjoyable,
and you begin to find both your own behaviour and those of the host culture more amusing.

The final stage is really when you have to make a decision: to go or to stay. But this is the best one
because you begin to feel at home and, although, you may still criticize, is more how you would
your own home country. And you feel at home and like the people more and more.

8
 Summative assessment for the unit «Investigate and Report on Animal World: Bats, Eagles,
Bees and Dolphins»

Learning objectives 11.4.5 Deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular
topics
11.5.4 Use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and
curricular topics
11.6.7 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

9
 1. It is hardly possible to replace animals’ natural .
2. Whales and dolphins in zoos are often made to perform .
3. Zoos give a harmless for creatures which have been abused or deserted.
4. Zoos conduct investigations into how to cure .
5. Worldwide rearing projects are especially significant for which are seriously at
risk of extinction.
6. In natural home, some sparse animals experience problems in meeting .

Writing

Task 2. Write an article for a school magazine on the rubric “Our animal world”. Choose one
endangered animal and give the following information about it:

● interesting / shocking facts about it

● the ways of preservation
● some methods that have been successful in preserving animals

1
 Descriptor
Assessment criteria Task№ A learner Mark

Identify specific information 1. writes “habitat/habitats”; 1

to deduce meaning from the
2. writes “tricks”; 1
context
3. writes “environment”; 1
1
4. writes “illnesses”; 1

5. writes “species”; 1

6. writes “mates”; 1

Use simple and complex follows the style and register appropriately; 1
grammatical structures to
write sentences uses appropriate perfect active forms; 1
2 uses complex grammar structures with 1
Produce a text in an
appropriate style perfect passive forms;

presents information clearly. 1

Total marks: 10

The text was retrieved from https://learnenglishteens.britishcouncil.org/skills/reading/upper-

intermediate-b2-reading/are-zoos-good-thing

1
 Rubrics for providing information to parents on the result of
Summative Assessment for the unit «Investigate and Report on Animal World: Bats, Eagles, Bees and Dolphins»

Learner’s name

Level of learning achievements

Assessment criteria
Low Middle High

Identify the main idea of the Is unable to identify the main idea Is good at identifying the main idea Is excellent at identifying the main
conversation deducing the and specific information. There are and specific information. There are idea and specific information.
meaning of the words many problems at recognizing some minor problems at recognizing There are no problems at
vocabulary and expressions vocabulary and expressions recognizing vocabulary and
expressions.

Use simple and complex Hardly follows the style and Uses good range of structures and Uses wide range of structures and
grammatical structures to write register. Contains grammar errors vocabulary. Overall relevant to the vocabulary. Precisely follows the
sentences throughout. content. Often follows the style and style and register. Makes few
register and grammar with very few inaccuracies that do not disrupt
Write most high-frequency
errors. communication.
vocabulary correctly

1
 SUMMATIVE ASSESSMENT TASKSFOR TERM 2
Summative assessment for the unit «Interviews and
Instructions»

Learning objectives 11.1.9 Use imagination to express thoughts, ideas, experiences and
feelings
11.2.6 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
11.3.2 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
11.6.4 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/interviewing-
techniques
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.

1
Card 1 Card 2 Card 3
Usually interviews are
misinterpreted.
It is a good idea to discuss The success of an interview
the interview questions depends only on the
beforehand. interviewer.
Card 4 Card 5 Card 6
Giving an interview The result of the work Men usually tend to avoid
requires good depends on the language instructions to prepare
communication skills. and tone of instructions. independent speech.

1
 Descriptor
Assessment criteria Task№ Mark
A learner

Recognize and take 1. writes “questions about facts”; 1

advantage of context clues
2. writes “colour”; 1
to figure out the meaning of
the text 1 3. writes “interviewee”; 1

4. writes “off the record”; 1

5. writes “leading question”; 1

Keep interaction going by communicates effectively using target

posing questions and vocabulary appropriately (at least 4-5 topical 1
responding vocabulary);

communicates effectively using appropriate

2 1
syntax
Communicate effectively
using target vocabulary and gives full answers to the partner’s questions; 1
syntax appropriately
asks open-ended higher order thinking
1
questions to keep interaction going.

