SPECIFICATION OF THE SUMMATIVE ASSESSMENT FOR TERM 3

Review of the summative assessment for term 3 Duration of summative assessment – 45 minutes

Listening – 10 minutes

Reading – 10 minutes Writing – 25 minutes

Speaking task is conducted separately.

Total marks - 24

The structure of summative assessment

This sample of Summative Assessment consists of 14 tasks: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for term.

Listening – tasks to test learners’ effective listening on the topic “Work and inventions”. Transcript for listening task can be found after the mark scheme.

Reading – tasks to test learners’ effective reading on the topic “STEM”.

Writing – open-ended questions on the topics “Work and inventions” and/or topic “STEM”.

Speaking – a pair speaking on the topics “Work and inventions” and/or topic “STEM

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Characteristic of tasks for the summative assessment for term 3

Sample questions and mark scheme Tasks for Summative Assessment for term 3

LISTENING

Task. Listen to the recording and complete the multiple choice tasks (stop at 3:06). Choose the option which reflects the viewpoint of Jed, a science correspondent. There is only one correct option in each question.

1. How does Jed feel about the development of modern wingsuits? [1]

   1. He believes they are overrated and not worth the price.

   2. He is excited about their potential and considers them the ultimate in cool.

   3. He thinks they are too expensive for most people.

   4. He is concerned about their impact on the environment.

2. What is Jed's opinion about the solar water distiller created by Gabriele Diamanti? [1]

   1. He is impressed by its simplicity and affordability.

   2. He doesn't see the need for such a device.

   3. He doubts its effectiveness in providing clean water.

   4. He believes it requires significant investment to be useful.

3. How does Jed view the 'enable talk gloves' invented by Ukrainian students? [1]

   1. He is doubtful about their practicality and benefits.

   2. He sees them as a revolutionary invention.

   3. He thinks they are too complicated to be useful.

   4. He believes they will be expensive to produce.

4. What is Jed's opinion about James Cameron's dive in the Deepsea Challenger Submarine?

   1. He thinks it was a waste of resources. [1]

   2. He considers it an impressive and important feat.

   3. He doesn't have any particular viewpoint on it.

   4. He believes it was overshadowed by other events.

5. According to Jed, why is it important to explore the deepest parts of the ocean? [1]

   1. To break speed records for deep-sea dives.

   2. To uncover hidden treasures from shipwrecks.

   3. To advance the field of engineering.

   4. To expand our knowledge of the sea's depths.

6. How does Jed feel about the common problem of getting tomato ketchup out of a bottle?

   1. He finds it amusing and not worth discussing. [1]

   2. He agrees with the presenter that it's annoying.

   3. He considers it a problem with a simple solution.

   4. He believes it's a significant issue that needs attention.

Total [6]

READING

Task. Read the text and complete the task below.

Research and development

The interrelationship of science, technology, and industry is taken for granted today – summed up, not altogether accurately, as “research and development.” Yet historically this widespread faith in the economic virtues of science is a relatively recent phenomenon, dating back in the United States about 150 years, and in the Western world as a whole not over 300 years at most. Even in this current era of large scale, intensive research and development, the interrelationships involved in this process are frequently misunderstood. Until the coming of the Industrial Revolution, science and technology evolved for the most part independently of each other. Then as industrialization became increasingly complicated, the craft techniques of preindustrial society gradually gave way to a technology based on the systematic application of scientific knowledge and scientific methods. This changeover started slowly and progressed unevenly. Until late in the nineteenth century, only a few industries could use scientific techniques or cared about using them. The list expanded noticeably after 1870, but even then much of what passed for the application of science was “engineering science” rather than basic science.

Nevertheless, by the middle of the nineteenth century, the rapid expansion of scientific knowledge and of public awareness-if not understanding-of it had created a belief that the advance of science would in some unspecified manner automatically generate economic benefits. The widespread and usually uncritical acceptance of this thesis led in turn to the assumption that the application of science to industrial purposes was a linear process, starting with fundamental science, then proceeding to applied science or technology, and through them to industrial use. This is probably the most common pattern, but it is not invariable. New areas of science have been opened up and fundamental discoveries made as a result of attempts to solve a specific technical or economic problem. Conversely, scientists who mainly do basic research also serve as consultants on projects that apply research in practical ways.

In sum, the science-technology-industry relationship may flow in several different ways, and the particular channel it will follow depends on the individual situation. It may at times even be multidirectional

Identify whether the statements below are Yes/ No/ Not given.

1. The interrelationship of science, technology, and industry is referred to as "research and development" today. [1]

2. Science and technology developed separately from one another until the onset of the Industrial Revolution. [1]

3. During the mid-nineteenth century, it was commonly believed that the progress of science would naturally lead to economic advantages. [1]

4. The application of science to industrial purposes always follows a linear process starting with fundamental science. [1]

5. Scientists who mainly do basic research do not serve as consultants on projects that apply research in practical ways. [1]

6. The direction of the science-technology-industry relationship always follows a single, fixed pattern. [1]

Total [6]

WRITING

Choose one topic to write an article

Task. Imagine that you are an engineer and invented a new device. Write an article for the Innovative Journal to present and advertise your invention. Develop sustainable arguments about the benefits of your device and how it can contribute to the development of humanity. Follow the article structure and style. Write in 150-200 words.