Specification of Summative Assessment for term

on the subject «The English language»

Grade 11
(natural-mathematical direction)
 Nur-Sultan 2020
CONTENTS

1. Aim of the Summative Assessment for term....................................................................................3

2. The document defining the content of the Summative Assessment for term...................................3
3. Expected outcomes on the subject «The English language», Grade 11...........................................4
4. Level of thinking skills on the subject of «The English language», Grade 11.................................4
5. Administration rules.........................................................................................................................6
6. Moderation and marking..................................................................................................................6
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1.............................................7

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2...........................................23

 SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3...........................................41

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4...........................................61

1. Aim of the Summative Assessment for term

Summative assessment (SA) is aimed to assess learners’ success in terms of the learning
objectives achievement and reveal their level of knowledge and skills acquired during the term
within the framework of updating the upper secondary education content.
Specification describes the content and procedure for the delivery of the Summative
Assessment for term in «The English language» in Grade 11.

2. The document defining the content of the Summative Assessment for term
Subject Programme for «The English language» for 10-11 grades of upper secondary
education of the Natural-Mathematical direction on the updated content.
3. Expected outcomes on the subject «The English language», Grade 11

Listening
A learner understands the main ideas of authentic texts of a range of genres, conversations on
familiar and unfamiliar topics; recognizes functionally important meanings, including details and
specific information to fill in forms, tables, schemes; understands the meaning of terms and the key
units of texts on a range of curricular and general topics; distinguishes between a fact and an
opinion; recognizes and compares inconsistencies in texts of a range of genres and styles on general
and curricular topics, deduces the meanings of unfamiliar words using the context.

Speaking
A learner participates in a conversation in situations of formal and informal communication;
correctly formulates utterances using the lexical and grammatical resources of the language;
expresses an emotional and evaluative attitude to the reality; analyses and compares texts providing
arguments to support a point of view; reasons evaluating events, opinions, and problems; makes
conclusions and suggests ways to solve a given problem.

Reading
A learner understands the main ideas of fiction and non-fiction texts of a range of genres and
styles on topics related to social studies and humanities; uses a range of reading strategies; identifies
the time and cause-effect connections of events and phenomena; analyses and compares the
meanings of words using paper and digital resources; critically evaluates the content of texts of a
range of genres and styles.

Writing
A learner plans and makes a brief outline of a written text, edits and proofreads texts of a
range of genres and styles; observes spelling and grammar rules; provides arguments in a written
text based on media information; writes business letters and other documents; writes discursive texts
expressing an opinion of an issue on a range of topics.

4. Level of thinking skills on the subject of «The English language», Grade 11

Level of thinking Recommended
Strand Description
skills type of question
Listening Knowledge and Understand specific information in unsupported Questions with
comprehension extended talk on a wide range of general and multiple choice
curricular topics, including talk on a growing range answers. Questions
of unfamiliar topics; that require short
understand implied meaning in unsupported answer. Questions
extended talk on a wide range of general and that require an
curricular topics, including talk on a growing range extended answer.
of unfamiliar topics;
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;
understand speaker viewpoints and extent of
explicit agreement between speakers on a range of
general and curricular topics, including some
unfamiliar topics;

Speaking Application use formal and informal language registers in talk Questions that
on a range of general and curricular topics, including require short
some unfamiliar topics; answer.
navigate talk and modify language through Questions that
paraphrase and correction in talk on a wide range of require an extended
familiar and some unfamiliar general and curricular answer.
topics;
use appropriate subject-specific vocabulary and
syntax to talk about a range of familiar and some
unfamiliar general and curricular topics;

Higher order ask and respond with appropriate syntax and

thinking skills vocabulary to open-ended higher-order thinking
questions on a range of general and curricular topics,
including some unfamiliar topics;
explain and justify own and others’ point of view
on a range of general and curricular topics, including
some unfamiliar topics;
interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some
unfamiliar general and curricular topics;

Reading Knowledge and understand complex and abstract main points in Questions with
comprehension extended texts on a wide range of familiar and multiple choice
unfamiliar general and curricular topics; answers. Questions
understand specific information and detail in that require short
extended texts on a wide range of familiar and answer. Questions
unfamiliar general and curricular topics; that require an
read a wide range of extended fiction and non- extended answer.
fiction texts on a variety of more complex and
abstract general and curricular topics;
recognise the attitude, opinion or tone of the

writer in extended texts on a growing range of more

complex and abstract general and curricular topics;
 Application 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;

Writing Application plan, write, edit and proofread work at text level Questions that
independently on a wide range of general and require short
curricular topics; answer. Questions
use a wide range of vocabulary which is appropriate that require an
to topic and genre, and which is spelt accurately; extended answer.
write with grammatical accuracy on a wide
range of general and curricular topics;
use style and register to achieve an appropriate
degree of formality in a wide variety of written
genres on general and curricular topics;
use independently appropriate layout at text level
on a wide range of general and curricular topics;

Higher order develop with minimal support coherent arguments

thinking skills supported when necessary by examples and reasons
for a wide range of written genres in familiar general
and curricular topics.

5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps
that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about the
assessment duration. Remind learners that they are not allowed to talk with each other during the
Summative Assessment. After the instructions, make sure they have understood given instructions
and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the Summative
Assessment learners should not have any access to additional recourses that can help them, for
example, dictionaries (excluding the cases when it is allowed in specification).
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the
assessment duration. You should not spell, paraphrase or provide any information that could give
the learner an advantage.
Always tell the learners that they have 15 and 5 minutes left before the end of the Summative
Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the
Summative Assessment.

6. Moderation and marking

All teachers use the same version of the mark scheme. During the moderation process it is
necessary to check learner sample papers with the marks awarded to ensure there are no deviations
from the standardized mark scheme.
5

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1

 Review of summative assessment for term 1

Duration of the summative assessment – 40 minutes

Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 24

The structure of the summative assessment

This sample of Summative Assessment consists of 14 questions: listening, reading, writing
and speaking. Different types of tasks are used in the summative assessment for term.
Listening – multiple matching task on the topic «Investigate and report on animal world: bats,
eagles, bees and dolphins».
Reading – multiple choice task and open-ended questions in an extended text on the topic
«Making connection in biology».
Writing – writing an article on the topics «Making connection in biology» and/or «Investigate
and report on animal world: bats, eagles, bees and dolphins».
Speaking – explaining, justifying own and others’ point of view to open-ended questions
while describing pictures in pairs on the topics «Making connection in biology» and/or «Investigate
and report on animal world: bats, eagles, bees and dolphins».
Tapescript for listening task can be found in CD3 Tapescript 1. Transcript for listening task
can be found after the mark scheme.

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 Characteristic of tasks for summative assessment for term 1
*Total
*Question *Type of Total
Unit Strand Learning objective number of *Task description Time
№ task marks
questions
Making Listenin g 11.2.5 Recognize the attitude 6 1 Multiple Learners listen to five different 10 minutes 6
connections or opinion of the speaker(s) in 2 Matching people talking about animals that
in biology unsupported extended talk on a 3 have been important in their lives.
wide range of general and 4 For Speakers 1-5, students should
Investigate curricular topics, including talk 5 choose from the list (A-F) the
and report on on a growing range of 6 animal that each person talking
animal world: unfamiliar topics about. For Speaker 5, students
bats, eagles, should find two appropriate
bees and answers.
dolphins Reading 11.4.1 Understand complex and 6 1 Multiple Learners read a text on the topic 10 minutes 6
abstract main points in 2 choice “Making connections in biology”
extended texts on a wide range 3 questions trying to understand specific
of familiar and unfamiliar 4 and information and choose the
general and curricular topics 5 Openende correct answer from four
11.4.2 Understand specific
6 d questions alternatives on questions 1 and 4.
information and detail in Questions 2,3,5,6 enable learners
extended texts on a wide range to recognize main points and write
of familiar and unfamiliar full answers on them.
general and curricular topics

Writing 11.5.2 Use a wide range of 1 1 Writing an Learners write an article on the 20 minutes 6
vocabulary, which is article topic “Investigate and report on
appropriate to topic and genre, animal world: bats, eagles, bees
and which is spelt accurately
and dolphins”. Learners must be
11.5.3 Write with grammatical
sure that they know enough about
accuracy on a wide range of
the animal to describe it fully.
general and curricular topics
Learners should use style,
figurative
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 11.5.4 Use style and register to language and wide range of
achieve an appropriate degree academic vocabulary and write
of formality in a wide variety with grammatical accuracy.
of written genres on general
and curricular topics

Speaking 11.3.2 Ask and respond with 1 1 Discussi Learners pair up and have a two- 2-3 minutes 6
appropriate syntax and on way conversation discussing the for every
vocabulary to open-ended given photos. Learners should learner
higher-order thinking questions express their opinions. They have
on a range of general and 1 minute to prepare and 2-3
curricular topics, including
minutes to speak.
some unfamiliar topics
11.3.3 Explain and justify own
and others’ point of view on a
range of general and curricular
topics, including some
unfamiliar topics

40 minutes
TOTAL: (excluding 24
Speaking)
Note: * - sections that can be changed
8
 Sample questions and mark scheme
Tasks for the Summative Assessment for term 1

LISTENING

Task. You will hear five different people talking about animals that have been important in their lives. For
Speakers 1-5, choose from the list (A-F) the animal that each person talking about. For Speaker 5, you should
choose two answers.
CD3 Tapescript 1

Which animal
Speaker 1 __ A) Was scared of people? [1]
Speaker 2 __ B) Was in the zoo? [1]
Speaker 3 __ C) Had been trained to do a job? [1]
Speaker 4 __ D) Had to be given away? [1]
Speaker 5 __ [1]
E) Was the first pet when he was growing up?
Speaker 6__ [1]
F) Was very rare?
Total [6]

READING
Task. Read the article and complete the tasks below.
Talking About Penguins by Guy Bellerant
Penguins are one of the world’s most interesting birds. They waddle when they
walk and have flippers instead of wings. The bones in a penguin’s flippers are
heavier and more solid than those in the wings of a flying bird. This helps the
penguin “fly” through the water.
The penguin’s black back and white front has an important function, too --
camouflage in the water. Penguins blend in with the sea from above and with the
sky from below. This makes it harder for predatory birds, leopard seals, sea
lions, orcas and sharks to see them.
Many people think all penguins live in the cold and ice of Antarctica. However, Emperorchick penguin with
only 6 of the 17 species or types of penguins live in Antarctica. The others live
in parts of New Zealand, Australia, South Africa and South America and on the Falkland and Galapagos
Islands.
Let’s talk about two of the penguin species – the Emperor penguin of Antarctica and the Galapagos penguin
of the Galapagos
Islands.
The Emperor penguin is the world’s largest penguin. Its oily outer feathers help keep it dry. Its dense inner
down feathers and thick fat layer helps keep it warm. Emperor penguins also often huddle in groups to
conserve heat.
A mother Emperor penguin lays only one egg at a time. After the mother Emperor penguin lays the egg she
travels to open sea to feed on fish, squid and krill (shrimp-like ocean crustaceans). The father stays behind
with the egg. He keeps it warm and protected by balancing it on his feet and covering it with feathered skin
called a brood pouch. The mother returns two months later, regurgitates food for the newly hatched chick,
then stays with it while the father goes out to sea to feed.
The Galapagos penguin lives in an area much warmer than Antarctica.
The Galapagos Islands are on the Equator, 600 miles west of the South
American country of Ecuador. This is as far north as any penguin lives
in the wild. The Galapagos penguin is one of the smallest and also one of
the most endangered of all penguins. It shares the Galapagos Islands
with many other unusual animals including the giant Galapagos tortoise Galapagos penguin
and the blue-footed booby. Instead of having to stay warm the
Galapagos penguin must find ways to stay cool. The best way is to spend the heat of day in cool water

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currents hunting small fish and krill. When a Galapagos penguin does get out of the water it often spreads its
flippers to cool off. It might also pant like a dog.
And it shades its feet by standing with its body hunched forward.
This has just been a peek at penguins. To find out more visit your school and public libraries.

Choose the best option (A-D)

1. Most wild penguins live... [1]

A) in South Africa
B) near the North Pole
C) in the Southern Hemisphere
D) near the Equator

2. A sea lion might have a hard time seeing a penguin swimming in the water. Why? [1] A) Sea lions
cannot see the color black very well because it blends in with the snow and ice.
B) When the sea lion looks up, the penguin's white belly blends in with the bright colors of the sky.
C) Penguins swim very fast and they look like a streak zooming through the water.
D) A penguin becomes invisible when it swims in cold water.

Answer to the questions

3. The father Emperor penguin keeps the egg warm and hatches the chick. Where is the mother penguin [1]
during this time?

4. How are a penguin's flipper bones different from the bones in other birds' wings? [1]
[1]
5. According to the information in the article, what three things does a Galapagos penguin do to cool off
when it is too warm?
[1]

6. Even though they do not fly, penguins are actually birds. Write an answer in which you describe why
penguins are birds. Be sure to mention several traits that are unique to birds.

