Контрольна робота №2. 10 клас. Focus 4 Second Edition
Тест призначений для комплексного оцінювання рівня сформованості іншомовної комунікативної компетентності учнів 10 класу за темою «Я, моя родина, мої друзі».
Мета тестування: перевірити рівень засвоєння тематичної лексики, граматичних структур і мовленнєвих моделей, а також здатність учнів аналізувати інформацію, розуміти контекст і обирати найбільш точні мовні засоби.
Тест охоплює чотири види мовленнєвої діяльності: Reading, Writing, Speaking та Listening.
Особливу увагу приділено використанню лексики підвищеної складності, фразових дієслів, сталих словосполучень, граматичних конструкцій і комунікативних стратегій.
Особливості тесту:
48 завдань із вибором однієї правильної відповіді.
Чотири варіанти відповіді до кожного запитання.
Завдання підвищеної складності з контекстуальними дистракторами.
Орієнтація на рівні B2–C1.
Перевірка не лише знань, а й практичного застосування мови.
Рекомендоване оцінювання: 48 балів із подальшим переведенням у 12-бальну шкалу.
Тест може використовуватися для тематичного контролю, дистанційного навчання, самостійної перевірки знань і підготовки до підсумкового оцінювання.
TEACHER'S MATERIALS
Listening Scripts
Тексти для озвучування. Не включати до учнівського варіанта контрольної.
Recording 1 — Beyond the Generation Gap
Interviewer: Sophie, I understand that you and your father had a disagreement about your plans for the summer.
Sophie: That's right. I'd been offered a place on a six-week volunteering programme in Portugal. I was excited because I wanted to become more independent and gain some hands-on experience. Dad, however, wasn't particularly enthusiastic.
Interviewer: Was he worried about the cost?
Sophie: Not really. I'd already received a scholarship covering most of the expenses. At first, I thought he simply didn't trust me. The more I defended my decision, the more stubborn he seemed to become.
Interviewer: What changed?
Sophie: One evening, he mentioned that he'd once travelled abroad without making proper arrangements. Things hadn't gone according to plan, and he'd found himself in a difficult situation. He'd never told me about it before.
Interviewer: Did that make you reconsider?
Sophie: It made me understand his concerns. Instead of arguing about whether I should go, we discussed what would make the experience safer. I prepared a detailed travel plan, contacted the organisers and agreed to keep in touch regularly.
Interviewer: So you reached a compromise?
Sophie: Exactly. I realised that being independent doesn't mean refusing advice. Sometimes it means showing people that you're capable of taking responsibility for your decisions.
Recording 2 — Friendship Under Pressure
Interviewer: Ben, have you ever felt that you were drifting apart from your friends?
Ben: Definitely. Last year, two of my closest friends became involved in a theatre project. They were spending most of their free time rehearsing, while I was concentrating on sport. We still got on well, but we weren't seeing each other nearly as often.
Interviewer: How did you feel about that?
Ben: I took it personally. I convinced myself that they no longer valued our friendship. Looking back, I was being rather self-centred. I expected them to make time for me without considering how demanding their new commitments were.
Interviewer: Did you fall out with them?
Ben: Not exactly. There wasn't a dramatic argument, but I became distant and stopped suggesting that we meet up. Eventually, one of them asked whether something was wrong.
Interviewer: And what happened?
Ben: I plucked up the courage to explain how I'd been feeling. What surprised me was that they'd assumed I was too busy with sport to spend time with them. We'd all been making assumptions instead of communicating.
Interviewer: Has your friendship changed?
Ben: We don't spend as much time together as we used to, but we've learned to respect each other's priorities. I've realised that genuine friendship isn't measured by how often you meet. It's about mutual trust and being there for one another when it matters.
Recording 3 — Learning to Take Responsibility
Interviewer: Maya, why did you decide to volunteer at a children's community centre?
Maya: I've always been interested in studying psychology, and I thought working with children would give me valuable practical experience. I wanted to find out whether I was suited to a career involving communication and emotional support.
Interviewer: Was the experience what you expected?
Maya: Not entirely. I assumed that being friendly and enthusiastic would be enough. However, I soon discovered that different children responded to situations in completely different ways. Some needed encouragement, while others required clear boundaries.
Interviewer: What was the most challenging aspect?
Maya: Learning not to take difficult behaviour personally. One child repeatedly refused to participate in group activities. Initially, I thought he was simply being uncooperative. Later, my supervisor explained that he felt overwhelmed in large groups.
Interviewer: Did that change your approach?
Maya: Completely. I began to put myself in his shoes rather than making assumptions. I also realised that responsibility isn't just about completing assigned tasks. Your decisions can affect other people's confidence and sense of belonging.
Interviewer: Has volunteering influenced your future plans?
Maya: Yes. I'm still interested in psychology, but I now understand that academic knowledge alone isn't sufficient. Patience, empathy and the ability to adapt your communication style are equally important. It's made me much more aware of the skills I need to develop.
