Methodological recommendations
for Summative Assessment
on “The English Language” subject
Course book: “Solutions. Kazakhstan edition
Grade 11. Science schools.”
Oxford University Press

Methodological recommendations for Summative Assessment are designed to assist teachers in
planning, organizing and carrying out Summative Assessment in “English” for the Grade 11
learners. Methodological recommendations are aligned with the Subject Programme and Course
plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for 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. In addition, 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 criteriabased assessment and others.

Contents
TERM 1...............................................................................................................................

4

Summative assessment for the unit «Making connections in biology»

4

Summative assessment for the unit “Investigate and report on the animal world”

8

TERM 2...............................................................................................................................

12

Summative assessment for the unit « The Human brain»

12

Summative assessment for the unit ” Investigate and report on timekeeping

16

devices/Science video ”
TERM 3...............................................................................................................................

19

Summative assessment for the unit «Work and inventions»

19

Summative assessment for the unit ”STEM”

23

TERM 4...............................................................................................................................

28

Summative assessment for the unit « Recent advances in technology»

28

Summative assessment for the unit “The clothes of chemistry”

33

TERM 1.
SUMMATIVE ASSESSMENT TASKS
Unit assessment 1 “Making connections in biology”
Learning objectives

Assessment criteria
Level of thinking skills
Duration

11.2.5 - recognise the attitude or opinion of the speaker(s) 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.
Identify the position of speakers in unsupported extended talk.
Formulate questions that are more complex to get information about
the topic and respond to complex questions.
Application
Higher order thinking skills
20 minutes

Listening (Link)
Task 1. You will hear a girl called Lydia giving a talk about a project she has been involved
in on healthy eating. For questions 1–10, complete the sentences with a word or short
phrase.
The healthy eating project
Lydia says an alternative name for healthy eating is having a (1) ....................................................
Lydia compares the food we eat to (2) .................................................... for our bodies. Lydia
says people do not need to avoid certain foods such as (3) .................................................... .
Lydia says the food pyramid describes the foods we ought to eat and their (4)
.................................................... . Lydia offers to provide listeners with (5)
.................................................... which contain fruit and vegetables. Lydia points out that (6)
.................................................... is a non-food source of one vitamin. Lydia says that (7)
.................................................... is an example of a snack we needn’t avoid. Lydia says the
action of (8) .................................................... salad items doesn’t burn more energy than the
food provides. Lydia gives the example of (9) .................................................... as a drink that is
useful
for
our
bodies.
Lydia
explains
that
some
people
think
(10)
.................................................... is a substitute for eating healthily.
Speaking
You are given a card with a topic and questions to speak about for 1-2 minutes. Before you
speak you have one minute to think about what you are going to say.
Card 1.
The two pictures show different meals. Find the similarities and differences. Speak about:
 kind of food
 healthiness
 places to eat
 cost
 preparation time

Card 2.
 How popular is fast food in Kazakhstan?
 Which section of the population eats the most fast food in Kazakhstan?
 Do you like fast food? What is your favourite type?
 Why do you think fast food is so popular generally?
 What are the advantages and disadvantages of having a fast food restaurant in your local
area?
Card 3.
 Which is the most important meal of the day and why?
 What are your favourite snacks? Are they healthy?
 What kind of food can you get at your school? Would you like it to be different? Why/
why not?
 What can be done to make young people eat healthier food?
 What could be the consequences of people’s changes in diet?

Assessment criteria

Identify the position of
speakers in unsupported
extended talk

Formulate
questions
that are more complex
to get information about
the topic and respond to
complex questions.
Total marks

Descriptor

Task

1

2

A learner

Mark

1 balanced diet

1

2 fuel

1

3 fat(s)

1

4 quantities

1

5 recipes

1

6 sunlight

1

7 chocolate

1

8 chewing

1

9 coffee

1

10 (doing) exercise / playing sport(s)

1

gives full answers for the questions in the card;

1

expresses his/her opinion on topic;
uses a range of appropriate vocabulary (expressions
from the table, topic specific words);
pronounces words and phrases correctly;

1

uses grammatically correct sentences in a talk.

1

1
1
15

Audioscript
Hi, I’m Lydia and I’m going to tell you about a project I’m involved in about how to have
a healthy diet, as part of our health and fitness campaign at school. This is what’s otherwise
known as maintaining a balanced diet. It’s crucial to eat properly in order to decrease the risk of
suffering from disease later in life.
You could say that our body is a machine and that the food we eat is its fuel. Without it –
or without the right kinds of it – we’d find it difficult to study or move around without becoming
weak and exhausted.
So, what does healthy eating really mean? Everyone’s aware that there are certain foods
we ought to avoid and others we should eat plenty of. It isn’t a case of simply avoiding particular
food groups altogether, though. Not all fats are bad for us, for example, and living solely on say,
fruit and vegetables, could mean cutting out vital nutrients.
What should we be eating, then? Have you seen what I call the food pyramid? It’s
basically a diagram in the shape of a triangle, with a wide base and a pointed top, and it gives
you an idea of what you should eat and in what quantities. It’s divided into four layers, with the
foods you need most of in the bottom layer, such as potatoes and bread, and those you should
have a minimal amount of in the top layer – like oil and sweets. The food triangle’s a good place
to start if you aren’t sure what to cut down or eat more of.
In the middle of the triangle are fruit and vegetables. You’ve no doubt heard that we
should eat five portions of these every day. There are good reasons for eating these – from
providing us with much-needed fibre, to protecting us against health problems, like high blood

