Английский язык_ОГН_11 класс Ағылшын

Methodological recommendations for Summative Assessment on the subject «The English language»

Grade 11

(social-humanitarian direction)

Nur-Sultan 2020

 Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organising and carrying out Summative Assessment in the subject of «The English language» for the Grade 11 learners of upper secondary level education of the Social-Humanitarian direction on the updated content.

 Methodological recommendations are aligned with the Subject Programme and Long-term plan. Summative Assessment in Grade 11 is conducted in Terms 1, 2, 3 and 4.

 Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also, this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

 Methodological recommendations are designed for secondary school teachers, school administrations, educational departments’ seniors, regional and school coordinators in criteria-based assessment and others.

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

CONTENTS

SUMMATIVE ASSESSMENT TASKS FOR TERM 1

Summative assessment for the unit «Making contact»

Listening

Task 1. Listen to Angel describing how he feels living in a foreign country and choose the best option A, B or C.

Go to this link to listen information https://www.cristinacabal.com/advanced/angel.htm

• How does a person view the new culture in the first stage of culture shock?
  • Everyone is watching me.
  • This is fantastic!
  • I want to go home.

• What are the symptoms of the second stage of culture shock?
  • People tend to withdraw from society.
  • People try to integrate into the culture.
  • People criticise the people and culture.

• What is the third stage of culture shock?
  • the pleasant stage
  • the hunting stage
  • the homeless stage

• What statement by the visitor best describes the “home” stage?
  • I’m glad to be returning to my own country.
  • These people love their families and homes.
  • I really enjoy living among these people.

• What is the best title for the talk?
  • How to Adjust Culture Shock
  • The Stages of Culture Shock
  • The Causes of Culture Shock

Speaking

Task 2. Choose ONE card and answer the questions. Please, use demonstrative pronouns and quantifiers appropriately. Answer all the questions by explaining and justifying your point of view.

You have 1 minute to prepare and 1-2 minutes to talk about it to your partner. Your partner will assess your speaking using the following criteria:

Card 1

• How do you understand culture shock?
• In what situations do people experience culture shock?
• What stages does the culture shock consist of?
• What advice would you give on how to cope with culture shock?

Card 2

• How is communication changing between people? Why?
• How often do you start up a conversation with people you don’t know? Why?
• How will people communicate in the future? Why?
• How is the way your grandparents talk with people different from yours?

Card 3

• How do you understand global communication?
• How has the way we communicate changed during the past decade?
• What effect does the computer have on mass communication?
• What are some of the problems associated with posting news on the internet?

Card 4

• What are some of the functions of communication?
• How can communication help any organization to achieve its goal?
• How does the way we communicate (written or oral) vary according to whom we talk to?
• What role does non-verbal communication play in delivering a message?

Rubrics for providing information to parents on the result of Summative Assessment for the unit «Making Contact»

Learner’s name

Transcript

When you go to live in a new country, there are so many things you have to get used to. At the beginning, everything is new and exciting, and there is an overload on your senses: colours, food and clothes, all seem different and it is a bit like being a tourist and very enjoyable.

But then, as you realize that you are not going to go home and life takes on a different look, and things you might not think about at home begin to irritate you. You tend to hang around with people from your own country or other foreigners and compare the people and their habits unfavourably to things back home. Here is a word in Australia known as “the winging pomp syndrome”.

If you get past that stage and begin to integrate more, then life becomes easier and more enjoyable, and you begin to find both your own behaviour and those of the host culture more amusing.

The final stage is really when you have to make a decision: to go or to stay. But this is the best one because you begin to feel at home and, although, you may still criticize, is more how you would your own home country. And you feel at home and like the people more and more.

Summative assessment for the unit «Investigate and Report on Animal World: Bats, Eagles, Bees and Dolphins»

Reading

Task 1. Read the article

Are zoos a good thing?

 Critics of zoos would argue that animals often suffer physically and mentally by being enclosed. Even the best artificial environments can't come close to matching the space, diversity, and freedom that animals have in their natural habitats. This deprivation causes many zoo animals to become stressed or mentally ill. Capturing animals in the wild also causes much suffering by splitting up families. Some zoos make animals behave unnaturally: for example, marine parks often force dolphins and whales to perform tricks.

