Контрольные работы по английскому языку: IX класс

УДК 372.8 : 802.0
ББК 81.2 Англ922
            П12

Павлоцкий В. М.
П12
Контрольные работы по английскому языку: Учебное
пособие для учащихся IX классов. — СПб.: КАРО, 2013. —
208 с.

ISBN 9785992508871

Данная книга представляет собой пособие, предназначенное для
учащихся 9х классов школ с углубленным изучением английского
языка, гимназий и лицеев. Оно составлено по материалам учебнометодического комплекса О. В. Афанасьевой и И. В. Михеевой
«Английский язык. Учебник для IX класса школ с углубленным
изучением английского языка лицеев и гимназий». Книга построена
так, чтобы педагогам было максимально удобно составлять
контрольные работы для школьников.

    УДК 372.8:802.0
ББК 81.2 Англ922

ISBN 9785992508871

©  В.М. Павлоцкий, 2007
©  КАРО, 2007
Все права защищены

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еmail: karo@peterstar.ru

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Почтовый адрес: 111538, г. Москва, а/я 7,
еmail: moscow@karo.net.ru, karo.moscow@gmail.com

От авторасоставителя

Данная книга представляет собой пособие, предназначенное для учащихся 9х классов школ с углубленным изучением английского языка, гимназий и лицеев.
Оно составлено по материалам учебнометодического
комплекса О. В. Афанасьевой и И. В. Михеевой «Английский язык. IX класс. Учебник для школ с углубленным
изучением английского языка, лицеев и гимназий», Москва, Просвещение, 2006.
Пособие включает в себя 14 контрольных работ,
которые призваны помочь учащимся проверить свои
знания и удостовериться, насколько успешно они усвоили изученный на аудиторных занятиях учебный
материал.
Как и в предыдущих пособиях, выполнение каждого теста рассчитано на два аудиторных часа. Каждая
работа включает в себя три основных раздела учебной
программы: чтение, использование языка и письмо.
В данном пособии появился еще один раздел, тренирующий навыки перевода с английского языка на русский
и наоборот. Эти упражнения, основанные на страноведческом материале, позволят учащимся не только потренироваться в двуязычном переводе, но и расширят их
знания о стране изучаемого языка. Весь лексический и
грамматический материал пособия основан на материале УМК. Пособие поможет учителю проверить уровень
подготовки учащихся, а ученикам убедиться в надежности своих знаний. Им предлагается ряд заданий, требующих не только автоматических навыков, но и определенной смекалки в их выполнении. Ряд упражнений построен на принципах тестирования, используемых в Едином государственном экзамене выпускников
по английскому языку, а также международных экзаменов уровня upperintermediate.

Для подготовки учащихся к выполнению такого вида
контрольных работ учителю следует заранее изучить
текст тестов и предложить учащимся на занятиях в классе
упражнения, аналогичные заданиям пособия. Кроме
того, необходимо учить школьников грамотному чтению
инструкций и соблюдению формата в разделе «письмо».
Пособие может быть использовано также и для самостоятельной работы дома с последующей проверкой и
работой над ошибками в классе.
Подготовка и выполнение заданий потребуют творческого подхода в обучении девятиклассников, столь
необходимого сегодня — так как оно должно явиться
неотъемлемым звеном в системе поэтапной подготовки учащихся к экзаменам различного типа. Следует
помочь учащимся адаптироваться к новым требованиям, приучая их к использованию полученных в классной аудитории знаний в любых жизненных ситуациях. Данное пособие поможет выявить достижения учащихся в изучении английского языка и наметить пути
по устранению пробелов в знаниях.
После каждой работы необходимо объяснить учащимся их ошибки и выполнить тщательную работу по
их исправлению.

Reading

Fill in the gaps 1–7 with the parts of the sentences A–H.
There is one extra part which you do not need to use.

Civilisation is a way of life that arose after people
began to live in cities or in societies organised as states.
The word comes from the Latin word civis, which means
1 …………………… . A civilisation consists of the art,
customs, technology, form of government, and everything else that makes up the way of life in a society. In
this respect, civilisation is similar to culture. But culture
refers to any way of life and includes both 2 ………… .
The word civilisation refers only to life styles that feature
complex economic, governmental, and social systems.
Therefore, every human being lives within a culture,
but not everyone lives within a civilisation. Throughout
history, individual civilisations have arisen and collapsed, but the basic features of civilisation 3 ………… .
Ideas and inventions spread from one civilisation to
another. In many cases, similar developments occur
independently in different civilisations.
During most of the prehistoric period, people lived
4 ………………… . They hunted, fished, and gathered
wild plants. These early people had a simple social

 1
UNIT 1

PAGES 4-24

TEST

organisation based on close family ties. Between
13,000 and 10,000 years ago, some societies of hunters
and gatherers in the Middle East adopted more settled
ways of life and developed social organisations based
on larger, more formal groups. All of these societies
developed in areas with predictable seasonal supplies
of such foods as fish and easily gathered plant foods.
Some archaeologists believe that the social changes
occurred in part because certain grain plants became more plentiful near the end of the last Ice Age,
about 10,000 years ago. The technology and social
organizations of some of these more advanced
societies served as a foundation for later farming
societies.
About 9000BC., people in the Middle East began to
cultivate cereal grasses and other plants.  They also
domesticated goats and sheep at about this time, and
5 …………………… . In Southeast Asia, people had
begun raising crops by about 7000BC.
The rise of agriculture was a major step in the
development of civilisation. Farmers settled in
permanent villages, which had enough food to support
a few craftworkers and priests. Periodic food shortages
led to increased trade among villages. The villagers
exchanged grain, pottery, and various raw materials.
By about 3500BC, people in the Middle East had
learned to smelt copper and make bronze tools and
weapons. The demand for metal ore increased, and
priests and chieftains gained greater control over trade.
Gradually, villages in the Middle East grew into cities.
Religious shrines and sacred places, which flourished
as ceremonial sites, became 6 ……….…… .