pressure. You can have them as juice, or create soups, if you don’t enjoy eating them whole. I’ve
got some recipes I can give you afterwards if anyone wants them. They’re delicious. The
different vitamins found in fruit and vegetables also have important functions. For example,
vitamin A helps us maintain healthy eyesight, and is found in orange vegetables like carrots.
Vitamin D, on the other hand, strengthens our bones – it’s also produced in our bodies with the
help of sunlight, so not only should you try to include it in your diet but get outside often, too.
Now I’m going to talk to you a little about food myths! There are some snacks which
we’ve been told to believe are pretty unhealthy for us. I’m not going to say a packet of crisps is
OK – they’re fried and covered in salt. But chocolate, you’ll be relieved to find out, is not the
worst thing you can eat – though large amounts should be avoided, of course. Certain types are
actually OK for us – the dark variety contains iron, in fact, which our bodies need for healthy
blood.
There’s another myth that chewing certain raw salad items, such as celery, consumes
more energy than it gives you. People eat lots of it, thinking they’re going to lose weight, but I’m
sorry to say that this so-called ‘fact’ simply isn’t true!
Turning to drinks, now … It’s important not to fill up on fizzy drinks which contain a ton
of sugar. And though we tend to think it’s really good for us, juice has a lot of sugar, too, so we
shouldn’t have more than one glass a day. On the other hand, we think we ought to avoid coffee.
However, it contains important chemicals which can help us digest our food, by taking what our
bodies need from it.
Finally, you hear people saying ‘It doesn’t matter what I eat as long as I do plenty of
exercise’. Well, of course, running or playing sports is great for you – but you shouldn’t rely on
them as the main way you keep healthy. It’s good, fresh food which feeds our brains and bodies.

Rubrics for providing information to parents on the results of Summative Assessment
for the unit “Making connections in biology”
Learner's name ______________________________________________

Assessment criteria

Identify
position
speakers
unsupported
extended talk

Low

the Experiences
of difficulties
in
in identifying
the
speaker's
position
while listening the
text. Completes the
task
mostly
incorrecty.
Formulate
Answers some of the
questions that are questions and has
more complex to difficulties
in
get
information expressing the ideas
about the topic and clearly, in using
respond
to appropriate
complex questions vocabulary
and
and phrases into grammatical
well-formed
structures in a talk.
sentences.
Struggles to justify
the answers.

Level of learning achievements
Middle

High

Experiences
some
difficulties in identifying
the speaker's position
while listening the text.
Makes some mistakes in
answers.

Confidently identifies
the speaker's position
while listening the text.
Completes the task
mostly correctly.

Answers most of the
questions and expresses
the ideas clearly with
appropriate
grammar/
vocabulary.
Justifies
some of the answers.

Answers
all
the
questions and expresses
the ideas clearly using a
range of simple and
some
complex
grammatical forms and
a range of appropriate
vocabulary. Justifies all
the answers.

TERM 1.
SUMMATIVE ASSESSMENT TASKS
Unit assessment 2 “Investigate and report on the animal world”
Learning objectives

Assessment criteria
Level of thinking skills
Duration

11.4.2 - understand specific information and detail in extended texts
on a wide range of familiar and unfamiliar general and curricular
topics.
11.5.1 - plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics.
Identify specific information and details in a text.
Make a clear plan of writing; Write a text; Check the written draft.
Application
Higher order thinking skills
20 minutes

Reading
Tigers return to Kazakhstan
Tigers can be dangerous, of course. But do we want to live in a world without these
beautiful wild animals?
A hundred years ago, there were 100,000 wild tigers living all over Asia. But since then,
tigers have disappeared almost everywhere. Only about 3,000 wild tigers remain now in a few
parts of Russia, India, China and Southeast Asia. If nothing is done, they will be lost for ever.
This has happened for two reasons. There are more and more people in the world every
year. Roads, villages, farms, towns and cities have been built almost everywhere. So there are
fewer wild places and large forests where tigers can live and find food. The other reason hunting.
Tigers have always been killed by hunters and farmers, but in the last 100 years guns have
become common. So tigers have been killed more easily.
In Kazakhstan, the last wild tigers were seen in the late 1970s. But now there are plans to
bring tigers back. An important international meeting was held in Astana in 2011. It was the
meeting of The World Wide Fund for Nature (WWF). Everyone agreed that we must not allow
wild tigers to disappear from the world and governments must work together.
The government of Kazakhstan plans to reintroduce tigers in part of the country where
they used to live. A protected area for tigers will be created south of Lake Balkhash. The
government plans to have tigers flown in from Eastern Russia because Russian Siberian tigers
are almost the same as the tigers that used to live in Kazakhstan. The Russian government has
promised to help.
The Ili River area south of Lake Balkhash is a large area that is good for tigers. It also has
some of the animals that tigers eat - deer, gazelles and wild pigs. So the plan makes good sense.
Other countries in Asia have agreed to protect wild tigers too. All these plans will make a
big difference because they will allow tiger numbers to grow naturally. If they can keep their
promises, these beautiful animals will not disappear.
Read the text. Then write T (true), F (false) or ? (The text doesn’t say).
1. In the last 100 years, 97% of the world’s tiger population has gone.
2. Hunters with guns are the biggest problem for tigers.
3. There used to be wild tigers in Kazakhstan.
4. The government plans to bring tigers to the north of Kazakhstan.
5. It will be a few years before the protected area is ready.
6. Some other countries have similar plans.

