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 listening, reading, writing and speaking.
Different types of tasks are used in the summative assessment for term.
Listening – filling in the gaps task on the topic «Science and Scientific Phenomena».
Reading – multiple choice task on the topic « Natural Disasters ».
Writing – writing a newspaper article on the topics «Science and Scientific Phenomena» and
«Natural Disasters».
Speaking – making an individual speech on the topics «Science and Scientific Phenomena» and
«Natural Disasters».
Transcript for listening task can be found after the mark scheme.

Learning objective Listening 10.2.2 Understand specific information in unsupported extended talk
on a wide range of generaland curricular topics, including talk
on a limited range of unfamiliar topics
Reading 10.4.1 Understand main points in extended texts on a wide range of
unfamiliar general and curricular topics
Writing 10.5.4 Use style and register to achieve appropriate
degree of formality in a growing variety of written genres on a
range of general and curricular topics 10.5.7 Use independently
appropriate layout at text level on a range of general and curricular
topics
10.6.3 Use a variety of compound adjectives, adjectives as
participles, comparative structures indicating degree, and
intensifying adjectives on a wide range of familiar general and
curricular topics
Speaking 10.3.1 Use formal and informal language registers in talk on a wide
range of general and curricular topics
10.3.4 Evaluate and comment on the views of others in a
growing variety of talk contexts on a growing range of
general and curricular topics 10.6.11 Use a variety of reported
statements and question forms on a wide range of familiar
general and curricular topics
 Assessment criteria Task Descriptor Mark
A learner
Learners listen to the recording twice on 1 first 1
topic «Science and Scientific Phenomena», newborn 1
having chance to look through the worldwide 1
questions before the recording starts. unhealthy 1
Learners read the newspaper article and fills in sure 1
the gaps with proper word future 1
Learners read a text on the topic . 2 B 1
Task 1 is choose from the sentences A-C the C 1
one which fits each gap 1-3. Task 2 is find A 1
words or phrases in the article which mean.
For a short time =temporarily 1
Financially ruined time = bankrupt 1
Made angry =maddened 1
Each learner works individually. They 3 The register completely 1
write an article for school newspaper. corresponds to the requirements of the
Learners have to choose between two task; consistent and intentional misuse of
topics to write. Topic 1 is on «Science and register* may indicate a writer’s personal
Scientific Phenomena». style.
Topic 2 is on «Natural Uses a range of advanced vocabulary 1
Disasters». They should write with appropriately; uses less common lexical
appropriate style, register and layout using items with occasional in appropriacies.
a variety of adjectives. They should Errors in word choice and/or spelling do 1
follow the tips for writing. not distort meaning.
Writes simple and compound sentence 1
forms correctly and demonstrates variety
in length and complexity.
Uses complex sentences 1
accurately, including punctuation.
Rare errors in grammar and/or punctuation. 1
Learners work as a whole class, listening to 4 Shows sustained ability to maintain a 1
each other and participating in the conversation and to make relevant
discussion agreeing or disagreeing on the contributions at some length.
topics: «Science and Scientific Can respond to change in direction of the 1
Phenomena», «Natural Disasters». Learners conversation
are provided with some set of questions for a Pronunciation is intelligible. 1
discussion beforehand. They show own Intonation is appropriate.
points of view on topics, explaining and Produces error-free simple sentences. 1
justifying theirpositions and answers. Uses complex grammatical forms, but may 1
Learners should provide answers using make errors, which rarely cause
appropriate degree of formality and a comprehension problems.
range of reported statements and question Uses a range of appropriate vocabulary to 1
forms give and exchange views on a growing
range of general and curricular topics.
Total marks 24

Процентное содержание баллов Показатель оценивания Оценка

суммативного оценивания
0-39% Не удовлетворительно «2»
40-64% Удовлетворительно «3»
 65-84% Хорошо «4»
85-100% Отлично «5»
ST
SUMMATIVE CONTROL WORK FOR THE 1 TERM
FOR THE CROSS CURRICULAR UNITS
«SCIENCE AND SCIENTIFIC PHENOMENA. NATURAL DISASTERS»

LISTENING
Task 1. Read the newspaper article and fills in the gaps with proper word; find corresponding words while
listening.
Transcript
Lawmakers in the U.K. have voted to allow doctors to create babies from the DNA of three different
people. It will be the (1) ____________ country in the world to do this. There was a vote in Britain's
parliament, where 382 lawmakers voted for allowing three-person babies and 128 voted against the idea.The
idea behind three-person babies is to stop diseases being passed from a mother to her (2) ____________ baby.
Doctors say that as many as 150 babies a year could be born using the new technique. The first baby to be born
using the DNA from three people could be as early as next year. The technique will help families with
mitochondrial diseases. These are incurable and affect about one in 6,500 children (3) ____________.
The technique is quite simple. It combines the DNA of the two parents with the DNA of another woman.
Doctors replace the (4) ____________, disease-carrying DNA in the mother's egg with healthy DNA from the
donor. The result is that the baby receives about 0.1 per cent of its DNA from the donor woman. Lawmakers
said the technique was "light at the end of a dark tunnel " for many families. Britain's Prime Minister David
Cameron said: "We're not playing God here. We're just making (5) ____________ that two parents who want a
healthy baby can have one." Critics say the technique could be dangerous. They say it would open the door to
the genetic modification of children and "designer babies" in the (6) ____________.

