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?

   1. Fascinating and dangerous

   2. Fascinating and interesting

   3. Fascinating and curious

2. What have scientists always wished to do with people?

   1. Explore

   2. Change

   3. Develop

3. How long has the idea of genetic engineering been discussed?

   1. several months

   2. centuries

   3. some days

4. Who found the ways of changing genes?

   1. Scientists

   2. Geneticists

   3. Explores

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

Assessment criteria

Level of learning achievements

Low

Middle

High

Identify the details and facts in the text while listening with no support

E xperiences difficulties in identifying detailed information to complete the sentences while listening to the recording.

E xperiences some difficulties in identifying detailed information to complete the sentences while listening to the recording.

C orrectly 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

E xperiences 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.

F ormulates 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.

G ives 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.

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…

   1. is calm and relaxed

   2. is very helpful

   3. cannot think clearly

2. If you are stranded on top of a building, it is….

   1. not easy to come down and get help

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

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:

Assessment criteria

Level of learning achievements

Low

Middle

High

Recognise the main idea with no support in long talks on different topics

E xperiences difficulties in identifying the main information in long talks that lead to some misunderstanding of the content.

E xperiences some difficulties in identifying the main information in long talks that lead to some misunderstanding of the content.

C learly 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

E xperiences 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.

G ives some comments to classmates’ responses in the course of the discussion.

S hares 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.

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.

   1. 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.

   2. 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.

   3. 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.

   4. 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.

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

Assessment criteria

Level of learning achievements

Low

Middle

High

Identify the main points in lengthy texts

E xperiences difficulties in identifying the main points while reading. Makes mistakes in referring the statement to the corresponding paragraph.

E xperiences some difficulties in identifying the main points while reading. Makes some mistakes in referring the statement to the corresponding paragraph.

C onfidently 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

E xperiences 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.

E xperiences 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.

D emonstrates 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.

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

Assessment criteria

Task

№

Descriptor

Mark

A learner

Identify speaker’s opinion in

circles ‘Richard’ for the 1^st sentence;

1

an extended talk between

circles ‘Richard’ for the 2^nd sentence;

1

speakers on a range of

general and curricular topics

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

presents 3-4 important facts about a

1

questions

celebrity;

Apply a range of conjunctions on a wide range

2

uses a variety of conjunctions;

1

gives full answers to the questions;

1

of familiar general and

asks complex questions.

1

curricular topics

Total marks

9

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

E xperiences difficulties in defining speaker’s attitude and opinion.

E xperiences some difficulties in determining speaker’s attitude and opinion. Identifies speaker’s opinion although with some inaccuracies.

C onfidently 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

D emonstrates 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.

E xperiences 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.

P resents logically connected information while presenting and answering the questions. Confidently asks complex questions. Uses conjunctions. Minor mistakes are possible.

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.

1. 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.

2. 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.

3. 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.

4. 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 ….

      1. Exciting for the author.

      2. Interesting for the author.

      3. Unknown for the author.

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

Assessment Criteria

Level of learning achievements

Low

Middle

High

Identify specific information and details in a text

E xperiences difficulties in identifying the opinion and the attitude of the author in the reading passage

E xperiences some difficulties in identifying the opinion and the attitude of the author in the reading passage.

C orrectly 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

E xperiences 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

E xperiences 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.

W rites 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.

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.

Assessment criteria

Task

№

Descriptor

Mark

A learner

Identify the meaning of

writes ‘many’ in the 1^st sentence;

1

words in extended texts

writes ‘devastation’ in the 2^nd sentence;

1

using context information

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

talks on topic;

1

using appropriate topic

speaks clearly and fluently;

1

related vocabulary and sentence structures

2

uses subject-specific vocabulary correctly;

1

provides grammatically correct answers;

1

gives constructive feedback.

1

Total marks

10

Assessment criteria

Level of learning achievements

Low

Middle

High

Identify the meaning of words in extended texts using context information

E xperiences difficulties in identifying the appropriate word to complete the gap.

E xperiences some difficulties in identifying the appropriate word to complete the gap.

C onfidently identifies the appropriate word to complete the gap.

Talk about given topics using appropriate topic related vocabulary and sentence structures

E xperiences difficulties in using topic related vocabulary and grammatically correct sentences while responding to questions. Makes long unnatural pauses, and mispronounces topical words.

E xperiences some difficulties in using topic related vocabulary and grammatically correct sentences while responding to questions. Makes some mistakes while pronouncing words and phrases.

U ses a wide range of topical vocabulary and grammatically correct sentences showing a good control of grammar and pronunciation.

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.

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