Контрольно-измерительные материалы для 9 класса.

Пояснительная записка к контрольной работе по английскому языку для учащихся 9 классов

Контрольная работа по английскому языку проводится в 9 классах с целью:

1. проведения мониторинга качества знаний и уровня обученности в параллели;

2. проверки умений понимать на слух запрашиваемую информацию в небольшом тексте;

3. проверки умений читать связный текст и находить в нём ответы на поставленные вопросы;

4. проверки умений распознавать в тексте и употреблять в речи глаголы в наиболее употребительных временных формах действительного залога: Present Simple, Past Simple, Future Simple; прилагательные в положительной, сравнительной и превосходной степенях; местоимения — личные (именительный и объектный падежи), притяжательные; модальный глагол can; предложения с начальным ‘There + to be’; имена существительные в единственном и множественном числе, образованные по правилу и исключения.

5. проверки умений распознавать в письменном и звучащем тексте изученные лексические единицы; определять обобщающее понятие для группы слов.

Контрольная работа состоит из 2 частей:

1.Лексика и грамматика

2. Аудирование

На выполнение работы отводится 45 минут.

Критерии оценивания

КРИТЕРИИ ОЦЕНИВАНИЯ

ЧТЕНИЕ

	9 классы
5	Чтение с пониманием основного содержания прочитанного (ознакомительное) понял основное содержание оригинального (аутентичного) текста, отражающего особенности быта, жизни, культуры стран изучаемого языка, и может определить тему, содержание текста по заголовку выделить основную мысль определить основные факты устанавливать логическую последовательность основных фактов/событий Объем текста – 400-500 слов Чтение с полным пониманием содержания (изучающее) осуществляется на облегченных аутентичных текстах разных жанров полностью понял несложный оригинальный текст (публицистический, научно-популярный; инструкцию или отрывок из туристического проспекта) использовал при этом все известные приемы, направленные на понимание читаемого (смысловую догадку) ловообразовательный и грамматический, выборочный перевод,) может оценить полученную информацию, выразить свое мнение Объем текста – до 250 слов Чтение с нахождением интересующей или нужной информации (просмотровое) предполагает умение просмотреть аутентичный текст (статью или несколько статей из газеты, журнала, сайтов Интернета) может достаточно быстро просмотреть несложный оригинальный текст (типа расписания поездов, меню, программы телепередач) или несколько небольших текстов и выбрать правильно запрашиваемую информацию
4	достаточно быстро просматривает текст, но при этом он находит только примерно 2/3 заданной информации.
3	находит в данном тексте (или данных текстах) примерно 1/3 заданной информации.
2	практически не ориентируется в тексте.

АУДИРОВАНИЕ

	7-9 классы
5	понял основные факты сумел выделить отдельную, значимую для себя информацию (например, из прогноза погоды, объявления, программы радио и телепередач) догадался о значении части незнакомых слов по контексту Время звучания текста: 7-9 классы – до 2-х минут
4	понял не все основные факты. При решении коммуникативной задачи он использовал только 2/3 информации.
3	понял только 50 % текста. Отдельные факты понял неправильно. Не сумел полностью решить
2	понял менее 50 % текста и выделил из него менее половины основных фактов; не смог решить поставленную перед ним речевую задачу.

