Комплексний контроль письма, говоріння, аудіювання, читання (10 клас, екстернат)

Контроль письма, говоріння, аудіювання, читання

10 клас екстернат

I.VOCABULARY ( 1 task*1point=12 points)

1 Fill in the gaps in the sentences given below with one of the words A, B, C or D.

A failing B studying for C passing D taking

1.Congratulations on ... all your exams!

2.No one likes ... an exam. I hope she will do better next time.

3.When are you ... your English exam, in May or June?

4.Maria is ... her English exam so hard, she doesn't go out at all!

A memorise B revise C repeat D learn by heart

5.Do you think it is possible to ... everything that we have studied during the year in two days before the exam?

6.My friend has a very good memory, she can ... a long poem easily.

7.If you want to master foreign pronunciation, you should have enough patience to ... phrases after the tape for many times in a row.

8.No matter how hard he tried, he couldn't... the list of irregular verbs the teacher gave in class.

A learn B study C find out D know

9.Where does your friend ...? — He does an English course at university.

10.It has always been easy for Jack to ... foreign languages.

11.Peter... several foreign languages and his dream is to work as a tour guide.

12.It is always very interesting for me to ... about the culture of the country whose language I study.

ANSWER

1C 2A 3D 4B, 5B 6D 7C 8A, 9B 10A 11D 12C

II.GRAMMAR ( 1 task*1point=12 points)

Complete the sentences by changing the verb in brackets into the First or Second Conditional form.

1.If it......................................... (stop) raining we'll have to cancel the tennis game.

2.If you loved her, you ......................................... (lie) to her.

3. If I ......................................... (know) English well, I would be an interpreter

4. I ......................................... (lend) you any money unless you promise to pay me back before the end of the month.

5.If I .........................................  (speak) Italian, I would move to Florence.

6.If I .........................................  (be) you, I would notify them of the changes.

7.If we meet in front of the cinema at a quarter to eight, we .........................................  (have) enough time to buy the tickets.

8. I .........................................  (watch) this film if you like it.

9. She will put this dress on, if she .........................................(lose) weight.

10. She will help us if we .........................................(ask).

11. I .........................................(go) to the police if I were you.

12. Tom wouldn’t eat much “fast food” if his wife .........................................(cook) at home.

ANSWER

1 stops

2 would lie

3 knew

4 will lend

5 spoke

6 were

7 will have

8 will watch

9 loses

10 ask

11 would go

12 cooked

III.READING ( 1 task*1point=12 points)

a) Read the student's presentation on learning styles and complete the form below.

Right, well, er... my talk today is on learning styles. I chose this because there is a lot of research into it and it seems as if nobody really agrees on how to assess learning styles. I'll start by outlining some competing theories about.

How people learn... There aren't any handouts, I'm afraid, but anyway... One theory is the VARK system. V-A-R-K means V for visual, A for auditory, like hearing, R for reading and K for, I don't know how to pronounce this... kinaesthetic? Yes, that's it. Kinaesthetic. That means things like touch, movement and stuff. Anyway, according to the VARK system, depending on your learning style, you learn in different ways.

If you're a visual learner, then you need to use charts and pictures, use colour highlighting in your notes, and stuff. If you're an auditory learner, then reading aloud and listening will help you learn. Reading is just reading, of course. You learn by reading. Kinaesthetic learners need to move around while they learn. You're a kind of hands-on person if you're that kind of a learner, so you should revise while standing up and walking around the room, for example. Anyway, that's just one theory. There are lots of others, too.

So, to conclude then, personally I think that we all have our own learning styles and we are not just one type or another. In other words, we are probably a blend of lots of styles. I don't think any of the learning styles I've told you about is better than any other. I think the problem is that we all learn in different ways, and try to find a system to fit in all the different ways we learn. We are too creative to be boxed in like that. Not everything about the human brain can be mapped and predicted. How we learn is different for each person, so the point I'm making is I don't know how useful it is to try to categorise everyone into types.