Several civilisations developed independently in
various parts of the world. The first one arose about
3500BC in the Tigris-Euphrates Valley in the Middle
East. Other civilisations developed in the Nile Valley
in Egypt, the Indus Valley in what are now Pakistan
and north-western India, the Huang He Valley in China,
and the Andes Mountains of present-day Peru. These
ancient civilisations grew up in widely different natural
environments. The people developed systems of writing and new forms of government, 7 ……………………,
and  excelled in crafts and art. Philosophers, historians, and archaeologists have suggested many
reasons for the rise and fall of civilisations. George
W. F. Hegel, a German philosopher of the early 1800s,
compared societies to individuals who pass the torch
of civilization from one to another. During this process,
according to Hegel, civilisation develops through three
stages: (1) rule by one person, a dictator; (2) rule by
one class of society; and (3) rule by all the people. Hegel
believed the process eventually results in freedom for
all people. The German philosopher Oswald Spengler
thought civilisations, like living things, are born, mature,
and die. He wrote that Western civilisation is dying and
will be replaced by a new Asian civilisation.
The British historian Arnold Toynbee proposed his
theory of challenge and response. Toynbee believed
that civilisations arise only where the environment
challenges the people, and only when the people are
ready to respond to the challenge. For example, a hot,
dry climate makes land unsuitable for farming and
represents a challenge to people who live there. The
people may respond to this challenge by building
irrigation systems to improve the land. Toynbee

suggested that civilizations collapse when the people
lose their creativity.
Most archaeologists attribute the rise of civilisations
to a combination of causes, including the structure of
political and social life, the ways people modify their
environment, and changes in population. In many
cases, civilisations may have appeared because local
chieftains took deliberate steps to strengthen their own
political power. Many scientists believe that political
forces and the misuse of land and other natural resources resulted in the economic and political collapse of
early civilisations.

A. in small groups and moved from place to place
in search of food
B. made cities advanced in science and technology
C. state of a human society that is very developed
and organised
D. citizen of a city
E. the citizen of economic and political power in the
emerging cities
F. simple and complex lifestyles
G. later tamed cattle
H. do not disappear

Use of English

1. Fill in the gaps with the words from the following chart.

cradle   invention   deserve   fascinate   selfcontained   source   typical   influence   expression
suppose   annually   appoint   expand   conquer
effective   increase

Change the form of the verbs where necessary.

1. The ………………….. community grew all its own
food.
2. The Normans ………………….. England in 1066.
3. He ………………….. a medal for saving the child
from the fire.
4. The population …………………….. from 2 to
2.5 million.
5. We visited a country that is said to be the
………………….. of civilisation.
6. A ………………….. baby walks at about one year
old.
7. The president ………………….. a new secretary
of state.
8. Peanuts are the ………………….. of peanut butter.
9. His …………………….. can peel apples automatically.
10. I ………………….. she loved him because she
married him.
11. The northern light ………………….. me.
12. I pay for this magazine ………………….. .
13. The school made a plan to ………………….. a
playground.
14. He had a lot of ………………….. on her decision
to go to university.
15. His gift was an ………………….. of his love.
16. That was an ………………….. way to get the work
done.

2. Write the following definitions in one word.

1) any elected official responsible for making laws
2) any object made by human beings

3) to set apart or separate so as to be alone
4) very old; existing for many years
5) difficult to do or to deal with
6) a person who fights or has experience in battle
7) being the only one of its type
8) to get or overcome by force
9) amount of money or property or the state of having
such
10) a group of persons gathered together to discuss
or make decisions about public matters
11) connected with a foreign country, especially those
separated from your country by the sea or ocean;
abroad

3. Fill in the correct verb form (Present Simple or Present
Progressive).

1. You can’t see Betty now: she (have) a bath.
2. I won’t go out now as it (rain) and I (not/have) an
umbrella.
3. What Tom (do) in the evenings? — He usually
(go) to the swimming pool or (play) golf.
4. I (work) at the petrol station but at the moment I
(have) a holiday.
5. I (not/like) Emma. She always (complain).
6. He (drink) coffee every morning but his coffee
machine is out of order and this morning he (drink) tea.
7. You (wear) casual clothes when you (work)? —
Unfortunately I (have to wear) a business suit.
8. What (you/do) in the attic, Jim? — I (look) for my
old sweater. I (go) to the forest with Mathew.
9. I (not/remember) the name of the man who (stand)
near the statue. — Really? It’s Mr Shames, our Geometry
teacher. He (likes) modern sculpture very much.