БЖБ 11 сынып жаратылыстану бағыты ағылшын тілі

Methodological recommendations for Summative Assessment
on the subject «The English language»
Grade 11
(natural-mathematical direction)

Nur-Sultan 2020
1

Methodological recommendations for Summative Assessment are designed to assist teachers
in planning, organising and carrying out Summative Assessment in the subject of «The English
language» for the Grade 11 learners of upper secondary level education of the NaturalMathematical direction on the updated content.
Methodological recommendations are aligned with the Subject Programme and Long-term
plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine
the level of the learning objectives achievement planned for the term. Methodological
recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also, this document includes possible
levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be
considered as recommendations.
Methodological recommendations are designed for secondary school teachers, school
administrations, educational departments’ seniors, regional and school coordinators in criteria-based
assessment and others.

Free access to the Internet resources such as pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing these Methodological recommendations.

2

CONTENTS

SUMMATIVE ASSESSMENT TASKS FOR TERM 1 ............................................................................ 4
Summative assessment for the unit «Making connections in biology»................................................. 4
Summative assessment for the unit «Investigate and report on animal world: bats, eagles, bees and
dolphins» ............................................................................................................................................. 10
SUMMATIVE ASSESSMENT TASKS FOR TERM 2 .......................................................................... 14
Summative assessment for the unit «Human brain» ........................................................................... 14
Summative assessment for the unit «Investigate and report on timekeeping devices» ....................... 19
SUMMATIVE ASSESSMENT TASKS FOR TERM 3 .......................................................................... 24
Summative assessment for the unit «Work and inventions» ............................................................... 24
Summative assessment for the units «STEM» and «Reading for Pleasure» ....................................... 28
SUMMATIVE ASSESSMENT TASKS FOR TERM 4 .......................................................................... 34
Summative assessment for the unit «Recent advances in technology » .............................................. 34
Summative assessment for the unit «The clothes of chemistry» ......................................................... 39

3

SUMMATIVE ASSESSMENT TASKS FOR TERM 1
Summative assessment for the unit «Making connections in biology»
Learning objectives

Assessment criteria

11.2.1 Understand the main points in unsupported extended talk
on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics
11.2.5 Recognize 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 main information
 Identify speaker’s opinion
 Answer questions with appropriate vocabulary and syntax

Level of thinking skills

Knowledge and comprehension
Application

Duration

20 minutes

Listening
Task 1. Listen to a radio programme in which a presenter is talking to a forester about moths and
Choose the correct answer to the questions.
Follow the link to listen https://www.examenglish.com/B2/b2_listening_environment.htm
1. The caterpillars of the oak processionary moth are harmful to trees because...
a. they spread disease
b. they eat leaves
c. they weaken the wood.
2. The caterpillars of the oak processionary moth...
a. cannot harm human health
b. can cause minor health problems in humans
c. can cause serious health problems in humans
3. The nest of the oak processionary moth caterpillar is...
a. a. round and grey, with a diameter of a few centimetres to a couple of feet
b. round and grey, and can be seen about 2 feet up the side of a tree
c. round and grey, and no bigger than a golf ball
4. Mike blames new insect infestations on...
a. imports and climate change
b. climate change and new agricultural practices
c. imports and new agricultural practices

4

5. Mike mentions the citrus longhorn beetle as an example of...
a. a pest which was contained thanks to government funding
b. a pest which was contained thanks to help from the public
c. a pest which was not contained due to lack of funding
6. Mike recommends logging onto his website in order to...
a. see pictures of moths and other pests
b. get details of a training programme
c. report the health of trees in your local area

Speaking
Task 2. Choose a card and provide your answer on topic. You will have 1 minute to prepare your
talk. You should speak at least 2 minutes.
Card 1
Describe an animal you saw, which you find very interesting.
You should say:
What it is
Where you saw it
What it looks like
Card 2
Describe an animal that lives in the wild in your country.
You should say:
What it looks like
What its habits are
How it interacts with people
And say if you think there will be more or less
Card 3
Describe your favourite animal.
You Should Say:
What kind of animal it is
Describe it briefly
Why you like the animal
and describe why it is your favourite animal.
Card 4
Talk about a pet that you or someone you know once had.
You should say:
what kind of animal it was
what kind of care it needed
what you liked/ disliked about it
and explain why this is a popular type of pet.
Card 5
Describe your favourite bird.
You should say:
what it is
what it looks like
is it a common bird in your country
5

Assessment criteria

Task
№

Identify the main
information
Identify
speaker’s
opinion
1

Answer
questions
with
appropriate
vocabulary and syntax
2

Descriptor
A learner

Mark

1. chooses B

1

2. chooses B

1

3. chooses A

1

4. chooses A

1

5. chooses B

1

6. chooses B

1

answers the whole questions on the card;

1

provides examples and clarification;

1

pronounces words and phrases clearly;

1

uses vocabulary words on the topic;

1

uses an appropriate tense.

