Name:___________________________ Grade: 11________

Summative Assessment for term 2, 11 grade

Listening.
Task 1. Listen to a science lesson. Then complete the gaps in this summary.
The brain consists of grey and white matter. It weighs just over a kilo. It uses [1] _________ of the body's
energy. It contains over [2] _________ which make up neurons. These neurons are connected by electrical
impulses. There are more possible connections in one brain than there are [3] _________. Neuroscientists have
mapped different areas of the brain which are responsible for [4] _________. The areas of the brain related to
controlling [5] _________ could be compared to miniature film studios. Our eyes and ears send signals all the
time, and it is our brain that interprets these signals and builds up a picture of the outside world. Scientists have
also identified areas responsible for different emotions, such as [6] _________, love and laughter. There are also
different areas for different types of thinking, such as learning your own language and learning a foreign
language.
[6 points]
READING
Task 2. 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 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
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

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.
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.

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.
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
6 What is the purpose of this article?
. A) to share feelings
B) to inform
C) to entertain
D) to persuade
[6 points]
WRITING
Task 3. 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
[6 points]

Speaking
Task 4. You are given a card with a topic and questions to speak about for 1-2 minutes. Before you
speak you have one minute to think about what you are going to say.

Card 1. Look at the devices below. Choose one and tell about this device.
Sundial Water clock Hourglass Pendulum clock Quartz wristwatch

Atomic clock

Card 2.

1. Why is telling time so important to people today?

2. How would your life be different if you lived in a world without clocks? Describe what a day in a life
without clocks might be like.
3. Do you think you manage your time wisely?
4. Do you make a detailed schedule for every day?
5. Do you have any electronic gadgets which you think really save you time?

[6 points]
Total marks ___/24
Assessment criteria Task Descriptor Mark
A learner
Deduce meaning from 1 1.20% 1
context with little support in
extended talk on a limited 2 100 billion cells 1
range of general and 3 atoms in the universe 1
curricular topics. 4 different functions 1
5 sight and hearing 1
6 fear 1
Read the text and mark 2 1. People put the candles in wooden lanterns and covered 1
the sentences True/False them with transparent panels made of horn.
according to the context.
2. C 1
3. D 1
4. A 1
5. C 1
6. B 1
Write a text keeping the 3 link and coordinate sentences and paragraphs in a text within 1
layout and format of a the framework of familiar topics;
given genre according to checks the work for spelling errors; 1
the given questions, use accurately grammatical structures; 1
writing about real events uses Present tenses; 1
connecting them into uses given phrases in writing; 1
paragraphs conveys fantasy ideas; 1
Choose a card and 4 Shows sustained ability to maintain a conversation 1
prepare an individual Pronunciation is intelligible. 1
speech providing Intonation is appropriate. 1
unprepared speech to Produces error-free simple sentences. 1
answer a variety of Uses complex grammatical forms, but may make errors, 1
questions and applying a which rarely cause comprehension problems.
variety of grammar Uses a range of appropriate vocabulary to give and exchange 1
accurately. views on a growing range of general and curricular topics.
Total marks 24

Audioscript

Teacher:

Right, the topic of today's lesson is ‘The brain'.

Well ... it is an absolutely amazing organ. The brain consists of grey and white matter. It weighs
just over a kilo - just imagine that, like a kilo of potatoes. But this is a very special kilo. It uses
twenty percent of the body’s energy. And it contains over one hundred billion cells - that's a
‘billion’ with a ‘b’. One hundred billion cells. These make up neurons, or nerve cells, which are
connected by electrical impulses. The brain sends messages using electrical impulses, the same
way a computer works. But there are more possible connections in one brain than there are atoms
in the universe. Just think about that again. There are more possible connections in your brain
than there are atoms in the universe. Amazing, isn’t it? Makes a normal computer look simple,
doesn’t it?... So, what do we know about this organ called ‘the brain'? Neuroscientists, scientists
who study the brain and the nervous system, have learnt a lot about it in the last ten years. Like
explorers exploring the world, they've mapped different areas of the brain which are responsible
for different functions. We now know which parts of the brain are related to different parts of our
body and feelings from them. A good example of this can be seen in people who have lost an
arm or a leg in an accident. Though they don't have an arm or a leg they can still have feelings
from it, like pain. Incredible isn't it? ... And these areas of our brain control all our movements.
Right, now just put up both of your arms. That’s right, put them both up.

Now to do that, a specific area of your brain, responsible for your arm movement, had to send
out electronic impulses to your arms. It’s really quite a complicated operation. OK, you can put
your arms down now!

Let’s see how sight and hearing work. The areas of the brain related to controlling sight and
hearing could be compared to miniature film studios which make a constant film and soundtrack
of what’s happening around us. It is not our ears that listen, but our brains. It is not our eyes that
see, but our brains. Our eyes and ears send signals all the time, and it is our brain that interprets
these signals and builds up a picture of the outside world. ... Of course, there are other areas of
the brain that scientists have identified, areas responsible for different emotions, for example.
Did you know that you all have an area for fear, for love, for laughter. You have different areas
for different kinds of thinking. For example, you have one area for your first language and
another area for a foreign language that you learn when you are older. Interesting, isn’t it? ... But
even more interesting than locating different areas of the brain is ...