СОР Английский язык 10 класс ОГН 4 четверть «Different Ways of Living»
Summative assessment for the unit «Imagination and Creativity»
English language Grade 10
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 10 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 10 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
СОР Английский язык 10 класс ОГН 4 четверть «Different Ways of Living»
Learning objectives10.4.3Skim a range of lengthy texts with speed to identify
content meriting closer readingon a range of general
and curricular topics
10.3.2Askandrespondtocomplexquestionstoget
informationaboutawiderangeofgeneraland
curricular topics
Assessment criteriaIdentify the main points of a text on familiar and
unfamiliar topics in speed reading
Ask and answer to complex questions on topic
Level of thinking skillsKnowledge and comprehension
Higher order thinking skills
Duration20 minutes
Reading
Task 1.Read the text quickly and identify which person did the following things. Write the
letterPforPhionaandKforKoniin the spaces provided.
Which person:
1. has had a book published about their life? ___________
2. had to have a further operation due to a problem? ____________
3. took up a new interest in order to get fed? ____________
4. represented their country in competitions? _____________
5. will receive financial support thanks to a physical talent. ____________
Tales of courage
Ugandan teenager,Phiona Mutesi, grew up in poverty, unable to read or write. Her father
died when she was very young and she had to find food for herself and her brother. It was that
basic need that decided her fate, because it led her to Robert Katende’s chess programme.
Katende was offering a bowl of food to any child who would come to his centre to learn chess.
Phiona wouldn’t have gone there if she hadn’t been desperate to eat, and her life changed with
that one decision. Her potential at chess was obvious from the start and she enjoyed playing, so
began to practise more and more. She walked four miles a day to attend training, collecting food
each time. She was soon beating the older girls and boys in the programme and has since played
for Uganda in several international tournaments, with trips to Russia, Turkey and the USA.
Phiona has brought hope to her family and is becoming an inspiration worldwide, with the
recent appearance of her biography.
Koni Dole’sbravery and fighting spirit are remarkable. Koni comes from Montana in the
USA and is passionate about American football. He regularly represented his high school in
competitions until he suffered a bad break to his leg, which became infected after it was set.
Eventually, Koni’s leg had to be removed and doctors told him he would never play football
again. However, instead of letting himself be beaten, he faced up to his disability and used it as
motivation. Immediately after the surgery, he began training again and, with the help of an
artificial leg, went running and lifted weights to improve his fitness. Despite being in great pain
at times, he continued the training programme and returned to the football field a year after his
terrible accident. Koni has been given a football scholarship by Montana State University and
fully intends to achieve further sporting success.
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