Total marks 9

1
 Rubrics for providing information to parents on the result of
Summative Assessment for the unit «Interviews and Instructions»

Learner’s name

Level of learning achievements

Assessment criteria
Low Middle High

Recognize and take advantage of Tries to identify general and specific Good at identifying general and Excellent at identifying general
context clues to figure out the information but not enough to get a specific information. Shows some and specific information.
meaning of the text general idea of the content. Fails to ability to infer implied information. Accurately infers implied
information. Almost no problem
infer implied information. Many Some minor problems at recognizing
at recognizing vocabulary and
problems at recognizing vocabulary vocabulary and expressions. Makes expressions. Completes the
and expressions. Completes the some mistakes in listening task. listening activity mostly correctly.
listening task mostly incorrectly.

Keep interaction going by posing Provides content that is inaccurate Provides content that is relevant to the Provides content that is accurate
questions and responding and there are excessive grammatical topic and there are few grammatical and there are few grammatical
errors. Uses vocabulary and question errors of agreement. Uses vocabulary errors of agreement. Uses
words most of the time incorrectly. and question words often consistently. vocabulary and question words
Communicate effectively using Purpose isn’t clear; needs a lot of Tries to communicate, but sometimes correctly. Stays on task most of
target vocabulary and syntax help communicating; usually does does not respond appropriately and the time and communicates
appropriately not respond appropriately. clearly. effectively; almost always
responds appropriately and always
tries to develop the interaction.

1
Transcript

I know it sounds obvious, but you really must prepare before the interview. Prepare your questions
in advance. Think about the order you will ask them. A rule of thumb is to ask questions about facts
first, leaving opinion questions until later. Most people find questions about facts much easier to
answer, so they start to feel more at ease.
Try to interview the person in a place which is appropriate to the interview – their place of work, for
example. Interviewing a person on their territory can put them at ease, and also provide you with
colour for your story.
How you start the interview can influence how successful it will be. Set your ground rules. For
example, you may want to insist that the interviewee says in advance if they want what they say to
be off the record.
During the interview, you should be polite but firm. Use your list of questions as a base for the
interview, not a rigid script. Ask for evidence to support any claims made by the interviewee. Don’t
be afraid to ask ‘How do you know that?’ But never ask leading questions. Let the person say what
they want to say, not what you want them to say.

The listening task was adapted from https://learnenglish.britishcouncil.org/podcasts-

professionals/interviewing-techniques

1
Summative assessment for the unit «Investigate and Report on Timekeeping Devices/Science
video»

Learning objectives 11.4.2 Understand specific information and detail in extended texts
on a wide range of familiar and unfamiliar general and
curricular topics
11.1.7 Develop and sustain a consistent argument when speaking
or writing
11.5.1 Plan, write, edit and proofread work at text level
independently on a wide range of general and curricular
topics
11.6.6 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.

1
C
The advent of the mechanical clock meant that although it could be adjusted to maintain temporal
hours, it was naturally suited to keeping equal ones. With these, however, arose the question of
when to begin counting, and so, in the early 14th century, a number of systems evolved. The
schemes that divided the day into 24 equal parts varied according to the start of the count: Italian
hours began at sunset, Babylonian hours at sunrise, astronomical hours at midday and 'great clock'
hours, used for some large public clocks in Germany, at midnight. Eventually these were
superseded by 'small clock', or French, hours, which split the day into two 12-hour periods
commencing at midnight.
Which paragraph contains the following information? Write the correct letter A, B or C.

A description of an early timekeeping invention affected by cold temperatures

1. An explanation of the importance of geography in the development of the calendar in farming

2. Details of the simultaneous efforts of different societies to calculate time using uniform hours

3. Information about the day being divided into two equal halves

Writing

Task 2. Write an information report on two timekeeping devices comparing and contrasting them
(e.g. a sundial, a pendulum clock, an astronomical clock, etc.). Include the plan of your information
report. Please, use impersonal structures as much as possible.

