Example 1: Task sheet

Example 1: Summative assessment task

Emergent level: Criterion C, Speaking

Key concept Related concepts Global context

Connections Context, form, word choice
Orientation in space and time: turning points
and “big history”
Statement of inquiry
Connections between turning points in history and the present context can be made through
the correct use of grammatical forms in addition to word choice.

Summative assessment task description

Goal: To demonstrate how connections between turning points in history and the present
context can be made through the correct use of grammatical forms in addition to word choice.

Role: Historian and TV show host

Audience: Children under 14 years old (viewers of a children’s history channel)

Situation: Thanks to your expertise as a historian, a well-known history channel for children has
hired you as a host for its new TV show called Back to the Past. The purpose of this programme
is to inform children about historical issues of interest.

Product: Back to the Past mini-documentary

In class, you will prepare a 2–3-minute oral presentation (mini-documentary) in which you
inform children aged 14 years and below about one historical issue of your choice from a range
of topics/events.
Additional requirements for the presentation are as follows:
• There should be an intro (greeting, attention-getter and topic presentation) and outro
(conclusion and farewell) to the TV programme (remember that it’s a TV show for
children!).
• The information to be presented should generally respond to the questions “who, what,
where, when and why” of the event, but most importantly to how such a turning point
has affected the present time.
• When presenting, use the third-person point of view.
• Use the past simple tense a minimum of six times, and the past progressive tense a
minimum of four times.
• Use various time-sequence connectors (e.g., first, then, next, finally) a minimum of five
times.

Language acquisition teacher support material 1

 Example 1: Task sheet

Evaluation criteria
Criterion C: Speaking
At the end of the emergent level, students should be able to:
i. use a wide range of vocabulary
ii. use a wide range of grammatical structures generally accurately
iii. use clear pronunciation and intonation in comprehensible manner
iv. communicate all or almost all the required information clearly and effectively.
Achieve-
ment Level descriptor Task-specific clarification
level
The student: The student:
i. uses a wide range of i. uses a wide range of vocabulary related to
vocabulary the topic of historical events, suitable for
ii. uses a wide range of the audience, while using little repetition
grammatical structures ii. uses a wide range of grammatical
generally accurately structures (simple past, past progressive
iii. uses clear pronunciation and time-sequence connectors) generally
and intonation which accurately
makes the iii. uses clear pronunciation and intonation
communication easy to which makes the communication easy to
comprehend comprehend
iv. during interaction, iv. during interaction, communicates all or
7–8 communicates all or almost all the required information clearly
almost all the required and effectively from a third-person point
information clearly and of view:
effectively. • An appropriate intro (greeting,
attention-getter and topic
presentation) has been included
• Who, what, where, when and why of
the selected historical
event/invention
• How such a turning point has affected
the present time
• An appropriate outro (conclusion and
farewell) has been included
The student: The student:
i. uses a range of i. uses a range of vocabulary related to the
vocabulary topic of historical events, suitable for the
ii. uses a range of audience, but with some repetition
grammatical structures ii. uses a range of grammatical structures
with a few errors which (simple past, past progressive and time-
5–6 do not hinder sequence connectors) with a few errors
communication which do not hinder communication
iii. uses pronunciation and iii. uses pronunciation and intonation with a
intonation with a few few errors. However, these do not hinder
errors. However, these comprehension
do not hinder
comprehension

Language acquisition teacher support material 2

 Example 1: Task sheet

iv. during interaction, iv. during interaction, communicates most of

communicates most the relevant information from a third-
relevant information. person point of view:
• An appropriate intro (greeting,
attention-getter and topic
presentation) has been included
• Who, what, where, when and why of
the selected historical
event/invention
• How such a turning point has affected
the present time
• An appropriate outro (conclusion and
farewell) has been included
The student: The student:
i. uses a basic range of i. Uses a basic range of vocabulary related
vocabulary to the topic of historical events and which
ii. uses a basic range of is somewhat suitable for the audience, yet
grammatical structures some of the words used are constantly
with some errors which repeated
sometimes hinder ii. Uses a basic range of grammatical
communication structures (simple past, past progressive
iii. uses pronunciation and and time-sequence connectors) with some
intonation with some errors which sometimes hinder
errors which sometimes communication
hinder comprehension iii. Uses pronunciation and intonation with
iv. during interaction, some errors which sometimes hinder
3–4 communicates some comprehension
relevant information. iv. During interaction, communicates, from a
third-person point of view, some relevant
information from the following:
• An appropriate intro (greeting,
attention-getter and topic
presentation)
• Who, what, where, when and why of
the selected historical
event/invention
• How such a turning point has affected
the present time
• An appropriate outro (conclusion and
farewell)
The student: The student:
i. uses a limited range of i. uses a limited range of vocabulary related
vocabulary to the topic of historical events and which
ii. uses a limited range of is somewhat suitable for the audience,
1–2
grammatical structures while using constant repetition
with many errors which ii. uses a limited range of grammatical
often hinder structures (simple past, past progressive
communication and time-sequence connectors) with

Language acquisition teacher support material 3


iii. uses pronunciation and
intonation with many
errors which often iii.
hinder comprehension
iv. during interaction,
communicates limited iv.
relevant information.
Language acquisition teacher support material
Example 1: Task sheet
many errors which often hinder
communication
uses pronunciation and intonation with
many errors which often hinder
comprehension
during interaction, communicates, from a
third-person point of view, limited
relevant information from the following:
• An appropriate intro (greeting,
attention-getter and topic
presentation)
• Who, what, where, when and why of
the selected historical
event/invention
• How such a turning point has affected
the present time
• An appropriate outro (conclusion and
farewell)
4