(English in Mind for Kazakhstan 2nd Edition. Level 3.)

Writing
Imagine it is the year 2070. An animal which is common today has become endangered.
Write about the animal. Use the writing guide to help you.
Paragraph 1: Introduce the animal.
Paragraph 2: Describe its physical appearance.
Paragraph 3: Describe its behaviour.
Paragraph 4: Give the reasons why it is endangered.
Paragraph 5: Describe the conservation efforts being made.

Assessment criteria

Identify specific information
and details in a text.

Make a clear plan of
writing; Write a text; Check
the written draft.

Descriptor

Task

1

2

Mark

A leaner
writes 1 - T

1

writes 2 - T

1

writes 3 - T

1

writes 4 - F

1

writes 5 – doesn’t say

1

writes 6 - T

1

writes an essay according to the plan;

1

supports ideas with example/reason;
uses a range of topic-based vocabulary with
correct spelling;
links sentences into paragraphs logically using
proper connectors;
uses a range of simple and some complex
grammatical forms correctly.

1

Total marks

1
1
1
11

Rubrics for providing information to parents on the results of Summative Assessment
for the unit “Investigate and report on the animal world”
Learner's name ______________________________________________
Level of learning achievements
Low
Middle
High
Identify
specific Experiences
Experiences
some Correctly identifies
information
and difficulties
in difficulties in identifying if and F statements.
identifying if the the statement is T or F.
details in a text.
statement is T or F.
Assessment criteria

Make a clear plan
of writing; Write a
text; Check the
written draft.

Experiences
difficulties
in
writing an essay
based on the plan, in
conveying
ideas
clearly and logically,
in using appropriate
vocabulary,basic
conjunctions
and
linking words, in
using
appropriate
tense form.

Makes some mistakes in
writing an essay based on
the plan/ in presenting
ideas
logically
and
clearly/
in
using
appropriate vocabulary /
grammar / conjunctions
and linking words.

T

Uses wide range of
grammar, vocabulary,
basic conjunctions and
linking words within
the task set, ideas fulfill
the requirements of the
task.

TERM 2.
SUMMATIVE ASSESSMENT TASKS
Unit assessment 3 “The human brain”.
Learning objectives

Assessment criteria
Level of thinking skills
Duration

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.
Identify the meaning from context in unsupported extended talk.
Formulate questions that are more complex to get information about
the topic and respond to complex questions.
Application
Higher order thinking skills
20 minutes

Listening
Listen to the radio interview about improving your memory then mark true or false for the
following statements.
1. We all use memory in the same way.
2. We learn to use our memory as soon as we are born.
3. There are two different forms of memorisation.
4. We are taught how to improve our memory in history lessons.
5. Writing shopping lists can improve your memory.
6. Teaching helps us to memorise.
7. We can train our brains to be more effective.
8. We can only use one image at a time as an aid to memorisation.
Speaking
You are given a card with a topic and questions to speak about for 1-2 minutes. Before you
speak you have one minute to think about what you are going to say.
Card 1.
1. How is the brain structured?
2. Do you know what Left Brain, Right Brain means?
3. How many different functions does the brain perform?
4. What is the most amazing thing about the brain?
5. What happens to your brain when you learn something new?
Card 2.
1. Are computers making our ability to remember better or worse? Give some examples.
2. What things do you find easy to remember?
3. What do you do to help you remember things when you’re studying?
4. Is the ability to memorize lots of things important? Why or why not?
5. Why do you think some people remember the same events differently?

Assessment criteria

Identify the meaning
from
context
in
unsupported extended
talk.

Formulate
questions
that are more complex
to get information about
the topic and respond to
complex questions.
Total marks

Descriptor

Task

1

2

A learner

Mark

writes 1 - T

1

writes 2 - F

1

writes 3 - T

1

writes 4 - F

1

writes 5 - F

1

writes 6 - T

1

writes 7 - T

1

writes 8 - F

1

gives full answers for the questions in the card;

1

expresses his/her opinion on topic;
uses a range of appropriate vocabulary (expressions
from the table, topic specific words);
pronounces words and phrases correctly;

1

uses grammatically correct sentences in a talk.