1
 Descriptor

Assessment criteria Task № Mark

A learner

Identify specific 1. chooses “B”; 1

information in extended
texts 2. chooses “A”; 1
1
3. chooses “C; 1

4. chooses “C”; 1

Give consistent arguments provides relevant content of the report; 1

in writing a text
Make a clear plan of provides arguments to support ideas; 1
writing; Write a text; Check
the written draft provides an outline of the writing; 1
Write grammatically correct 2
sentences using impersonal
sentences uses correct grammar structures; 1

uses a variety of impersonal structures. 1

Total mark 9

The article is retrieved from http://mini-ielts.com/302/reading/a-chronicle-of-timekeeping

2
 Rubrics for providing information to parents on the result of
Summative Assessment for the unit «Investigate and Report on Timekeeping Devices / Science

video» Learner’s name

Level of learning achievements

Assessment criteria
Low Middle High

Identify specific information in Experiences difficulties in finding Experiences some difficulties in Correctly finds details in the text.
extended texts details in the text. Makes mistakes finding details in the text. Answers Answers most of the questions
in answering the questions. some questions correctly. appropriately.

Give consistent arguments in Experiences difficulties in planning Writes an information report relevant Writes an information report
writing a text and writing the task; makes many to the topic. relevant to the topic. Presents fully
Make a clear plan of writing; grammar and spelling mistakes. coherent text. Gives an appropriate
Write a text; Check the written Gives the outline which may not fully
Makes frequent inaccuracies that outline of the writing. Precisely
draft reflect the writing. Consistently
Write grammatically correct disrupt communication. follows rules of spelling and
follows rules of spelling and grammar
sentences using impersonal grammar. Makes few inaccuracies
with some errors. Makes some
sentences that do not disrupt communication.
inaccuracies that do not disrupt
communication.

2
 SUMMATIVE ASSESSMENT TASKSFOR TERM 3

Summative assessment for the unit «Work and Inventions»

Learning objectives 11.2.4 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
11.3.7 Use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general
and curricular topics
11.6.3 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 A. I felt I was helping people.

Speaker 2 B. I found it surprisingly hard work.
Speaker 3 C. I found the people I met interesting.
D. I liked having the opportunity to achieve my ambitions.
Speaker 4 E. I felt I was learning useful skills.
Speaker 5
F. I detested some parts of the job more than others.

2
Speaking

Task 2. Discuss the following questions with your partner. Please, use adjectives complimented by
that, infinitive or wh-clauses.

Student A Student B
1. What kinds of job in science sound 2. How well is science taught at school in your
interesting? Why? country?
3. How are scientists often shown in films and 4. What breakthroughs would you like to see
TV programmes? Is this fair? scientists make?
5. What kind of jobs would be suitable for 6. What kind of jobs would you be happy to do,
students in their free time or in their and what jobs would you prefer not to do?
holidays? Why? Why (not)?
7. Do you think young people are more 8. How do you think technology will change our
comfortable using modern technology than lives in the future?
old people? Why (not)?
9. What are the advantages and disadvantages 10. At what age should people be allowed to
of working with your parents? start
working? Why?

2
 Descriptor
Assessment criteria Task№ Mark
A learner
Recognize most of the chooses C; 1
implied meaning in the talk
chooses E; 1
while listening
1 chooses B; 1
chooses A; 1
chooses F; 1
Communicate effectively uses target vocabulary and syntax
using target vocabulary and 1
appropriately;
syntax appropriately
demonstrates the skills of using adjective
Apply adjective 1
complementation properly;
complementation
appropriately while 2 gives a full response showing his or her
speaking 1
opinion with supporting information;
pronounces the words correctly; 1
talks without pauses or hesitations. 1
Total marks 10

2
 Rubrics for providing information to parents on the result of
Summative Assessment for the unit «Work and Inventions»

Learner’s name:

Assessment criteria Level of learning achievements

Low Middle High

Recognize most of the implied Experiences challenges in Tries to recognize most of the implied Copes with listening task easily and
meaning in the talk while listening identifying implied meaning and meaning while listening and recognizes all the specific
answers questions incorrectly. completing tasks properly. Makes information with implied meaning
some mistakes in answering the in the text.
questions.