1
11

Total marks

6

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 the main information
Identify speaker’s opinion

Answer
questions
appropriate vocabulary
syntax

Level of learning achievements
Low
Middle
High
Experiences difficulties in choosing Makes mistakes in choosing an Confidently chooses answer while
an appropriate
answer while appropriate
answer
while identifying main idea and speaker’s
identifying main idea and speaker’s identifying main idea and speaker’s opinion in extended talks.
opinion in extended talk.
opinion in extended talks.

with Experiences difficulties in answering
and the questions in a proper tense. Does
not answer the most questions on the
card. Experiences challenges in
demonstrating rich and vivid
vocabulary in talking about the topic.
Feels troubles to state the point of
view.

Makes grammar mistakes in his/her
speech. Does not answer some
questions
on
the
card.
Demonstrates insufficient use of
rich and vivid vocabulary. States
his/her point of view uncertainly
without good reasoning.

7

Confidently speaks on the topic
giving an extended response using
appropriate
vocabulary
and
grammar structures.
Confidently demonstrates rich and
vivid vocabulary in talking about
the topic.

Transcript
Presenter: Now, I have with me in the studio today Mike Douglas, who has been out and about
earlier this week collecting caterpillars from oak trees, is that right?
Mike: Yes that’s right.
Presenter: And I understand that you aren’t collecting these caterpillars in order to conserve them,
are you?
Mike: Absolutely not. The caterpillars I’ve been collecting are from a kind of moth called the oak
processionary moth. These caterpillars can cause huge amounts of damage to trees – they can strip
all the leaves from an oak tree leaving it completely bare, weakening the tree considerably.
Presenter: A whole oak tree?
Mike: Yes, they are extremely destructive. They can also harm humans. Touching them or their
nests can give you a nasty rash, and even give you a sore throat, or cause breathing difficulties and
eye problems.
Presenter: They sound nasty. How come I’ve never heard of them before?
Mike: Well, they’ve been in and around London since 2006. In some parts of west and south west
London, unfortunately, we’ve lost the battle. The moths are here to stay and there’s nothing we can
do about it. We’re working in the area around Croydon, where there’s been another outbreak, and
we’re trying to contain it so it doesn’t spread any further.
Presenter: So how do you spot an oak processionary moth?
Mike: Well, the easiest thing to look out for is their nests. These look like a grey wart on the side of
a tree. Some are about the size of a golf ball, while larger ones can be up to two feet in diameter.
Presenter: That’s huge!
Mike: It is. You can imagine how many caterpillars you can find in a nest that big. The other thing
we are doing is setting traps for the moths, between July and September, to attract the adult moths.
We’re doing this over a 2km area so we can monitor how far the moths are spreading, and make
sure they aren’t flying beyond where we would expect them to be.
Presenter: Now, I understand that the oak processionary moth is not the only pest that you are
worried about.
Mike: No, it’s not. There are many hundreds of pests that could have a terrible affect on our
wildlife if they are not monitored correctly. As more and more products are brought in from other
countries, rather than being produced here in the UK, more and more fungi, beetles, and moths are
allowed to travel into new areas, while warmer temperatures are allowing them to survive and
flourish where previously they were unable to. It’s believed that such pests as these are moving
closer to the poles at a rate of around 3km a year. Some insects are moving even faster – at about
10km a year. The Pine processionary moth, for example, is gradually moving north through France
and is now breeding close to Paris. We’ve already had outbreaks in the UK, which we’ve managed
to contain. But if we don’t keep up the vigilance, it means that we could see the decline of some of
our most important tree species.
Presenter: What can be done about that?
Mike: It’s hard. There’s very little government funding for this, so we are encouraging the public to
be our eyes and ears.
Presenter: How can they do that?
Mike: Well, the public can help us spot these pests while they’re in their gardens, in parks,
woodlands, generally out and about, and help us control the threats before they become too serious
a problem. It’s not the first time we’ve asked the public to do this. Not long ago, there was an
outbreak of citrus longhorn beetles, which sometimes arrive on trees and shrubs from Asia, or in
packing crates, and a number of these were spotted by vigilant members of the public and the threat
was intercepted.
Presenter: And if you’re unable to contain the oak processionary moth problem?
Mike: Well, we may well face a real problem. In the 1970s Britain lost all its elm trees to Dutch
elm disease, altering the landscape significantly. We could see the same thing happen again.
8

Presenter: But are the general public really knowledgeable enough to identify what is a tree disease,
or a threat to a tree, and what is just – natural dieback?
Mike: No, in most cases not, and that’s why we’ve launched a training programme to train
volunteers in what to look out for so that we can put together a national picture of tree health.
People who are interested in becoming a volunteer can log onto our website for details of their
nearest training programme.
Presenter: Thanks very much indeed, Mike, for coming in to talk to us about this very worthy
programme. Now it’s time for our weekly ...