 On the other hand, by bringing people and animals together, zoos have the potential to educate the public about conservation issues and inspire people to protect animals and their habitats. Some zoos provide a safe environment for animals which have been mistreated in circuses, or pets which have been abandoned. Zoos also carry out important research into subjects like animal behaviour and how to treat illnesses.

 One of the most important modern functions of zoos is supporting international breeding programmes, particularly for endangered species. In the wild, some of the rarest species have difficulty in finding mates and breeding, and they might also be threatened by poachers, loss of their habitat and predators.

 So, are zoos good for animals or not? Perhaps it all depends on how well individual zoos are managed, and the benefits of zoos can surely outweigh their harmful effects. However, it is understandable that many people believe imprisoning animals for any reason is simply wrong.

Fill in the gaps with the correct word from the box. There are EXTRA TWO WORDS.

• It is hardly possible to replace animals’ natural .
• Whales and dolphins in zoos are often made to perform .
• Zoos give a harmless for creatures which have been abused or deserted.
• Zoos conduct investigations into how to cure .
• Worldwide rearing projects are especially significant for which are seriously at risk of extinction.
• In natural home, some sparse animals experience problems in meeting .

Writing

Task 2. Write an article for a school magazine on the rubric “Our animal world”. Choose one endangered animal and give the following information about it:

• interesting / shocking facts about it
• the ways of preservation
• some methods that have been successful in preserving animals

Thetextwasretrievedfromhttps://learnenglishteens.britishcouncil.org/skills/reading/upper- intermediate-b2-reading/are-zoos-good-thing

Rubrics for providing information to parents on the result of

 Summative Assessment for the unit «Investigate and Report on Animal World: Bats, Eagles, Bees and Dolphins» Learner’s name

SUMMATIVE ASSESSMENT TASKSFOR TERM 2

Summative assessment for the unit «Interviews and Instructions»

Listening

Task 1. Listen to a journalist giving advice on interviewing techniques. The journalist uses some words and phrases related to interviewing. Write a word or an expression (NO MORE THAN THREE WORDS) next to the definitions.

Link for listening task: https://learnenglish.britishcouncil.org/podcasts-professionals/interviewing- techniques

• • Question which should be asked first
  • Interesting or unusual details or qualities
  • Person who answers the questions
  • Something which the speaker doesn’t want to be included in the story
  • Question which tricks someone into giving the answer you want

Speaking

Task 2. Work in pairs. Discuss the following statements with your partner. Ask and answer questions in order to get each other’s opinions.

 Rubrics for providing information to parents on the result of Summative Assessment for the unit «Interviews and Instructions»

Learner’s name

Assessment criteria

Level of learning achievements

LowMiddleHigh

Recognize and take advantage of context clues to figure out the meaning of the text

Tries to identify general and specific information but not enough to get a general idea of the content. Fails to infer implied information. Many problems at recognizing vocabulary and expressions. Completes the listening task mostly incorrectly.

Good at identifying general and specific information. Shows some ability to infer implied information. Some minor problems at recognizing vocabulary and expressions. Makes some mistakes in listening task.

Excellent at identifying general and specific information. Accurately infers implied information. Almost no problem at recognizing vocabulary and expressions. Completes the listening activity mostly correctly.

Keep interaction going by posing questions and responding

Communicate effectively using target vocabulary and syntax appropriately

Provides content that is inaccurate and there are excessive grammatical errors. Uses vocabulary and question words most of the time incorrectly. Purpose isn’t clear; needs a lot of help communicating; usually does not respond appropriately.

Provides content that is relevant to the topic and there are few grammatical errors of agreement. Uses vocabulary and question words often consistently. Tries to communicate, but sometimes does not respond appropriately and clearly.

Provides content that is accurate and there are few grammatical errors of agreement. Uses vocabulary and question words correctly. Stays on task most of the time and communicates effectively; almost always responds appropriately and always tries to develop the interaction.

Transcript

I know it sounds obvious, but you really must prepare before the interview. Prepare your questions in advance. Think about the order you will ask them. A rule of thumb is to ask questions about facts first, leaving opinion questions until later. Most people find questions about facts much easier to answer, so they start to feel more at ease.