Communicate effectively using Provides content that is inaccurate Provides content that is relevant to the Provides content that is accurate
target vocabulary and syntax and there are excessive topic and there are few grammatical and there are few grammatical
appropriately grammatical errors. Uses errors of agreement. Uses vocabulary errors of agreement. Uses
vocabulary and question words and question words often consistently. vocabulary and question words
Apply adjective complementation
most of the time incorrectly. Tries to communicate, but sometimes correctly. Stays on task most of the
appropriately while speaking
Purpose isn’t clear; needs a lot of does not respond appropriately and time and communicates effectively;
help communicating; usually does clearly. almost always responds
not respond appropriately. appropriately and always tries to
develop the interaction.

2
Transcript

Speaker 1: My first job was when I was a student. I worked part-time in a hospital and had to fetch
them and wheel them to different hospital departments for treatment. It was hard physical work, you
know, lifting people and helping them. But the thing I found most fascinating was chatting to the
patients I had to collect. I think I learnt a lot form them in fact.

Speaker 2: I got my first job as an assistant receptionist in a hotel when I was just eighteen. They
gave me lots of responsibility quite early on so I learned to do all sorts of things which you need for
almost any job, really practical thongs like dealing with people, answering the phone correctly,
maintaining the hotel database.

Speaker 3: Well this wasn’t my first job, but it was what I’d call my first serious job. I worked
behind the counter in a bank. Before starting, I’d expected the work to be quite routing until I was
given more responsibility, but in fact it was very challenging right from the beginning.

Speaker 4: It wasn’t a very well-paid job. I worked in a call centre for a large computer company
and got phone calls from the people with problems. I felt at the time that I was doing something
really useful because there were all these people phoning in with urgent problems to do with their
computers.

Speaker 5: I did my first job for nearly fifteen years. After university I started working at the same
school until just about a year ago. I have to say though I found teaching fun and challenging. On the
other hand, I always had a great deal of homework to correct in the evenings and I hated that.

The listening task was adapted from the coursebook by Guy Brook-Hart “Complete First
Certificate” 1e SB

2
 Summative assessment for the units «Social change and Further Study» and «Reading for
Pleasure»

Learning objectives 11.1.10 Use talk or writing as a means of reflecting on and

exploring a range of perspectives on the world
11.4.6 Recognise the attitude, opinion or tone of the writer in
extended texts on a range of more complex and abstract
general and curricular topics
11.5.5 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
11.6.9 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.

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 Although many academic programs abroad have academic requirements, you do not
necessarily have to have the highest grades or marks to be eligible. And most do not have language
requirements. Who you are is as important as your academic record. Study programs abroad look
for students who are independent, self-assured, enjoy new experiences and different types of
people, and can handle challenges.
If you really hate change and don’t like the idea of figuring things out all on your own, then
studying abroad may not be for you. It’s important to be honest with yourself and really think
about what you expect. You could end up having a miserable time if you don’t!

Do the following statements reflect the claims the writer in the reading passage?

YES If the statement reflects the claims of the writer

NO If the statement contradicts the claims of the writer
NOT GIVEN If it is impossible to say what the writer thinks about this

1. The biggest world trading organizations are located in Japan.

2. The study abroad programs allow you to acquire a foreign language.
3. It takes a person at least a year to feel themselves as an active member of the
local community.
4. The only reason for studying abroad is gaining self-confidence.
5. Studying abroad may be painful for people who are not ready for changes.