1

1
1
13

Audioscript
Mary: I’d like to welcome Charles Long to the studio today. Charles has just published an
article in New Science journal about memorisation. It’s all about how to make our memory
function better.
Charles, exam time is looming and there’ll be lots of teenagers tuning in today. Can you give us
some advice about improving our ability to memorise?
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?
Charles: Visualisation is another trick we can use. So you have to visualise an image that is
connected to the thing you need to remember. For example, if you want to remember the date
that the Berlin Wall came down, you might visualise a picture of a wall with the date written on
it in graffiti. The image of the wall becomes an important part of what you will remember. You
can use several images in a row to remember things like information in a text or a list of
ingredients for a recipe.
Mary: Yes, that makes sense.
Charles: Singing can help with memorisation too.
Mary: Singing?
Charles: Yeah. So instead of reading a text aloud, you sing it. Singing is one of most effective
and earliest memory tricks that are used for learning new concepts. I used to ‘sing’ lists of
historical facts and dates. It works.
Mary: And did you have to sing aloud in your history exams?
Charles: Not aloud! But I did used to sing in my head. And I always got good marks for history.
Mary: Any more tips, Charles?
Charles: Yes! I’ve saved the best one till last. It’s particularly relevant for any students who
have tuned in. ‘Teach it’.
Mary: Teach it? Teach ‘what’?
Charles: Teach whatever it is that you want to remember. So, if you’re studying for an English
exam, teach the concepts to someone else. It can be a real person - a friend in a study group is
ideal - or it can be a ‘pretend’ person. You can just imagine someone is listening to you as you
teach. Better still, record yourself ‘teaching’ and then play back the video to revise the material
further.
Mary: That sounds like a great tip … or ‘trick’.
Charles: Yes, it really works because in order to teach something you need to understand it.
Teaching reinforces the understanding. And although these sound like ‘tricks’, they aren’t really.
Mary: No?
Charles: No. They are just simple ways that we can train our brains to be more effective. By
getting into the habit of using word association, visualisation, singing and teaching, our brains
develop and work better for us. And of course that has a knock-on effect on our memory and our
abilities to recall all kinds of data.
Mary: Thank you, Charles. Now, I think we’ve got time for a couple of questions from our
listeners.

Rubrics for providing information to parents on the results of Summative Assessment
for the unit “The human brain”
Learner's name ______________________________________________

Assessment criteria

Identify
the
meaning
from
context
in
unsupported
extended talk.

Low

Level of learning achievements
Middle

Experiences
Experiences
some
difficulties
in difficulties in identifying
identifying if the if the statement is T or F.
statement is T or F. Makes some mistakes in
Struggles
in identifying the meaning
identifying
the from context.
meaning
from
context.
States his/her point of view
Experiences
difficulties
in uncertainly without good
answering questions reasoning. Makes some
with
appropriate mistakes in pronunciation
grammar
and and in using topical
and
vocabulary. Attempts vocabulary
grammatical
structures.
to
answer
the

Formulate
questions that are
more complex to
get
information
about the topic and
respond
to
complex
questions.
questions, but most of

the time the answers
are inappropriate. Has
a frequent problem
with pronunciation.

High

Correctly identifies T
and
F
statements.
Successfully identifies
the
meaning
from
context.

Presents ideas clearly
with
accurate
pronunciation of the
words. Uses a range of
simple
and
some
complex
grammatical
forms. Demonstrates a
wide choice of topical
vocabulary. Answers the
questions
with
justification.

TERM 2.
SUMMATIVE ASSESSMENT TASKS
Unit assessment 4 "Investigate and report on timekeeping devices"
Learning objectives

Assessment criteria
Level of thinking skills
Duration

11.4.2 - understand specific information and detail in extended texts
on a wide range of familiar and unfamiliar general and curricular
topics.
11.5.1 - plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics.
Identify specific information and details in a text.
Make a clear plan of writing; Write a text; Check the written draft.
Application
Higher order thinking skills
20 minutes

Reading
These days, time is everything. We worry about being late, we rush to get things done or
to be somewhere and our daily schedules are often planned down to the minute. Of course, none
of this would have been possible without the humble clock.
Nearly 3000 years ago, societies were using the stars in order to keep track of time to
indicate agricultural cycles. Then came the sundial, an Egyptian invention in which the shadow
cast by the sun was used to measure the time not of the seasons but of the day.
The first manufactured clock, believed to have come from Persia, was a system which
recreated the movements of the stars. All the celestial bodies which had been used to tell the time
of year were plotted unto an intricate system in which the planets rotated around each other. Not
being dependent on either sunlight or a clear night, this was one of the earliest systems to divide
a complete day. Although ingenious for its time, this method suffered from incorrect astrological
assumptions of the period in which it was believed that the Earth was the centre of the universe.
The Greeks were next to develop a more accurate water clocks. A water clock was made
of two containers of water, one higher than the other. Water traveled from the higher container to
the lower container through a tube connecting the containers. The containers had marks showing
the water level, and the marks told the time.
In 1656 Christiaan Huygens, a Dutch scientist, made the first pendulum clock. This was a
huge step forward, as it only lost one minute per week. Some years later, Huygens abandoned
the pendulum for a balance wheel and spring assembly which allowed for a whole new
generation of time piece – the wristwatch.
The invention of the cuckoo clock, designed and made by Franz Anton Ketterer, really
caught people’s imagination. The design was not particularly complex. The clock was mounted
on a headboard, normally a very elaborate carving reflecting the tastes of the artist. Using the
traditional circular pendulum design, the clock could run accurately or up to a week, using a
weight to keep the pendulum in motion. Again, the weight was often carved with a design
making it as much an art form as a timepiece. The most innovative feature of these cuckoo
clocks, as the name implies, is that a small carved cuckoo came out of the clock to chime the
hour. Particularly ingenious was the placement of bellows inside the
clock, which were
designed to recreate the sound made by the bird, although later models included a lever on the
bottom of the clock which could be used to stop this hourly chime.
The next major change happened in 1927, when the mineral quartz was incorporated into
clocks. This made clocks more precise at telling the time.

