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Oxford grammar for schools 1
Emotions + How are you???? for kids
Совпадающие пары
Дошкольник
kids
дети
1-й класс
2-й класс
3 класс
Начальная школа / начальная
English
Academy Stars 2
emotions
emotions for kids
Family and friends 1
family and friends 2
mother father
Spotlight 1
Spotlight 2
Super Simple Songs
Phonics ee ea
Откройте поле
1-й класс
2-й класс
Начальная школа / начальная
English
Fun For Starters
Kids box 1
Kids Box 2
Spotlight 1
Spotlight 2
CVC Words Rhyming pairs
Совпадающие пары
Дошкольник
1-й класс
2-й класс
Начальная школа / начальная
English
Fun For Starters
Kids box 1
Kids Box 2
Spotlight 1
Spotlight 2
Activities
Сопоставить
10-12 year-old learners
Inspiration 1
Vocabulary
1 year
Совпадающие пары
Начальная школа / начальная
English
Family for kids
Совпадающие пары
Дошкольник
1-й класс
2-й класс
3 класс
English
family
family for kids
family members
mother father
Variant one
I. Write
the transcription of the names of the following letters
a [
] e
[
]
g [
]
i [
]
k [
]
m [
] r
[
] s
[
] w
[
]
y [
]
II. Write the transcription
of the following words
bird [ ] but [
] look [ ] like [ ] page [ ]
woman [ ] who [
] child [ ] talk [ ] you [ ]
III. Write the spelling of
the following words
[ taɪ
] [ eɪdʒ
] [ laɪn
] [ gɜ:l
] [ gʊd
]
Variant two
I. Write the transcription of
the names of the following letters
c [
] f
[
]
h [
]
j [
]
n [
]
o [
] q
[
] u
[
] x
[
]
z [
]
II. Write the transcription
of the following words
turn [ ] cent [
] bus [ ] see [ ] note [ ]
women [ ] white [
] children [ ] all [ ] your [ ]
III. Write the spelling of
the following words
[ ti:]
[ lɑ:dʒ
] [ taɪm
] [ wɜ:d
]
Упражнения и тесты по лексике и грамматике
I
1. У этого ребенка
нет зубов.
2. Эти женщины
сейчас поют песни?
3. Те мужчины
только что закончили работу.
4. Это ложка, а
то — вилка.
5. Это пейзаж, а
то — натюрморт.
6. Это — карандаш.
Возьми карандаш.
7. Книга — на
столе, а ручка — под столом.
8. Натюрморт —
над пейзажем.
9. Дедушка — около
телевизора.
10. Наш университет
— рядом с парком.
II
1. Учитель — среди
детей.
2. Художник —
между двумя студентами.
3. Я — в комнате.
Входи в комнату.
4. Мальчик — за
деревом.
5. Девочки — перед
деревом.
6. Картина — в
центре стены.
7. Стол — в середине
комнаты.
-
20 + 1 = 21
9. 40 + 5 = 45
10. 99 + 1 = 100
III
1. 30 + 4 = 34
2. 50 + 6 = 56
3. У тебя 32 зуба,
а у ребенка — один зуб.
4. У нее красивые
глаза и брови.
5. Как его зовут?
— Его имя — Майк, а фамилия — Лонг.
6. Улицы этого
нового города — широкие.
7. Картинки этой
книги — яркие и смешные.
8. Это твой первый
портрет?
9. Это его второй
сын.
10. Это ее третий
рисунок.
IV
1. Это моя десятая
картина.
2. Это твой седьмой
фильм.
3. Как называется
четвертый месяц года? — Апрель.
4. У тебя мало
хороших картин, потому что мало
света.
5. У него много
песен, но мало музыки.
6. У меня мало
красок.
7. В комнате много
бронзовых статуй.
8. В комнате —
кресло и две книжные полки.
9. В университете
— двенадцать факультетов.
10. На переднем
плане этой картины — деревья.
V
1. На заднем плане
— дом.
2. Дом находится
слева от парка?
3. Справа от
дивана — шкаф.
4. В этой комнате
нет мебели.
5. В супе нет
соли.
6. На этой выставке
нет скульптур.
7. В комнате
немного/мало мебели.