9

Summative assessment for the unit
«Investigate and report on animal world: bats, eagles, bees and dolphins»
Learning objectives

11.4.3 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
11.5.1 Plan, write, edit and proofread work at text level
independently on a wide range of general and curricular
topics
11.5.4 Use style and register to achieve an appropriate degree
of formality in a wide variety of written genres on
general and curricular topics

Assessment criteria

 Define and explain facts and opinions
 Create an outline of a text; create coherent text for a range
of purposes
 Produce a text in a range of styles and genres, the emphasis
being on formal and academic writing

Level of thinking skills

Knowledge and comprehension
Application
Higher order thinking skills

Duration

20 minutes

Reading
Task 1. Read the following article and answer the questions that follow. Refer to the text to
check your answers when appropriate.
A Mighty Flier by Kelly Hashway
What is two inches tall, can hover in mid-air, and flies
in every direction including backwards? It’s not an insect.
The answer is the bee hummingbird.
Most hummingbirds are about three to five inches long.
But the bee hummingbird is only five centimeters, or
approximately two inches, making it the smallest species of
bird alive today. Really it isn’t bigger than a large insect. But don’t let its tiny body fool you.
This bird is a fierce flier. It can beat its wings up to 80 times per second. If you ever see one in
flight, you’ll notice its wings are just a blur to the human eye. Hummingbirds are also the only
vertebrates that can hover in one place. Add to that being able to fly backwards and upside
down, and these creatures are amazing flying machines.
And being a master flier isn’t the only one of the bee hummingbird’s talents. The bee
hummingbird does a great job performing its part in plant reproduction. During the course of a
single day, the bee hummingbird can visit up to 1,500 flowers. And just like a bee, when the bee
hummingbird drinks nectar from the flowers, pollen is transferred from the flower to the bird’s
body. This pollen is carried to the next flower. Transferring pollen from one flower to another
helps plants make seeds.
Besides drinking nectar, bee hummingbirds eat insects. In fact, they eat about half their
body mass each day. But what’s more impressive is that they drink eight times their body mass
every day. This is why they live in areas where there are gardens and shrubbery. These tiny birds
are found primarily in Cuba, but some have been spotted in Jamaica and Haiti as well.
Despite its size, there’s no arguing that the bee hummingbird is a mighty flier.
10

1. How do hummingbirds help flowering plants?
A) They give the flowering plants energy.
B) They help flowering plants make seeds and reproduce.
C) They build their nests in flowering plants.
D) They drink pollen in the flowers.
2. The bee hummingbird is about as large as....
A) a flea
B) a bee
C) a dragonfly
D) a sparrow
3. If you ever see a hummingbird in flight, you may have a difficult time seeing the wings.
They would look blurry. Why?
4. What do hummingbirds drink?
A) pollen
B) insects
C) flowers
D) nectar
5. In which countries do bee hummingbirds live?

Writing
Task 2. In the article, “A Mighty Flier,” you learned about the world's smallest bird, the bee
hummingbird. Write a short essay in which you compare and contrast the hummingbird to any
other type of bird. In your writing, list five ways the hummingbird is similar to other bird you
choose. Then, list five ways a hummingbird is different from the other bird.
You should
 Brainstorm Similarities and Differences
 Use the following organization of the essay
an introduction which clearly defines the topic to be covered;
the main body, in which the topic is further developed in detail;
the conclusion – summary of the topic or a final opinion, recommendation or comment.


Use Words and Short Phrases to Compare
like
likewise
same as
as well as
also, too



Use Words and Short Phrases to Contrast
unlike
in contrast to
as opposed to
different from whereas

11

Assessment criteria

Task
№

A learner
1. B. They help flowering plants make seeds
and reproduce;
2. C. a dragonfly;

Define and explain facts
and opinions

1

Create an outline of a text;
Create coherent text for a
range of purposes
Produce a text in a range
of styles and genres, the
emphasis being on formal
and academic writing

Descriptor

2

3. The wings beat so fast the human eye
cannot see them. (Accept any appropriate
answer);
4. D. nectar;
5.Cuba, Jamaica, Haiti (One point is given if
all three countries are written);
writes an essay according to the outline;
uses Present Simple Tense correctly;
uses appropriate vocabulary;
lists five ways the hummingbird is similar to
other bird;
lists five ways a hummingbird is different from
the other bird;
uses words and short phrases to contrast and
compare;
uses formal style of writing.

Total marks

12

Mark
1
1
1
1
1
1
1
1
1
1
1
1
12

Rubrics for providing information to parents on the results of Summative Assessment for the unit
«Investigate and report on animal world: bats, eagles, bees and dolphins»
Learner’s name_______________________________________________________
Level of learning achievements
Low
Middle
Define and explain facts and Experiences
challenges
in Experiences some difficulties in providing
opinions
providing an explanation for the an explanation for the questions and
questions and interpreting the interpreting the content of a text. Makes
content of a text.
mistakes in identifying the right answer in
the multiple-choice task and providing
explanation for 1) B. They help flowering
plants make seeds and reproduce.2) C.
a
dragonfly, 3) The wings beat so fast the
human eye cannot see them, 4) D.
nectar,5)Cuba, Jamaica, Haiti, 6)2 grams x
8 = 16 grams
Assessment criteria

Create an outline of a text; Create Lacks in writing an essay based
coherent text for a range of on the plan, has difficulties in
purposes
conveying ideas clearly and
logically, in using appropriate
vocabulary,basic
conjunctions
and linking words, in using
grammar (Present Simple Tense).

High
Confidently interprets the
content of a text and gives an
appropriate
explanation.
Choose
multiple
choice
answers correctly and write an
explanation where possible.

Makes mistakes in writing an essay based
on the plan, in presenting ideas logically
and clearly, in using appropriate vocabulary
and grammar (Present Simple Tense), in
using basic 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.

