Use
of
English
9.6.1.1 use some abstract nouns and complex noun phrases on a range of familiar
general and curricular topics
9.6.2.1 use a growing variety of quantifiers for countable and uncountable nouns
including several, plenty, a large/small number/amount on a range of familiar gen-
eral and curricular topics
9.6.3.1 use a growing variety of compound adjectives and adjectives as participles
and some comparative structures including not as…as, much …than to indicate
degree on a range of familiar general and curricular topics
9.6.4.1 use an increased variety of determiners including all, half, both [of] in pre-
determiner function on a range of familiar general and curricular topics
9.6.5.1 use questions which include a variety of different tense and modal forms on
a range of familiar general and curricular topics
9.6.6.1 use a variety of pronouns including indefinite pronouns anybody, anyone,
anything and quantitative pronouns everyone, everything, none, more, less, a few
on a range of familiar general and curricular topics
9.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfin-
ished past on a range of familiar general and curricular topics
9.6.8.1 use a growing variety of future forms including present continuous and
present
simple
with
future
meaning
on a range of familiar general and curricular topics
9.6.9.1 use present continuous forms for present and future meaning and past con-
tinuous, including some passive forms, on a range of familiar general and curricu-
lar topics
9.6.10.1 use some reported speech forms for statements, questions and commands:
say, ask, tell including reported requests on a range of familiar general and curricu-
lar topics
9.6.11.1 use comparative degree adverb structures not as quickly as / far less
quickly with regular and irregular adverbs. Use an increased variety of pre-verbal,
post-verbal and end-position adverbs on a range of familiar general and curricular
topics
9.6.12.1 use a growing variety of modal forms for different functions: obligation,
necessity, possibility, permission, requests, suggestions, prohibition on a range of
familiar general and curricular topics
9.6.13.1 use a some prepositions before nouns and adjectives
use prepositions as, like to indicate manner
use dependent prepositions following adjectives on a range of familiar general and
curricular topics
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9.6.14.1 use infinitive forms after a limited number of verbs and adjectives, use
gerund forms after a limited variety of verbs and prepositions, use some preposi-
tional verbs and begin to use common phrasal verbs on a growing range of familiar
general and curricular topics
9.6.15.1 use a growing variety of conjunctions including since, as to explain rea-
sons and the structures so ... that, such a ... that in giving explanations
on a range of familiar general and curricular topics
9.6.16.1 use if / unless/ if only in second conditional clauses and wish [that] claus-
es [present reference], use a growing variety of relative clauses including why
clauses
on a range of familiar general and curricular topics
II. Образец диагностической работы по отобранным целям обучения
Входное тестирование – быстрый и эффективный способ оценить
реальный уровень полученных ранее знаний и навыков обучающихся до начала
обучения. В соответствии с выявленным уровнем знаний обучаемого будут
определяться содержание, объем, методы и формы обучения. Существует два
вида тестов входного контроля: нормативно-ориентированные и критериально-
ориентированные. Задача первых – установить порядок расположения обучаю-
щихся по уровню проявленных при тестировании знаний, а вторых – выяснить,
какие элементы содержания учебной дисциплины усвоены каждым обучаю-
щимся.
Ниже представлены два вида диагностических тестов для обучающихся 5
класса. Все тесты составлены с учетом возрастных особенностей. Первый тест
– нормативно-ориентированный – содержит вопросы множественного выбора
на изученные ранее грамматические и лексические темы; второй – критериаль-
но-ориентированный – состоит из заданий, проверяющих два навыка (чтение,
письмо).
Образец диагностического теста для 10 класса
Вариант 1
TIME CONTRAST
Read carefully each statement and write the correct answer.
1) In the Twentieth century the radio and television ______________ (be) in-
vented. These days, we ________________ (have) computer games, high definition
TV and 3D movies. Someday, we _________________ (have) thought controlled
video games and virtual reality movies.
2) Education has ____________ (change) over the years. Nowadays, in many
classrooms students ________________ (learn) with interactive whiteboards.
3) Before, the internet people _____________ (send) letters by postal system.
Sometime in the future, we ________________ (have) cell phone implants to com-
municate.
4) In the past, women __________________ (wear) long dresses. Now, they
______________ (wear) miniskirts if they want.
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FIRST CONDITIONAL
Complete the following sentence. Use First conditional.
1) If we _________(not/see) each other tomorrow, we __________(see) each
other next week.
2) If the weather ___________(not/improve), we ________ (not/have) a picnic.
3) I _____________ (cook) dinner at home. If you _________________
(not/want) to go out.
4) They ____________ (not/go) to the party if they __________ (not/be) invit-
ed.
5) He _________ (not/get) a better job if he ___________(not/pass) that exam.
6) She ____________ (take) a taxi if it ____________ (rain).
7) She ___________ (cook) dinner if you _________ (go) to the supermarket.
PASSIVE VOICE
Read the passage. Choose from the box the correct verb and fill in the gaps.
Use Passive Voice.
PASSAGE 1
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