Then after World War II, there was another development: atomic clocks. But although
atomic clocks almost never lose or gain time, they are so expensive that it is unlikely we'll be
wearing atomic clocks very time soon.

Match a type of clock with a description.
1. Quartz clock
2. Cuckoo clock
3. Sundial
4. Persian clock
5. Wristwatch
6. Pendulum
7. Atomic clock
8. Water clock
A.
B.
C.
D.
E.
F.
G.
H.

Relied on basic scientific principles
was the first to replace the pendulum
Is the most common method of timekeeping
Is the most accurate clock
Is the earliest known method of measuring time during the day
Was inaccurate because of misconceptions of the age
Was often highly ornamental
Had only a 10-second margin of error per day

Writing
You are going to write an essay answering these questions: How do you think accurate
timekeeping improves people’s quality of life today? In what ways, if any, does it lower
quality of life? Give reasons for your answer and include relevant examples.

Assessment criteria

Identify specific information
and details in a text.

Make a clear plan of
writing; Write a text; Check
the written draft.

Descriptor

Task

1

2

Mark

A leaner
chooses 1.C
chooses 2.G
chooses 3.E
chooses 4.F
chooses 5.B
chooses 6.H
chooses 7.D
chooses 8.A
writes with a structure that fits the purpose;

1
1
1
1
1
1
1
1
1

supports ideas with example/reason;
uses a range of topic-based vocabulary with
correct spelling;
links sentences into paragraphs logically using
proper connectors;
uses a range of simple and some complex
grammatical forms correctly.

1

Total marks

1
1
1
13

Rubrics for providing information to parents on the results of Summative Assessment
for the unit "Investigate and report on timekeeping devices"
Learner's name ______________________________________________
Level of learning achievements
Low
Middle
High
Experiences
some Correctly
identifies
Identify specific Experiences
in difficulties in identifying specific
information.
information and difficulties
identifying specific specific information.
Completes the task
details in a text.
information.
Completes the matching correctly.
Assessment criteria

Completes
the
matching
task
mostly incorrectly.
Make a clear plan Experiences
of writing; Write a difficulties
in
text; Check the writing an essay: in
written draft.
conveying
ideas
clearly and logically,
in using appropriate
vocabulary,
basic
conjunctions
and
linking words, in
using
appropriate
tense form.

task with some mistakes.

Makes some mistakes in
writing an essay: in
presenting ideas logically
and clearly/ in using
appropriate vocabulary /
grammar / conjunctions
and linking words.

Uses wide range of
grammar, vocabulary,
basic conjunctions and
linking words within
the task set, ideas fulfill
the requirements of the
task.

TERM 3.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the 5th unit "Work and inventions"
Learning objectives

11.L.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.S.3 - explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics
11.S.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics
11.UE.14 -use a growing variety of more complex prepositional phrases
including those relating to concession and respect use a variety of multiword verbs of different syntactic types on a wide range of general and
curricular topics

Assessment criteria

Identify the position of speakers in an extended talk with some
support
Express thoughts about the given topic in the conversations
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Application
Knowledge and comprehension
Higher order thinking skills
20 minutes

Level of thinking skills

Duration
I. Listening.
Teacher may choose either one or two tasks to do in a class. It depends on the level of the
learners and time.
Link for listening: https://learnenglishteens.britishcouncil.org/skills/listening/upperintermediate-b2-listening/best-job-world
Task 1. A. Listen to text, complete the gaps with the correct word.
1. The organisation Tourism Australia is offering six jobs, for six _______________.
2. If you want one of these jobs, you have to make a short _______________.
3. The job of outback adventurer is for someone with a passion for _______________ life.
4. Job number two is a park _______________ in Queensland.
5. The wildlife caretaker job on Kangaroo Island is for someone who loves _______________.
6. If you’re not an outdoor person, the next job is for someone whose talents are in
_______________.
7. The taste master will need to _______________ about food as well as enjoy eating it.
8. The final job is based in ______________.

Task 1.B. Listen to the text and put the job requirements with the correct job. (write only letters)
outback
park ranger
adventurer
2 variants 2 variants

wildlife
caretaker
1 variant

lifestyle
journalist
1

taste master

chief funster

1

1

A. write, take photographs and make films
B. help preserve and promote plants, animals, fossils and indigenous culture
C. work with some dangerous animals

D. work with the organisers of festivals
E. find the best places for “wining and dining”
F. learn how to make alcoholic drinks
G. work in a state with the world’s biggest sand island
H. use social media to tell people about cool events
I. find adventures and employment for young people on working holidays
J. travel in a hot air balloon and be prepared to eat insects!
K. use different types of transport and leave only footprints l. report on cafés, concerts and days
out
II. Speaking
Task. Answer the questions while speaking. Provide explanation to your answer. You should
speak at least 2 minutes.
Card 1
Think of 10 great inventions of our time that changed the world.
Card 2
What are the best and the most useful inventions of the mankind in the 20th and 21st centuries?
What famous inventors do you know?
What were their inventions?
Do you know anything about the inventions of Leonardo da Vinci?
How did the invention of television change people's life?
Do you think it is a useful invention?
What is the role of television in your life?
How often do you watch it?
Card 3
When did you buy or get your first mobile phone?
Do you think you can live without your mobile or is it now an important part of your daily life?
Are you anxious when the battery is flat or you are out of reach?
What do scientists say about the influence of mobile phones on our health?
Do you use the Internet?
What Internet services do you use?
Do you feel any addiction to the Internet?
How much do you spend on the Internet a month?
Card 4
1. What ratio of work to leisure would be your ideal? Answer using percentages.
2. Are the people in your country famous for working hard or for having a good social life?
3. What jobs would you most and least like to do?
4. What jobs have you done in your life and what did you like and dislike about them?
5. Which age-groups are worst affected by unemployment in your country?
6. What are the causes of unemployment and how is the problem solved in your country?
Card 5
1. Do women in your country have equality of job opportunities? Are they paid as well as men?
2. Are there many migrant workers in your country? If so, what kind of jobs do they do? What
are their working conditions like?
3. Do people leave your country to find work in other countries? Where do they go?
What sort of jobs do they get? Are they made welcome?
4. Do workers in your country pay a lot of income tax to the government?
5. Do people with large salaries pay a much higher rate of tax than other workers? Do you think
they should?

6. Do you think that every worker, (including doctors, nurses, teachers, the police,
ambulance crews and fire fighters), should have the right to go on strike?

Transcript
“The Best Job in the World”
Once again the organisation which promotes Australia, Tourism Australia, is advertising
the best job in the world. But this year, they have six jobs going, all for six months, with a great
salary and extra spending money. If you think one of these is your dream job, you have to make
a 30-second video explaining why you are the best person for the role. But – be warned.
Thousands of people will be competing for each post.
The job of 'outback adventurer' is for someone with a passion for outdoor life, and in the
Northern Territory there are plenty of wide-open spaces. The job is for someone to find out the
best adventures and jobs for young people on working holidays. You’d be getting close to
wildlife, sleeping under the stars in a bush camp and flying over stunningly beautiful landscape
in a hot air balloon. Your duties will include getting to know about aboriginal culture and eating
traditional bushfoods, maybe including the famous witchetty grubs – insect larva.
Like the idea of 200 days of sunshine every year? Job number two is a park ranger in
tropical Queensland. It’s a wonderful state with ancient rainforests, the world’s largest sand
island and the awesome Great Barrier Reef. Here your duties would include protecting and
promoting native plants and animals, spectacular waterfalls, dinosaur fossils, untouched beaches
and indigenous culture. You’d get paid to patrol the beaches of Lizard Island and live a life most
people can only dream about.
Another island job is as 'wildlife caretaker' on Kangaroo Island in South Australia. If
you love all kinds of animals, this is the job for you. The advert says you’ll be able to talk to
wallabies (a kind of small kangaroo), play with dolphins, cuddle koalas and sunbathe with seals
on the unspoilt beach at Seal Bay. You would get about the island on foot, by bicycle, kayak or
boat, taking photos and leaving only footprints. There is one potential drawback, though. You’d
need to be pretty brave since you might come face to face with great white sharks.
Maybe you are not quite so keen on the great outdoors and your talents are more
journalistic. If you fancy feature writing, photography and making videos, you can apply for the
position of lifestyle photojournalist for Time Out in Melbourne. You would be required to
photograph and write about the city's coolest cafés and musical events. But you’d also cover
tourist activities in the whole state of Victoria, including surfing on the Great Ocean Road, skiing
at Mount Hotham or watching the little penguins at Phillip Island.
Are you a foodie? Do you know about food, as well as love eating it? If the answer's
yes, you can apply for the role of 'taste master' in Western Australia. Your job would be to
promote the best restaurants, pubs, wineries and breweries. You’d also catch fresh seafood off
the beautiful coast and learn all about making wine and beer.
Finally, a fantastic job in Sydney. We’ve all seen those amazing firework displays in
Sydney Harbour. Well, you could be one of the people making that happen next year. New South
Wales is looking for a 'chief funster', who would be based in Sydney while travelling around the
state and tweeting about the coolest things going on. This job would appeal to someone
interested in everything: sports, the arts, entertainment, food. You’d also be involved in making
the Sydney Festival, Mardi Gras and Vivid Festival as spectacular, and as fun, as possible.

Assessment criteria

Task

Descriptor

Mark

A learner
I variant
Identify the position of
speakers in an extended
talk with some support.

Express thoughts about
the given topic in the
conversations.
Apply topic related
vocabulary in speech
appropriately arranging
words and phrases into
well-formed sentences
Total marks

1

2

II variant

1

months

I/J

1

video

G/B

1

outdoor

K/C

1

ranger

L/A

1

animals

E/F

1

journalism / writing / reporting

H/D

1

know

1

Sydney

1

gives proper answers to the questions;

1

expresses his/her opinion on topic;

1

uses vocabulary words on the topic;
pronounces words and phrases correctly;

1
1

uses grammatically correct sentences in a talk.

1
13

Rubrics for providing information to parents on the results of Summative Assessment
for the 5th unit "Work and inventions"
Learner's name ______________________________________________
Assessment criteria
Low

Identify the position
of speakers in an
extended talk with
some support.