8. На стене
немного/мало картин.
9. В этом городе
немного/мало картинных галерей.
10. Уэтого художника
немного/мало рисунков.
VI
1. Вилка и нож на
столе? — Да.
2. Сколько комнат
в вашей квартире?
3. Фильмы этого
режиссера — великолепны.
4. Сумка с книгами
за стулом?
5. На стене висит
какой-то портрет.
6. Есть ли
какой-нибудь пейзаж в комнате?
7. На столе нет
никаких тарелок.
8. В центре города
нет трамваев.
9. У мужа — широкие
плечи.
10. У него большие
уши.
VII
1. Глаза матери
— прекрасны.
2. Журналы моего
друга — на диване.
3. Много ли в
вашем городе музеев?
4. Картины молодого
художника хороши.
5. Общежитие
студентов — возле университета.
6. Эти новые туфли
— красные.
7. Я — студент, а
он — учитель.
8. Ты — художник,
а я — режиссер.
9. Мы — студенты,
а они — рабочие.
10. Дай мне учебник
английского языка.
VIII
1. Я — на уроке
в институте.
2. Он — на студии,
а она — в кино.
3. Ты — на работе,
а она — дома.
4. Дети в школе
рисуют?.
5. Мы заняты своей
работой, а они — своей.
6. Она любит свою
специальность, а я люблю свою.
7. Наши картины
яркие, а их — темные.
8. У Мэри есть
муж, сын и дочь.
9. У него дома
есть разные книги и журналы.
10. В углу комнаты
— телевизор.
IX
1. У меня много
времени, а у тебя мало времени.
2. У тебя много
прекрасных картин?
3. У студентов
нашего факультета мало экзаменов в
январе.
4. Выражение ее
лица — серьезное, но очаровательное.
5. У нее стройная
фигура и длинные волосы.
6. У него широкий
лоб и темные глаза.
7. У этих детей
нет родителей.
8. У меня нет
никакого опыта в живописи.
9. У них нет
никаких проблем.
10. У меня нет
денег для нового мобильника.
X
1. У него мало
опыта в его специальности.
2. Не опаздывай
на занятия.
3. Не включай
свет.
4. Пожалуйста, не
курите здесь.
5. Дай ей несколько
чистых листов бумаги.
6. Не смотри на
ее рисунки.
7. Расскажи мне
о своих интересах.
8. Давайте пойдем
на выставку.
9. Художник,
рассматривающий этот портрет, — автор
картины.
10. Вы ходили в
кино?
XI
1. В нашей группе
есть много студентов, изучающих
английский.
2. Художник,
пишущий этот пейзаж, очень талантлив.
3. Дети, играющие
во дворе, — мои.
4. Картины, висящие
на стене, — прекрасны.
5. В нашей стране
много людей, любящих музыку.
6. Мы смотрим
телевизор сейчас.
7. Джон сейчас
работает в библиотеке.
8. Я жду тебя
(сейчас).
9. С кем ты
разговариваешь (сейчас)?
10. На что ты
смотришь (сейчас)?
XII
1. Кто сидит рядом
с ней (сейчас)?
2. Идите сюда. Не
идите в ту комнату.
3. Приходите к
нам сегодня вечером.
4. Мы сейчас идем
в университет.
5. Мы собираемся
показать вам новые книги.
6. Это — соль, а
то — сахар.
-
20 + 1 = 21
-
У них нет никаких
проблем. -
Не опаздывай на
занятия. -
Много ли в вашем
городе музеев?
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TASK 3 – Lexical and Grammar
TEST 1 (PRACTICE TEST 1)
Choose the correct variant:
1. There are a lot of … in this place.
A) mice B) mouse C) mices D) mousse E)
a mice.
2. Her shyness was a … advantage in company.
A) un B) ir C) anti D)
dis E) im.
3. Bob wants the money. Please give … to him.
A) they B) those C) it D)
them E) its.
4. You look happy. What’s the news? … good?
A) are they B) is it C) are there D)
is there E) there are.
5. The situation changed from bad to …
A) worse B) well C) more bad D)
badly E) worst
6. They have … paper than we have.
A) a little B) less C) the least
D) fewer E) few.
7. She is leaving … another country.
A) to B) in C)
for D) at E) from.
8. The day after tomorrow … a funny party.
A) there will be B) will be there C) shall
be D) there was E) won’t be there.
9. You … not smoke, it’s ruinous for your
health.
A) can B) may C) need D)
should E) could.
10. There is no … place like … home
A) a / a B) an/the C) нет артикля / нет артикля
D) нет артикля / the E) the / the
11. … Paris is … European city.
A) a / a B) — / — C) the / the
D) нет артикля / the E) нет артикля / a
12. Tomorrow I shall go out of town with my
friends; we … meet them at the railway station.
A) can B) have to C)
ought D) are to E) need.
13. Choose the synonym to the following
word: to bring
A) to start B) to cook C) to
prepare D) to fetch E) to be through with
14. Finish the sentence, choosing the most
suitable word:
Chocolate cake is an irresistible temptation for
somebody who’s got a sweet …
A) appetite B) palate C)
taste D) tooth E) liking
15. I … to the cinema for ages.
A) wasn’t B) won’t be C) had been D)
hasn’t been E) haven’t been.
16. You … learned this poem by heart, … you?
A) has, hasn’t B) has, haven’t
C) have, have D) has, has E) have, haven’t
17. Please remember traffic … Britain keeps … the left!
A) through / in B) at / on C)
in / to D) in / on E) at / to
18. The father had promised to take the boys …
a drive … the country … Sunday.
A) out / in / in B) for / in / on C)
in / for / at D) up / from / on E) for / on / in
19. If it …, we … go to the country.
A) will rain, shan’t B) rains, shan’t C)
rained, shall D) will rain, will E) rains, shall
20. Please, ring me up as soon as you …
A) will come B) come C) came D)
shall come E) would come
21. Yesterday’s rain spoilt my hat completely;
I … buy a new one.
A) can B) have to C) may
D) must E) might
22. Use the appropriate tense instead of the
infinitive in brackets
Ann is busy. She (to write) her scientific
paper
A) writes B) will write C) is
writing D) must write E) has written
23. Change the sentences given in indirect
speech:
She asks him, “Is Nick coming tomorrow?”
A) She asks him when comes the next day.
B) She asks him if Nick is coming the next day.
C) She asks him Nick is coming tomorrow.
D) She the him if Nick will come the next day.
E) She asks him when is Nick coming?
24. Change the following sentence into
Indirect Speech.
My father said to me, “Will you bring a
knife from the kitchen?”
A) My father told me you will bring a knife
from the kitchen.
B) My father asked me to bring a knife from the
kitchen.
C) My father asked me to bring a knife from the
kitchen.
D) My father asked I bring a knife from the
kitchen.
E) My father told me I will bring a knife from
the kitchen.
25. Что вы ищете?
A) What are you looking through?
B) What are you looking for?
C) What are you looking out?
D) What are you looking at?
E) What are you looking after?
26. The letter … already.
A) is sent B) has sent C) was
sent D) has been sent E) isn’t sent
27. Give me a … of paper
A) piece B) lump C)
bits D) slice E) some
28. I never put more than two … of sugar into
my tea.
A) pieces B) lumps C) bits
D) slices E) crump
29. 15,000 students … in our University.
A) teach B) taught C) are
taught D) were teaching E) has been taught
30. When all the things were packed … the
suitcase, it turned … that my ticket had somehow got there too, and I had to
turn everything … … in search … it.
A) on / up / up and down / after
B) in / out / upside down / for
C) in / up / upside down / for
D) in / round / up and down / in
E) in / about / upside down / from
31. The actors … on the stage for 2 hours.
A) played B) were playing C) have
been playing D) have played E) play
32. I decided to break with him after he had …
to help me when I was in great need of help.
A) give up B) give in C) given
up D) refuse E) refused
33. Arthur (to go) up to his room. Nothing in
it (to be changed) since his arrest.
A) goes / have been changed
B) went / had been changed
C) have gone / had been changed
D) is gone / has been changed
E) went / had been changing
34. Я ожидал, что она переведет текст
верно.
A) I expected her translate the text correctly.
B) I expected her to translate the text
correctly.
C) I expected she to translate the text
correctly.
D) I expected her translates the text correct.
E) I expected her translated the text
correctly.
35. Вы бы хотели, чтобы она сходила в
булочную?
A) Would you like her go to the baker’s?
B) Would you like she to go to the baker’s?
C) Would you like to go to the baker’s?
D) Would you like go to the baker’s?
E) Would you like that she goes to the baker’s?
36. What does he …?
A) look B) liked C) looks
D) look like E) looking like
37. They are behaving … little children.
A) like B) how C)
as D) though E) such
38. She was invited to this conference … a
specialist in medicine
A) like B) how C)
as D) as it E) though
39. “Don’t make so much noise, will you?” the
man said to him.
A) The man asked him to not make so much noise.
B) The man asked him not to make so much noise.
C) The man asked to him not to make so much
noise.
D) The man said to him not to make so much
noise.
E) The man asked him to make so much noise.
40. Hands wanted means that the factory wants …
A) engineers B) book-keepers C)
manages D) employees E) workers
41. To miss a joke is to …
A) catch it B) appreciate it C) not to
understand it D) to retell it E) to laugh at in
42. He … the rifle to his shoulder and pulled
the trigger.
A) rose B) got up C)
stopped D) brought E) raised
43. If you ask somebody to mind the dog it
means that you want him to …
A) to be on his guard against it B) feed it
C) stroke it D) to address it E) to let him loose
44. He had a tedious but easy … across the Atlantic Ocean.
A) journey B) travel C) trip
D) tour E) voyage
45. Give a synonym:
It’s rather easy to govern a country.
A) to run B) to go C) to
drive D) to look after E) to travel
46. Which is the oldest University in the United States?
A) London University B) Columbia
University C) Harvard University
D) Brown University E) Princeton
University
47. Which city is the capital of Northern Ireland?
A) London B) Edinburgh C) Cardiff D) Belfast E) Heeds
48. Match the synonym to the word
“punishment”.
A) order B) penalty C) fine
D) murder E) stealing
49. Match the synonym to the word
“punishment”.
A) order B) penalty C) fine D)
murder E) stealing
50. Scotland and Wales …
A) were once part of France
B) differ greatly from the other parts of the
country
C) have the same, traditions and culture
D) have always been part of Britain
E) have no traditions
In Year 1, your child will learn about the alphabet and will learn to spell some basic words.
Read on to discover the National Curriculum expectations for spelling in Year 1, and to find out how you can support your child at home.
What your child will learn
Take a look at the National Curriculum expectations for spelling in Year 1 (age 5–6):
Spelling words using the 40+ phonemes they have already learnt
Phonics is a way of teaching children to read and spell. English is made up of around 44 different sounds. We call these sounds phonemes. Like most languages, English has a code for how we write these sounds down. Each phoneme can be represented by one or more letters. Find out more about how phonics works:
When they start primary school, children will learn to use phonics to spell words that contain these sounds. English writing sometimes represents the same sound in different ways, so they might not always get it right every time (for example, they might spell ‘name’ as ‘naim’ or ‘naym’).
For a full list of the sounds that children will learn to spell in Year 1, take a look at the National Curriculum spelling appendix.
Spelling common exception words
In some English words, the spelling of the word doesn’t appear to fit with the phonemes that children have been taught so far. These are often called ‘common exception words’ or ‘tricky words’. In Year 1, children will learn to spell the ones that are used most often in writing. They include:
the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our
To practise spelling common exception words, download our Year 1 common exception words worksheet.
Spelling the days of the week
Your child will learn to recite and spell the days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, and Sunday.
Naming the letters of the alphabet
Your child will learn to:
-
- name the letters of the alphabet in the right order
- use letter names to distinguish between alternative spellings of the same sound (for example, to understand that ‘ceiling’ and ‘sea’ use different letters to show the same ‘ss’ sound).
Adding some prefixes and suffixes to words
Suffixes are morphemes (groups of letters that mean something on their own) that are added at the end of a root or root word to change the meaning. Prefixes are morphemes added at the front of a word. Over the course of Year 1, children will learn about some of the most common prefixes and suffixes to change the tense of a word:
-
- using the spelling rule for adding -s or -es as the plural marker for nouns and the third person singular marker for verbs
- using the prefix un-
- using -ing, -ed, -er, and -est where no change is needed in the spelling of root words. For example, helping, helped, helper.