Writing

Task 2. You should write a short essay on the following topic. Please, organize your ideas logically
and use a range of past and present forms appropriately.

People with higher education are more able to make a social change than people who do not
have. Write your ideas for and against this statement.

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 Descriptor
Assessment criteria Task№ Mark
A learner
Identify author’s attitude writes “NG/NOT GIVEN”; 1
and viewpoint in extended
writes “Y/YES”; 1
texts
1 writes “NG/NOT GIVEN”; 1
writes “N/NO”; 1
writes “Y/YES”; 1
Write coherent arguments sequences information and ideas logically; 1
to design a logically
sequenced text uses a wide range of past and present forms
Apply a range of past forms 1
2 (with very occasional errors);
properly
has good argumentation while discussing
1
the topic from different perspectives.
Total marks 8

The reading task was adapted from the course book by Barbara Thomas and Amanda Thomas
‘Complete First Certificate’ WB, p.22

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 Rubrics for providing information to parents on the result of
Summative Assessment for the units «Social change and Further Study» and «Reading for Pleasure»

Learner’s name:

Level of learning achievements

Assessment criteria
Low Middle High

Identify author’s attitude and Experiences difficulties in Experiences some difficulties in Correctly identifies author’s
viewpoint in extended texts identifying author’s viewpoint and identifying author’s viewpoint and viewpoint and attitude and answers
attitude and answers 1-2 questions attitude and answers 3-4 questions all questions correctly.
correctly. correctly.

Write coherent arguments to Responds to the task in a minimal Partially addresses the task, presents Fully addresses all parts of the
design a logically sequenced text way, presents information and information with some argumentation, task., skillfully manages
ideas, but these are not arranged but there may be a lack of overall argumentation and shows a good
logically and makes frequent progression and makes some errors in control in the use of past and
grammatical errors in the use of the use of past and present forms. present forms.
Apply past a range of forms past and present forms.
properly

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 SUMMATIVE ASSESSMENT TASKSFOR TERM 4
Summative assessment for the unit «Making Statements and Providing Information»

Learning objectives 11.2.2 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
11.3.6 Navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some
unfamiliar general and curricular topics
11.6.14 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 1 Card 2 Card 3

Usually the messenger People usually trust Making a social
is more important than your body language change starts form
the message. than what you actually giving a good speech.

Card 4 Card 5 Card 6

Youwillbereally successful if only
Communication
you skill is themostsignificant
International disputes
can always be solved
standout crowd.
from the feature prosperous.
for being by communication.

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 Descriptor Mark
Assessment criteria Task №
A learner
Identify specific writes “tie”; 1
information in a talk
writes “trivial facts”; 1

1 writes “general knowledge”; 1

writes “two / 2 months”; 1
writes “(big) television / TV”; 1
Use paraphrasing and applies correction technique; 1
correction to modify
language and navigate talk applies paraphrasing technique; 1
Apply a range of
prepositional phrases while 2 navigates talk appropriately; 1
talking
uses a range of prepositional phrases
1
appropriately.
Total marks 9

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 Rubrics for providing information to parents on the result
of
Summative Assessment for the unit «Making Statements and Providing Information»

Learner’s name:

Level of learning achievements

Assessment criteria
Low Middle High

Identify specific information in a Experiences difficulties in Experiences some difficulties in Correctly identifies specific
talk identifying specific information and identifying specific information and information and answers all
answers 1-2 questions correctly. answers 3-4 questions correctly. questions correctly.

Use paraphrasing and correction Experiences challenges in using Experiences some challenges in Skillfully uses prepositional phrases
to modify language and navigate prepositional phrases making using prepositional phrases making making some slips. Appropriately
talk multiple errors. Hardly ever modifies some errors. Tries to modify modifies language and navigates talk.
Apply a range of prepositional
language or navigates talk. language and navigate talk, but with
phrases while talking
some errors.