Express
thoughts
about the given topic
in the conversations.
Apply topic related
vocabulary in speech
appropriately
arranging words and
phrases into wellformed sentences.

Experiences
difficulties
in
identifying
the
speaker's position
while
listening
the
text.
Completes
the
task
mostly
incorrecty.
Experiences
difficulties
in
choosing
an
appropriate word
or short phrase
for each gap
while identifying
main idea in
extended talks.

Level of learning achievements
Middle

High

Experiences some difficulties in
identifying the speaker's position
while listening the text. Makes
some mistakes in answers.

Confidently
identifies
the
speaker's position
while listening the
text.
Completes the task
mostly correctly.

Demonstrates insufficient use of
rich and vivid vocabulary.
Makes mistakes in answering
the questions. States his/her
point of view uncertainly
without good reasoning.

Confidently
demonstrates rich
and
vivid
vocabulary
in
talking about the
topic.
Correctly
answers
the
questions.
Demonstrates wellreasoned
speech
actively.

TERM 3.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the sixth unit "STEM"
Learning objectives

11.R.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract, general
and curricular topics;
11.R.7 - recognise patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular
topics;
11.W.1 - plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics
11.W.6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics ;
11. UE.8 - use a wide variety of future forms, including future perfect
forms on a wide range of general and curricular topics.

Assessment criteria

Form ideas effectively and demonstrate the ability to express them
clearly.
Find particular facts and parts in reading passage.
Organize sentences, paragraphs and ideas logically using a variety of
linking devices.
Identify and use punctuation in the sentences properly.
Use a wide variety of future forms, including future perfect forms to
write a report.
Application
Higher order thinking skills
20 minutes

Level of thinking skills

Duration
I. Reading
Read the article about a science competition. Six sentences have been removed from the article.
Choose the best answers (A–H) to complete the article. There are two extra sentences.
Do you love science? (1) …………Here at the Science Institute we recognise the importance of
people like you to the future of technology and every year we hold a nationwide competition to
discover young inventors of the future; people who will shape our future lives. It doesn’t matter
whether you’re 11 or 18. There will be prizes for a range of different categories, depending on
the type of invention and the age of the entrants, but the main prize will be for the best invention
by a team of young scientists on a particular theme.
(2) …………Last year, it was ‘Clothes of the Future’, and the winners were a team from
Blackhill Secondary School who came up with a new thermal material that would retain heat
even in the coldest temperatures. This year’s theme is ‘Transport’. (3) …………You might have
an idea for a labour-saving device to use in an existing means of transport – in cars, on a bike, on
a plane, etc. Alternatively, you may think of a completely new way of getting around altogether.
Now, that would be interesting, wouldn’t it? Whether your invention is big or small, we want to
hear about it.
The first thing to do is to form a team at your school and discuss your ideas with your teacher.
(4) …………The ideas must be your own. Then, hand in your ideas in writing, showing the
processes you went through and your reasons for developing this particular project. We need to
receive your idea before the 2nd April. All entries will be examined by a team of experts and the
best one will be chosen by the end of June. (5) …………The winners will be invited to a prizegiving ceremony at the Ritz Hotel in London on the 15th August.

The first prize is an amazing opportunity for the winning team to travel around the United States
using every possible form of transport in existence! Last year’s winners spent a month on a
station in the Arctic to see for themselves how their special gloves worked in such freezing
temperatures. ‘It was the chance of a lifetime,’ said Pam Parker, one of the lucky team. ‘We had
a wonderful time and I’ve come back with so many ideas. (6) …………You never know what
you can achieve until you try!’ So, start thinking, and we look forward to receiving your entries.
For more details, go to our website.
A.
B.
C.
D.
E.
F.
G.
H.

In particular, do you love inventing new things and ways of doing things?
You may ask yourselves why science is so interesting.
You will be informed of the results in early July.
The judges’ decision is final.
Every year the theme changes.
Remember that the teacher will be there to give you guidance, not to help with ideas.
I’d recommend entering this competition to everyone.
You can interpret the theme in many ways.

II. Writing
Task 2. Write your report.
Last year, your school took measures to make the territory cleaner and greener. The director of
school would like to hear your opinion on the measures they will take and any suggestions for
future improvements.
Write a report. Write at least 150 - 170 words.
Use the following plan.
Paragraph A: Introduction
Paragraph B: Reporting views
Paragraph C: Summing up/ Giving your opinion
Paragraph D: Recommending/ Suggesting.
Total: 11 points

Assessment criteria
Identify particular
information and details in
reading passage.

1

Form ideas effectively and
demonstrate the ability to
express them clearly.
Organize
sentences,
paragraphs
and
ideas
logically using a variety of
linking devices.
Identify and use punctuation
in the sentences properly.
Total marks

Descriptor

Task

2

A learner

Mark

1А

1

2E

1

3H

1

4F

1

5C

1

6G
follows the structure of the report;
uses proper topic related vocabulary and spells
them accurately;
uses linking words to connect sentences into
coherent paragraphs;
uses grammatically correct sentences;

1

illustrates the ability to express ideas clearly.

