SAT term 4 grade 11 The clothes of chemistry

Summative assessment for the unit «The clothes of chemistry»

all fabrics in high demand. Another Indian fabric design that has been adopted by the fashion industry is the ‘Madras check’, originally utilised for the universal lungi, a simple lower-body wrap worn in southern India. This design has now found its way on to bandannas, blouses, home furnishings and almost anything one can think of.

Ethnic Indian designs with batik and hand-embroidered motifs have also become popular across the world. Decorative bead work is another product in demand in the international market. Beads are used to prepare accessory items like belts and bags, and beadwork is now available for haute couture evening wear too.

1. At the start of the 21st century, key elements in the Indian fashion industry changed.
2. India now exports more than half of the cotton it produces.
3. Conditions in India are generally well suited to the manufacture of clothing.
4. Indian clothing exports have suffered from changes in the value of its currency.
5. Modern machinery accounts for the high quality of Chapa’s silk.
6. Some types of Indian craftwork which are internationally popular had humble origins.

Speaking

Task 2. Choose the question from the card on the topics “The cloth of chemistry”, “Recent advances in technology”, “Future careers” and be ready to answer it after the teacher starts the conversation. Produce a speech by giving extended answers to the questions. Share your ideas with the class

Teacher organizes a Socratic seminar, which helps him/her to assess learners while they are speaking on the topics and he/she prepares and cuts down questions and expressions beforehand. Learners sit in a circle and answer the question using in their speech some formal and informal expressions to present logically connected information to their classmates. Learners discuss questions in a class. They share their opinions, ask questions, and comment on classmates’ speech.

Stating an opinion	Expressing agreement	Expressing disagreement	Interrupting
The way I see it…..	You have a point there	That’s not always the case	Sorry to interrupt, but…
If you want my honest opinion…..	That’s exactly how I feel	I’d say the exact opposite	If I might add something…..
As far as I’m concerned….	I was just going to say that	No, I’m not so sure about that	Is it okay if I jump in for a second?
If you ask me…….	I have to side with smb (name)on this one	I beg to differ	Can I add something here?
In my opinion…….	That’s for sure	Not necessarily	Can I throw my two cents in?

These are some Socratic Seminar Ground Rules:

1. Speak so that all students can hear you.

2. Ask for clarification. Don’t stay confused.

3. Speak without raising hands.

4. Stick to the point under discussion.

5. Don’t interrupt.

6. Don’t put down the ideas of another learner.

Questions for Socratic Seminar:

1. What do you think of the fashion industry?

2. How does fashion affect people’s lives?

3. Do you think fashions changed as quickly in the past as today? Why or why not?

4. If you were a fashion designer, what kind of clothes would you design?

5. Do you read e-books? What are their advantages and disadvantages when compared with paper books?

6. Is there an electronic product you want these days? What is it? How will it make your life better?

7. Do you play computer games? What do you say to people who believe they are a waste of time?

8. What crazy future technology are you looking forward to? For example, flying cars or personal robots.

9. Many science fiction movies present a dark vision of the future. Are you optimistic or pessimistic about the future of humanity?

10. Do you think job satisfaction is more important than salary when choosing a job?

11. What skills do you think are needed to get a good job these days?

12. How has technology changed the way we work?

13. What jobs do you think are most valuable to society?

Assessment criteria	Task №	Descriptor	Mark
		A learner
Identify inconsistencies in argument of reading passage	1	1. chooses ‘TRUE’	1
		2. chooses ‘NOT GIVEN’	1
		3. chooses ‘TRUE’	1
		4. chooses ‘FALSE’	1
		5. chooses ‘FALSE’	1
		6. chooses ‘TRUE’	1
Analyze and critically evaluate arguments, provide opinions using appropriate vocabulary and grammar structures Support a talk with peers while agree, disagree and discuss the order of actions and plans to fulfil the tasks Give a full extended response maintaining control, improving fluency and accuracy of speaking using appropriate vocabulary and grammar structures	3	responds considering different perspectives;	1
		provides evidence to support answer;	1
		evaluates and critically analyzes different perspectives;	1
		uses more complex and compound grammar structures ;	1
		uses sophisticated vocabulary;	1
		asks topic related and supporting questions, paraphrase them if necessary;	1
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