Try to interview the person in a place which is appropriate to the interview – their place of work, for example. Interviewing a person on their territory can put them at ease, and also provide you with colour for your story.

How you start the interview can influence how successful it will be. Set your ground rules. For example, you may want to insist that the interviewee says in advance if they want what they say to be off the record.

During the interview, you should be polite but firm. Use your list of questions as a base for the interview, not a rigid script. Ask for evidence to support any claims made by the interviewee. Don’t be afraid to ask ‘How do you know that?’ But never ask leading questions. Let the person say what they want to say, not what you want them to say.

The listening task was adapted from https://learnenglish.britishcouncil.org/podcasts- professionals/interviewing-techniques

Summative assessment for the unit «Investigate and Report on Timekeeping Devices/Science video»

Reading

Task 1. Read the article.

A

A chronicle of timekeeping

Before the invention of artificial light, the moon had greater social impact. And, for those living near the equator in particular, its waxing and waning was more conspicuous than the passing of the seasons. Hence, the calendars that were developed at the lower latitudes were influenced more by the lunar cycle than by the solar year. In more northern climes, however, where seasonal agriculture was practised, the solar year became more crucial. As the Roman Empire expanded northward, it organised its activity chart for the most part around the solar year.

B

In order to track temporal hours during the day, inventors created sundials, which indicate time by the length or direction of the sun's shadow. The sundial's counterpart, the water clock, was designed to measure temporal hours at night. One of the first water clocks was a basin with a small hole near the bottom through which the water dripped out. The falling water level denoted the passing hour as it dipped below hour lines inscribed on the inner surface. Although these devices performed satisfactorily around the Mediterranean, they could not always be depended on in the cloudy and often freezing weather of northern Europe.

C

The advent of the mechanical clock meant that although it could be adjusted to maintain temporal hours, it was naturally suited to keeping equal ones. With these, however, arose the question of when to begin counting, and so, in the early 14th century, a number of systems evolved. The schemes that divided the day into 24 equal parts varied according to the start of the count: Italian hours began at sunset, Babylonian hours at sunrise, astronomical hours at midday and 'great clock' hours, used for some large public clocks in Germany, at midnight. Eventually these were superseded by 'small clock', or French, hours, which split the day into two 12-hour periods commencing at midnight.

Which paragraph contains the following information? Write the correct letter A, B or C.

A description of an early timekeeping invention affected by cold temperatures

• An explanation of the importance of geography in the development of the calendar in farming

• Details of the simultaneous efforts of different societies to calculate time using uniform hours

• Information about the day being divided into two equal halves

Writing

Task 2. Write an information report on two timekeeping devices comparing and contrasting them (e.g. a sundial, a pendulum clock, an astronomical clock, etc.). Include the plan of your information report. Please, use impersonal structures as much as possible.

The article is retrieved from http://mini-ielts.com/302/reading/a-chronicle-of-timekeeping

Rubrics for providing information to parents on the result of

 Summative Assessment for the unit «Investigate and Report on Timekeeping Devices / Science video» Learner’s name

SUMMATIVE ASSESSMENT TASKSFOR TERM 3

Summative assessment for the unit «Work and Inventions»

Speaking

Task 2. Discuss the following questions with your partner. Please, use adjectives complimented by that, infinitive or wh-clauses.

Rubrics for providing information to parents on the result of Summative Assessment for the unit «Work and Inventions»

Learner’s name:

Transcript

Speaker 1: My first job was when I was a student. I worked part-time in a hospital and had to fetch them and wheel them to different hospital departments for treatment. It was hard physical work, you know, lifting people and helping them. But the thing I found most fascinating was chatting to the patients I had to collect. I think I learnt a lot form them in fact.

Speaker 2: I got my first job as an assistant receptionist in a hotel when I was just eighteen. They gave me lots of responsibility quite early on so I learned to do all sorts of things which you need for almost any job, really practical thongs like dealing with people, answering the phone correctly, maintaining the hotel database.

Speaker 3: Well this wasn’t my first job, but it was what I’d call my first serious job. I worked behind the counter in a bank. Before starting, I’d expected the work to be quite routing until I was given more responsibility, but in fact it was very challenging right from the beginning.