Greg thinks that: Yes No

5) most people have the same learning style  

6) one learning style is better than the rest  

7) people learn in similar ways  

8) we all have more than one learning style, but we usually rely on one or two most of the time             

9) by categorising learning styles we can help people to learn very effectively              

10) it's not possible to categorise everyone  

11) it's not possible to analyse learning styles because we learn in too many different ways                           

12) the human brain is predictable more research into how people learn is necessary

ANSWER

1.You need to use charts and pictures, use colour highlighting in your notes, and stuff.

2.You need to read aloud and also listening will help you learn.

3.You need just to read.

4. You need to move around while you learn, you should revise while standing up and walking around the room. You need to touch, to move and to stuff.

5 NO

6 NO

7 NO

8 NO

9 NO

10 YES

11YES

12 NO

IV.LISTENING ( 1 task*1point=12 points)

THE COLOUR OF YOUR EYES

A teacher in the United States wanted her class of seven-year- olds to understand what it felt like to be discriminated against. Here is what she did.

   The class was divided into two groups- blue-eyed children and brown-eyed children. The class was told that the blue –eyed children were more intelligent and generally superior to the brown- eyed children. The blue-eyed children then put the collars around the neck of the brown-eyed children to make the difference more obvious. The collars were kept on in school.

 During the day the blue-eyed children were given privileges. They could sit at the front of the class and go to break and lunch first. They were praised, too. The blue-eyed children felt superior and aggressive. The brown-eyed children felt unhappy and wanted revenge.

   The next day, the teacher told the children that she had lied. The blue-eyed children weren’t really superior- it was the brown- eyed children who were superior. The collars were put on the blue-eyed children and they lost their privileges to the brown-eyed children.

The children became more aggressive, there was name-calling and a fight between two boys. The teacher noticed that the children with the collars found their work more difficult. They explained that they couldn’t work because they were unhappy.

  At the end of the second day the teacher explained what she had done. The children talked about their feelings.’’ I felt a dog a dog on a lead’’, said one day boy. One of the girls said she felt as if she was in prison. Once the collars were removed, the children became lively, friendly and happy.

TASK 1

Mark +  if the statement true, - if it is false.

1. The experiment was held in one of the schools in Canada.

2. The teacher divided her class into three groups according to the color of the children’s eyes.

3. First, the teacher told that the blue –eyed children were better than those with brown eyes.

4. In the first day of experiment, the blue-eyed children had to wear collars

5. The collars were worn to protect the children’s neck.

6. The children with collars felt unhappy.

7. The next day the children began to call each other names and fight.

8. The teacher noticed that the children with the collars worked much better.

9. At the end of the second day the children did not want to discuss their feelings.

10. When the experiment was over, the class divided into two antagonistic groups.

11. The teacher decided to have a hew experiment.

12. The children helped the teacher to collect new materials about pupils of their school.

ANSWER

1F 2F 3T 4F 5F 6T 7T 8F 9F 10F 11F 12F

V.SPEAKING ( 1 task*1point=12 points)

1. Why do we call English an international language?

2.  Is it important for people to study languages?

3. Do you think it’s better to be the older or the younger sister or brother in a family with two children? Why?

4. Have you ever tried to get in touch with an old friend of your childhood? Why? Did you succeed?

5. What makes a job good and interesting?

6. What do you know about the system of education in our country?

7. What does a healthy diet mean to you?

8. Do you send emails? Is sending emails your primary way of written communication?

9. Do you listen to the weather forecast? How reliable are weather forecasts?

10. What is your favourite music group?

11. Would you rather watch or play sports?

12. What do you know about the UK?

VI.WRITING (100-130 words) = 12 points

You are on a holiday in another country. Write a quick e-mail to your friend:

• where you are staying and what is the weather like;

• what you have done these days;

• any places of interest there;

• when you are going to come back.