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
curricular 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
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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 top-
ics
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 direc-
tion «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 top-
ics
10.5.16 use conjunctions «so, if, when, where, before, after» to link parts of sen-
tences 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
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).
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Образец диагностического теста для 11 класса
Вариант 1
Reading.
1.
Read the introduction to the text and mark the sentences true (T) or false (F)
1.
The people who meet the millionaires know that they are rich straight away.
2.
The millionaires have to live differently for a while/
3.
The millionaires have to donate lots of money.
4.
The socially disadvantaged people benefit more than the rich people in the
programme.
5.
The millionaires don`t stay in touch with the people they meet.
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