1

1
1
1
1

11

Rubrics for providing information to parents on the results of Summative Assessment
for the unit "STEM"
Learner's name ______________________________________________

Assessment criteria

Low

Identify
particular Experiences
information and details difficulties
in
in reading passage.
finding particular
facts and parts in
reading passage.
Completes
the
task
mostly
incorrectly.
Form ideas effectively Lacks in writing a
and demonstrate the story based on the
ability to express them plan,
has
clearly.
difficulties
in
Organize
sentences, conveying
ideas
paragraphs and ideas clearly
and
logically using a variety logically, in using
of linking devices.
appropriate
Identify
and
use vocabulary, basic
punctuation
in
the conjunctions and
sentences properly.
linking words, in
using
grammar
(future tenses).

Level of learning achievements
Middle

High

Experiences
some
difficulties
in
finding
particular facts and parts in
reading passage. Makes
some
mistakes
in
completing the task.

Confidently finds particular
facts and parts in reading
passage. Completes the task
correctly.

Makes some mistakes in
writing a story based on the
plan/ in presenting ideas
logically and clearly/ in
using
appropriate
vocabulary
/
grammar
(modal verbs) / conjunctions
and linking words.

Uses
appropriate
grammatical
structures,
vocabulary,
basic
conjunctions and linking
words within the task set,
ideas
fulfill
the
requirements of the task.

TERM 4.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the eighth unit” Recent advances in technology”.
Learning objectives

11.L.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.S.2 -ask and respond with appropriate syntax and vocabulary to openended higher-order thinking questions on a range of general and curricular
topics, including some unfamiliar topics;
11.S.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

Assessment criteria

Identify the position of speakers in an extended talk with some
support
Express thoughts about the given topic in the conversations
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Application
Higher order thinking skills
20 minutes

Level of thinking skills
Duration

I. Listening
Task 1. You will listen to the text “A business interview” and choose the correct answer.
https://learnenglish.britishcouncil.org/skills/listening
Choose the correct answer.
1. Anna …
a. didn’t start the company but manages it now.
b. started the company and manages it now.
c. started the company but doesn’t manage it any more.
2. The app …
a. is for parents to learn from.
b. is for students to learn from.
c. is for students who want to find a tutor.
3. Many parents …
a. don’t have the time or knowledge to help with their children’s homework.
b. think that schools should help with their children’s homework.
c. don’t want to help with their children’s homework.
4. The app …
a. has student exercises on it.
b. is only for people in remote areas.
c. offers live online support from tutors.
5. On the app, tutors who live in remote areas …
a. often charge lower rates.
b. often charge higher rates.
c. don’t like to work too much.
6. The app …
a. is new and not many people know about it.
b. is already popular.

c. is not very successful.

II. Speaking
Task 2. An individual interview on the suggested topic for approximately 2 minutes for each
student.
Card 1.
What technologies, currently considered surrealistic and possibly achievable in the future, could
revolutionize technological progress and could solve key global problems of humanity?
For example, imagine if nuclear fusion technology was developed at a nuclear power plant, in
which nuclear material would neutralize toxic waste in this way.
Or if power plants were built, in which hydrogen would be burned in oxygen in a controlled way
and in this way electricity would be produced and the whole power plant would be built in the
formula of a new generation steam engine, with water vapor arising in the process of the said
hydrogen combustion in oxygen.
If it were possible, this type of technological solutions currently considered surreal and unreal
could solve global problems being a derivative of the increase in greenhouse gas emissions, the
ever-accelerating process of global warming and the growing demand for electricity.
What proposals do you have, surrealistic concepts for the surreal technologies of the future?
What do you think about this topic?
What's your opinion on this topic?
Do you agree with me on the above matter?
What technologies, currently considered surrealistic and possibly achievable in the future, could
revolutionize technological progress and could solve key global problems of humanity?
Card 2:
What are the long-term effects of living in a technological world? Are these mostly negative or
positive?
Are children under 12 now growing up in a different world than college-age students did? How
is it different and what does that mean for them?
What is the most important new technology for solving world problems?
How do social media, texting, cell phones, and the Internet make the world bigger? Smaller?
What are the implications of ever-increasing globalization through technology to the global
economy?
Technology is changing so quickly that we are frequently using computers, software programs,
and other technologies that have frustrating glitches and problems. Is there a solution?
Card 3: Information Communication Technologies (ITC)
1. Is technology changing the way we read?
2. Does an online format cause readers to skim rather than fully digest information?
3. Is being able to find information quickly online a good or bad thing?
4. How do we gauge intelligence?
5. How is Google search changing us?
6. How important is it that schools teach using iPads, Smart Boards, social media, and other new
technologies?
7. If Google prefers its own brand of information, are we getting the best when we search?
Card 4:
How is digital learning going to change schools and education?

How does reading on a screen differ from reading from a print page?
Do people retain as much information from a video as from a live lecture?
Does online interaction with classmates and an instructor increase participation, especially of
less extroverted students?
Does digital learning equal the playing field for underrepresented groups?
Does digital learning help or hinder important skills like critical thinking?
How should traditional education change to keep up with digital learning?
Which is better, school-supplied digital devices or having students bring their own computer
from home (assuming those without computers are supplied a school computer)?

Assessment criteria

Descriptor

Task

A learner
1. b

Identify t