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Transcript

So, I’m going to tell you about my dad’s ten minutes of fame. It was when he starred on a TV show
‘The Big Question’ a few years ago and it happened like this.
My father took a hired car to – because ours was very old – and he drove to the TV studios. When
he got there, he suddenly realized that he’d left his tie behind, so he had to ask the producer if
they’d got a spare one at the studio he could borrow. Anyway, he was told he didn’t need one. Oh, I
forgot to say, he didn’t really study for the show – you know, by reading encyclopedias and so on.
He told me later that the only thing he’d done was what he always did in the evening, which was
read the popular press that we hadn’t sold during the day and pick up lots of trivial facts.
When the show started, I think my dad felt quite lucky and very surprised to be able to answer his
questions, which were all about general knowledge and nothing too specialist, because he actually
managed to win. The show was recorded and came on nearly two months later and we almost
missed it because we’d almost forgotten about it by then.
My dad won a big television with a wide screen – we’ve still got it at home, and it’s great for the
football – and a big fluffy elephant, which he gave to me. So that was my dad’s ten minutes of
fame. I wonder what mine will be.

The listening task was adapted from the course book by Guy Brook-Hart ‘Complete First’ 2nd
edition SB, p.88

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 Summative assessment for the unit «Clothes Journey»

Learning objectives 11.1.8 Develop intercultural awareness through reading and

discussion
11.4.7 Recognise patterns of development in lengthy texts [inter-
paragraph level] on a range of more complex and abstract
general and curricular topics
11.5.3 Write with grammatical accuracy on a wide range of
general
and curricular topics
11.5.6 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. 3
Complete the notes below. Choose ONE WORD ONLY from the passage for each answer.

Early silk production in China

Writing  Around 3000 BC, according to legend:
- silkworm cocoon fell into emperor’s wife’s 1 ....................
Task 2. Write a short essay on the topic ‘The clothing and fashion industry have a big influence
- emperor’s wife invented a 2......................to pull out silk fibres
on people. Is this a good or bad thing?’
Use a range of grammar structure appropriately and organize your ideas coherently.
 Only 3.....................were allowed to produce silk
 Only 4.....................were allowed to wear silk

 Silk used as a form of 5 ....................

- e.g. farmers’ taxes consisted partly of silk

 Silk used for many purposes

- e.g. evidence found of 6......................made from silk around 168 AD

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 Descriptor Mark
Assessment criteria Task№
A learner
Recognize the logical writes “tea” for the 1st gap; 1
development of the parts of
writes “reel” for the 2nd gap; 1
the text
writes “women” for the 3rd gap; 1
1 writes “royalty” for the 4th gap; 1
writes “currency” for the 5th gap; 1
writes “paper” for the 6th gap; 1
Demonstrate the ability to provides answer on topic; 1
write grammatically correct
uses a range of grammar structures; 1
sentences on familiar topics
Connect sentences into a 2 conveys ideas clearly; 1
logical ranged paragraph
links ideas logically and clearly. 1

Total marks 10

Retrieved from: https://www.ielts-mentor.com/reading-sample/academic-reading/2597-ielts-

academic-reading-the-story-of-silk

3
 Rubrics for providing information to parents on the result of
Summative Assessment for the unit «Clothes Journey»

Learner’s name:

Level of learning achievements

Assessment criteria
Low Middle High

Recognize the logical Experiences difficulties in Experiences some difficulties in Correctly identifies the logical
development of the parts of the recognizing the logical recognizing the logical development development of the parts of the text
text development of the parts of the text of the parts of the text and answers 3-4 and answers all questions correctly.
and answers 1-2 questions questions correctly.
correctly.

Demonstrate the ability to write Experiences difficulties in writing Ideas are generally organized. Makes a Satisfies the task, connects all ideas
grammatically correct sentences task. Uses most of the linking number of errors in grammar, but it to task, and exhibits a logical and
on familiar topics devices inappropriately. Has many does not impede communication. coherent sequence of ideas
grammar inaccuracies. throughout. Writes with grammar
Connect sentences into a logical accuracy.
ranged paragraph

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