СОЧ Английский язык 10 класс ОГН 1 четверть с ответами

Суммативное оценивание за 1 четверть «Английский язык» 10 класс

Summative assessment (SA) is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the upper secondary education content. Specification describes the content and procedure for the delivery of the Summative Assessment for term in «The English language» in Grade 11. Subject Programme for «The English language» for 10-11 grades of upper secondaryeducation of the Natural-Mathematical direction on the updated content.

The structure of the summative assessment
This sample of Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the summative assessment for term.
Listening – multiple matching task on the topic «Investigate and report on animal world: bats, eagles, bees and dolphins».
Reading – multiple choice task and open-ended questions in an extended text on the topic «Making connection in biology».
Writing – writing an article on the topics «Making connection in biology» and/or «Investigateand report on animal world: bats, eagles, bees and dolphins».
Speaking – explaining, justifying own and others’ point of view to open-ended questions while describing pictures in pairs on the topics «Making connection in biology» and/or «Investigate and report on animal world: bats, eagles, bees and dolphins».
Tapescript for listening task can be found in CD3 Tapescript 1. Transcript for listening task can be found after the mark scheme.

СОЧ Английский язык 10 класс ОГН 1 четверть с ответами

Tasks for the Summative Assessment for term 1 
LISTENING 
Task. Listen to the recording and match the beginnings of the sentences in the first column (1-6) 
with the ends of the sentences in the second column (A-G). There is one sentence half that you DO 
NOT NEED TO USE. 
Follow the link below to listen to the audio (listen until 2.10).  
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1728_people_places/page41.shtm
 l 
1. The process of hypnosis … 
2. Andrea states that Paul … 
3. Paul McKenna usually considers hypnosis … 
4. Paul makes people … 
5. Strategic planning is... 
6. Reverie is … 
READING 
A)  perform uncommon things. 
B)  similar to hypnotic trance.  
C)  influences people differently.  
D)  visualising the company’s anticipated future. 
E)  as deep relaxation.  
F)  focusing on one idea at a time. 
G)  has an unusual job. 
Total [6] 
Task. Read the article about gender differences and mark the sentences below True or False. 
Growing up equal 
Gender stereotypes are rigid ideas about how boys and girls should behave. We all know 
what these stereotypes are:  A “feminine” girls should be insecure, accommodating and a little 
illogical in her thinking. A “masculine” boy should be strong, unemotional, aggressive, and 
competitive. 
How are children exposed to these stereotypes? According to the researchers David and 
Myra Sadker of the American University of Washington, D.C., boys and girls are often treated 
differently in the classroom. They found out that when boys speak, teachers usually offer 
constructive comments, when girls speech, teachers tend to focus on the behavior. It’s more 
important how the girls act rather than what they say. 
Blue and Pink 
The emphasis on differences begins at birth and continues throughout childhood. For 
example, few people would give pink baby’s clothes to a boy or a blue blanket to a girl. Later, many 
of us give girls dolls and miniature kitchenware, while boys receive action figures and construction 
sets. 
There’s nothing wrong with that. The problem arises when certain activities are deemed 
appropriate for one sex but not the other. 
According to Heather J. Nicholson, Ph.D., director of the National Resource Center for 
Girls, Inc., this kind of practice prevents boys and girls from acquiring important skills for their 
future lives. 
The Sorting Machine 
“The fact is,” says Nicholson, “that society functions as a kind of sorting machine regarding 
gender. In a recent survey, fifty-eight percent of eighth-grade girls but only six percent of boys 
earned money caring for younger children.  On the other hand, twenty-seven percent of boys but 
only three percent of girls earned money doing lawn work”.

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