Produce a text in a range of styles Experiences
difficulties
in Experiences some difficulties in selecting
and genres, the emphasis being on selecting appropriate language appropriate language means according to a
formal and academic writing
and producing a text in formal given genre and register
and academic writing.

Confidently produces a text in
a range of styles and genres,
the emphasis being on formal
and academic writing

13

SUMMATIVE ASSESSMENT TASKS FOR TERM 2
Summative assessment for the unit «Human brain»
Learning objectives

11.2.4

11.3.3

Assessment criteria




Understand implied meaning in unsupported extended
talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics
Explain and justify own and others’ point of view on a
range of general and curricular topics, including some
unfamiliar topics
Identify hidden meaning of the content
Explain own viewpoints, analyze and critically evaluate
arguments, viewpoints, attitudes and perspectives

Level of thinking skills

Knowledge and comprehension
Higher order thinking skills

Duration

20 minutes

Listening
Task 1. Listen to the interview and choose the four true sentences.
Follow the link to listen https://learnenglishteens.britishcouncil.org/skills/listening/upperintermediate-b2-listening/how-improve-your-memory
How to improve your memory
1.
2.
3.
4.
5.
6.
7.
8.

We all use memory in the same way.
We learn to use our memory as soon as we are born.
There are two different forms of memorisation.
We are taught how to improve our memory in history lessons.
Writing shopping lists can improve your memory.
Teaching helps us to memorise.
We can train our brains to be more effective.
We can only use one image at a time as an aid to memorization.

Speaking
Task 2. With a partner, discuss the questions below.
1. What are some activities or skills that were difficult for you at first, but are easy for you now
(e.g., riding a bicycle)?
2. Do you agree that exercise improves your mood? Explain.
3. Do you think that exercise helps you study or solve problems more easily? Explain.

14

Assessment criteria

Task
№

Identify what has
been communicated
1
Analyze and critically
evaluate arguments,
viewpoints, attitudes
and perspectives

2

Descriptor
A learner
1.We all use memory in the same way.
3. There are two different forms of memorisation.
6. Teaching helps us to memorise.
7. We can train our brains to be more effective.
conveys extended opinion;
provides reasoning, examples and evidence;
comments on pair’s opinion;
uses a wide range of appropriate vocabulary to give
and exchange views;
uses a wide range of grammar structures;
pronounces words and phrases correctly;

Total marks

15

Mark
1
1
1
1
1
1
1
1
1
1
10

Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Human brain»
Learner’s name_______________________________________________________
Assessment criteria
Identify
what
communicated

has

Level of learning achievements
Low
Middle
been Experiences challenges in identifying Makes mistakes in identifying the
the position of speakers in the position of speakers in the content of a
content of a conversation.
conversation. Completes the task with
errors:
1. We all use memory in the same way.
3. There are two different forms of
memorisation.
6. Teaching helps us to memorise.
7. We can train our brains to be more
effective.

Analyze and critically evaluate Experiences
difficulties
in
arguments, viewpoints, attitudes maintaining a conversation/speech
and perspectives
and making relevant contribution, in
demonstrating rich and vivid
vocabulary in a talk, in stating point
of view. Pronounces words and
phrases clearly.

Maintains a conversation/speech and
makes
relevant
contribution
irresolutely.
Makes mistakes in using rich and vivid
vocabulary in a talk. States his/her
point of view uncertainly without good
reasoning. Makes some mistakes in
pronunciation.

16

High
Confidently
identifies
the
position of speakers in the
content of a conversation.
Chooses four true sentences
correctly.

Confidently
maintains
a
conversation/speech and makes
relevant
contribution.
Confidently demonstrates rich
and vivid vocabulary in a talk.
Expresses his/her viewpoints
clearly. Pronounces words and
expressions correctly.

Transcript
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.
17

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.

18

Summative assessment for the unit «Investigate and report on timekeeping devices»
11.4.1 Understand complex and abstract main points in
extended texts on a wide range of familiar and
unfamiliar general and curricular topics
11.4.7 Recognize patterns of development in lengthy texts
[inter-paragraph level] on a range of more complex and
abstract 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

Learning objectives





Assessment criteria

Summarize main information from the text
Identify the organization of information in the text
Create coherent paragraph for a range of purposes;
Develop a topic with well-chosen, relevant facts

Level of thinking skills

Knowledge and comprehension
Application

Duration

20 minutes

Reading
Task 1. Read the text and be ready to answer the questions.
Timekeeping: Why We Need Clocks and Calendars
By David Christian, Big History Project, adapted by Newsela staff
All life forms come with their own way of keeping track of time. However, no other
species does it better than humans. People have more ways of marking time, and they do it more
precisely.
Why bother to keep time?
Why do people need clocks and calendars? The answer may seem obvious. People need to
know what others are doing and when they are doing it. They also need to know what is
happening in nature. People who do not know the time or date will be out of sync with the world.
It is not just modern humans who need to keep track of time. All living things must know
the time to adjust to the world as it changes. Plants need to know when to blossom. Birds need to
know when to fly south for the winter.
Keeping track of time is very important. It is so important that, over time, humans have
developed clocks in their bodies. The body clocks react to daylight and the seasons changing.
They tell people not to wake up at 2 am, when it is dark outside.
What's different about human time?
Humans track time differently than other creatures. They have found more detailed ways to
mark the time. To schedule work and keep track of history, humans have designed sophisticated
clocks, calendars, and timetables. It was not always this way.
Keeping time in the Paleolithic era
In early societies, it was easy to keep track of the time. Ancient people spent most of their
time outside. They could watch the positions of the Sun and the stars.
As early as 100,000 years ago, humans lived in South Africa's Blombos Cave. In the cave,
historians found pieces of ochre, an orange/red rock. The rocks had strange marks on them. It is
19

