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18.11.2021 11:43

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THE SUMMATIVE ASSESSMENT for the 1-st TERM , 10 GRADE 1

READING

Revolution that erupted from two volcanoes

Like the eruption of Mount Pinatubo in the Philippines in 1991, these eruptions blew large amounts of sulphurous ash into the atmosphere, partly blocking the sun`s rays and temporarily cooling the climate.

France in 1789 was already bankrupt because of a long war in America. The government was threatened by a plot to organise riots financed by an ambitious aristocrat who wanted to become king. 1___.The result of the eruptions was several years of cold, wet weather in Europe. Two violent storms in 3788 and 1789 destroyed the harvest in many parts of the 20 country and the resulting shortage of corn was made worse by the Finance Minister`s refusal to import corn from abroad on the grounds that the state could not afford it.

This in turn led to an explosion of violence which reduced the food supplies still further. When the people of France saw wagons full of 25 com go through their village streets they said, ‘There is plenty of com, but not for us: it`s for the king, the aristocrats, the rich who have plenty to eat while we go hungry.’ And then the maddened people would throw the sacks of corn into the nearest river.

Another volcanic eruption - in Indonesia in April 1815 - may have helped cause Napoleon’s defeat at the battle of Waterloo. 2 .1816 was called the ‘year without a summer’. Torrential

rains marked the beginning of the Waterloo campaign, creating 35 deep mud which for many hours prevented Napoleon from moving his big guns.

The French revolution is one of many examples where a change of climate was the final blow to an already threatened society.

40 The Little Ice Age, which started about AD 1400, threatened the Scandinavian colony in Greenland. But the colonists refused to change their social system.They might have survived if, instead of sticking to their aristocratic society, they had moved from farming to hunting, like the Eskimos who replaced them.

At about the same period the great civilization of the Mayas in Yucatan faced ever worsening droughts. 3.

This had the opposite effect to that intended, since forcing people into the army meant they had to leave their land.

Task 1. Read a newspaper article about a natural disaster. Choose from the sentences A-C the one which fits each gap 1-3. There is ONE EXTRA sentence which you do not need to use.

A) This led to a massive lowering of temperature for several years.

B) But none of this would have produced a revolution if the country had not been faced with famine.

C) Instead of improving their agriculture, their rulers fought endless wars to win more land.

D) History is not man-made, it is the planet itself which shapes our destiny.

Task 2. Find words or phrases in the article which mean:

4. For a short time (paragraph 1)

5. Financially ruined time (paragraph 2)

6. Made angry (paragraph 3)

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2

WRITING

Task3. Choose ONE topic and write an article.

Topic 1. Your school magazine is organising a competition for best articles among school learners. You have to write an article about latest scientific news. Your article should include the following information:

what exactly has happened;

the place where it occurred;

its potential effects/results.

Topic 2. Your school magazine is organising a competition for best articles among school learners. You have to write an article about a deadly natural disaster. Your article should include the following information:

the type of a natural disaster and its description;

the place where it occurred;

the description of its consequences.

Each learner works individually. They write an article for school newspaper. Learners have to choose between two topics to write. Topic 1 is on «Science and Scientific Phenomena».

Topic 2 is on «Natural Disasters». They should write with appropriate style, register and layout using a variety of adjectives. They should follow the tips for writing. 3 The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. 1

Uses a range of advanced vocabulary appropriately; uses less common lexical items with occasional in appropriacies. 1

Writes simple and compound sentence forms correctly and demonstrates variety in length and complexity. 1

Rare errors in grammar and/or punctuation. 1

/4/

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