Speaker 4: It wasn’t a very well-paid job. I worked in a call centre for a large computer company and got phone calls from the people with problems. I felt at the time that I was doing something really useful because there were all these people phoning in with urgent problems to do with their computers.

Speaker 5: I did my first job for nearly fifteen years. After university I started working at the same school until just about a year ago. I have to say though I found teaching fun and challenging. On the other hand, I always had a great deal of homework to correct in the evenings and I hated that.

The listening task was adapted from the coursebook by Guy Brook-Hart “Complete First Certificate” 1e SB

Summative assessment for the units «Social change and Further Study» and «Reading for Pleasure»

 Although many academic programs abroad have academic requirements, you do not necessarily have to have the highest grades or marks to be eligible. And most do not have language requirements. Who you are is as important as your academic record. Study programs abroad look for students who are independent, self-assured, enjoy new experiences and different types of people, and can handle challenges.

 If you really hate change and don’t like the idea of figuring things out all on your own, then studying abroad may not be for you. It’s important to be honest with yourself and really think about what you expect. You could end up having a miserable time if you don’t!

Do the following statements reflect the claims the writer in the reading passage?

YES If the statement reflects the claims of the writer

NO If the statement contradicts the claims of the writer

NOT GIVEN If it is impossible to say what the writer thinks about this

• • The biggest world trading organizations are located in Japan.
  • The study abroad programs allow you to acquire a foreign language.
  • It takes a person at least a year to feel themselves as an active member of the local community.
  • The only reason for studying abroad is gaining self-confidence.

• • Studying abroad may be painful for people who are not ready for changes.

Writing

Task 2. You should write a short essay on the following topic. Please, organize your ideas logically and use a range of past and present forms appropriately.

People with higher education are more able to make a social change than people who do not have. Write your ideas for and against this statement.

The reading task was adapted from the course book by Barbara Thomas and Amanda Thomas ‘Complete First Certificate’ WB, p.22

Rubrics for providing information to parents on the result of

 Summative Assessment for the units «Social change and Further Study» and «Reading for Pleasure» Learner’s name:

SUMMATIVE ASSESSMENT TASKSFOR TERM 4

Summative assessment for the unit «Making Statements and Providing Information»

Rubrics for providing information to parents on the result of

 Summative Assessment for the unit «Making Statements and Providing Information» Learner’s name:

Transcript

So, I’m going to tell you about my dad’s ten minutes of fame. It was when he starred on a TV show ‘The Big Question’ a few years ago and it happened like this.

My father took a hired car to – because ours was very old – and he drove to the TV studios. When he got there, he suddenly realized that he’d left his tie behind, so he had to ask the producer if they’d got a spare one at the studio he could borrow. Anyway, he was told he didn’t need one. Oh, I forgot to say, he didn’t really study for the show – you know, by reading encyclopedias and so on. He told me later that the only thing he’d done was what he always did in the evening, which was read the popular press that we hadn’t sold during the day and pick up lots of trivial facts.

When the show started, I think my dad felt quite lucky and very surprised to be able to answer his questions, which were all about general knowledge and nothing too specialist, because he actually managed to win. The show was recorded and came on nearly two months later and we almost missed it because we’d almost forgotten about it by then.

My dad won a big television with a wide screen – we’ve still got it at home, and it’s great for the football – and a big fluffy elephant, which he gave to me. So that was my dad’s ten minutes of fame. I wonder what mine will be.

The listening task was adapted from the course book by Guy Brook-Hart ‘Complete First’ 2^nd edition SB, p.88

Summative assessment for the unit «Clothes Journey»

Complete the notes below. Choose ONE WORD ONLY from the passage for each answer.

Writing

Task 2. Write a short essay on the topic ‘The clothing and fashion industry have a big influence on people. Is this a good or bad thing?’

Use a range of grammar structure appropriately and organize your ideas coherently.

Retrievedfrom:https://www.ielts-mentor.com/reading-sample/academic-reading/2597-ielts- academic-reading-the-story-of-silk

Rubrics for providing information to parents on the result of Summative Assessment for the unit «Clothes Journey»

Learner’s name: