Summative assessment for the 1st term Variant 2
READING
Hello, I am Adam. I am 15 years old. I don’t use many means of communications, just some of them. I have never talked on a landline because we didn’t have any. Only my grandmother has. She used to talk on a landline when I was five. My mother didn’t use to chat on Skype. She started using it because my elder sister moved to another country. I often chat on social media, but recently, I have read an article about how social networking influenced our lives.
With the growth of popularity of social networking, less and less people invite friends to their homes to talk face to face and build a closer relationship with each other. Spending more time chatting on social media inevitably reduces our time spent with families and friends. Even when family members are together, we usually read our phones instead of talking to each other. Social media created three fantasies for us: We will receive attention in any situation; We will always be heard; We will never be alone.
It is important to have more meaningful interactions with friends instead of just liking each other’s posts on social media. We need to go offline and meet friends. The more people interact with each other face to face, the less those people feel lonely. When I begin to feel lonely, I call my closest friends, and we go for a walk. I think It is the best way to communicate.

Task 1. Read the text and mark the sentences TRUE/FALSE. Correct FALSE sentences​
1) Adam’s grandmother talks on a landline nowadays.​​​​​​​ [1]
2) When family members are together, they talk to each other​​​​​​ [1]
3) People feel lonely when they chat on social media​​​​​​​ [1]
Total [3]
Task 2. Answer the questions. Give full answer. ​
1) What article has Adam read recently about?​​​​​​​​ [1]
2) How many fantasies did social media create for us?​​​​​​​ [1]
3) What is the best way to communicate for Adam?​​​​​​​​ [1]
Total [3]
USE OF ENGLISH
Task 3. Choose the right variant from two options.
1) He was terrifying / terrified when he saw the film.​​​​​​​ [0.5]
2) My textbook is very bored / boring but I have to read it.​​​​​ ​​ [0.5]
3) The film was amazing / amazed​​​​​​​​​​ [0.5]
4) My dad can / could run very quickly when he was young​​​​​​ [0.5]
5) Tony is clever. He can / will be able to use a computer perfectly. ​​​​ [0.5]
6) Next lesson I could / will be able to translate it.​​​​​​​​ [0.5]
​​​​​​​​​​​​​​​ Total [3]
WRITING
Task 4. Describe the following means of communication, using adverbs of frequency and adjectives (comparative and superlative forms)

Adverbs of frequency​​​​Adjectives
Usually​​​​​good - bad
Often​​​​​​fast - slow
Sometimes​​​​​cheap – expensive
Rarely​​​​​​convenient – inconvenient
Hardly ever ​​​​​easy – difficult
Never
​​​​​​​​​​​​​​​​Total [2]

Task 5. Write about yourself, friends and your family members. What you, your friend, your mother, father, sister or brother used to/ didn’t use to do. Use words and phrases from the Unit 1 and Unit 2

Assessment criteria
1)​Write 5 sentences using used to construction ​​​​​​​ ​ [1]
2)​Use new lexis from Unit 1 and Unit 2 (at least 3phrases) ​​​​​​​ [1]
3) Spelling the words correctly​​​​​​​​​​ [1]
4) Use used to construction correctly​​​​​​​​​​ [1]
​​​​​​​​​​​​ Total [4]

Referring to the influence of state tax policy on the income distribution, it is necessary to consider in more detail the role of the state in society in every societies, governments provide services such as national defense, police, education, fire service, and in the administration of justice. In addition, the government budget is carried out through transfer payments to some members of society.Transfer payments are payments made to individuals that do not require providing any services in return. Examples are social security, pension payments, unemployment benefits, and in some countries, food stamps. State costs associated with the provision of goods and services (defense, police) or transfer payments, financed mainly by imposing taxes, although some (small) residual components can be financed by government borrowing. In each case we consider four indicators of public expenditure as a percentage of national income: spending on the direct provision of goods and services, transfer payments, interest on public debt and General expenses.Italy is a country of "big government". It costs the state large, and it needs to increase accordingly greater tax revenues. On the contrary, Japan has a much smaller government sector and needs to raise correspondingly less tax revenue. These differences in the scale of public activities compared to national income reflect differences in how different countries allocate their resources among competing uses.Governments spend part of their income on specific goods and services such as tanks, schools and public safety. They directly affect what is produced. The low share of Japan in public expenditure on goods and services. Governments affect for whom the products are produced through their tax and transfer payments. Through taxation of the rich and of the implementation of transfers to the poor, the government ensures that the poor are allocated more of what is produced than otherwise; and the rich get correspondingly less.The government also affects how goods are produced, for example , through the rules it imposes. Managers of factories and mines must comply with the safe requirements, even if it is expensive to implement, firms are forbidden freely to pollute the atmosphere and rivers, offices and factories are banned in attractive residential parts of the city.The scale of government activities in the modern economy is highly controversial. The UK government receives around 40 percent of national income in taxes. Some governments take a larger share, others a smaller share. Different shares will certainly affect the questions what, how and for whom, but some believe that a large government sector makes the economy inefficient, reducing the number of goods that can be produced and eventually allocated to consumers.Usually it is argued that high tax rates reduce the incentive to work. If half of everything we earn goes to the government, we might prefer to work less hours per week and spend more time in the garden or watch TV. This is one of the possibilities, but there is another one: if workers have in mind targeted earnings after tax, for example, to have at least a sufficient number of foreign holiday every year, they will have to work longer hours to achieve this target when taxes are higher.While in equilibrium, high taxes make people work more or less remains an open question. The social security payments and unemployment benefits are more likely to reduce incentives to work since they actually contribute to target income. If large-scale government activity leads to significant negative effects, government activity will affect not only what and how, and for whom goods are manufactured, and also how much is produced in the economy.Find in the text the terms to these definitions and translate them:
* money paid to people without asking for a service in return
* money paid to people when they stop working
* money paid to people who have no work
* money owed by the government of a country
* money received by governments from taxation
* money a worker keeps after paying taxes

Объяснение:

пишешь про свой друг(-подруга)

1)Что ему(-ей) нравится

2)Что он(-а) может

3)в чем он(-а) хорош(-а)

4)Его любимый

Вот пример:

1)He (-She) likes... (reading ,cooking,dancing,swimming и т.д)

2)He(-she) can... (play-football,basketball,volleyball и т.д)или вместо play можешь что-то другое написать.

3)He's (-she's) good at... (math,science,geography,biology,chemistry и т.д)

4)His (-her) favourite... (Например любимый цвет или еда,песня,урок и т.д)

Если напишешь про любимый цвет:

Her/his favourite colour is... (brown,black,yellow,red и т.д)

Если про предмет (урок):

Her/His favourite subject is.. (math,geography и т.д)

Наверное все понятно:)