possible that the marks were used to keep track of passing time. More signs of early calendars
come from about 40,000 years later. An American historian became fascinated by marks on
ancient objects. He thought some of them were simple calendars. Maybe the marks were tracking
the movement of the Moon, he thought.
Keeping time in agrarian societies
Farming societies began to appear about 11,000 years ago. As they grew, they connected
with other societies. Now they needed better ways to keep track of time. People who wanted to
sell vegetables in a nearby town had to know when the markets were held. People needed
calendars that everyone agreed on and shared.
Early calendars were based on the Earth's orbit around the Sun. One way to keep time was
to watch the Sun's shadow using sundials. A stick in the ground made a simple sundial.
People also kept time using an invention called an hourglass. It was a glass container with
sand inside it. The sand flowed through a narrow hole. People measured time by how long it took
the sand to flow into the bottom of the glass.
More complicated tools were used to track how the stars and planets moved. In England,
there is an ancient monument made of giant stones called Stonehenge. The stones may have been
arranged to keep track of the summer and winter solstices. These events take place twice a year.
They mark the days when the Sun reaches its highest and lowest points in the sky.
Ancient people like the Mayans and Romans invented detailed calendars. The calendars
divided the year into sections. This helped people keep track of farming and Sun cycles.
Toward the modern era
The German writer Norbert Elias saw a link between societies and clocks. He thought that
as societies became larger, people needed better clocks. Bigger societies had more people. To
link up their schedules, people had to think about time more carefully.
Improved ways of keeping time were invented in different places. Monks needed to know
when to pray, so they developed the ringing of bells. Travelers needed to schedule their
movements more carefully. More and more complicated clocks were built. Some used carefully
controlled drips of water. Others used falling weights.
In 1714, the British government offered a prize to the first person who could build an
accurate clock. The clock would have to keep time within two minutes. Clockmaker John
Harrison spent most of his life on the job. He finally won the prize in 1773.
In the 1800s, the invention of railroads and steamships made accuracy even more
important. Now many more passengers could travel. More cargo could be shipped. Trains and
ships had to leave and arrive on time. The first English train schedule was published in 1839. For
the first time, different British cities needed to coordinate their clocks. They agreed on a standard
time called Greenwich Mean Time.
The world today requires even greater precision. Atomic clocks were invented to help.
They measure time using signals sent by tiny particles called electrons. They are more accurate
than any other kind of clock.
Another breakthrough in timekeeping was particularly important for historians. An
American scientist discovered a way to tell the age of very old objects. His method allows people
to learn about time before humans existed. New dating methods have been developed since then.
They can now reach back to the Big Bang, 13.8 billion years ago.

20

Answer these questions:
1. Which sentence from the text BEST summarizes a main idea of the article?
A) People have more ways of marking time, and they do it more precisely.
B) All living things must know the time to adjust to the world as it changes.
C) Ancient people spent most of their time outside.
D) Early calendars were based on the Earth's orbit around the Sun.
2. What is the MAIN idea of the section "Keeping time in agrarian societies"?
A) Farming societies appeared about 11,000 years ago.
B) Farming societies needed a way to agree on market days.
C) Farming societies used different natural elements to tell time.
D) Farming societies built Stonehenge to track the Moon.
3. Which of the following answers BEST describes the organization of the article?
A) It is a comparison of different items.
B) It is in order of different time periods.
C) It has different causes and their effects.
D) It has different questions and their answers.
4. What is the purpose of the section "Toward the modern era"?
A) to explain how the first clocks were made
B) to prove that clocks took a long time to become popular
C) to compare clocks in Britain with clocks in America
D) to show that clocks have become increasingly important

Writing
Task 2. Write a short paragraph that explains the central idea of the article. Use at least two
details from the article to support your response.
You should
 present a clear strong claim/position with relevant and supported ideas;
 evidence should be relevant to your claim/position;
 explain the choice of your evidence (do your analysis)
 link ideas logically and clearly, using basic conjunctions and linking words;
 pay attention to spelling;
use appropriate topical vocabulary.

21

Assessment criteria

Task
№

Summarize main
information from the text
Identify the organization of
information in the text
1

Create coherent paragraph
for a range of purposes;
Develop a topic with wellchosen, relevant facts
2

Descriptor
A learner
chooses 1-A
People have more ways of marking time, and
they do it more precisely.
chooses 2-C
Farming societies used different natural
elements to tell time.
chooses 3- B
It is in order of different time periods.
chooses 4-D
to show that clocks have become increasingly
important
presents a clear strong claim/position with
relevant and supported ideas;
provides evidence relevant to claim/position;
explains the choice of evidence;
links ideas logically and clearly, using basic
conjunctions and linking words;
pays attention to spelling;
uses appropriate topical vocabulary.