Total [6]
WRITING

Task: Write an article about a bird, an insect, or animal that you have strong feelings about for your school
magazine.Be sure you know enough about the animal to describe it fully.

You should use

• one animal that scares, amuses, or puzzles you;
• sensory details (figurative language) that will make your audience feels the same;  an eye-catching
title;
• an introduction which clearly defines the topic to be covered;
• the main body in which the topic is developed in detail;
• the conclusion – summary of the topic or a final opinion, recommendation or comment.

Total [6]

SPEAKING

Card 1
Discuss the following pictures with your partner by answering these questions:

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1. What do you know about the maternal instincts of animals?
2.Will the nature be changed if animals care for another species? Explain.

Card 2
Discuss the following pictures with your partner by answering these questions:

1. Why do dogs help people?

2. Have you ever met someone whose dog was his eye?

Card 3
Discuss the following pictures with your partner by answering these questions:

1. What do you know about instinct of animals?

2. Is it important to understand how animals exist in the wild? Why/Why not?

Card 4
Discuss the following pictures with your partner by answering these questions:

1. Does friendship exist between animals? Justify your answer.

2. What are some examples of useful traits that help animals survive? (i.e. a giraffe’s long neck)

Card 5
Discuss the following pictures with your partner by answering these questions:

1. How can elephants help people?

2. What do you know about elephants’ instinct?

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 Card 6
Discuss the following pictures with your partner by answering these questions:

1. Do you think that only dogs can be friends of people? Why? /Why not?
2. Why do you think that people have such strong relationships with some kinds of animals and not
others

Card 7
Discuss the following pictures with your partner by answering these questions:
1. What are some animals that live in your country?
2. Is it important to protect endangered species? Why/Why not What are the possible benefits?

Card 8
Discuss the following pictures with your partner by answering these questions:
1. Some people consider zoos to be cruel environments for animals. What do you think?
2. Where is the best place to see animals in your country? In the world?

Total [6]
Total marks __/24

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 Mark scheme
Listening and Reading

Question Additional information

№ Answer Mark
Listening
1 B 1
2 D 1
3 A 1
4 F 1
5
C 1
6
E 1
Reading
1 C 1
2 B 1
3 The mother lays the egg, then leaves for two months to 1
go hunt for food.
4 A penguin's flipper bones are denser to help it swim 1
better.
5 It swims in cold water currents. It also pants and 1
spreads its wings.
6 In common with other birds, penguins have feathers 1 Through evolutionary
and beaks, lay eggs, and arewarmblooded. processes, penguins’ wings
gradually adapted to
become flippers, which
they use for swimming.

Total marks 12

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 Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give a mark out of 6 for each criterion (content, organization, vocabulary, grammar & punctuation) and then calculate a mean to give an
overall total out of 6. All fractional marks should be rounded up to the closest whole mark.

Mark / Content (relevance and Organization (cohesion, Vocabulary (style and accuracy) Grammar (style and accuracy)
Criterion development of ideas) paragraphing, and format) and Punctuation (accuracy)
6 •All content is relevant to the task. •Uses a wide range of •Uses a range of advanced •Writes simple and compound
•The register completely advanced connectors vocabulary appropriately; uses less sentence forms correctly and
corresponds to the requirements of accurately; referencing is common lexical items with demonstrates variety in length and
the task; consistent and intentional mostly clear. occasional inappropriacies. •Has complexity.
misuse of register* may indicate a •Uses paragraphs to separate good control of word formation; •Uses complex sentences
writer’s personal style. ideas; all paragraphs revolve may make occasional errors in accurately, including
•All content points are fully around one idea or a set of like producing less common word punctuation.
addressed and developed in a ideas; the size of each paragraph forms. •Spells common vocabulary •Rare errors in grammar and/or
balanced way. allows for a proper and balanced items correctly; very few (one or punctuation
*Such misuse of register should development of ideas. two) occasional spelling mistakes
not harm the format of writing. •The format is appropriate may be present.
•May occasionally misspell less
common lexical items.
•Errors in word choice and/or
spelling do not distort meaning.

16
5 •All content is relevant to the task; •Uses a range of basic connectors •Uses a range of everyday •Writes simple and compound
insignificant content omissions accurately and attempts to use vocabulary appropriately; uses less sentence forms correctly, but does
may be present. more advanced connectors, but common lexical items, but may not demonstrate variety in length.
•The register on the whole not always accurately, and make frequent errors. •Occasional errors in grammar
corresponds to the requirements of referencing, but not always clearly •Has good control of word and/or punctuation do not distort
the task; occasional and or appropriately. formation; may make errors in meaning.
inconsistent misuse of register •Uses paragraphs to separate producing less common word
may be present. ideas; most paragraphs revolve forms.
•Most content points are addressed, around one idea or a set of like •Spells common vocabulary items
but their correctly; few (no more

development may be slightly ideas; the size of each paragraph than five) occasional spelling
imbalanced. may reflect imbalanced mistakes may be present.
development of ideas. •May often misspell less common
•The format is appropriate. lexical items.
•Errors in word choice and/or
spelling do not distort meaning.
4 •Most content is relevant to the •Uses a range of •Uses everyday vocabulary •Writes simple and some compound
task; insignificant content basic connectors generally appropriately, while sentence forms correctly.
omissions may be present. accurately. occasionally overusing certain •While errors in grammar and/or
•The register on the whole •Uses paragraphs to separate lexical items. punctuation are noticeable,
corresponds to the requirements of ideas, but tends to misuse •Has good control of word meaning is rarely distorted.
the task. paragraphing (a script is a set of formation; can produce common
•Most content points are very short paragraphs or some word forms correctly.
addressed, but some content points paragraphs may be much longer •May make infrequent errors in
may be more fully covered than than other ones for no apparent spelling more difficult words.
others. reason). •Errors in word choice and/or
•The format is generally spelling rarely distort meaning.
appropriate.

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3 •Some content is relevant to the •Uses some basic connectors, but •Uses basic vocabulary •Writes simple sentence forms
task; significant content omissions these may be inaccurate or reasonably appropriately. mostly correctly.
may be present. repetitive. •Has some control of word •Errors in grammar and/or
•The register barely corresponds •Writes in paragraphs, but may formation; can produce some punctuation may distort meaning at
to the requirements of the task. not use them to separate ideas (a common word forms correctly. times.
•Only some content points, which script may have random breaks •Makes frequent errors in spelling
are minimally addressed. between paragraphs). more difficult words, but simple
•The format may be words are spelled correctly.
inappropriate in places. •Errors in word choice and/or
spelling distort meaning at times.

2 •Severe irrelevances and •May use a very limited range of •Uses an extremely limited range of •Writes some simple sentence forms
misinterpretations of the task may basic cohesive devices, and those vocabulary. correctly.
be present. used may not indicate a logical •Has very limited control of word •Frequent errors in grammar and/ or
•Only few content points, which relationship between ideas. formation; can produce a few punctuation distort meaning.
are minimally addressed. common word forms

•Attempts to write in paragraphs, correctly.

but their use may be confusing •Makes many errors in spelling,
(may start every sentence with a including a range of simple words.
new line). •Errors in word choice and/or
•The format may be spelling distort meaning.
inappropriate.
1 •Attempts the task, but it is largely •Links are missing or incorrect. •Can only use a few isolated words •No evidence of sentence forms.
misinterpreted and the response is •Does not write in paragraphs at and/or memorized phrases.
barely relevant to the task. all (a script is a block of text). •Has essentially no control of word
•The format is not appropriate. formation; can barely produce any
word forms. •Displays few
examples of
conventional spelling.

0 • Does not attempt the task in any way.

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 OR
• The response is completely irrelevant to the task.
OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context
to verify meaning.
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and language) and then calculate a mean to give an overall total out of 6.

Mark /
Development and Fluency Language
Criterion
6 •Produces stretches of language in a register which is appropriate to the •Produces error-free simple sentences.
situation provided in the task and may opt to vary register to enhance •Uses complex grammatical forms, but may make errors, which rarely cause
meaning. comprehension problems.
•Shows sustained ability to maintain a conversation and to make •Uses a range of appropriate vocabulary to give and exchange views on a
relevant contributions at some length. growing range of general and curricular topics.
•Produces extended stretches of language despite some hesitation.
•Can respond to change in direction of the conversation.
•Pronunciation is intelligible.
•Intonation is appropriate.

5 •Produces stretches of language in a register which is appropriate to the •Produces error-free simple sentences.
situation provided in the task. •Uses a range of appropriate vocabulary when talking about a range of
•Responds relevantly and at length which makes frequent prompting general and curricular topics.
unnecessary, resulting in a competent conversation. •Occasional mistakes do not cause comprehension problems.
•Produces mostly extended stretches of language despite some
hesitation, although instances of using short phrases may be present.
•Can generally respond to change in direction of the conversation.
•Pronunciation is generally intelligible.
•Intonation is generally appropriate.

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4 •Produces stretches of language in a register which is generally •Frequently produces error-free simple sentences.
appropriate to the situation provided in the task. •Uses appropriate vocabulary to talk about a limited range of general and
•Attempts to respond to questions and prompts. curricular topics.
•Produces responses which are extended beyond short phrases, despite •Errors may cause comprehension problems.
hesitation.
•Effort will need to be made to develop the conversation; only partial
success will be achieved.
•Pronunciation is mostly intelligible.

•May not follow English intonation patterns at times.

3 •Produces stretches of language without awareness of register. •Produces basic sentence forms and some correct simple sentences.
•Responses tend to be brief and are characterized by frequent, •Uses a limited range of appropriate vocabulary to talk about a limited range
hesitation. of general topics.
•Has to be encouraged to go beyond short responses and struggles to •Errors are frequent and may lead to misunderstanding.
develop a conversation. •There is a lack of intelligibility of
pronunciation, but it is unlikely to impede communication.
•May not follow English intonation patterns frequently.

2 •Responses are so brief that little is communicated. •Attempts basic sentence forms, but with limited success.
•Barely engages in a conversation. OR
•Pronunciation may cause some communication difficulty. •Heavily relies on apparently memorized utterances.
•Does not follow English intonation patterns. •Uses a limited range of appropriate vocabulary to talk about a very limited
range of general topics.
•Makes numerous errors except in memorized expressions.
1 •No communication possible. •Pronunciation and intonation patterns •Cannot produce basic sentence forms.
cause difficulty for even the most sympathetic listener. •Can only produce isolated words and phrases or memorized utterances.

0 •No attempt at the response.

OR
•No rate able language.

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Transcript Term 1

Speaker 1 We used to go there all the time because it didn’t cost very much in those days. We used to
watch the tigers in their enclosure –they were my favourites. One of my earliest memories is
watching them eat an enormous piece of meat that the keepers had thrown into their cage. I
remember watching them and imagining what they would do to their prey. Although I think
it’s cruel to keep animals in captivity like that, I think it does help people understand that
animals are important and we need to protect them.

Speaker 2
We were stupid, really. There had been a film about turtles on TV and I said to my parents
that I really wanted one, so my father went to the exotic pet shop and bought a turtle. We
were all really excited. Unfortunately we hadn’t done much research on the animals. As it
grew up, it became larger and larger. In the end it was so big that we had nowhere to put it
and turtles need a lot of water to live in, you see. So we had to take it to a special sanctuary
and they looked after it after that.

Speaker 3
When we lived in the countryside, there was this really skinny cat that used to come into our
garden. He was a stray. He wasn’t tame at all. If anyone went near him, he would run away
terrified, but we loved him anyway and we called him ‘Scraggy’, which means ‘not healthy’
or ‘messy’. Anyway, my mother was determined to look after him and although he never
trusted us, he did use to eat the food that we left for him –but he’d only eat the food if no one
was nearby.

Speaker 4
The kingfisher is a beautiful bird. It has bright blue feathers and it looks like it should come
from Brazil or somewhere in South America. But they live here in Britain. I’ve only seen
one once in my life and it came as a complete surprise. I was eight years old and I was eating
breakfast in my kitchen, when I saw this bright blue colour outside and there it was -a
kingfisher! You don’t often see a kingfisher in the wild. So it was a special memory for me.

Speaker 5
‘Digger’ was special for me because, although I can hear perfectly well, both my parents are
deaf. They were lucky though, because there are charities which provide special dogs –
hearing dogs for the deaf. They teach the dogs to listen for particular noises and they can
help deaf people in their everyday lives. My parents had ‘Digger’ who was one of these dogs
and he was the first pet that we had when I was growing up. I used to take him for long
walks before school and after school and at the weekends! Yeah… I still miss him today,
actually.