ГОВОРЕНИЕ

	7-9 классы
5	Монологическое высказывание в форме рассказа, описания __________________________________ Ученик умеет: кратко высказаться о фактах и событиях, используя такие коммуникативные типы речи как описание, повествование и сообщение, а также эмоциональные и оценочные суждения передавать содержание, основную мысль прочитанного с опорой на текст ; Объем монологического высказывания:– до 8-10 фраз
4	В целом справился с поставленными речевыми задачами. высказывание было связанным и последовательным. использовался довольно большой объем языковых средств, которые были употреблены правильно; однако были сделаны отдельные ошибки, нарушающие коммуникацию. темп речи был несколько замедлен. Отмечалось произношение, страдающее сильным влиянием родного языка. речь была недостаточно эмоционально окрашена. элементы оценки имели место, но в большей степени высказывание содержало информацию и отражало конкретные факты.
3	сумел в основном решить поставленную речевую задачу, но диапазон языковых средств был ограничен, объем высказывания не достигал нормы. допускал языковые ошибки. В некоторых местах нарушалась последовательность высказывания.практически отсутствовали элементы оценки и выражения собственного мнения речь не была эмоционально окрашенной темп речи был замедленным.
2	только частично справился с решением коммуникативной задачи. высказывание было небольшим по объему (не соответствовало требованиям программы)наблюдалась узость вокабуляра отсутствовали элементы собственной оценки допускал большое количество ошибок, как языковых, так и фонетических; многие ошибки нарушали общение, в результате чего возникало непонимание между речевыми партнерами.
	ДИАЛОГИЧЕСКАЯ РЕЧЬ
5	диалог этикетного характера включает такие речевые умения ♦ начать, поддержать и закончить разговор; ♦ поздравить, выразить пожелания и отреагировать на них; выразить благодарность; ♦ вежливо переспросить, выразить согласие /отказ. Объем диалогов – до 3 реплик со стороны каждого учащегося диалог-расспрос - отрабатываются речевые умения запрашивать и сообщать фактическую информацию (Кто? Что? Как? Где? Куда? Когда? С кем? Почему?), переходя с позиции спрашивающего на позицию отвечающего. Объем диалогов – до 4-х реплик со стороны каждого учащегося. диалог-побуждение к действию отрабатываются умения: ♦ обратиться с просьбой и выразить готовность/отказ ее выполнить; ♦ дать совет и принять/не принять его; ♦ пригласить к действию/взаимодействию и согласиться/не согласиться, принять в нем участие. Объем диалогов – до 2-х реплик со стороны каждого учащегося. диалог-обмен мнениями отрабатываются умения: • выражать свою точку зрения; • выражать согласие/ несогласие с точкой зрения партнера; • выражать сомнение; • выражать чувства, эмоции (радость, огорчение). Объем учебных диалогов – до 2-х реплик со стороны каждого учащегося.
4	решил речевую задачу, но произносимые в ходе диалога реплики были несколько сбивчивыми в речи были паузы, связанные с поиском средств выражения нужного значения практически отсутствовали ошибки, нарушающие коммуникацию.
3	решил речевую задачу не полностью. некоторые реплики партнера вызывали у него затруднения.наблюдались паузы, мешающие речевому общению.
2	не справился с решением речевой задачи затруднялся ответить на побуждающие к говорению реплики партнера коммуникация не состоялась