Total marks

22

Mark

1

1
1
1
1
1
1
1
1
1
10

Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Investigate and report on timekeeping devices»
Learner’s name_______________________________________________________
Assessment criteria
Summarize main information
from the text
Identify the organization
information in the text

Level of learning achievements
Low
Middle
Experiences
challenges
in Experiences some difficulties in
summarizing main information and summarizing main information and
of identifying the organization of identifying
the
organization
of
information in the text.
information in the text:
1-A People have more ways of marking
time, and they do it more precisely.
2-C Farming societies used different
natural elements to tell time.
3- B It is in order of different time
periods.
4-D to show that clocks have become
increasingly important

Create coherent paragraph for a
range of purposes; Develop a
topic with well-chosen, relevant
facts

Lacks in writing a short paragraph
that explains the central idea of the
article, has difficulties
in
presenting a clear position/ claim
with relevant and supported ideas,
explaining the choice of the
evidence, in conveying ideas
clearly and logically (basic
conjunctions and linking words), in
using topical vocabulary.

Makes some typical mistakes in writing a
short paragraph that explains the central
idea of the article, has some difficulties
in presenting a clear position/claim with
relevant and supported ideas, explaining
the choice of the evidence, in conveying
ideas clearly and logically (basic
conjunctions and linking words), in
using topical vocabulary.

23

High
Confidently
finds
and
interprets the content of a text
and gives an appropriate
explanation.

Writes a short paragraph with
appropriate structure, presents
a clear position claim with
relevant and supported ideas.
Explains the choice of the
evidence
successfully.
Conveys ideas clearly and
logically
(with
basic
conjunctions
and
linking
words). Uses a wide range of
topical vocabulary.

SUMMATIVE ASSESSMENT TASKS FOR TERM 3
Summative assessment for the unit «Work and inventions»
Learning objectives

11.2.7 Understand speaker viewpoints and extend of explicit
agreement between speakers on a range of general and
curricular topics, including talk on a growing range of
unfamiliar topics
11.5.2 Use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately
11.5.3 Write with grammatical accuracy on a wide range of
general and curricular topics

Assessment criteria

 Identify the speakers’ viewpoint
 Use topic-related vocabulary
 Use a variety of grammar including some more complex
structures

Level of thinking skills

Knowledge and comprehension
Application

Duration

20 minutes

Listening
Task 1. You will hear five different people talking about the importance of modern inventions. For
questions 1-5, choose from the list A-F the reason each speaker gives for the importance of the
invention to them personally. Use the letters only once. There is one extra letter which you do not
need to use.CD2. Tapescript 3.
1.
2.
3.
4.
5.

Speaker 1
Speaker 2
Speaker 3
Speaker 4
Speaker 5

A. It entertains me
B. It guarantees contact
C. It helps my memory
D. It provides an escape
E. It’s removed a pressure
F. It’s always with me

Task 2. Imagine you are in one of the following situations. (choose only one)
1.
2.
3.
4.

Rudeness of a waiter/waitress
Malfunction of a laptop
Wrong size of clothes ordered by the Internet
Inappropriate behavior of receptionist

Write a letter complaining to the company and asking for your money back.

24

Assessment criteria

Task
№

Identify the speakers’
viewpoint
1

Use
topic-related
vocabulary
Use a variety of
grammar including
some more complex
structures
2

Descriptor
A learner

Mark

chooses F

1

chooses E

1

chooses D

1

chooses B

1

chooses C

1

uses a range of appropriate formal vocabulary;

1

conveys ideas clearly;

1

makes an argument and gives reasons;

1

uses the phrases that express the opinion;

1

follows the structure of a letter;

1

writes grammatically correct sentences;

1

shows a good degree of control of a range of simple
and some complex grammatical forms.

1

Total marks

12

25

Rubrics for providing information to parents on the results of
Summative Assessment for the unit «Work and inventions»
Learner’s name_______________________________________________________
Assessment criteria
Identify the speakers’ viewpoint

Differentiate between the formal
and informal language registers
Use a variety of grammar
including some more complex
structures

Level of learning achievements
Low
Middle
Experiences
difficulties
in Experiences some difficulties in
identifying the speaker’s thesis identifying the speaker’s thesis
statement or the main idea while statement or the main idea while
listening to the recording.
listening to the recording: 1-F; 2-E; 3D; 4-B;5-C.

Experiences
difficulties
in
differentiating between the formal
and informal language registers.
Makes many grammar and spelling
mistakes that impede understanding
of the piece of writing.

Experiences some difficulties in
differentiating between the formal and
informal language registers.
Writes a letter of complaint but makes
some grammar and spelling mistakes
that do not impede understanding of
the piece of writing.

26

High
Identifies the speaker’s thesis
statement or the main idea and
selects the right answers while
listening to the recording.

Demonstrates the ability in
differentiating between
the
formal and informal language
registers.
Shows a good degree of control
of a range of simple and some
complex grammatical forms,
uses a range of appropriate
vocabulary.

