Методические рекомендации по восполнению знаний обучающихся по учебным предметам 1-11 классов

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Восполнение пробелов

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
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

405
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
10 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).
Таблица 13.2 – Образец диагностического теста для 10 класса
(критериально-ориентированный)
Grammar. Put the verb into the correct tense.
Present Simple, Present Progressive, Present Perfect,
Present Perfect Progressive.
Dear Jessie,
In your last email you asked about my friends. Well, I 1_______(have) lots of friends, and I
2) __________(know) some of them since I started school. My best friend is Shuga. We always
3)___________(send) text messages to one another and we 4) __________(try) to meet up as much
as we can. I 5) ___________(start) a new hobby recently, rock climbing. Shuga is much better than
me so she 6) _______(help) me.
This weekend, my friends and I 7) _________(go) out clubbing. One of them
8)_________(celebrate) her birthday on Saturday. We are really excited as we
9)______(look) forward to it all week! I 10)_______(take) my new digital camera with me so I'll
send you some photos of the night.
Lots of love,
Helen
10 points
Listening.
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