READING
Revolution that erupted from two volcanoes
Like the eruption of Mount Pinatubo in the Philippines in 1991, these eruptions blew large amounts of
sulphurous ash into the atmosphere, partly blocking the sun`s rays and temporarily cooling the climate.
France in 1789 was already bankrupt because of a long war in America. The government was threatened
by a plot to organise riots financed by an ambitious aristocrat who wanted to become king. 1___.The result of
the eruptions was several years of cold, wet weather in Europe. Two violent storms in 3788 and 1789 destroyed
the harvest in many parts of the 20 country and the resulting shortage of corn was made worse by the Finance
Minister`s refusal to import corn from abroad on the grounds that the state could not afford it.
This in turn led to an explosion of violence which reduced the food supplies still further. When the
people of France saw wagons full of 25 com go through their village streets they said, ‘There is plenty of com,
but not for us: it`s for the king, the aristocrats, the rich who have plenty to eat while we go hungry.’ And then
the maddened people would throw the sacks of corn into the nearest river.
Another volcanic eruption - in Indonesia in April 1815 - may have helped cause Napoleon’s defeat at
the battle of Waterloo. 2_____ .1816 was called the ‘year without a summer’. Torrential
rains marked the beginning of the Waterloo campaign, creating 35 deep mud which for many hours prevented
Napoleon from moving his big guns.
The French revolution is one of many examples where a change of climate was the final blow to an already
threatened society.
40 The Little Ice Age, which started about AD 1400, threatened the Scandinavian colony in Greenland. But the
colonists refused to change their social system.They might have survived if, instead of sticking to their
aristocratic society, they had moved from farming to hunting, like the Eskimos who replaced them.
At about the same period the great civilization of the Mayas in Yucatan faced ever worsening droughts. 3____.
This had the opposite effect to that intended, since forcing people into the army meant they had to leave their
land.
Task 1. Read a newspaper article about a natural disaster. Choose from the sentences A-C the one which fits
each gap 1-3. There is ONE EXTRA sentence which you do not need to use.

A) This led to a massive lowering of temperature for several years.

 B) But none of this would have produced a revolution if the country had not been faced with famine.
C) Instead of improving their agriculture, their rulers fought endless wars to win more land.
D) History is not man-made, it is the planet itself which shapes our destiny.
Task 2. Find words or phrases in the article which mean:

4. For a short time (paragraph 1) ____________________

5. Financially ruined time (paragraph 2) ______________
6. Made angry (paragraph 3) __________________

WRITING
Task. Choose ONE topic and write an article.

Topic 1. Your school magazine is organising a competition for best articles among school learners. You have
to write an article about latest scientific news. Your article should include the following information:
what exactly has happened;
the place where it occurred;
its potential effects/results.

Topic 2. Your school magazine is organising a competition for best articles among school learners. You have
to write an article about a deadly natural disaster. Your article should include the following
information:
the type of a natural disaster and its description;
the place where it occurred;
the description of its consequences.

SPEAKING
Learners work as a whole class. Learners sit in a circle. Questions for discussion can be handed in advance to
learners to have a look and think them over. No need to discuss all the suggested questions. Make notes in
order to assess your learners and provide effective feedback later.

Work as a whole class or small groups. Choose any question you want to discuss with your peers. Start your
speech. Mind the rules for Socratic seminars.

Rules for Socratic seminar

Treat one another respectfully.
This is a shared talk, NOT a debate.
Everyone needs to talk AND listen.
Do NOT talk over one another.
Do not raise hands. You can agree or disagree with the speaker on any points you want.
Address each other and NOT your teacher.
Ask questions. Before asking, “What do you think about it?” tell your own opinion.
Be courageous in presenting your own thoughts and reasoning, but be flexible and willing to change your mind
in the face of new and compelling evidence.

Questions for discussion:

1. How many types of natural disaster can you name? Which is the worst?
2. What natural disasters are common in your country?
3. What is the best / worst natural disaster movie you have seen?
4. Think of three natural disasters. What can you do to stay safe during and after these natural disasters?
5. Which country has the most natural disasters?
6. What is your favourite science subject? Biology? Physics? Chemistry? Why?
7. What has science done for humankind?
8. What questions will science never answer?
 9. What will the next big discovery in science be?
10. Why do children at school need to study science?

You can use the following phrases:

In my opinion/It is not my point of view …
I think …
In my view …
I agree with/do not agree with …
I see your point …
I support your view …
I take a different view …