Transcript
Speaker 1
I used to think that television was the most brilliant invention because you could sit
in an armchair and have a window on the world. But in the last couple of years I’ve changed my
mind. For me now the best thing ever is the mobile phone. I mean they used to be so heavy and not
that attractive to carry around but now they are tiny and light. I never go anywhere without mine –
and you can buy personalized covers and even change the covers to match what you’re wearing.
Some of my friends are so cool they dye their hair to match their phones –and their watch straps as
well! I mean, how amazing is that?!
Speaker 2
There are so many things that I think I couldn’t live without, my mum moans at me
because I can’t be bothered to cook. But I mean, who needs to cook when there are so many takeaway places? Nor can I imagine life without radio and TV. But if there’s one thing that has made a
big difference to my life, it’s the cash machine. I can relax about getting money and not rush around
trying to get to a bank before it closes. I was always running out of cash but now any time of day or
night I can turn up at a hole-in-the-wall, put my card in and magic, there’s the money, no hassle!
Speaker 3
I know there are all sorts of wonderful inventions and it’s easy to take everything for
granted, like electricity. Life as we know it would be impossible without it. I mean, we depend on it
for almost everything. But for me personally, it’s the car which I think has massively changed
people’s lives. I know that holidays in space are more or less a reality now and you can reach any
part of the world by plane but it’s the ease of the car, the fact that it offers you such freedom. Like,
you wake up in the morning and think, “where would I like to go to today?” and you just do it!
Speaker 4
I think some inventions are such fun. All these computer games, I really love them.
And the fact that they’re hand-held is great. They help me relax when I’m feeling stressed and take
my mind off whatever is worrying me. Although, I suppose I could live without them if I had to.
But there’s no way I could live without my email. When we all left school last year, I made sure I
had everyone’s email address and that means we all keep in touch and get to meet up with each
other. And if we can’t meet, then at least we know each other’s news and what we’re all doing.
Speaker 5
I hate being without my electric toothbrush. But I know that’s silly because most
people use an ordinary toothbrush and never think twice about it. But there is one invention which
has really saved my life and that’s my electronic diary. My girlfriend bought me one because she
got so fed-up with me forgetting arrangements. I have no excuse now for forgetting anything; even
her birthday is programmed into it. They used to be dead expensive but now they’ve come down in
price and I use mine all the time.

27

Summative assessment for the units «STEM» and «Reading for Pleasure»
Learning objectives

Assessment criteria

11.4.6 Recognise the attitude, opinion and tone of the writer in
extended texts on a range of more complex and abstract
general and curricular topics
11.3.4 Evaluate and comment on the views of others in a
growing variety of talk contexts on a wide range of
general and curricular topics, including some unfamiliar
topics
11.3.6 Navigate talk and modify language through paraphrase
and correction in talk on a wide range of familiar and
some unfamiliar general and curricular topics




Identify the author’s intention in text
Analyze and critically evaluate arguments, provide
opinions using appropriate vocabulary and grammar
structures
Give a full extended response maintaining control,
improving fluency and accuracy of speaking using
appropriate vocabulary and grammar structures

Level of thinking skills

Knowledge and comprehension
Application

Duration

20 minutes

Reading
Task 1. Read the article and be ready to answer the questions.
New solar panels can produce power from both the sun and rain
Solar panels need the sun in order to make electricity. A new solar panel, however, also
creates electricity from falling rain. It produces power even when it is cloudy or the sun has set.
More and more people are using solar energy. The costs have gone down almost 90 percent
in the last 10 years. In many parts of the world, it is the cheapest form of electricity. However, the
solar power output can fall under gray skies. Scientists are working to squeeze even more
electricity from the panels.
Scientists demonstrated the new solar panel at Soochow University in China. The panel has
two new polymer layers on top of a regular solar panel cell. The polymers are thin and are like
plastic. They make electricity when raindrops roll off of them. The electricity comes from the
water rubbing against the surface.
“Our device can always generate electricity in any daytime weather,” said Baoquan Sun, a
scientist at Soochow University. “In addition, this device even provides electricity at night if there
is rain.”
Adding Tengs To Solar Panels
Other scientists have recently added new devices to solar panels. The new devices are called
Tengs. The Soochow design is much simpler, however. One of the polymer layers carries
electricity for both the Teng and the solar cell. This means the device is much lighter than others.
“Due to our unique device design, it becomes a lightweight device,” said Sun. His team
wants to build the panels into soft things like electronic clothing. However, the scientists still need
to improve the panel's electrical output. Sun wants to produce a model of his new solar cell in three
to five years.
28