Resources

Listening: the task was taken and adapted from the textbook Spotlight on FCE (Exam Booster with
key) by Alastair Lane
Reading: the task was taken and adapted fromhttps://www.superteacherworksheets.com

20
 SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2

Review of summative assessment for term 2

Duration of summative assessment - 40minutes

Listening – 10 minutes
Reading – 10 minuets
Writing – 20 minutes
Speaking task conducted separately.
Total marks - 24

The structure of summative assessment

This sample of Summative Assessment consists of 14 tasks: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for term.
Listening – multiple choice questions on the topic «Human Brain».
Reading – multiple choice questions on the topic «Investigate and report on timekeeping
devices».
Writing – writing an article on the topics «Human Brain» and/or topic «Investigate and report
on timekeeping devices».
Speaking – presentation on the topics «Human Brain» and/or topic «Investigate and report on
timekeeping devices».
Tapescript for listening task can be found in CD3 Tapescript 2. Transcript for listening task
can be found after the mark scheme.
21
 Characteristic of tasks for summative assessment for term 2
*Total
number of *Question *Type of Total
Unit Strand Learning objective *Task description Time
questions № task marks

Human Listening 11.2.7 Understand speaker 6 1 Multiple Learners listen to the TEDx talk 10 minutes 6
brain viewpoints and extent of 2 choice about ‘How playing an instrument
explicit agreement between 3 questions benefits your brain’ by Anita
Investigate speakers on a range of general 4 Collins on the topic
and report on and curricular topics, including 5 “Human Brain”. Learners should
some concentrate on details, reasons
timekeepin g 6
unfamiliar topics and evidence in order to get the
devices
speaker’s opinion and choose an
appropriate answer.
Learners should listen to a
recording twice, having a chance
to look through the questions
before the recording starts.
Learner should have 2-3 minutes
extra after the second time to
write down the answers and check
them.

Reading 11.4.3 Skim a range of lengthy 6 1 Multiple Learners read “Before clocks, 10 minutes 6
texts with speed to identify 2 choice phones and Fitbits, there was
content meriting closer reading 3 questions sunlight and mathematics” article
on a range of more complex 4 on the topic
and abstract, general and 5 “Timekeeping devices” and
curricular topics 6 choose the most appropriate
answer.
Writing 11.5.1 Plan, write, edit and 1 1 Writing an Learners write an article for their 20 minutes 6
proofread work at text level article school newspaper on the topic “Is
independently on a wide range the internet killing our brains?”
of general and
22
 curricular topics Learners should write a coherent
11.5.7 Use independently article stating and explaining an
appropriate layout at text level idea.
on a wide range of general and Learners write an outline and
curricular topics follow the structure that was
mentioned in the task.
Learners should produce the
article in academic writing
format.

Speaking 11.3.1 Use formal and 1 1 Presentat Learners choose a card with the 3-4 minutes 6
informal language registers in ion questions for their presentation in per student
talk on a range of general and advance, make the research and
curricular topics, including prepare the report for their speech.
some unfamiliar topics Learners should prepare a
11.3.6 Navigate talk and
presentation and speak on the
modify language through
topics “Human Brain” and
paraphrase and correction in
talk on a wide range of “Investigate and report on
familiar and some unfamiliar timekeeping devices” for 3-4
general and minutes.
curricular topics

40 minutes
TOTAL: (excluding 24
Speaking)
Note: * - sections that can be changed
23
 Sample questions and mark scheme
Tasks for Summative Assessment for term 2

LISTENING

Task. Watch the TEDx talk about ‘How playing an instrument benefits your brain’ by Anita Collins
and choose A, B, C, or D for each of the questions. You will hear a presenter twice.

CD3. Tapescript 2.

1. What happens when we listen to music?

A) Certain areas of the brain start working
B) Work for just a second while we are listening
C) There is simultaneous activity in many areas of the brain
D) Different areas work at intervals to process melody, rhytm, etc
[1]

2. Which areas of our brain are involved when playing a musical instrument?
A) Visual, motor and cerebral cortices
B) Motor, cerebral and auditory cortices
C) Visual, auditory, and motor cortices
D) Cerebral, motor and fine motor cortices
[1]

3. What’s the left hemisphere involved in? A)Precision skills like Maths and Language
B) Fine motor skills
C) Creativity
D) Dancing and tapping skills
[1]

4. What’s the bridge between the two brain hemispheres called?

A) Corpum callum
B) Coopco coolism C)Capum cullim
D)Corpus callosum [1]

5. How do musicians improve their memory skills?

A) By bringing them to life more quickly
B) By assigning multiple tags to their memories
C) By linking them through cognitive analysis
D) By showing them through music
[1]

6. What have scientists found?

A) Playing a music instrument enhance brain functions more than other activities
B) Musicians and Sports players have the same cognitive abilities
C) All artists have enhanced cognitive abilities

26
 [1]

Total [6]

READI

NG

Task. Read the article and complete the tasks below.

Before clocks, phones and Fitbits,

there was sunlight and mathematics How do you tell the time on a
cloudy day? Easy. You look at your phone or
your watch.
That works today — but let's go back
several thousand years to when watches did
not exist. A glance at the sun would give some
idea of time. The sundial was in use in Egypt
by 1500 B.C. Its principle was simple: As the
sun moved across the sky, the shadows it cast
also moved. By marking equal divisions
around a rock, tree or stick, people could track
the passage of time. Seasonal changes brought
their own challenges as the angle of the sun
shifted. But over time, sundials improved and
gained greater accuracy.
An overcast sky, though, could render a sundial useless. Yet, people still had to be at work on
time and know when to meet friends for lunch. As a result, many clever ways to tell time were
invented.
One was the water clock, which was invented by the Egyptians. A container was filled with
water, which steadily drained through a hole of a specific size. Markings on the side of the container
showed the passage of time. The water clock was also called the clepsydra, from the Greek words
"to steal water." Gradually, the water clock became more sophisticated.
Al-Jazari is remembered as a famous 12th century Arab scholar. He used water to power his
20-foot-tall clock. The device was large and very complicated. Early scientists, like their modern
counterparts, were brilliant people. Arab scholars may not have had battery-powered calculators or
computers, but they made incredible scientific advances. They were making major advancements
long before Europe moved out of the so-called Dark Ages.
When The Candle Is Spent ...
In China, people used candles to tell time. Around the year A.D. 520, You Jiangu and a few
colleagues figured out that similar candles burn at the same rate. For example, they took six candles,
each marked in 12 sections. They knew each candle took four hours to burn away. Simple math will
tell you that each section took 20 minutes to burn.
About 300 years later, England's King Alfred used a similar candle clock. Did it take three
centuries for the idea to cross Asia and Europe? Or did Alfred come up with the idea on his own?
We do not know, but historians and archaeologists may someday figure out the answer.
Not surprisingly, candle clocks needed protection from the wind. A gentle breeze caused them
to burn more quickly. A strong puff would blow them out. Maybe then time stood still! Glass wasn't

27
easily available, so people put the candles in wooden lanterns. The lanterns were fitted with
transparent panels made out of horn, so the flame was still visible but protected.
Hurry! Hurry! The Hourglass Is Almost Empty!
The hourglass was another effort to measure time. The concept was simple. Two glass bulbs,
one filled with a specific amount of sand, were joined by a narrow neck. It took one hour for the
sand to flow from the top bulb to the bottom one. For many centuries, they were popular on sailing
ships. However, the crew member responsible for turning the glass each hour dared not fall asleep at
the wrong moment.
Small hourglasses were popular in kitchens to help boil eggs correctly. The sand ran through
in three minutes. Today, electronic egg timers are available. Still, your grandma or grandpa may
have an old hourglass tucked away in their cupboards.
Watch Out!
Reliable chronometers — timepieces like we think of them today — finally came along in the
1700s. At last, telling time was no longer at the mercy of sun, wind or sand.

Answer the questions

1. Read the section "When The Candle Is Spent" and explain what a solution to the problem
with candle clocks people found out.
[1]

2. Read the following paragraph from the section "When The Candle Is Spent"

Not surprisingly, candle clocks needed protection from the wind. A gentle breeze caused
them to burn more quickly. A strong puff would blow them out. Maybe then, time stood still!
Glass wasn't easily available, so people put the candles in wooden lanterns. The lanterns
were fitted with transparent panels made out of horn, so the flame was still visible but
protected.

Which answer choice is the BEST definition of the word "available" as used in the sentence?
A) awkward
B) occupied
C) obtainable D)scarce
[1]

3. Read the paragraph below from the section "Hurry! Hurry! The Hourglass Is Almost
Empty!”

The hourglass was another effort to measure time. The concept was simple. Two glass bulbs,
one filled with a specific amount of sand, were joined by a narrow neck. It took one hour for
the sand to flow from the top bulb to the bottom one. For many centuries, they were popular
on sailing ships. However, the crew member responsible for turning the glass each hour
dared not fall asleep at the wrong moment.

What inference can the reader make based on this paragraph?

A) In order to tell time past one hour, two hourglasses are needed to pour out sand at
the exact same time.

28
 B) In order to tell time past one hour, the hourglass makes the sand travel from the top
bulb to the bottom bulb.
C) In order to tell time past one hour, the hourglass turns itself over after the bottom
becomes heavy enough.
D) In order to tell time past one hour, someone must turn over the hourglass when all
of the sand flows to the bottom.
[1]

4. Read the article’s introduction [paragraphs 1-5] and the final section “Watch Out!”
What is the connection between those two sections?

A) The introduction describes some of the earliest ways people told time, while the
final section explains that we no longer need those methods because of the
chronometer.
B) The introduction describes the most recent timepiece inventions, while the final
section describes the different ways people used to tell time before the invention of
the chronometer.
C) The introduction describes the most important ways to tell time that people have
used, while the final section introduces the chronometer, which is new, but not
commonly used to tell time.
D) The introduction describes popular ways to tell time that are used around the world
today, while the final section describes the chronometer, a unique timepiece that is
not as popular.
[1]
5
. This article is organized using chronological order. Why do you think the author chose to
organize the information this way?

A) to show the similarities and differences between timepieces used in different parts
of the world
B) to list different timepieces in order of least importance to greatest importance
C) to describe the different timepieces that were invented throughout history in a
logical way
D) to explain how people were able to solve the different problems that were unique to
each timepiece described
[1]

6. What is the purpose of this article?

A) to share feelings
B) to inform
C) to entertain
D) to persuade
[1]
Total [6]

WRITING

29
Task. The web gives us access to endless information. What impact does this have on our memory,
and our attention spans? Write an article for your school newspaper on the topic “Is the internet
killing our brains?”

Follow the Structure of an article:

Beginning - Engage the reader and make them want to read more, you can begin with a
question
Middle - State your main points and relate them to personal experiences and opinions
Ending - Summarize your main points but make an overall point to make the reader think they
have learned something from reading the article

Total [6]
SPEAKING

Task. Choose the questions that are the most interesting for you. Prepare presentation and your
speech beforehand. Be ready to present it for your speaking test during 3-4 minutes.

Card 1
1. What is the most amazing thing about the brain?
2. What is the most mysterious?
3. What are some extraordinary things some people can do with their brains?
4. Will we ever be able to augment our brain with technology? Would you?

Card 2
1. What do you wish your brain was better at?
2. Do you think male and female brains are better at different tasks? Why or why not?
3. Do you think humans will ever completely understand the brain? Why or why not?

Card 3
1. When do you use your brain the most?
2. Do you do anything to look after your brain?
3. What do neuroscientists know about the brain?

Card 4
1. What would you say about your own brain?
2. Do you have a quick brain?
3. How many different functions does the brain perform?

Card 5
1. Do you know what Left Brain, Right Brain means?
2. What do you think the differences are between male and female brains?
3. If you had a brain transplant, would you think differently of having a new personality?

Card 6
1. How would life be without timekeeping devices?
2. Whatwouldhappentosocietyifallclocksandtimekeepingdevicessuddenlystoppedworking?
3. In prehistoric and modern primitive societies, how did people keep track of time before the
invention of any timekeeping device? Was/Is there any concept of time at all?

30
 Total [6]
Total marks __/24
Mark scheme
Listening and Reading

Question
Answer Mark Additional information
№
Listening

1 C
2 C
3 A
4 D
5 B
6 A
Reading

1 People put the candles in wooden lanterns and 1

covered them with transparent panels made of
horn.
2 C 1
3 D 1
4 A 1
5 C 1
6 B 1
Total marks 12

31
 Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give a mark out of 6 for each criterion (content, organization, vocabulary, grammar & punctuation) and then calculate a mean to give an
overall total out of 6. All fractional marks should be rounded up to the closest whole mark.

Mark / Content (relevance and Organization (cohesion, Vocabulary (style and accuracy) Grammar (style and accuracy)
Criterion development of ideas) paragraphing, and format) and Punctuation (accuracy)
6 •All content is relevant to the task. •Uses a wide range of •Uses a range of advanced •Writes simple and compound
•The register completely advanced connectors vocabulary appropriately; uses less sentence forms correctly and
corresponds to the requirements of accurately; referencing is common lexical items with demonstrates variety in length and
the task; consistent and intentional mostly clear. occasional inappropriacies. complexity.
misuse of register* may indicate a •Uses paragraphs to separate •Has good control of word •Uses complex sentences
writer’s personal style. ideas; all paragraphs revolve formation; may make occasional accurately, including
•All content points are fully around one idea or a set of like errors in producing less common punctuation.
addressed and developed in a ideas; the size of each paragraph word forms. •Spells common •Rare errors in grammar and/or
balanced way. allows for a proper and balanced vocabulary items correctly; very punctuation
*Such misuse of register should development of ideas. few (one or two) occasional
not harm the format of writing. •The format is appropriate spelling mistakes may be present.
•May occasionally misspell less
common lexical items.
•Errors in word choice and/or
spelling do not distort meaning.

