SAT term 4 grade 11 Clothes Journey

Learning objectives

11.1.8

Develop intercultural awareness through reading and

discussion

11.4.7

Recognise patterns of development in lengthy texts [inter-

paragraph level] on a range of more complex and abstract

general and curricular topics

11.5.3

Write with grammatical accuracy on a wide range of general

and curricular topics

11.5.6

Write coherently at text level using a variety of connectors

on a wide range of familiar general and curricular topics

Assessment criteria

• Read and discuss fashion industry in different cultures

• Recognize the logical development of the parts of the text

• Demonstrate the ability to write grammatically correct sentences on familiar topics

• Connect sentences into a logical ranged paragraph

Level of thinking skills

Knowledge and comprehension Application

Higher order thinking skills

Duration

20 minutes

Reading

Task 1. Read the text about production of silk and complete the task.

The story of silk

Silk is a fine, smooth material produced from the cocoons - soft protective shells - that are made by mulberry silkworms (insect larvae). Legend has it that it was Lei Tzu, wife of the Yellow Emperor, ruler of China in about 3000 BC, who discovered silkworms. One account of the story goes that as she was taking a walk in her husband’s gardens, she discovered that silkworms were responsible for the destruction of several mulberry trees. She collected a number of cocoons and sat down to have a rest. It just so happened that while she was sipping some tea, one of the cocoons that she had collected landed in the hot tea and started to unravel into a fine thread. Lei Tzu found that she could wind this thread around her fingers. Subsequently, she persuaded her husband to allow her to rear silkworms on a grove of mulberry trees. She also devised a special reel to draw the fibres from the cocoon into a single thread so that they would be strong enough to be woven into fabric. While it is unknown just how much of this is true, it is certainly known that silk cultivation has existed in China for several millennia.

Originally, silkworm farming was solely restricted to women, and it was they who were responsible for the growing, harvesting and weaving. Silk quickly grew into a symbol of status, and originally, only royalty were entitled to have clothes made of silk. The rules were gradually relaxed over the years until finally during the Qing Dynasty (1644—1911 AD), even peasants, the lowest caste, were also entitled to wear silk. Sometime during the Han Dynasty (206 BC-220 AD), silk was so prized that it was also used as a unit of currency. Government officials were paid their salary in silk, and farmers paid their taxes in grain and silk. Silk was also used as diplomatic gifts by the emperor. Fishing lines, bowstrings, musical instruments and paper were all made using silk. The earliest indication of silk paper being used was discovered in the tomb of a noble who is estimated

to have died around 168 AD.

Assessment criteria

Task№

Descriptor

Mark

A learner

Recognize the logical development of the parts of the text

1

writes “tea” for the 1^st gap;

1

writes “reel” for the 2^nd gap;

1

writes “women” for the 3^rd gap;

1

writes “royalty” for the 4^th gap;

1

writes “currency” for the 5^th gap;

1

writes “paper” for the 6^th gap;

1

Demonstrate the ability to write grammatically correct sentences on familiar topics Connect sentences into a logical ranged paragraph

2

provides answer on topic;

1

uses a range of grammar structures;

1

conveys ideas clearly;

1

links ideas logically and clearly.

1

Total marks

10

Assessment criteria

Level of learning achievements

Low

Middle

High

Recognize the logical development of the parts of the text

E xperiences difficulties in recognizing the logical development of the parts of the text and answers 1-2 questions correctly.

E xperiences some difficulties in recognizing the logical development of the parts of the text and answers 3-4 questions correctly.

C orrectly identifies the logical development of the parts of the text and answers all questions correctly.

Demonstrate the ability to write grammatically correct sentences on familiar topics

Connect sentences into a logical ranged paragraph

E xperiences difficulties in writing task. Uses most of the linking devices inappropriately. Has many grammar inaccuracies.

I deas are generally organized. Makes a number of errors in grammar, but it does not impede communication.

S atisfies the task, connects all ideas to task, and exhibits a logical and coherent sequence of ideas throughout. Writes with grammar accuracy.