Other scientists in China have also used Tengs on solar cells. These Tengs harvest some
power from the wind, an approach Sun said could be added to his device.
Varun Sivaram works for the Council on Foreign Relations in the United States. He has also
written a book on solar power. He thinks Sun's idea is interesting and likes that one source of
energy, water, does not hurt the other.
Rain Doesn't Produce Much Power
However, Sivaram said the power from falling rain needs to be much higher. Right now, it
does not really change how much power the panel creates. “It’s really not clear whether this is a
big deal or not – I suspect it’s not.”
Professor Keith Barnham teaches at Imperial College London. He said the new rain-powered
device has some advantages. It is small and works well. However, he pointed out that wind power
would probably work better with the solar panels. “Wind power is clearly the most effective and
complementary power source to PV – and it works equally well in the rain!”
Solar panels may one day be made out of softer material. Scientists are also studying
artificial photosynthesis. Artificial photosynthesis uses sunlight to produce liquid and gas fuels.
1. Read the introduction [paragraphs 1-4].
Which selection explains a problem with regular solar panels?
A) More and more people are using solar energy. The costs have gone down almost 90
percent in the last 10 years. In many parts of the world, it is the cheapest form of
electricity.
B) However, the solar power output can fall under gray skies. Scientists are working to
squeeze even more electricity from the panels.
C) Scientists demonstrated the new solar panel at Soochow University in China. The
panel has two new polymer layers on top of a regular solar panel cell.
D) The polymers are thin and are like plastic. They make electricity when raindrops roll
off of them. The electricity comes from the water rubbing against the surface.
2. Read the section "Adding Tengs To Solar Panels."
Which sentence explains HOW the Soochow design is different from the Teng device?
A) Other scientists have recently added new devices to solar panels.
B) One of the polymer layers carries electricity for both the Teng and the solar cell.
C) Sun wants to produce a model of his new solar cell in three to five years.
D) Other scientists in China have also used Tengs on solar cells.
3. What do Baoquan Sun and Keith Barnham AGREE on in the article?
A) Sun's new solar panels are powerful enough.
B) Wind power is the most effective power source.
C) The small size of the new panel is an advantage.
D) Solar power is the most effective power source.
4. Read the paragraph below from the section "Adding Tengs To Solar Panels."
“Due to our unique device design, it becomes a lightweight device,” said Sun. His team
wants to build the panels into soft things like electronic clothing. However, the scientists still
need to improve the panel's electrical output. Sun wants to produce a model of his new solar
cell in three to five years.
What is Baoquan Sun's point of view on solar energy?
A) He believes that his solar panels are better than the Teng devices.
B) He believes that solar energy is more useful than wind energy.
C) He believes that the panel's current electrical output is good enough.
D) He believes scientists should continue working to make solar energy better.
29

Speaking
Task 2. Discuss the article “Solar Energy” which you have read, analyzed and annotated at home.
Be ready to support the conversation and answer the questions of your peers. Produce a speech by
giving extended answers to the questions.
Share your ideas with the class. Follow the rules of Socratic Seminar.
a. Contribute to the whole discussion actively
b. Provide evidence to support your ideas
c. Ask questions for clarification
d. Do not need to raise your hand to speak
e. Pay attention to your “airtime”
f. Do not interrupt
g. Do not “put down” the ideas of others

Solar Energy
As the world becomes more polluted by fossil fuels, people are looking for alternatives tothese
non-renewable resources of energy. Many alternatives exist but they all havedisadvantages and
drawbacks. Solar energy is one alternative source for future energy.Over the course of the next
century, solar energy may have a large impact on the worldenergy market.
Solar energy is the most abundant form of energy known. The sun releases energy at arate 15,000
times greater than the rate that the earth uses energy. Solar energy can beused to produce clean,
cheap electricity in amazing amounts.
In the early 1990s lower prices for fossil fuels, coupled with government subsidies,helped to make
fossil fuels appear more economical than renewable fuels. The UnitedStates government hoped to
develop new technologies so they launched a research anddevelopment project headed by the
Department of Energy. This research has begun topay off because of lower prices for light- and
heat-collecting solar cells, as well as higherstorage capacity of those cells.
Solar cells release far less pollution than fossil fuels. With lower emissions, thegreenhouse effect
can be slowed and global warming nearly stopped. Theseadvantages are some reasons people may
begin building more solar power plants in thenear future. The price for solar plants has continued
to drop while fossil fuels are beingcontinually depleted. Eventually, this constant depletion will
raise the price of coal,natural gas, and petroleum.
One argument against solar power is the cost of the initial start-up. Building solarpower plants is
very expensive. However, the plants require almost no maintenance,clean up, or dumping of waste.
This helps to offset start-up costs. Some experts arguethat a solar plant can practically pay for
itself after two or three years.
Experts from the United States and Canada have said that solar energy could play a partin
changing our lives in the twenty-first century. If solar power use increases andemissions decrease,
solar energy and other alternative fuels could supply more andmore of our everyday electricity
needs. Environmentalists argue that we should powerour homes with solar power and other cleaner
sources or energy instead of polluting theair with fossil fuels or dumping nuclear waste into the
environment.

30

Comprehension Questions:
1. What is polluting the world?
2. What are people looking for?
3. What is an alternative source of future energy?
4. What is the most abundant source of energy known?
5. What happened in the early 1990s?
6. Who hoped to develop new technologies?
7. Do fossil fuels release more pollution than solar cells?
8. What are some advantages of solar power?
9. Has the price for solar power plants gone up or down?
10. Why might the price for fossil fuels go up?
11. What is one argument against solar power?
12. What helps offset start-up costs of solar power plants?
13. Who says solar power may change our lives in the 21st century?
14. What do environmentalists argue?
15. What could happen if solar power use increases?
Discussion Questions:
1. Do you think solar power is a good alternative source of energy? Why?
2. What are some other alternative sources of energy?
3. What is nuclear power?
4. Do you think nuclear power is generally safe or dangerous?
5. Are there nuclear power plants in your country?
6. How would you feel if a nuclear power plant was built near your home?
7. What do you think about hy