32
5 •All content is relevant to the task; •Uses a range of basic connectors •Uses a range of everyday •Writes simple and compound
insignificant content omissions accurately and attempts to use vocabulary appropriately; uses less sentence forms correctly, but does
may be present. more advanced connectors, but common lexical items, but may not demonstrate variety in length.
•The register on the whole not always accurately, and make frequent errors. •Occasional errors in grammar
corresponds to the requirements of referencing, but not always clearly •Has good control of word and/or punctuation do not distort
the task; occasional and or appropriately. formation; may make errors in meaning.
inconsistent misuse of register •Uses paragraphs to separate producing less common word
may be present. ideas; most paragraphs revolve forms.
•Most content points are addressed, around one idea or a set of like •Spells common vocabulary items
but their correctly; few (no more

development may be slightly ideas; the size of each paragraph than five) occasional spelling
imbalanced. may reflect imbalanced mistakes may be present.
development of ideas. •May often misspell less common
•The format is appropriate. lexical items.
•Errors in word choice and/or
spelling do not distort meaning.
4 •Most content is relevant to the •Uses a range of •Uses everyday vocabulary •Writes simple and some compound
task; insignificant content basic connectors generally appropriately, while sentence forms correctly.
omissions may be present. accurately. occasionally overusing certain •While errors in grammar and/or
•The register on the whole •Uses paragraphs to separate lexical items. punctuation are noticeable,
corresponds to the requirements of ideas, but tends to misuse •Has good control of word meaning is rarely distorted.
the task. paragraphing (a script is a set of formation; can produce common
•Most content points are very short paragraphs or some word forms correctly.
addressed, but some content points paragraphs may be much longer •May make infrequent errors in
may be more fully covered than than other ones for no apparent spelling more difficult words.
reason). •Errors in word choice and/or
others.
•The format is generally spelling rarely distort meaning.
appropriate.

33
3 •Some content is relevant to the •Uses some basic connectors, but •Uses basic vocabulary •Writes simple sentence forms
task; significant content omissions these may be inaccurate or reasonably appropriately. mostly correctly.
may be present. repetitive. •Has some control of word •Errors in grammar and/or
•The register barely corresponds •Writes in paragraphs, but may formation; can produce some punctuation may distort meaning at
to the requirements of the task. not use them to separate ideas (a common word forms correctly. times.
•Only some content points, which script may have random breaks •Makes frequent errors in spelling
are minimally addressed. between paragraphs). more difficult words, but simple
•The format may be words are spelled correctly.
inappropriate in places. •Errors in word choice and/or
spelling distort meaning at times.

2 •Severe irrelevances and •May use a very limited range of •Uses an extremely limited range of •Writes some simple sentence forms
misinterpretations of the task may basic cohesive devices, and those vocabulary. correctly.
be present. used may not indicate a logical •Has very limited control of word •Frequent errors in grammar and/ or
•Only few content points, which relationship between ideas. formation; can produce a few punctuation distort meaning.
are minimally addressed. common word forms

•Attempts to write in paragraphs, correctly.

but their use may be confusing •Makes many errors in spelling,
(may start every sentence with a including a range of simple words.
new line). •Errors in word choice and/or
•The format may be spelling distort meaning.
inappropriate.
1 •Attempts the task, but it is largely •Links are missing or incorrect. •Can only use a few isolated words •No evidence of sentence forms.
misinterpreted and the response is •Does not write in paragraphs at and/or memorized phrases.
barely relevant to the task. all (a script is a block of text). •Has essentially no control of word
•The format is not appropriate. formation; can barely produce any
word forms.
•Displays few examples of
conventional spelling.

34
 0 • Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context
to verify meaning.
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and language) and then calculate a mean to give an overall total out of 6.

Mark /
Development and Fluency Language
Criterion
6 •Produces stretches of language in a register which is appropriate to the •Produces error-free simple sentences.
situation provided in the task and may opt to vary register to enhance •Uses complex grammatical forms, but may make errors, which rarely cause
meaning. comprehension problems.
•Shows sustained ability to maintain a conversation and to make •Uses a range of appropriate vocabulary to give and exchange views on a
relevant contributions at some length. growing range of general and curricular topics.
•Produces extended stretches of language despite some hesitation.
•Can respond to change in direction of the conversation.
•Pronunciation is intelligible.
•Intonation is appropriate.

35
5 •Produces stretches of language in a register which is appropriate to the •Produces error-free simple sentences.
situation provided in the task. •Uses a range of appropriate vocabulary when talking about a range of
•Responds relevantly and at length which makes frequent prompting general and curricular topics.
unnecessary, resulting in a competent conversation. •Occasional mistakes do not cause comprehension problems.
•Produces mostly extended stretches of language despite some
hesitation, although instances of using short phrases may be present.
•Can generally respond to change in direction of the conversation.
•Pronunciation is generally intelligible.
•Intonation is generally appropriate.

4 •Produces stretches of language in a register which is generally •Frequently produces error-free simple sentences.
appropriate to the situation provided in the task. •Attempts to respond •Uses appropriate vocabulary to talk about a limited range of general and
to questions and prompts. curricular topics.
•Produces responses which are extended beyond short phrases, despite •Errors may cause comprehension problems.
hesitation.
•Effort will need to be made to develop the conversation; only partial
success will be achieved.
•Pronunciation is mostly intelligible.

•May not follow English intonation patterns at times.

3 •Produces stretches of language without awareness of register. •Produces basic sentence forms and some correct simple sentences.
•Responses tend to be brief and are characterized by frequent, •Uses a limited range of appropriate vocabulary to talk about a limited range
hesitation. of general topics.
•Has to be encouraged to go beyond short responses and struggles to •Errors are frequent and may lead to misunderstanding.
develop a conversation. •There is a lack of intelligibility of
pronunciation, but it is unlikely to impede communication.
•May not follow English intonation patterns frequently.

2 •Responses are so brief that little is communicated. •Attempts basic sentence forms, but with limited success.
•Barely engages in a conversation. OR
•Pronunciation may cause some communication difficulty. •Heavily relies on apparently memorized utterances.
•Does not follow English intonation patterns. •Uses a limited range of appropriate vocabulary to talk about a very limited
36
 range of general topics.
•Makes numerous errors except in memorized expressions.
1 •No communication possible. •Pronunciation and intonation patterns •Cannot produce basic sentence forms.
cause difficulty for even the most sympathetic listener. •Can only produce isolated words and phrases or memorized utterances.

0 •No attempt at the response.

OR
•No rate able language.

37
Transcript Term 2

How Playing an Instrument Benefits your Brain

Did you know that every time musicians pick up their instruments, there are fireworks going
off all over their brain? On the outside, they may look calm and focused, reading the music and
making the precise and practiced movements required. But inside their brains, there's a party going
on. How do we know this? Well, in the last few decades, neuroscientists have made enormous
breakthroughs in understanding how our brains work by monitoring them in real time with
instruments like fMRI and PET scanners.
When people are hooked up to these machines, tasks, such as reading or doing math problems,
each have corresponding areas of the brain where activity can be observed. But when researchers
got the participants to listen to music, they saw fireworks. Multiple areas of their brains were
lighting up at once, as they processed the sound, took it apart to understand elements like melody
and rhythm, and then put it all back together into unified musical experience. And our brains do all
this work in the split second between when we first hear the music and when our foot starts to tap
along.
But when scientists turned from observing the brains of music listeners to those of musicians,
the little backyard fireworks became a jubilee. It turns out that while listening to music engages the
brain in some pretty interesting activities, playing music is the brain's equivalent of a full-body
workout. The neuroscientists saw multiple areas of the brain light up, simultaneously
processingdifferent information in intricate, interrelated, and astonishingly fast sequences. But what
is it about making music that sets the brain alight? The research is still fairly new, but
neuroscientists have a pretty good idea.
Playing a musical instrument engages practically every area of the brain at once, especially
the visual, auditory, and motor cortices. As with any other workout, disciplined, structured practice
in playing music strengthens those brain functions, allowing us to apply that strength to other
activities. The most obvious difference between listening to music and playing it is that the latter
requires fine motor skills, which are controlled in both hemispheres of the brain.
It also combines the linguistic and mathematical precision, in which the left hemisphere
ismore involved, with the novel and creative content that the right excels in. For these reasons,
playing music has been found to increase the volume and activity in the brain's corpus callosum, the
bridge between the two hemispheres, allowing messages to get across the brain faster and through
more diverse routes. This may allow musicians to solve problems more effectively and creatively, in
both academic and social settings. Because making music also involves crafting and understanding
its emotional content and message, musicians often have higher levels of executive function, a
category of interlinked tasks that includes planning, strategizing, and attention to detail and requires
simultaneous analysis of both cognitive and emotional aspects. This ability also has an impact on
how our memory systems work. And, indeed, musicians exhibit enhanced memory functions,
creating, storing, and retrieving memories more quickly and efficiently.
Studies have found that musicians appear touse their highly connected brains to give
eachmemory multiple tags, such as a conceptual tag, an emotional tag, an audio tag, and a
contextual tag, like a good Internet search engine. How do we know that all these benefits are
unique to music, as opposed to, say, sports or painting? Or could it be that people who go into music
were already smarter to begin with? Neuroscientists have explored these issues, but so far, they have
found that the artistic and aesthetic aspects of learning to play a musical instrument are different
from any other activity studied, including other arts. And several randomized studies of participants,
who showed the same levels of cognitive function and neural processing at the start, found that
thosewho were exposed to a period of music learning showed enhancement in multiple brain
areas,compared to the others. This recent research about the mental benefits of playing music has

38
advanced our understanding of mental function, revealing the inner rhythms and complex interplay
that make up the amazing orchestra of our brain.

Resources
Listening: the task was created on the video, which was taken from
https://www.youtube.com/watch?v=R0JKCYZ8hng
Reading: the text was taken fromhttps://newsela.com/read/elem-hist-telling-time/id/37691/

39
 SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3
Review of summative assessment for term 3

Duration of the summative assessment – 40 minutes

Listening – 10 minutes
Reading – 10 minuets
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 24

The structure of the summative assessment

This sample of Summative Assessment consists of 14 tasks: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Listening –gap filling task on the topic «Work and inventions».
Reading –– open-ended questions on «This I believe» essay on the topics «STEM» and
«Reading for Pleasure».
Writing – a creative «This I believe» essay on the topics «Work and inventions», «STEM»
and/or «Reading for Pleasure».
Speaking – responding with fluency and spontaneity while analyzing and annotating “This I
believe” essays on the topics «Work and inventions», «STEM» and/or «Reading for Pleasure»
during Socratic Seminar.
Tapescript for listening task can be found in CD3 Tapescript 3. Transcript for listening task
can be found after the mark scheme.

40
 Characteristic of tasks for summative assessment for term 3
*Total
*Question *Type of Total
Unit Strand Learning objective number of *Task description Time
№ task marks
questions
Work and Listening 11.2.4 Understand implied 6 1 Gap Learners listen to the interview on 10 minutes 6
inventions meaning in unsupported 2 filling the topic “Work and inventions”.
extended talk on a wide range 3 Learners should comprehend what
STEM of general and curricular 4 the presenter and the guest meant
topics, including talk on a 5 in the context and fill in the gaps.
growing range of unfamiliar 6 Learners should listen to a
Reading for
topics recording twice, having a chance
Pleasure
to look through the questions
before the recording starts.
Learner should have extra time
after listening to write down the
answers and check them.

Reading 11.4.4 Read a wide range of 6 1 Openended Learners read “This I believe” 10 minutes 6
extended fiction and nonfiction 2 questions essay on the topics “STEM” and
texts on a variety of more 3 “Reading for Pleasure” and give
complex and abstract general 4 the full answers.
and curricular topics 5 This task enables learners to
6 identify the intended audience, the
author/ narrator/persona, the
author’s purpose, examine the
word choice and rhetorical
devices.

Writing 11.5.1 Plan, write, edit and 1 1 Writing a Using “This I believe” essays 20 minutes 6
proofread work at text level creative which they read during the term
independently on a wide range essay as a model they write about the
of general and core values in their
38
 curricular topics own lives. Learners can select one
11.5.5 Develop with minimal from the statements or use their
support coherent arguments own ideas.
supported when necessary by Learners write a coherent essay
examples and reasons for a brainstorming ideas, outlining a
wide range of written genres in piece of writing stating and
familiar general and curricular explaining an idea.
topics
Speaking 11.3.2 Ask and respond with 1 1 Discussion Learners participate in Socratic 4 minutes for 6
appropriate syntax and seminar, which helps them to a pair
vocabulary to open-ended discuss annotated “This I believe”
higher-order thinking essays while they are speaking on
questions on a range of general the topics
and curricular topics, including “Reading for Pleasure”, “Work and
some inventions”, “STEM”.
unfamiliar topics
Learners sit in a circle, analyze
12.3.5 Interact with peers to
and discuss them as a whole class.
make hypotheses and evaluate
alternative proposals on a Learners spend approximately 20
range of familiar and some minutes for each essay.
unfamiliar general and
curricular topics

TOTAL: 40 minutes 24
(excluding
Speaking)
Note: *-sections that can be changed
39
 Sample questions and mark scheme
Tasks for the Summative Assessment for term 3

LISTENING

Task. Hear an interview about new inventions and fill the gaps. Write NO MORE THAN TWO
WORDS OR NUMBER. CD3. Tapescript 3. Listen till 2:50 minutes

1. Wing-suits are modernised and getting better. Its _______________ is also getting down.
2. Gabriele Diamanti works on making clean _______________ obtainable for everyone.
3.The idea of water distiller is great but the project needs _______________.
4. The "enable talk gloves" will help to understand _______________ language.
5. Deepsea Challenger Submarine is designed to be able to get to the _____________ of the
sea.
6. James Cameron was the first person to do a solo ______________ so deep under the sea.

Total [6]

READING

Task. Read the text and answer to the questions.

Science Nourishes the Mind and the Soul

BRIAN GREENE
ONE DAY, WHEN I WAS ABOUT ELEVEN, walking back to Public School 87 in
Manhattan after our class visit to the Hayden Planetarium, I became overwhelmed by a feeling I’d
never had before. I was gripped by a hollow, pit-in-the-stomach sense that my life might not matter.
I’d learned that our world is a rocky planet, orbiting one star among the one hundred billion others in
our galaxy, which is but one of hundreds of billions of galaxies scattered throughout the universe.
Science had made me feel small.
In the years since, my view of science and the role it can play in society and the world has
changed dramatically.
While we are small, my decades of immersion in science convince me this is cause for
celebration. From our lonely corner of the cosmos we have used ingenuity and determination to
touch the very limits of outer and inner space. We have figured out fundamental laws of physics—
laws that govern how stars shine and light travels, laws that dictate how time elapses and space
expands, laws that allow us to peer back to the briefest moment after the universe began.
None of these scientific achievements has told us why we’re here or given us the answer to
life’s meaning—questions science may never address. But just as our experience playing baseball is
enormously richer if we know the rules of the game, the better we understand the universe’s rules—
the laws of physics—the more deeply we can appreciate our lives within it.
I believe this because I’ve seen it.
I’ve seen children’s eyes light up when I tell them about black holes and the big bang. I’ve
witnessed the self-worth and confidence a young student gains by completing even the simplest of
mathematical calculations. I’ve spoken with high school dropouts who’ve stumbled upon books
describing the amazing achievements of science and returned to their studies with purpose and zeal.
I’ve received letters from young soldiers in Iraq, telling me how reading popular accounts of

44
relativity and quantum physics has provided them hope that there is something larger, something
universal that binds us together. Such is the capacity of science, not only to explain, but to inspire.
Which is why I am distressed when I meet students who approach science and math with
drudgery. I know it doesn’t have to be that way. But when science is presented as a collection of
facts that need to be memorized, when math is taught as a series of abstract calculations without
revealing its power to unravel the mysteries of the universe, it can all seem pointless and boring.
Even more troubling, I’ve encountered students who’ve been told they don’t have the capacity
to grasp math and science.
These are lost opportunities.
I believe we owe our young an education that captures the exhilarating drama of science.
I believe the process of going from confusion to understanding is a precious, even emotional,
experience that can be the foundation of self-confidence. I believe that through its rational
evaluation of truth and indifference to personal belief, science transcends religious and political
divisions and so does bind us into a greater, more resilient whole.
I believe that the wonder of discovery can lift the spirit like Brahms’s Third Symphony.
I believe that the breathtaking ideas of science can nourish not only the mind but also the soul.
A native New Yorker, BRIAN GREENE teaches physics and mathematics at Columbia
University. He is a proponent of string theory, which attempts to unify all the forces of nature into a
single framework. He authored The Fabric of the Cosmos and The Elegant Universe.

1. Who is the author of this essay? Give evidence from the essay to support your answer. [1]

2. What is the author hoping to persuade the reader of? [1]

3. Why does the author include the personal anecdote at the beginning of the essay? [1]

4. Who is his intended audience? Give evidence. [1]

5. Why did he include different examples of people who were inspired by science? The author uses [1]
logos to persuade the audience. Give the examples of it and explain why.

6. The rhetoric in this text is heavily dependent on contrast. Find examples of these contrasts and [1]
explain.

Total [6]
WRITING

Task: Write “This I believe” essay. It should be an essay from your own life about your core values
but it is NOT an opinion piece about social ideals. If it is difficult to start writing on your own topic,
you may choose one from these statements:

1. It’s okay to be afraid... just don’t let your fears control you.
2. Do what you love to do.
3. It’s important to have friends that care.
4. Big dreams lead to big things.
5. Laugh every day!

Follow these guidelines:

45
Tell a real story about you: Be specific. Take your belief out of the ether and ground it in the
events that have shaped your core values.
Consider moments when belief was formed, tested, or changed.
Focus on one core belief.
Be positive: Write about what you do believe, not what you do not believe. Avoid statements of
religious dogma.
Be personal: Make your essay about you; speak in the first person. Avoid speaking in the editorial
“we.”

Total [6]

SPEAKING

Task: Analyze and discuss three “This I believe essay” which you have read and annotated at home.
Be ready to support the conversation and answer the questions of your peers.

The most important questions for Socratic Seminar are:

1. What is the author of this essay?

2. What is the audience of this essay?
3. What is the purpose of this essay?
4. What is the tone of this essay?
5. Did you like essays? Why? Why not?
6. Were these essays appropriate to read? Why? Why not?
7. Do you share the author’s belief? Why?
8. What does it take to follow one’s own path? What sacrifices are required? What would
you be doing, if you could?
9. Has there been someone in your life who instilled your beliefs in you or inspired you in
that way?

Produce a speech by giving extended answers to the questions. Find the examples of rhetorical
devices. 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
Stating an opinion Expressing Expressing Interrupting
agreement disagreement

46
 The way I see it….. You have a point That’s not always the Sorry to interrupt, but…
there case

If you want my That’s exactly how I I’d say the exact If I might add
honest opinion….. feel opposite something…..

As far as I’m I was just going to No, I’m not so sure Is it okay if I jump in for a
concerned…. say that about that second?

If you ask me……. I have to side with I beg to differ Can I add something here?
smb
(name)on this one

In my opinion……. That’s for sure Not necessarily Can I throw my two cents
in?

Do What You Love

TONY HAWK

I BELIEVE THAT PEOPLE SHOULD TAKE PRIDE in what they do, even if it is scorned or
misunderstood by the public at large.
I have been a professional skateboarder for twenty-four years. For much of that time, the activity
that paid my rent and gave me my greatest joy was tagged with many labels, most of which were
ugly. It was a kids’ fad, a waste of time, a dangerous pursuit, a crime.
When I was about seventeen, three years after I turned pro, my high school “careers” teacher scolded
me in front of the entire class about jumping ahead in my workbook. He told me that I would never
make it in the workplace if I didn’t follow directions explicitly. He said I’d never make a living as a
skateboarder, so it seemed to him that my future was bleak.
Even during those dark years, I never stopped riding my skateboard and never stopped progressing
as a skater. There have been many, many times when I’ve been frustrated because I can’t land a
maneuver. I’ve come to realize that the only way to master something is to keep at it—despite the
bloody knees, despite the twisted ankles, despite the mocking crowds.
Skateboarding has gained mainstream recognition in recent years, but it still has negative
stereotypes. The pro skaters I know are responsible members of society. Many of them are fathers,
homeowners, world travelers, and successful entrepreneurs. Their hairdos and tattoos are simply part
of our culture, even when they raise eyebrows during PTA meetings.
So here I am, thirty-eight years old, a husband and father of three, with a lengthy list of
responsibilities and obligations. And although I have many job titles—CEO, Executive Producer,
Senior Consultant, Foundation Chairman, Bad Actor—the one I am most proud of is Professional
Skateboarder. It’s the one I write on surveys and customs forms, even though I often end up in a
secondary security checkpoint.
My youngest son’s preschool class was recently asked what their dads do for work. The responses
were things like, “My dad sells money” and “My dad figures stuff out.” My son said, “I’ve never
seen my dad do work.”

47
It’s true. Skateboarding doesn’t seem like real work, but I’m proud of what I do. My parents never
once questioned the practicality behind my passion, even when I had to scrape together gas money
and regarded dinner at Taco Bell as a big night out.
I hope to pass on the same lesson to my children someday. Find the thing you love. My oldest son is
an avid skater and he’s really gifted for a thirteen-year-old, but there’s a lot of pressure on him. He
used to skate for endorsements, but now he brushes all that stuff aside. He just skates for fun and
that’s good enough for me.
You might not make it to the top, but if you are doing what you love, there is much more happiness
there than being rich or famous.
TONY HAWKgot his first skateboard when he was nine years old. Five years later, he turned pro.
Hawk’s autobiography and video games have been bestsellers, while his foundation has funded
skate-park construction in low-income communities across America.
Every Person Is Precious
ISABEL LEGARDA

I’M OFTEN ASKED WHY I chose to be an anesthesiologist. The truest answer I give is that
anesthesiology is spiritual work.
The word “spiritual” can have different meanings. I think of the Latin root, spiritus—breath,
inspiration—words that resound in both medicine and faith, words that help define my life and
work.
My spirituality has evolved hand in hand with my becoming a physician. In medical school, a
classmate and I once found ourselves talking not about science but about faith. We had been raised
in different traditions, and he asked me, “If you could verbalize in one sentence the single most
important idea at the heart of your religion, what would you say?” I imagined my religion at its
origins, untouched by history. No canon of stories, traditions, rituals, no trappings. One sentence to
distill everything that mattered? I paused for a second before it came to me, like a sudden breath:
Every person is precious. That was the core of my faith.
But when I finished medical school and started residency, my spiritual life began to fray at the
edges. I couldn’t reconcile the suffering of children with the idea of a merciful God. Once, while
making rounds, I unintentionally walked in on parents praying ardently at their infant daughter’s
hospital bed. Though I was moved, I remember wondering if it was any use. I struggled to make
spiritual connections.
The moment I chose my specialty, though, I began suturing together some of those tattered edges of
faith. One day, an anesthesiologist taught me how to give manual breaths—to breathe for a child
while he couldn’t breathe for himself. On that day, my life turned. I took on the responsibility of
sustaining the life-breath of others, and slowly I opened up to Spirit once again. Now, whenever I
listen to patients’ breath sounds while squeezing oxygen into their lungs or intervening when their
blood pressures sag, when I hold their hands or dry their tears, I find myself literally in touch with
the sacred.
Perhaps for some, this degree of control creates a sense of power. For me, it is profoundly humbling.
I realize that if I forget I am standing on holy ground in the O.R. and fail to approach my patients
with reverence, I risk their lives.
Every person is precious: This I believe with my whole heart. Each time I keep watch over patients
and protect them when they’re most vulnerable, my faith comes alive. It catches breath: Spiritus.

48
DR. ISABEL LEGARDA was born in the Philippines and moved to the United States in 1981. She
is a graduate of Harvard and New York Medical College, where her favorite professor was a
Franciscan priest who taught anatomy. Legarda lives with her family in Belmont, Massachusetts.
Unleashing the Power of Creativity
BILL GATES
I’VE ALWAYS BEEN AN OPTIMIST, and I suppose that is rooted in my belief that the power of
creativity and intelligence can make the world a better place.
For as long as I can remember, I’ve loved learning new things and solving problems. So when I sat
down at a computer for the first time in seventh grade, I was hooked. It was a clunky old Teletype
machine, and it could barely do anything compared to the computers we have today. But it changed
my life.
When my friend Paul Allen and I started Microsoft thirty years ago, we had a vision of “a computer
on every desk and in every home,” which probably sounded a little too optimistic at a time when
most computers were the size of refrigerators. But we believed that personal computers would
change the world. And they have.
And after thirty years, I’m still as inspired by computers as I was back in seventh grade.
I believe that computers are the most incredible tool we can use to feed our curiosity and
inventiveness—to help us solve problems that even the smartest people couldn’t solve on their own.
Computers have transformed how we learn, giving kids everywhere a window into all of the world’s
knowledge. They’re helping us build communities around the things we care about, and to stay close
to the people who are important to us, no matter where they are.
Like my friend Warren Buffett, I feel particularly lucky to do something every day that I love to do.
He calls it “tap-dancing to work.” My job at Microsoft is as challenging as ever, but what makes me
“tap-dance to work” is when we show people something new, like a computer that can recognize
your handwriting or your speech, or one that can store a lifetime’s worth of photos, and they say, “I
didn’t know you could do that with a PC!”
But for all the cool things that a person can do with a PC, there are lots of other ways we can put our
creativity and intelligence to work to improve our world. There are still far too many people in the
world whose most basic needs go unmet. Every year, for example, millions of people die from
diseases that are easy to prevent or treat in the developed world. Here in the United States, only one
in three high school students graduates ready to go to college or hold down a good job.
I believe that my own good fortune brings with it a responsibility to give back to the world. My wife,
Melinda, and I have committed to improving health and education in a way that can help as many
people as possible.
As a father, I believe that the death of a child in Africa is no less poignant or tragic than the death of
a child anywhere else. And that it doesn’t take much to make an immense difference in these
children’s lives.
I’m still very much an optimist, and I believe that progress on even the world’s toughest problems is
possible—and it’s happening every day. We’re seeing new drugs for deadly diseases, new
diagnostic tools, and new attention paid to the health problems in the developing world.
I’m excited by the possibilities I see for medicine, for education, and, of course, for technology.
And I believe that through our natural inventiveness, creativity, and willingness to solve tough
problems, we’re going to make some amazing achievements in all these areas in my lifetime.

49
 BILL GATES is chairman of Microsoft. He and his wife founded the Bill and Melinda Gates
Foundation, which funds global health, education, and public library projects.
Total [6]
Total marks __/24
Mark scheme
Listening and Reading

Question
Answer Mark Additional information
№
Listening

1 1. price 1
2 2. (drinking) water 1
3 3. investment 1
4 4. sign 1
5 5. lowest part 1
6 6. dive 1
Reading

1 The author of this essay is a science 1 Answers will vary; It will be great if
teacher who believes that science learners can write the whole paragraph
plays a huge role in the society and answering the question, but one or two
“can nourish not only the mind but reasonable sentences will be enough to
also the soul”. count as one point.
2 In his “This I believe essay” he 1 Answers will vary; It will be great if
proclaims that not only science can learners can write the whole paragraph
explain “fundamental laws of physics” answering the question, but one or two
but it can also inspire people, bring reasonable sentences will be enough to
“the wonder of discovery” and “lift count as one point.
the spirit like Brahms’s Third He believes that science unites people while
Symphony”. religion separated humans from each other:
“Science transcends religious and political
divisions and so does bind us into a greater,
more resilient whole”.

3 The author uses a personal anecdote 1 Answers will vary; It will be great if
to show that he also belonged to that learners can write the whole paragraph
category of people who had many answering the question, but one or two
questions when he was young and reasonable sentences will be enough to
thought that his life was nothing. count as one point.
He wants to tell us that he was one of us to
make a contact with the audience.
4 The writer’s audience is intelligent 1 Answers will vary; It will be great if
people who are eager to know more, learners can write the whole paragraph
who are interested in “the amazing answering the question, but one or two
achievements of science and returned reasonable sentences will be enough to
to their studies with purpose and count as one point.
weal”. His audience believes that “there is
something larger, something universal that
binds us together”- it is science.

50
 5 He gives many well-presented 1 Answers will vary; It will be great if
examples that demonstrate the role of learners can write the whole paragraph
science in different age categories of answering the question, but one or two
people. reasonable sentences will be enough to
These are ‘children’s eyes light up count as one point.
when I tell them about black holes”,
“dropouts who stumbled upon the
books describing the amazing
achievements of science” and “young
soldiers in Iraq” who read scientific
books in search of answer “that there
is something larger, something
universal that binds us together. He is
trying to appeal to our emotions
because we may belong to one of these
categories.

6 The author juxtaposes science to 1 Answers will vary; It will be great if

religion. He says that even soldiers learners can write the whole paragraph
who are very religious people read answering the question, but one or two
science book in order to find answers reasonable sentences will be enough to
to the questions. count as one point.
The author declares that science helps us to
understand “the universe’s rules - the laws
of physics” because of it we “can
appreciate our lives” more deeply now. So
even if we do not know the answer to the
question what “life’s meaning” is we have
got evidence from
“fundamental laws of physics” and “[he
believes] this because [he has] seen it”
while religious people simply believes
without any proofs.

Total marks 12

51
 Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give a mark out of 6 for each criterion (content, organization, vocabulary, grammar & punctuation) and then calculate a mean to give an
overall total out of 6. All fractional marks should be rounded up to the closest whole mark.

Mark / Content (relevance and Organization (cohesion, Vocabulary (style and accuracy) Grammar (style and accuracy)
Criterion development of ideas) paragraphing, and format) and Punctuation (accuracy)
6 •All content is relevant to the task. •Uses a wide range of •Uses a range of advanced •Writes simple and compound
•The register completely advanced connectors vocabulary appropriately; uses less sentence forms correctly and
corresponds to the requirements of accurately; referencing is common lexical items with demonstrates variety in length and
the task; consistent and intentional mostly clear. occasional inappropriacies. •Has complexity.
misuse of register* may indicate a •Uses paragraphs to separate good control of word formation; •Uses complex sentences
writer’s personal style. ideas; all paragraphs revolve may make occasional errors in accurately, including
•All content points are fully around one idea or a set of like producing less common word punctuation.
addressed and developed in a ideas; the size of each paragraph forms. •Spells common vocabulary •Rare errors in grammar and/or
balanced way. allows for a proper and balanced items correctly; very few (one or punctuation
*Such misuse of register should development of ideas. two) occasional spelling mistakes
not harm the format of writing. •The format is appropriate may be present.
•May occasionally misspell less
common lexical items.
•Errors in word choice and/or
spelling do not distort meaning.

52
5 •All content is relevant to the task; •Uses a range of basic connectors •Uses a range of everyday •Writes simple and compound
insignificant content omissions accurately and attempts to use vocabulary appropriately; uses less sentence forms correctly, but does
may be present. more advanced connectors, but common lexical items, but may not demonstrate variety in length.
•The register on the whole not always accurately, and make frequent errors. •Occasional errors in grammar
corresponds to the requirements of referencing, but not always clearly •Has good control of word and/or punctuation do not distort
the task; occasional and or appropriately. formation; may make errors in meaning.
inconsistent misuse of register •Uses paragraphs to separate producing less common word
may be present. ideas; most paragraphs revolve forms.
•Most content points are addressed, around one idea or a set of like •Spells common vocabulary items
but their correctly; few (no more

development may be slightly ideas; the size of each paragraph than five) occasional spelling
imbalanced. may reflect imbalanced mistakes may be present.
development of ideas. •May often misspell less common
•The format is appropriate. lexical items.
•Errors in word choice and/or
spelling do not distort meaning.
4 •Most content is relevant to the •Uses a range of •Uses everyday vocabulary •Writes simple and some compound
task; insignificant content basic connectors generally appropriately, while sentence forms correctly.
omissions may be present. accurately. occasionally overusing certain •While errors in grammar and/or
•The register on the whole •Uses paragraphs to separate lexical items. punctuation are noticeable,
corresponds to the requirements of ideas, but tends to misuse •Has good control of word meaning is rarely distorted.
the task. paragraphing (a script is a set of formation; can produce common
•Most content points are very short paragraphs or some word forms correctly.
addressed, but some content points paragraphs may be much longer •May make infrequent errors in
may be more fully covered than than other ones for no apparent spelling more difficult words.
others. reason). •Errors in word choice and/or
•The format is generally spelling rarely distort meaning.
appropriate.

53
3 •Some content is relevant to the •Uses some basic connectors, but •Uses basic vocabulary •Writes simple sentence forms
task; significant content omissions these may be inaccurate or reasonably appropriately. mostly correctly.
may be present. repetitive. •Has some control of word •Errors in grammar and/or
•The register barely corresponds •Writes in paragraphs, but may formation; can produce some punctuation may distort meaning at
to the requirements of the task. not use them to separate ideas (a common word forms correctly. times.
•Only some content points, which script may have random breaks •Makes frequent errors in spelling
are minimally addressed. between paragraphs). more difficult words, but simple
•The format may be words are spelled correctly.
inappropriate in places. •Errors in word choice and/or
spelling distort meaning at times.

2 •Severe irrelevances and •May use a very limited range of •Uses an extremely limited range of •Writes some simple sentence forms
misinterpretations of the task may basic cohesive devices, and those vocabulary. correctly.
be present. used may not indicate a logical •Has very limited control of word •Frequent errors in grammar and/ or
•Only few content points, which relationship between ideas. formation; can produce a few punctuation distort meaning.
are minimally addressed. common word forms

•Attempts to write in paragraphs, correctly.

but their use may be confusing •Makes many errors in spelling,
(may start every sentence with a including a range of simple words.
new line). •Errors in word choice and/or
•The format may be spelling distort meaning.
inappropriate.
1 •Attempts the task, but it is largely •Links are missing or incorrect. •Can only use a few isolated words •No evidence of sentence forms.
misinterpreted and the response is •Does not write in paragraphs at and/or memorized phrases.
barely relevant to the task. all (a script is a block of text). •Has essentially no control of word
•The format is not appropriate. formation; can barely produce any
word forms. •Displays few
examples of
conventional spelling.

54
 0 • Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context
to verify meaning.
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and language) and then calculate a mean to give an overall total out of 6.

Mark /
Development and Fluency Language
Criterion
6 •Produces stretches of language in a register which is appropriate to the •Produces error-free simple sentences.
situation provided in the task and may opt to vary register to enhance •Uses complex grammatical forms, but may make errors, which rarely cause
meaning. comprehension problems.
•Shows sustained ability to maintain a conversation and to make •Uses a range of appropriate vocabulary to give and exchange views on a
relevant contributions at some length. growing range of general and curricular topics.
•Produces extended stretches of language despite some hesitation.
•Can respond to change in direction of the conversation.
•Pronunciation is intelligible.
•Intonation is appropriate.

55
5 •Produces stretches of language in a register which is appropriate to the •Produces error-free simple sentences.
situation provided in the task. •Uses a range of appropriate vocabulary when talking about a range of
•Responds relevantly and at length which makes frequent prompting general and curricular topics.
unnecessary, resulting in a competent conversation. •Occasional mistakes do not cause comprehension problems.
•Produces mostly extended stretches of language despite some
hesitation, although instances of using short phrases may be present.
•Can generally respond to change in direction of the conversation.
•Pronunciation is generally intelligible.
•Intonation is generally appropriate.

4 •Produces stretches of language in a register which is generally •Frequently produces error-free simple sentences.
appropriate to the situation provided in the task. •Uses appropriate vocabulary to talk about a limited range of general and
•Attempts to respond to questions and prompts. curricular topics.
•Produces responses which are extended beyond short phrases, despite •Errors may cause comprehension problems.
hesitation.
•Effort will need to be made to develop the conversation; only partial
success will be achieved.
•Pronunciation is mostly intelligible.

•May not follow English intonation patterns at times.

3 •Produces stretches of language without awareness of register. •Produces basic sentence forms and some correct simple sentences.
•Responses tend to be brief and are characterized by frequent, •Uses a limited range of appropriate vocabulary to talk about a limited range
hesitation. of general topics.
•Has to be encouraged to go beyond short responses and struggles to •Errors are frequent and may lead to misunderstanding.
develop a conversation. •There is a lack of intelligibility of
pronunciation, but it is unlikely to impede communication.
•May not follow English intonation patterns frequently.

2 •Responses are so brief that little is communicated. •Attempts basic sentence forms, but with limited success.
•Barely engages in a conversation. OR
•Pronunciation may cause some communication difficulty. •Heavily relies on apparently memorized utterances.
•Does not follow English intonation patterns. •Uses a limited range of appropriate vocabulary to talk about a very limited
56
 range of general topics.
•Makes numerous errors except in memorized expressions.
1 •No communication possible. •Pronunciation and intonation patterns •Cannot produce basic sentence forms.
cause difficulty for even the most sympathetic listener. •Can only produce isolated words and phrases or memorized utterances.

0 •No attempt at the response.

OR
•No rate able language.

57
Transcript Term 3

Presenter: Welcome to ‘Tech-Today!’ This week it’s National Science & Engineering Week, so to
celebrate we asked Jed our science correspondent to give us a round-up of new inventions.
Jed: Hi, yes, I’ve got some very interesting things to tell you about today, starting with a fun one.
Wing-suits, those suits that look like bats and allow people to fly, or glide, at least. They’re the
ultimate in cool.
Presenter: But, they’re not very new, are they?
Jed: Well, no, but the modern ones are better than ever and last October was the first ever world
championship in China. The price is coming down, too. Now you can buy one for 600 to 2,000
dollars. It’s still too expensive for me, but I suppose it’ll keep coming down.
Presenter: OK, what about useful new inventions?
Jed: There are lots of those. There’s a new solar water distiller created by Gabriele Diamanti aimed
at parts of the world where it’s hard to get clean drinking water. You pour in salty water and let the
sun do the work for a few hours. Then, hey presto! You have clean water! It’s a very simple device
and fairly cheap to produce.
Presenter: Can I hear some doubt in your voice?
Jed: Well, they still need help with investment to start producing the distiller properly. So if anyone
out there has money to invest in a great product …?
Presenter: Absolutely. Get in touch with the designers.
Jed: Another useful invention which it would be good to see in production are “enable talk gloves”.
These were invented by some Ukrainian students to allow people with speech and hearing
impairments to communicate with people who don’t understand sign language. The gloves use
sensors to translate sign language into text, then into spoken language using a smartphone. A
brilliant invention!
Presenter: Yes, that could benefit thousands of people.
Jed: Another useful invention comes from a surprising source, James Cameron, the film director.
Presenter: The 'Titanic' director?
Jed: The very same. Cameron was part of a team, headed by engineer Ron Allum, which designed
the Deepsea Challenger Submarine, capable of descending to the lowest parts of the sea, 10 km
down. Last year Cameron went down to the bottom of Challenger Deep, the deepest part of the sea
in the world. He was the first person to do a solo dive there, and he stayed for three hours, the
longest time so far.
Presenter: That sounds impressive!
Jed: Yes. We know so little about what’s at the bottom of the ocean, and it’s important to find out
more. OK, so now for something useful in a different way. You know that feeling when you’re
trying to get tomato ketchup out of a bottle and it won’t come out, but you’re sure there’s lots more
in there?
Presenter: Yeah, of course. It’s really annoying.
Jed: Well, a team of students at MIT, the Massachusetts Institute of Technology, have come up
with a new product that you use to coat a glass or plastic bottle, and then what’s inside, hair gel or
mustard, or whatever, comes out really easily.
Presenter: So, it saves hours of frustration trying to get stuff out of bottles?
Jed: Exactly. Right, now for my favourite invention. This is really silly, but I love it. It’s a way of
producing clouds indoors.
Presenter: Clouds?
Jed: Yes. A Dutch artist has come up with a way of forming perfect, small, white clouds inside.

58
They’re just beautiful. I don’t think you can do it yourself at home yet, though.
Presenter: I don’t think I’d want to.
Jed: Oh, you would if you’d seen the photos. They’re amazing.
Presenter: OK, Jed, thanks for that. We’ll leave you with your head in the clouds and see you again
next week!

Resources
Listening: the task was created on the video, which was taken from
https://learnenglishteens.britishcouncil.org/skills/listening/upper-intermediate-b2-listening/
newinventions
Reading: the text was taken from Jay Allison & Dan Gediman (2006). This I Believe: The Personal
Philosophies of Remarkable Men and Women.

59
 SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4

Review of summative assessment for term 4

Duration of summative assessment - 40 minutes

Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 24

The structure of summative assessment

This sample of Summative Assessment consists of 14 tasks: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term. Listening –
open-ended questions on the topic «Recent advances in technology».
Reading – True/False statements with evidence «The clothes of chemistry».
Writing – writing a personal statement.
Speaking – making an individual speech on the topic «Recent advances in technology» and/or
«The clothes of chemistry».
Tapescript for listening task can be found in CD3 Tapescript 4. Transcript for listening task
can be found after the mark scheme.

60
 Characteristic of tasks for summative assessment for term 4
*Total
*Question *Type of Total
Unit Strand Learning objective number of *Task description Time
№ task marks
questions
Recent Listening 11.2.2 Understand specific 6 1 Compreh Learners listen to the video about 10 minutes 6
advances in information in unsupported 2 ension “5 Mind Blowing Facts About
technology extended talk on a range of
wide 3 openended Your Smartphone” on
general and 4 questions the topic “Recent advances
The clothes curricular topics, including 5 in technology”.
of talk on a growing range of 6 Task: Learners watch a video,
chemistry unfamiliar topics listen to a speaker, take notes and
answer the comprehension open-
ended questions.
Learners provide explanation to
the questions. Learners recognize
different positions of the speaker
according to
specific information
Learners should listen to a
recording twice, having a chance
to look through the questions
before the recording starts.
Learner should have 2-3 minutes
extra time after the first listening
and 2-3 minutes after the second
time to write down the answers
and check them.

Reading 11.4.6 Recognize the attitude, 6 1 True/ False Learners read the text “The 10 minutes 6
opinion or tone of the writer in 2 statements History of Modern Fashion” on
extended texts on a range of 3 with the topic “The clothes of
more complex and abstract 4 evidence chemistry” and decide if the
general and 5 statements are ‘TRUE’ or
57
 curricular topics 6 ‘FALSE’ supporting their choice
with evidence. If learners give
the right answer and then
support it, they will get one
point.
Writing 11.5.3 Write with grammatical 1 1 Writing a Learners write a personal 20 minutes 6
accuracy on a wide range of personal statement using a variety of
general and curricular topics statemen grammar including some more
11.5.5 Develop with minimal t complex structures.
support coherent arguments Learners should write a coherent
supported when necessary by personal statement stating and
examples and reasons for a explaining an argument.
wide range of written genres in
familiar general and curricular
topics

Speaking 11.3.3 Explain and justify own 1 1 Long In the speaking task learners 2 minutes for 6
and others’ point of view on a Turn practice an interview simulation a learner
range of general and curricular Answer for university and they should
topics, including some answer effectively explaining and
unfamiliar justifying point of view and using
topics
target vocabulary and syntax
11.3.7 Use appropriate subject-
appropriately in context applying
specific vocabulary and syntax
paraphrasing techniques.
to talk about a range of
familiar and some unfamiliar
general and
curricular topics

40 minutes
TOTAL: (excluding 24
Speaking)
Note: *-sections that can be changed
58
 Sample questions and mark scheme
Tasks for the Summative Assessment for term 4

LISTENING

Task. Watch the video about ‘5 Mind Blowing Facts About Your Smartphone’. You will hear a
presenter twice. Be ready to give the full answers to the questions.

1. Why does NASA use smartphones as chief satellites? [1]

2. What developing country has a rapidly increasing smartphone market in the world? [1]
[1]
3. What other things have smartphones helped to sale dramatically?

4. How many Eniac computers are needed to have the power of one smartphone chip? [1]

5. How much space are needed to store Eniac computer components to have the power of one [1]
smartphone chip?

6. How can we use our smartphones according to the last fact? [1]
Total [6]

READING

Task.Read the text carefully. Select if the statements are TRUE or FALSE, put a tick in an
appropriate column and Support your choice with evidence.

The History of Modern Fashion

Today, dedicated followers of fashion look to cities such as New York City, London, Paris
and Milan for their inspiration and to buy the latest trends. The fashion scene changes with every
season and in many countries, this means that there are four collections – one each for spring,
summer, autumn and winter. The concept of fashion trends developed in the 14th century in Europe,
but what about fashion in the rest of the world?
Early Western travelers going to the East noted that fashion and styles changed slowly in
countries such as Persia, India, China and Japan. However, this was not always the case as there
was also evidence uncovered during the dynasty of Ming China of rapidly changing fashions in
Chinese clothing. History shows us that changes in costume often took place at times of economic
or social change, which occurred in ancient Rome and the medieval Arabian Peninsula. Then a long
period without major changes would follow.
At this time, most weaving, embroidery, cutting and stitching was hand-crafted by skilled
craftsmen and seamstresses. Many textiles originated in countries such as China, where exquisite
silks were produced and Turkey with its rich history of embroidery and clothing styles influenced
by Central Asia and the Far East. Until the mid-nineteenth century, in Europe and America most
clothing was therefore custom made by skilled dressmakers and tailors. This meant that following
fashion trends was clearly an expensive past-time.
In the twentieth century, mechanized production of textiles and the introduction of the sewing
machine dramatically changed the way fashionable garments were produced. It led the development
of haute couture and, much later, affordable branded clothing which was the offshoot of haute
couture. Mass production meant that clothing became much cheaper and more widely available, yet
64
at the same time was easily adapted to meet the designers’ demands. As economies grew and people
became more affluent, more people could afford to buy designer clothing across the world.
To sum up, fashion is closely interlinked with the history of the world. Periods of rapid
change and movement of people influenced the textiles and styles that people chose to wear.
Nowadays, people are still extremely conscious about the way they dress for various occasions.
Adolescents and young adults feel very strongly about the brands they wear, whether it is for
college, partying or sportswear. Their parents feel the same about their own designer labels. There
are designer or boutique brands all over the world. In many Asian countries, local designers can
charge a small fortune for exclusive bridal wear, wedding attire and other formal wear.

№ Statements True False Explanation

0 Example: True There are designer or boutique brands [1]
Fashion designers can be found all over the world.
almost everywhere in the world

1. Many people wear expensive [1]

sports gear.

2. Mass production has not made [1]

designer brands accessible to
more people.

3. Bridal wear is more often than [1]

not exclusively designed.

4. Changes in clothing did not [1]

coincide with economic and
social movement.

5. There were generally few [1]

fashion trends in China.

6. Many processes were done by [1]

machine during the early 20th
century.

Total [6]

WRITING

Task. You are graduating the school and want to enter the university, so you need to write a
personal statement.
Write:
• What are your academic achievements?
• What personal qualities (leadership skills, organizational skills, self-control, etc.) do you
possess?
• How will this university directly impact your future?
Total [6]
65
SPEAKING

Task. This is an interview simulation for the University. Be ready to answer the questions of your
teacher.Produce a speech by giving extended answers to the questions.

1. Why do you want to do this degree?

2. Why this university?
3. Why should we offer you a place?
4. What do you know about this course?
5. What in particular attracts you to this course?
6. What makes you want to study this subject at university?
7. What are your strengths and weaknesses?
8. What achievement are you most proud of?
9. How do you think university is going to benefit your future?
10. What’s your primary motivation for going to university?

Total [6]
Total marks __/24

66
 Mark scheme Listening
and Reading
Question
Answer Mark Additional information
№
Listening
1 The average smartphone has more 1 Answers will vary; accept reasonable
computing power and memory than answers. Sometimes learner can write one
the average satellite. full sentence and it will be enough for the
answer but if learner can add some
important information, it will be great.
It is a low-cost, high-performance
technology with a GPS, multiple
accelerometers, motion sensor, radio
saver.

India has the fastest growing 1 Answers will vary; accept reasonable
2 smartphone market in the world. answers. Sometimes learner can write one
full sentence and it will be enough for the
answer but if learner can add some
important information, it will be great.

Smartphones have made colossal 1 Answers will vary; accept reasonable

3 dens in the sales of point and shoot answers. Sometimes learner can write one
cameras, camcorders, newspapers, full sentence and it will be enough for the
print media in general, netbooks, answer but if learner can add some
prodigal gaming systems, mp3 important information, it will be great.
players.

It would take 72 million Eniac 1 Answers will vary; accept reasonable

4 computers just to make up of the answers. Sometimes learner can write one
power of one smartphone chip. full sentence and it will be enough for the
answer but if learner can add some
important information, it will be great.

5 That is 20% larger than the entire area 1 Answers will vary; accept reasonable
of the United States of America. answers. Sometimes learner can write one
full sentence and it will be enough for the
answer but if learner can add some
important information, it will be great.

67
 If our computer is inaccessible, we 1 Answers will vary; accept reasonable
6 can use our phone to get some tasks answers. Sometimes learner can write one
done. full sentence and it will be enough for the
answer but if learner can add some
important information, it will be great. ,

If you have an Android phone, you can

stick USB stick in there and even some
hardware things such as fans work

Reading
1 True 1 Adolescents and young adults feel very
strongly about the brands they wear,
whether it is for college, partying or
sportswear

2 False 1 It led the development of haute couture

and, much later, affordable branded
clothing which was the offshoot of haute
couture. Mass production meant that
clothing became much cheaper and more
widely available, yet at the same time was
easily adapted to meet the designers’
demands.

3 True 1 In many Asian countries, local designers

can charge a small fortune for exclusive
bridal wear, wedding attire and other
formal wear.

4 False 1 History shows us that changes in costume

often took place at times of economic or
social change.

5 False 1 Early Western travelers going to the East

noted that fashion and styles changed
slowly in countries such as Persia, India,
China and Japan. However, this was not
always the case as there was also evidence
uncovered during the dynasty of Ming
China of rapidly changing fashions in
Chinese clothing.

68
 6 True 1 In the twentieth century, mechanised
production of textiles and the introduction
of the sewing machine dramatically
changed the way
fashionable garments were produced

Total marks 12

69
 Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give a mark out of 6 for each criterion (content, organization, vocabulary, grammar & punctuation) and then calculate a mean to give an
overall total out of 6. All fractional marks should be rounded up to the closest whole mark.

Mark / Content (relevance and Organization (cohesion, Vocabulary (style and accuracy) Grammar (style and accuracy)
Criterion development of ideas) paragraphing, and format) and Punctuation (accuracy)
6 •All content is relevant to the task. •Uses a wide range of •Uses a range of advanced •Writes simple and compound
•The register completely advanced connectors vocabulary appropriately; uses less sentence forms correctly and
corresponds to the requirements of accurately; referencing is common lexical items with demonstrates variety in length and
the task; consistent and intentional mostly clear. occasional inappropriacies. •Has complexity.
misuse of register* may indicate a •Uses paragraphs to separate good control of word formation; •Uses complex sentences
writer’s personal style. ideas; all paragraphs revolve may make occasional errors in accurately, including
•All content points are fully around one idea or a set of like producing less common word punctuation.
addressed and developed in a ideas; the size of each paragraph forms. •Spells common vocabulary •Rare errors in grammar and/or
balanced way. allows for a proper and balanced items correctly; very few (one or punctuation
*Such misuse of register should development of ideas. two) occasional spelling mistakes
not harm the format of writing. •The format is appropriate may be present.
•May occasionally misspell less
common lexical items.
•Errors in word choice and/or
spelling do not distort meaning.

70
5 •All content is relevant to the task; •Uses a range of basic connectors •Uses a range of everyday •Writes simple and compound
insignificant content omissions accurately and attempts to use vocabulary appropriately; uses less sentence forms correctly, but does
may be present. more advanced connectors, but common lexical items, but may not demonstrate variety in length.
•The register on the whole not always accurately, and make frequent errors. •Occasional errors in grammar
corresponds to the requirements of referencing, but not always clearly •Has good control of word and/or punctuation do not distort
the task; occasional and or appropriately. formation; may make errors in meaning.
inconsistent misuse of register •Uses paragraphs to separate producing less common word
may be present. ideas; most paragraphs revolve forms.
•Most content points are addressed, around one idea or a set of like •Spells common vocabulary items
but their correctly; few (no more

development may be slightly ideas; the size of each paragraph than five) occasional spelling
imbalanced. may reflect imbalanced mistakes may be present.
development of ideas. •May often misspell less common
•The format is appropriate. lexical items.
•Errors in word choice and/or
spelling do not distort meaning.
4 •Most content is relevant to the •Uses a range of •Uses everyday vocabulary •Writes simple and some compound
task; insignificant content basic connectors generally appropriately, while sentence forms correctly.
omissions may be present. accurately. occasionally overusing certain •While errors in grammar and/or
•The register on the whole •Uses paragraphs to separate lexical items. punctuation are noticeable,
corresponds to the requirements of ideas, but tends to misuse •Has good control of word meaning is rarely distorted.
the task. paragraphing (a script is a set of formation; can produce common
•Most content points are very short paragraphs or some word forms correctly.
addressed, but some content points paragraphs may be much longer •May make infrequent errors in
may be more fully covered than than other ones for no apparent spelling more difficult words.
reason). •Errors in word choice and/or
others.
•The format is generally spelling rarely distort meaning.
appropriate.

71
3 •Some content is relevant to the •Uses some basic connectors, but •Uses basic vocabulary •Writes simple sentence forms
task; significant content omissions these may be inaccurate or reasonably appropriately. mostly correctly.
may be present. repetitive. •Has some control of word •Errors in grammar and/or
•The register barely corresponds •Writes in paragraphs, but may formation; can produce some punctuation may distort meaning at
to the requirements of the task. not use them to separate ideas (a common word forms correctly. times.
•Only some content points, which script may have random breaks •Makes frequent errors in spelling
are minimally addressed. between paragraphs). more difficult words, but simple
•The format may be words are spelled correctly.
inappropriate in places. •Errors in word choice and/or
spelling distort meaning at times.

2 •Severe irrelevances and •May use a very limited range of •Uses an extremely limited range of •Writes some simple sentence forms
misinterpretations of the task may basic cohesive devices, and those vocabulary. correctly.
be present. used may not indicate a logical •Has very limited control of word •Frequent errors in grammar and/ or
•Only few content points, which relationship between ideas. formation; can produce a few punctuation distort meaning.
are minimally addressed. common word forms

•Attempts to write in paragraphs, correctly.

but their use may be confusing •Makes many errors in spelling,
(may start every sentence with a including a range of simple words.
new line). •Errors in word choice and/or
•The format may be spelling distort meaning.
inappropriate.
1 •Attempts the task, but it is largely •Links are missing or incorrect. •Can only use a few isolated words •No evidence of sentence forms.
misinterpreted and the response is •Does not write in paragraphs at and/or memorized phrases.
barely relevant to the task. all (a script is a block of text). •Has essentially no control of word
•The format is not appropriate. formation; can barely produce any
word forms. •Displays few
examples of
conventional spelling.

72
 0 • Does not attempt the task in any way.
OR
• The response is completely irrelevant to the task.
OR
• There is too little language to assess.
OR
• Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context
to verify meaning.
CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and language) and then calculate a mean to give an overall total out of 6.

Mark /
Development and Fluency Language
Criterion
6 •Produces stretches of language in a register which is appropriate to the •Produces error-free simple sentences.
situation provided in the task and may opt to vary register to enhance •Uses complex grammatical forms, but may make errors, which rarely cause
meaning. comprehension problems.
•Shows sustained ability to maintain a conversation and to make •Uses a range of appropriate vocabulary to give and exchange views on a
relevant contributions at some length. growing range of general and curricular topics.
•Produces extended stretches of language despite some hesitation.
•Can respond to change in direction of the conversation.
•Pronunciation is intelligible.
•Intonation is appropriate.

73
5 •Produces stretches of language in a register which is appropriate to the •Produces error-free simple sentences.
situation provided in the task. •Uses a range of appropriate vocabulary when talking about a range of
•Responds relevantly and at length which makes frequent prompting general and curricular topics.
unnecessary, resulting in a competent conversation. •Occasional mistakes do not cause comprehension problems.
•Produces mostly extended stretches of language despite some
hesitation, although instances of using short phrases may be present.
•Can generally respond to change in direction of the conversation.
•Pronunciation is generally intelligible.
•Intonation is generally appropriate.

4 •Produces stretches of language in a register which is generally •Frequently produces error-free simple sentences.
appropriate to the situation provided in the task. •Uses appropriate vocabulary to talk about a limited range of general and
•Attempts to respond to questions and prompts. curricular topics.
•Produces responses which are extended beyond short phrases, despite •Errors may cause comprehension problems.
hesitation.
•Effort will need to be made to develop the conversation; only partial
success will be achieved.
•Pronunciation is mostly intelligible.
•May not follow English intonation patterns at times.

3 •Produces stretches of language without awareness of register. •Produces basic sentence forms and some correct simple sentences.
•Responses tend to be brief and are characterized by frequent, •Uses a limited range of appropriate vocabulary to talk about a limited range
hesitation. of general topics.
•Has to be encouraged to go beyond short responses and struggles to •Errors are frequent and may lead to misunderstanding.
develop a conversation. •There is a lack of intelligibility of
pronunciation, but it is unlikely to impede communication.
•May not follow English intonation patterns frequently.

2 •Responses are so brief that little is communicated. •Attempts basic sentence forms, but with limited success.
•Barely engages in a conversation. OR
•Pronunciation may cause some communication difficulty. •Heavily relies on apparently memorized utterances.
•Does not follow English intonation patterns. •Uses a limited range of appropriate vocabulary to talk about a very limited
range of general topics.

74
 •Makes numerous errors except in memorized expressions.
1 •No communication possible. •Pronunciation and intonation patterns •Cannot produce basic sentence forms.
cause difficulty for even the most sympathetic listener. •Can only produce isolated words and phrases or memorized utterances.

0 •No attempt at the response.

OR
•No rate able language.

75
Transcript Term 4

You are watching Coldfustion TV.

Looking at the big picture of technology. Smartphones are so new and have grown so fast that much
to the general public hasn't really taken note of what is going on around them. These are the top 5
mind-blowing facts about your smartphone. Let's dive in!
Number 5
NASA uses them as chief satellites. The smartphone industry has pushed the boundaries of lowcost,
high-performance solutions. So far, that the average smartphone has more computing powerand
memory than the average satellite.
In addition to this, smartphones already have a GPS, multiple accelerometers, motion sensor, radio
saver and more for well under thousand dollars.
NASA noticed the unique anomaly in modern technology. And in 2009, they created project
Phonesat. This project is an on-going experiment that uses a smartphone as a satellite on-board
computer. There have been multiple versions to launch as new phones are released, the orbital
lifespan is said to be one year. It's pretty cool.
Number 4
Smartphones are the fastest growing industry in history. And today, the industry is worth over
300 billion dollars. To really understand just how big that is, we have to compare it to the next
closest thing humanity has seen, the PC market. Compare to the PC market, the smartphone
industry has been growing at a rate of four times the maximum rate of PC growth.
In January 2014, for the first time in history, mobile phone Internet usage overtook PC Internet
usage. That's not all, In the period between 1975 and June 2008, one billion PCs were sold, this
included desktops, laptops, servers and everything combined.
In comparison, smartphone sales topped 1 billion in just 2013 alone. The sales have been so rapid
that even on YouTube, some smartphone reviewers have been made celebrities in their own right.
Smartphones are only getting more popular with low-cost, high-performance options such as the
Nexus 5 and Sony Xperia Z compact.
And in addition to this, so-called developing nations are absolutely loving smartphones. India hasthe
fastest growing smartphone market in the world. It's all pretty interesting stuff and it's really only
just been taking off in the last year or so.
Number 3
Smartphones are actually slowly changing the world. In 2014, mobile traffic is almost 15% of the
continent of Africa's studies. In Egypt, 70% of people say they don't even touch desktop or laptops
to access the web, they only use mobile.
In May 2012, a study from the University of Colorado found that the average person belonging to
Generation Y has the phone with them 91% of the day. And they're very likely would use their
phones to meet up with each other, settle arguments or solve unexpected problems.
Generation Y and Z, basically my generation, has grown up with the Internet and the smartphone
was basically the next logical step. Some says that is making this generation less social, but that's
really up to the individual.
In addition to this, smartphones have made colossal dens in the sales of point and shoot
cameras,camcorders, newspapers, print media in general, netbooks, prodigal gaming systems, mp3
playersand basically most things you can think of.
Now, of course, the smartphone would have been able to do this by itself. It is the smartphone plus
the collective knowledge of everyone through the Internet that has caused this shift.
To really see how integral the Internet has become in modern society today, here is an interesting bit
of inside. The following clip is from a 2013 BBC documentary that takes a rare look into the
university life of North Koreans.

76
I found the following extract to be very interesting. American lecturer, Aaron , invites me to talk to
her students.
"who can say M.J. so put your hands up, you know who that is?"
No.
Michael Jackson.
Michael Jackson?
Is he your President? - No, he is not a president.
Michael Jackson, he was a very famous singer.
Normally, if you didn't know who someone was, you could just google or search it up. Without the
Internet, this is not an option.
Number 2.
Your smartphone is more powerful than you think. This one will blow your mind!
For this fact, we have to go back on a journey through time and space, like we often do on this
channel.
So the year 1946 and on this year, the first ever, general-purpose fully electronic computer was
created. Its name was Eniac. The Eniac computer took up an entire room and required colossal
amounts of energy, just to complete 385 calculations per second.
Fast forward to last year, so 2013 and the Snapdragon 800 chip that is not uncommon in most
smartphones, can do 28 billion calculations per second. In other words, it would take 72 million
Eniac computers just to make up of the power of one smartphone chip.

Let's push this fact a little bit further. That's over 2 billion tons of Eniac computer components and
you don't even want to guess how much space this will take up. Or practicality aside, if you could
place all the Eniac computers back to back and as close as you couldn't possibly get them, all the
components together would take up a landmass of how big?
Maybe you'd guess a football stadium, or maybe a small city. Not even close.
To have the equipment power of one smartphone chip, it would take 11.8 million square kilometers
of Eniac computer components. That's 20% larger than the entire area of the United States
ofAmerica. And all that now can fit when you thinking now. It's definitely something to think about.
Number 1
By definition, your smartphone is a PC. PC is the acronym for personal computer. And a
smartphone has come a long way even since 2010.
Here...Let me show you. This is a stock smartphone running Android. You can plug it into a
monitor with a keyboard and mouse and you can actually do some work with it.
Hypothetically, if your desktop computer was inaccessible for one reason or another, maybe
wasbreaking or in repair. You can use your phone to get some actual productivity tasks
donecomfortably.
And that's not all. Nowadays, if you have an Android phone, you can stick USB stick in there
andeven some hardware things such as fans work. And with that, that round up the top 5 mind
blowing facts about your smartphone.
So I understand that this was a whole lot of mind blow to take in just for one video so let's tour a
little bit of a recap.
NASA has used smartphones as like co-satellites.
The smartphone industry is the fastest growing industry in history.
Smartphones are changing society.
Today smartphones are over 70 million times faster than the first electronic computer.
Not to mention that it would take an area 20% larger than the entire USA to have that equivalent
power.
And lastly, today smartphone can be used as a PC..

77
Resources
Listening: the task was created on the video, which was taken from
https://www.youtube.com/watch?time_continue=165&v=3MYhhO_nSAkReading: the text was
taken fromhttps://ru.scribd.com/document/386343453/ISE-I-Task-1-LongReading-CA1-Fashion

78