How to help at home
There are lots of ways you can help your Year 1 child with spelling. Here are our top ideas.
1. Practise phonics
Phonics is the main way your child will learn to spell at the start of primary school. You can use phonics by encouraging your child to spell a word by breaking it up into individual sounds and then matching those sounds to the letters of the alphabet.
Reminding children to segment ‘frog’ into its four sounds – ‘f’ ‘r’ ‘o’ ‘g’ – sounds like such a basic way of supporting spelling, but practising it is very important if it is to become second nature. Take a look at our phonics page to find out more.
Video: What is phonics?
Watch this fun animation to find out about phonics and understand the key aspects of learning to read using phonics.
2. Help with spelling homework
Some schools send spelling words home to learn in Year 1, while others just use phonics sessions at school to teach spelling. If words do come home as a list to learn (perhaps for a spelling test), then helping your child to learn them can be really helpful. If they are struggling to remember them, you might:
-
- Draw their attention to any patterns or groups of letters in the words, making links to the phonics they’ve been taught:
‘which letters are making the ‘ay’ sound here? Yes, it’s the ‘ai’, just like in ‘gain’ and ‘Spain’. That’s different to the ‘ay’ sound in ‘play’, isn’t it?’
- Use over-pronunciation. So for Wednesday, encourage children to say Wed-nes-day as they write. There are lots of words which feature sounds that aren’t always pronounced clearly (such as words ending in -ed), and over-emphasising these while spelling them out can help fix the spelling in your child’s memory.
- Ask your child to write down the words that they need to remember how to spell. The physical act of writing the words by hand helps to anchor the spelling in children’s memories and encourages them to think about the letters that represent the sounds in the word. Typing the words into a PC or tablet isn’t as effective.
- Focus your child’s attention on the tricky bits in a word by asking them to highlight them. For example, show them that said has ‘ai’ in the middle and ask them to write the word, and then highlight or underline this part to help them remember. Few resources are more motivating than a highlighter pen for primary-aged children!
- Draw their attention to any patterns or groups of letters in the words, making links to the phonics they’ve been taught:
3. Play spelling games
Playing games can help children to learn about spelling in an enjoyable way. Watch grammar expert Charlotte Raby’s video ‘How can I help my child with grammar, punctuation and spelling?’ to see some fun and easy games:
Video playlist: How can I help my child with SPaG?
Charlotte Raby offers her expert advice for helping your child develop their grammar, punctuation, and spelling skills at home.
Online games such as Word Worm can be motivating, and so can more traditional games like hangman. Making silly sentences can be great fun too. Challenge your child to write a silly sentence, including as many of the words on their spelling list as possible.
For example, your child may have to learn ‘room took hoop foot book’. They could make up a silly sentence such as ‘The boy took his book across the room but got his foot caught in a hoop’. Why not draw illustrations to go with the sentences?
4. Find the right resources
Learning to spell is a gradual process and mastering English’s complex spelling system can take time. All children are different: some pick up spelling quickly, while others take longer. Whatever their level, we have lots of free spelling activities to support them.
Year 1 common exception words
Learn the common exception words children are expected to spell by the end of Year 1.
a Tick (✓) the correct sentences.
1 a We don’t work. ✓
b We work don’t.
2 a We have a big meal in the evening.
b We have in the evening a big meal.
3 a They don’t have a pencil in their bag.
b They don’t have in their bag a pencil.
4 a We play at school football.
b We play football at school.
5 a I like in my tea sugar.
b I like sugar in my tea.
6 a She doesn’t in London work.
b She doesn’t work in London.
b Put the words in the correct order to make sentences.
1 his daughters / this / is / my friend /with .
___This is my friend with his daughters.___
2 family / love / a / they’re .
___________________________
3 here / I / live / don’t .
___________________________
4 Ruben and Cara / these / children / are / my .
___________________________
5 a / Mexico / have / flat / small / I / City / in .
___________________________
6 English / at / sister / my / university / studies .
___________________________