ПИСЬМО

	7-9 классы
5	Коммуникативная задача решена Соблюдены основные правила оформления текста Очень незначительное количество орфографических и лексико-грамматических погрешностей. Логичное и последовательное изложение материала с делением текста на абзацы. Правильное использование различных средств передачи логической связи между отдельными частями текста. Учащийся показал знание большого запаса лексики и успешно использовал ее с учетом норм иностранного языка. Практически нет ошибок. Соблюдается правильный порядок слов. При использовании более сложных конструкций допустимо небольшое количество ошибок, которые не нарушают понимание текста. Почти нет орфографических ошибок. Соблюдается деление текста на предложения. Имеющиеся неточности не мешают пониманию текста. Ученик умеет: ♦ делать выписки из текста; ♦ писать короткие поздравления с днем рождения, другим праздником(объемом - до 30 слов,включая адрес), выражать пожелания ♦ заполнять бланки (указывать имя, фамилию, пол, возраст, гражданство, адрес); ♦ писать личное письмо с опорой на образец (5-7), (расспрашивать адресат о его жизни, делах, сообщать то же о себе, выражать благодарность, просьбы;), объем личного письма - 50-60 слов, включая адрес; ♦ писать короткие поздравления с днем рождения, другим праздником (объемом - до 30 слов, включая адрес), выражать пожелания ♦ заполнять бланки (указывать имя, фамилию, пол, возраст, гражданство, адрес);
4	Коммуникативная задача решена, но лексико-грамматические погрешности, в том числе выходящих за базовый уровень, препятствуют пониманию. Мысли изложены в основном логично. Допустимы отдельные недостатки при делении текста на абзацы и при использовании средств передачи логической связи между отдельными частями текста или в формате письма. Учащийся использовал достаточный объем лексики, допуская отдельные неточности в употреблении слов или ограниченный запас слов, но эффективно и правильно, с учетом норм иностранного языка. В работе имеется ряд грамматических ошибок, не препятствующих пониманию текста. Допустимо несколько орфографических ошибок, которые не затрудняют понимание текста.
3	Коммуникативная задача решена, но языковые погрешности, в том числе при применении языковых средств, составляющих базовый уровень, препятствуют пониманию текста. Мысли не всегда изложены логично. Деление текста на абзацы недостаточно последовательно или вообще отсутствует. Ошибки в использовании средств передачи логической связи между отдельными частями текста. Много ошибок в формате письма. Учащийся использовал ограниченный запас слов, не всегда соблюдая нормы иностранного языка. В работе либо часто встречаются грамматические ошибки элементарного уровня, либо ошибки немногочисленны, но так серьезны, что затрудняют понимание текста. Имеются многие ошибки, орфографические и пунктуационные, некоторые из них могут приводить к непониманию текста.
2	Коммуникативная задача не решена. Отсутствует логика в построении высказывания. Не используются средства передачи логической связи между частями текста. Формат письма не соблюдается. Учащийся не смог правильно использовать свой лексический запас для выражения своих мыслей или не обладает необходимым запасом слов. Грамматические правила не соблюдаются. Правила орфографии и пунктуации не соблюдаются.

КРИТЕРИИ ОЦЕНИВАНИЯ ПИСЬМЕННЫХ РАБОТ.

За письменные работы (контрольные работы, тестовые работы, словарные диктанты) оценка вычисляется исходя из процента правильных ответов:

Виды работ	Контрольные работы	Тестовые работы, словарные диктанты
Оценка «2»	49% и менее	59% и менее
Оценка «3»	От 50% до 69%	От 60% до 74%
Оценка «4»	От 70% до 90%	От 75% до 94%
Оценка «5»	От 91% до 100%	От 95% до 100%

Контрольная работа №1 по теме Настоящее простое и настоящее длительное время.

9 класс.

Variant 1.

Test 1. Choose the right form to complete the sentences and circle it.

1. What (do astronomers study/are astronomers studying)?

2. I’m not sure at what time exactly Rupert’s bus (is arriving/arrives).

3. (“Do you dance?/Are you dancing?”) “I used to when I was younger, but not now. I (am getting old/get old)”.

4. I don’t know what to do. Albert (is always talking/always talks) at my lessons.

5. The Halloween celebration (is starting/starts) at 6 p.m. We always (celebrate/are celebrating) it with broomsticks and pumpkins, nuts and apples.

Test 2 . Use the verbs in brackets in the required form — Present Simple or Present Progressive.

1. Doctors and nurses often (to help) _________ people in community clinics.

2. The book you (to wait)_________for hasn’t arrived yet.

3. What (you) (to talk)___________ about? I (not,understand)_________ you.

4. What time the concert (to be¬gin) ____________?

5. Hi, Bob! I’m glad to meet you here at the exhibi¬tion. How’s life? What you (to do) ________ now?

Test 3.Use the right forms of the verbs in Present Simple or Present Progressive to complete the sentences.

1. Julia (think) of moving to London next summer.

2. Are you sure it’s chocolate? It (taste) very bitter.

3. Well, Paul, you always (lose) your keys. You’ve lost at least three keys recently!

4. Can’t you hear what I (say)? I (ask) you to help me.

5. Have you got any idea when our exams (begin)?

Контрольная работа №1 по теме Настоящее простое и настоящее длительное время.

9 класс.

Variant 2.

Test 1. Choose the right form to complete the sentences and circle it.

1. Not all cuckoos (lay/are laying) their eggs in other birds’ nests.

2. The pine (heads/is heading) the list of useful trees.

3. The coach (arrives/ is arriving) at 9.30 a.m.

4. What in the world (do you dream/are you dream¬ing) about sitting here with your eyes closed?

5. She (is constantly playing/ constantly plays) the piano at this time of night! I find it most annoying.

Test 2 . Use the verbs in brackets in the required form — Present Simple or Present Progressive.

1. We are told he (to arrive) on Saturday.

2. Jacob says the train (to arrive)_________according to the time table.

3. When exactly you (to leave)________tomorrow?

4. I (to forget)________when he is going to come back.

5. Liza constantly (to lose) ___________her mobile.

Test 3.Use the right forms of the verbs in Present Simple or Present Progressive to complete the sentences.

1.May I ask you to dance with me? – Sorry, I (not, dance).

2. I’m afraid I (forget) when the film (start): at 5.30 or 6.30.

3. Well, James, there’s one thing I know for sure: you constantly (lie) to me!

4. The airplane (arrive) at seven. We won’t be late, don’t worry.

5.I (hear) you (get) married. Take my congratulations.





































Контрольная работа №2 по теме Страницы Истории.
Вариант 1.

Put each verb in brackets into a suitable tense and form.

1. Ice (to melt) in a warm climate.

2. I (to hear) Sarah (to get) married on Saturday.

3. Professor Smith ( to give) his lectures on Fridays.

4. Joanna Rowling ( to write) a new Harry Potter book?

5. Lorna always (to show) off!

6. I (to forget) where he lives.

7. If he (to apologise) for being late, I (to forgive) him .

8. Ask her when she (to return) the books to the library .

9. When we (to arrive) at the hotel there (to be) no rooms available.

10. While Jenny (to clean) the floors her little sister (to play) the piano .

11. Mark just (to return) from London. He (to pick) up a few English phrases while staying there.

12. The boys (to play) football all day yesterday.

13. We are all aware of the fact that John (to contribute) articles to this magazine for some time already.

14. Sports never interested Matilda but now she (to be) so inquisitive about various sports and games.

15. An old man (to sit) on a bench for half an hour and then (to begin) reading a paper.

16. They couldn’t understand why George (to be) so rude to them. He was generally nice to his clients.

21 marks.

2. Complete the sentences with the correct form of the word in bold .

1. The king had many ministers, but they were his … . serve

2. The country fought a series of … wars . expense

3. The purpose of the war was to …its own prestige . strength

4. The territory of the state was strengthened, but at a heavy… cost. economy

5. There are … in emphasis in many terms. differ

6. The term “human rights” is used … in international law . most

7. It means the rights to which all human … are entitled. be

8. Climbing Mount Everest is a great … . achieve

9. The Smiths live …, in the house round the corner . near

10. I want to speak to the manager of this … . establish

10 marks.

3.Rewrite the statements using reported speech.

1. “My sister is a mathematical genius” she admitted.

2. “Why was Utopia first published in Latin?” asked the teacher.

3. “Stop picking on me!” he shouted.

4. “What about a glass of pure water?” Ben suggested .

5. “What was happening in this room when you walked in today?” I wondered.

10 arks.

4.Сhoose the right words to complete the sentences (phrasal verbs).

1.Most of the time he picks (on, at) his food. 2. I need to pick (up, out) my bags before we leave. 3. I never studied French. I just picked it (at, up) when I was in France. 4. She picked (on, out) the blouse she particularly liked. 5. This tree had to be cut (off, down) for the sake of safety. 6. He cut ( out, off) a big slice of bread. 7. I always cut ( in, up) the food for my baby. 8. Why do you always pick ( at, on) me? 9. I’ll cut this article (from, out) of the magazine. 10. “ I’d like to know the truth”, Bob cut (in, on).

10 marks.













Контрольная работа №2 по теме Страницы Истории.
Вариант 2.

Put each verb in brackets into a suitable tense and form.

1. Ice (to melt) in a warm climate.

2. I (to hear) Sarah (to get) married on Saturday.

3. Professor Smith ( to give) his lectures on Fridays.

4. Joanna Rowling ( to write) a new Harry Potter book?

5. Lorna always (to show) off!

6. I (to forget) where he lives.

7. If he (to apologise) for being late, I (to forgive) him .

8. Ask her when she (to return) the books to the library .

9. When we (to arrive) at the hotel there (to be) no rooms available.

10. While Jenny (to clean) the floors her little sister (to play) the piano .

11. Mark just (to return) from London. He (to pick) up a few English phrases while staying there.

12. The boys (to play) football all day yesterday.

13. We are all aware of the fact that John (to contribute) articles to this magazine for some time already.

14. Sports never interested Matilda but now she (to be) so inquisitive about various sports and games.

15. An old man (to sit) on a bench for half an hour and then (to begin) reading a paper.

16. They couldn’t understand why George (to be) so rude to them. He was generally nice to his clients.

21 marks.

2. Complete the sentences with the correct form of the word in bold .

1. The king had many ministers, but they were his … . serve

2. The country fought a series of … wars . expense

3. The purpose of the war was to …its own prestige . strength

4. The territory of the state was strengthened, but at a heavy… cost. economy

5. There are … in emphasis in many terms. differ

6. The term “human rights” is used … in international law . most

7. It means the rights to which all human … are entitled. be

8. Climbing Mount Everest is a great … . achieve

9. The Smiths live …, in the house round the corner . near

10. I want to speak to the manager of this … . establish

10 marks.

3.Rewrite the statements using reported speech.

1. “My sister is a mathematical genius” she admitted.

2. “Why was Utopia first published in Latin?” asked the teacher.

3. “Stop picking on me!” he shouted.

4. “What about a glass of pure water?” Ben suggested .

5. “What was happening in this room when you walked in today?” I wondered.

10 arks.

4.Сhoose the right words to complete the sentences (phrasal verbs).

1.Most of the time he picks (on, at) his food. 2. I need to pick (up, out) my bags before we leave. 3. I never studied French. I just picked it (at, up) when I was in France. 4. She picked (on, out) the blouse she particularly liked. 5. This tree had to be cut (off, down) for the sake of safety. 6. He cut ( out, off) a big slice of bread. 7. I always cut ( in, up) the food for my baby. 8. Why do you always pick ( at, on) me? 9. I’ll cut this article (from, out) of the magazine. 10. “ I’d like to know the truth”, Bob cut (in, on).

10 marks.



Total: 51 “5”-45, “4”-35 , “3”- 25, “2”- less than 25

КEYS to test 1:

1,2

1. melts 1. servants

2.hear,is getting 2. expensive

3.gives 3. strengthen

4.Is Joanna Rowling writing 4. economic

5.is always showing 5. differences

6.forget 6. mostly

7.apologises, will forgive 7. beings

8. will return 8. achievement

9. arrived, were 9. nearby

10.was cleaning, was playing 10.establishment

11. has just returned, picked

12.were playing

13. has been contributing

14. is being

15.sat, began

16. was being

3

1. She admitted her sister is a mathematical genius.

2. The teacher asked why Utopia had been first published in Latin.

3. He shouted to stop picking on him.

4. Ben suggested having a glass of pure water.

5. I wondered what had been happening in that room when you had walked in that day.

4 At

1. Up

2. Up

3. Out

4. Down

5. Off

6. Up

7. On

8. Out

9. In





Total: 51 “5”-45, “4”-35 , “3”- 25, “2”- less than 25

КEYS to test 2:

1,2

1. melts 1. servants

2.hear,is getting 2. expensive

3.gives 3. strengthen

4.Is Joanna Rowling writing 4. economic

5.is always showing 5. differences

6.forget 6. mostly

7.apologises, will forgive 7. beings

8. will return 8. achievement

9. arrived, were 9. nearby

10.was cleaning, was playing 10.establishment

11. has just returned, picked

12.were playing

13. has been contributing

14. is being

15.sat, began

16. was being

3

1. She admitted her sister is a mathematical genius.

2. The teacher asked why Utopia had been first published in Latin.

3. He shouted to stop picking on him.

4. Ben suggested having a glass of pure water.

5. I wondered what had been happening in that room when you had walked in that day.

4 At

1. Up

2. Up

3. Out

4. Down

5. Off

6. Up

7. On

8. Out

9. In

























Контрольная работа №3 по теме Человек и общество.

Вариант 1.

1. Rose ………….French since she graduated from college.

1. taught

2. had taught

3. was teaching

4. has been teaching

2. I …………..many photos of the pyramids before I went to Egypt.

1. saw

2. had seen

3. see

4. will see

3. Jane stopped ………….when the teacher entered the classroom.

1. to talk

2. talks

3. talking

4. talked

4. Nick used to ……………., but he gave it up.

1. smoke

2. smokes

3. smoked

4. to smoking

5. Could you tell me where …………...?

1. the library is

2. is the library

3. if the library

4. the library

6. It’s …………..that she failed the exam, because she’s a good student.

1. surprised

2. surprising

3. surprisingly

4. surprises

7. She’s interested ………….politics and often talks about it.

1. with

2. about

3. at

4. in

8. The time when a man and a woman are getting married is …………...

1. a wedding ceremony

2. a honeymoon

3. marriage

4. celebration

9. I couldn’t hoover the carpets because the ………….wasn’t working.

1. mop

2. vacuum cleaner

3. furniture

4. broom

10. She has a flat on the sixth floor of the large …………...

1. cottage

2. apartment

3. home

4. detached house

11. Это часть письма, которое прислал ваш английский друг Алекс:

…I am going to your town/ village next month. What interesting places should I visit? What can I do in the evening? What will the weather be like in January? What clothes should I wear? Write back soon. Best wishes, Alex

Напишите ответ. Начните с фразы:

Dear Alex,

Thank you for your letter. …

Ответы 9 класс 1 вариант

№ вопроса	№ ответа	№ вопроса	№ ответ
1	4	6	2
2	2	7	4
3	3	8	1
4	1	9	2
5	1	10	2

Критерии оценивания ЗАДАНИЯ 11:

Содержание- 3б

Грамматика- 3б

Лексика- 2б

Орфорграфия-2б.

Примечание:

По критериям Грамматика, Лексика и Орфография:

1-2 ошибки- баллы не снимаем

3-4 ошибки- минус 1 балл

5-6 ошибок- минус два балла






Контрольная работа №3 по теме Человек и общество.

Вариант 2.

1. What ……………..when the accident happened?

1. you do

2. were you doing

3. have you done

4. are you doing

2. My boss was angry because I ……………..the work on time.

1. hadn’t do

2. haven’t done

3. hadn’t done

4. didn’t do

3. My grandfather enjoyed ………in an international company.

1. working

2. worked

3. to work

4. works

4. I used to ………….that game when we were younger.

1. played

2. playing

3. to play

4. play

5. Could you tell me when …………...?

1. does the train arrive

2. the train arrives

3. will the train arrive

4. is the train arrive

6. Everyone was ……………by the sudden noise.

1. surprise

2. surprises

3. surprising

4. surprised

7. The Italian city of Florence is famous ………….its art treasures.

1. with

2. about

3. for

4. because

8. If you put on special clothes for fun or for a formal event, you …………..

1. put off

2. dress up

3. take off

4. try on

9. I couldn’t do the ………….because there was no hot water.

1. dust

2. sweep

3. cleaning

4. washing up

10. Some people think that it’s safer to live in the …………than in a big city.

1. nature

2. countryside

3. neighbourhood

4. megalopolis

11. Это часть письма, которое прислал ваш английский друг Алекс:

…I am going to your town/ village next summer. What interesting places should I visit? What can I do in the evening? What will the weather be like in July? What clothes should I wear? Write back soon. Best wishes, Alex

Напишите ответ. Начните с фразы:

Dear Alex,
Thank you for your letter. …

Ответы 9 класс 2 вариант
№ вопроса № ответа
1 2
2 3
3 1
4 4
5 2
6 4
7 3
8 2
9 4
10 2

Контрольная работа №4 по теме Подросток и его мир.

Вариант 1.

I.Read the text “Parents versus Friends” and match its parts with their main ideas.

a) Though teens are becoming grown-ups at a younger age they rely on their parents for money much longer than before.

b) The need for teens to emotionally separate from their parents is a natural part of human development.

c) Separation from parents may help teens become independent people as adults.

d) Youths and their female counterparts develop differently in the ado¬lescent period.

1. What is it about teenage social life that causes so much worry in so many people? The first great teenage upheaval is that their relationship with their parents changes. During the early teenage years parents change from be¬ing the central force in their lives to being far more unimportant. Teenagers undergo an active process of rejection of their parents which is probably es¬sential for their development as individuals. They become defensive, naturally aggressive and often unpleasant in their dealings with their parents.

2. Girls and boys may differ in the way they reject their parents. Boys develop slowly, and because of this they must wait longer to challenge their father in social dominance. The fact which often prevents conflict within the family may be rather irritating for boys. Girls, who develop their mental abilities more quickly, may have very strong desires to achieve something throughout their adolescent years. Maybe this explains why teenage girls emotionally dis¬tance themselves from their parents more actively than boys do.

3. Nowadays teenagers try to separate from their parents in favour of friends more actively than in the previous centuries and the gap between teen¬agers and parents may be made more stressful by certain aspects of modern life. It is clear that teenagers are becoming physically, and possibly mentally mature at an earlier age than at any other time in our species’ history. So they now often reject their parents at a younger age — a shift that parents find painful, and that teenagers find hard to cope with. At the same time, the structure of many modern societies means that teenagers are financially dependent on their parents for longer than ever.

4. At the same time that teenagers are rejecting their parents, they are undergoing a second profound social upheaval: they are becoming more at¬tached to friends. They talk to their friends for four times as long each day as to adults. Many teenagers report that they are happiest when chatting to their friends. This drive to commune with adolescent peers is very important because teens learn to help each other out for mutual gain, they learn to in¬teract socially, which becomes the basis of adult social interaction and it helps develop a teen’s identity and self-esteem.

Parts of the Text	1	2	3	4
Main Ideas

II.Use the right forms of the verbs in past sim¬ple or past perfect to complete the sentences.

1.Hardly I (get) to the office when the boss (come).

2. They (build) a lot of factories in this part of the town by 1990.

3. She (write) sev¬eral e-mails and (sit) thinking what to do next.

4. I wanted to borrow this car but she (already lend) it to someone else.

5 . Mike (do not remember) the names of his classmates because a lot of time (pass) since they (go) to school together.

6. Hardly it (stop) raining when a rainbow (appear) in the sky.

7. He (be) tired because he (work) all the previous night long.

8. Thomas (say) he hardly (learn) the poem.

9. Hardly Laura (find) a new position at the advertising company when the owner (decide) to sell it.

10. Mrs Phelps (water) her plants and (stand) looking through the window.

III.Some of these sentences have mistakes. Correct them. Remember how articles with countable and uncountable nouns are used.

1. I’ve caught cold lately. The saddest thing is that no one will even bring me glass of water.

2. Can I have strawberry ice cream for my daughter and vanilla one for me?

3. Do you sell a perfume here?

4. This house is made of the brick and that one — of the stone.

5. Where are the money I brought yesterday? I saw them on the table just now.

6. For Jim it’s extraordinary behaviour. I’ll go and find out what the matter is.

7. I don’t feel like eating a chicken.

8. There are a lot of deers in Australia.

9. The youth came up to me and begged for help.

10.Modern medicine all over the world is becoming extremely expensive.

Keys

I. 1b / 2d /3a /4c

II. 1. had I got; came 2. had built 3. had written; sat 4. had already lent 5. didn’t remember; had passed; went 6. had it stopped; appeared 7. was; had worked/had been working 8. said; had learned 9. had Laura found; decided 10. had watered; stood.

III. Right: 9, 10; Wrong: 1. a cold, a glass 2. a strawberry ice cream, a vanil¬la one 3. perfume 4. of brick, of stone 5. Where is the money? I saw it. 6. an extraordinary behaviour 7. eating chicken 8. Deer

Контрольная работа №4 по теме Подросток и его мир.

Вариант 2.

