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: http://learnenglishteens.britishcouncil.org/skills/listening-skills- practice/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.

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?

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

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 we 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?