454
ited range of general and curricular topics
10.4.2 write with support a sequence of phrases, short sentences in a paragraph on a
limited range of familiar general and curricular topics
10.4.3 write with support factual descriptions at small text level which describe peo-
ple, places and objects
10.4.4 write with support a sequence of short sentences in a paragraph to give basic
personal information
10.4.5 link with support sentences using basic coordinating connectors
10.4.6 link, with some support, sentences into a coherent paragraph using basic con-
nectors on a limited range of familiar general topics
10.4.7 use with some support appropriate layout at small
text level for a limited
range of written genres on familiar general topics and some curricular topics
10.4.8 spell most high-frequency words accurately for a limited range of general top-
ics
10.4.9 punctuate written work at text level on a limited range of familiar general top-
ics with some accuracy
Use
of
English
10.5.1 use appropriate countable and uncountable nouns, including common noun
phrases describing times and location, on a limited range of familiar general and cur-
ricular topics
10.5.2 use quantifiers «many, much , a lot of, a few» on a limited range of familiar
general and curricular topics
10.5.3 use variety of adjectives, including possessive adjectives, when describing
subjects on general and some curricular topics; use
simple monosyllable and two-
syllable adjectives (in comparative and superlative) for comparison
10.5.4 use articles on a limited range of familiar general and curricular topics
10.5.5 use questions, including questions with «whose, how often, how long» on a
range of familiar general and curricular topics
10.5.6 use basic personal and demonstrative pronouns and quantitative pronouns
«some, any, something, nothing, anything» on a limited range of familiar general
and curricular topics
10.5.7 use simple forms to express what has happened [indefinite time] on a range of
familiar general and curricular topics
10.5.8 use future forms «will» for predictions and «be going to» to talk about al-
ready decided plans on a range of familiar general and curricular topics
10.5.9 use simple present and simple past regular and irregular forms to describe
routines, habits and states on a limited range of familiar general and curricular topics
10.5.10 use present continuous forms with present and future meaning on a limited
range of familiar general and curricular topics
10.5.11 use there is / there are on a range of familiar general and curricular topics
10.5.12 use common regular and irregular adverbs,
simple and comparative forms,
adverbs of frequency and adverbs of definite time «last week, yesterday» on a lim-
ited range of familiar general and curricular topics
10.5.13 use modal verbs «might, may, could» to express possibility and permissive
function on a familiar general and curricular topics
10.5.14 use prepositions to talk about time and location, use prepositions of direction
«to, into, out of, from, towards» on a familiar general and curricular topics
10.5.15 use the structure «to be going to» on a familiar general and curricular topics
10.5.16 use conjunctions «so, if, when, where, before, after» to link parts of sentenc-
es in short texts on a familiar general and curricular topics
10.5.17 use «when» for description of simple present and past activities on a familiar
general and curricular topics
455
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
11 класса. Все тесты составлены с учетом возрастных особенностей. Первый
тест – нормативно-ориентированный – содержит вопросы множественного вы-
бора на изученные ранее грамматические и лексические темы; второй – крите-
риально-ориентированный – состоит из заданий, проверяющих два навыка
(чтение, письмо).
Образец диагностического теста для 11 класса
Вариант 1
LISTENING
Достарыңызбен бөлісу: 