I.Read the text “Parents versus Friends” and match its parts with their main ideas.

a) Though teens are becoming grown-ups at a younger age they rely on their parents for money much longer than before.

b) The need for teens to emotionally separate from their parents is a natural part of human development.

c) Separation from parents may help teens become independent people as adults.

d) Youths and their female counterparts develop differently in the ado¬lescent period.

1. What is it about teenage social life that causes so much worry in so many people? The first great teenage upheaval is that their relationship with their parents changes. During the early teenage years parents change from be¬ing the central force in their lives to being far more unimportant. Teenagers undergo an active process of rejection of their parents which is probably es¬sential for their development as individuals. They become defensive, naturally aggressive and often unpleasant in their dealings with their parents.

2. Girls and boys may differ in the way they reject their parents. Boys develop slowly, and because of this they must wait longer to challenge their father in social dominance. The fact which often prevents conflict within the family may be rather irritating for boys. Girls, who develop their mental abilities more quickly, may have very strong desires to achieve something throughout their adolescent years. Maybe this explains why teenage girls emotionally dis¬tance themselves from their parents more actively than boys do.

3. Nowadays teenagers try to separate from their parents in favour of friends more actively than in the previous centuries and the gap between teen¬agers and parents may be made more stressful by certain aspects of modern life. It is clear that teenagers are becoming physically, and possibly mentally mature at an earlier age than at any other time in our species’ history. So they now often reject their parents at a younger age — a shift that parents find painful, and that teenagers find hard to cope with. At the same time, the structure of many modern societies means that teenagers are financially dependent on their parents for longer than ever.

4. At the same time that teenagers are rejecting their parents, they are undergoing a second profound social upheaval: they are becoming more at¬tached to friends. They talk to their friends for four times as long each day as to adults. Many teenagers report that they are happiest when chatting to their friends. This drive to commune with adolescent peers is very important because teens learn to help each other out for mutual gain, they learn to in¬teract socially, which becomes the basis of adult social interaction and it helps develop a teen’s identity and self-esteem.

Parts of the Text	1	2	3	4
Main Ideas

II.Use the right forms of the verbs in past sim¬ple or past perfect to complete the sentences.

1.Hardly I (get) to the office when the boss (come).

2. They (build) a lot of factories in this part of the town by 1990.

3. She (write) sev¬eral e-mails and (sit) thinking what to do next.

4. I wanted to borrow this car but she (already lend) it to someone else.

5 . Mike (do not remember) the names of his classmates because a lot of time (pass) since they (go) to school together.

6. Hardly it (stop) raining when a rainbow (appear) in the sky.

7. He (be) tired because he (work) all the previous night long.

8. Thomas (say) he hardly (learn) the poem.

9. Hardly Laura (find) a new position at the advertising company when the owner (decide) to sell it.

10. Mrs Phelps (water) her plants and (stand) looking through the window.

III.Some of these sentences have mistakes. Correct them. Remember how articles with countable and uncountable nouns are used.

1. I’ve caught cold lately. The saddest thing is that no one will even bring me glass of water.

2. Can I have strawberry ice cream for my daughter and vanilla one for me?

3. Do you sell a perfume here?

4. This house is made of the brick and that one — of the stone.

5. Where are the money I brought yesterday? I saw them on the table just now.

6. For Jim it’s extraordinary behaviour. I’ll go and find out what the matter is.

7. I don’t feel like eating a chicken.

8. There are a lot of deers in Australia.

9. The youth came up to me and begged for help.

10.Modern medicine all over the world is becoming extremely expensive.

Keys

I. 1b / 2d /3a /4c

II. 1. had I got; came 2. had built 3. had written; sat 4. had already lent 5. didn’t remember; had passed; went 6. had it stopped; appeared 7. was; had worked/had been working 8. said; had learned 9. had Laura found; decided 10. had watered; stood.

III. Right: 9, 10; Wrong: 1. a cold, a glass 2. a strawberry ice cream, a vanil¬la one 3. perfume 4. of brick, of stone 5. Where is the money? I saw it. 6. an extraordinary behaviour 7. eating chicken 8. deer