Слюнина И. К., учитель английского языка моу-гимназии №12 г. Белгорода

Раздел 3. Грамматика и лексика (40 минут)

Прочитайте приведённый ниже текст. Преобразуйте слова, напечатанные заглавными буквами в конце строк, обозначенных номерами В4-В10 так, чтобы они грамматически соответствовали содержанию текста. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы В4-В10.

A DISCOVERY IN THE STUDY OF OLD LANGUAGES

B4 Linguists have produced a new way of____________

languages. LINK

B5 They say it allows them to reconstruct a network of the

languages ___________ on islands near New Guinea. SPEAK

B6 The new method is designed for languages so old that little

trace of their common vocabulary______________ today. REMAIN

B7 It makes connections between languages through

grammatical features, which do not change_________________

as words. QUICK

B8 With the new method, historians may_________________

look back a lot further in time than they could before. ABLE

B9 Before now, it was thought that you____________________

not find connections between languages going further back than

5,000 to 7,000 years ago. CAN

B10 The authors of the new method say the relationships they

can construct may go back 10,000 years and they may be even ________________than that. OLD
Прочитайте приведённый ниже текст. Преобразуйте слова, напечатанные заглавными буквами в конце строк, обозначенных номерами В11-В16 так, чтобы они грамматически и лексически соответствовали содержанию текста. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы В11-В16.
THE BRITISH AND THE ENVIRONMENT

В11 Air quality in London has improved since the

____________________of the congestion charge, which

makes people pay to take their cars into central London. INTRODUCE

B12 After decades of being driven away by pollution, ____________________such as otters which used to be

endangered species are returning to British rivers. CREATE

B13' The British are realising that their day-to-day

____________________have an impact on the environment. CHOOSE

B14 And they are realising that these things directly

their families' health,' says recycling

campaigner Georgina Bloomfield from the organisation

Friends of the Earth. EFFECT
B15 So more and more British people are washing

out jam jars and putting them in recycling bins or writing

to local ____________________about the environment. POLITICS

B16 It seems that most British people want to make a

- and that's exactly what they're doing. DIFFERENT
Прочитайте текст с пропусками, обозначенными номерами А22-А28. Эти номера соответствуют заданиям А22-А28, в которых представлены возможные варианты ответов. Обведите номер выбранного вами варианта ответа.

THE IMPORTANCE OF BEING BORED

As a parent, I have a problem I could never have imagined - how to make a space in the week for my children to be properly bored. It sounds rather cruel, this desire to inflict boredom on my own flesh and blood, but in my A22 _____it is as essential to their development as teaching them to ride a bike or to swim. A bored child is a horrible thing, whether slumped miserably at the kitchen table or moaning around the house. It's no wonder we like to A23 _____ them

entertained, and what a wealth of entertainment we now have at our fingertips. Modern children are so thoroughly amused that a generation may be maturing that has never been bored and, A24_____a consequence, has no imagination.

This may seem a strange claim. Surely the Internet A25 _____ is the source of so much inspiration for young minds that our kids must be the most creatively stimulated in history. Don't recent advances in film special A26 _____mean they can experience the most fantastic scenes, and haven't museums become serious fun?

A27 ____, there is an obvious difference between consuming other people's imaginative ideas and creating your own. The former is easy, but for the latter you need to develop an active mind, and that means switching off all the stimuli, which in turn means, unfortunately for parents, A28 _____ with boredom. Developing an imagination is like learning the violin: you suffer through it and everyone around you suffers too. An active mind, though, is a marvellous thing.
А22 1) point 2) view 3)idea 4) attitude

A23 1) let 2) remain 3) continue 4) keep

A24 l)as 2) with 3)by 4) for

A25 l)just 2) only 3) quite 4) alone

A26 1) actions 2) events 3) effects 4) sights

A27 1) Despite 2) Although 3) However 4) Whereas

A28 1) dealing 2) managing 3) treating 4) handling
По окончании выполнения заданий В4-В16, А22-А28 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ №1! ОБРАТИТЕ ВНИМАНИЕ, что ответы на задания В4-В16, А22-А28 располагаются в разных частях бланка. При переносе ответов в заданиях В4-В16 буквы записываются без пробелов и знаков препинания.
Раздел 4. Письмо (60 минут)

Для ответов на задания Cl, C2 используйте Бланк ответов № 2.

При выполнении заданий С1 и С2 особое внимание обратите на то, что ваши ответы будут оцениваться только по записям, сделанным в Бланке ответов № 2. Никакие записи черновика не будут учитываться экспертом.

При заполнении Бланка ответов № 2 вы указываете сначала номер задания Cl, С2, а потом пишете свой ответ.

Если одной стороны Бланка недостаточно, вы можете использовать другую сторону Бланка.

С1 You have 20 minutes to do this task.

This is part of a letter from an English-speaking friend.

... What are you planning for my visit to you next month? Of course, it will be the third time that I've been to stay with you. We 've been to all the well-known places - can we do something different this time?

Are there any interesting places I haven't seen? And are there any interesting local events that we could go to?

Tell me what you think.

Lisa
Write back to Lisa answering her questions.

Write 100-140 words.

Remember the rules of letter writing.

C2 You have 40 minutes to do this task.

Comment on the following statement.
Some people say that young people should have as much fun as possible and enjoy themselves during their youth. Others, however, believe that young people should think seriously about their futures and plan for them.
What can you say for and against the idea that youth is a time for having fun?

Write 200-250 words.

Use the following plan:

1 Introduction (Describe the situation) 3 Arguments 'against'

2 Arguments 'for' 4 Conclusion
Раздел 5. Говорение (10 минут)

Вы получите карточку, на которой представлены два задания для устного ответа: СЗ - тематическое монологическое высказывание, С4 - диалог с целью обмена оценочной информацией. Окончание выполнения каждого задания определяет экзаменатор. Во время проведения этой части экзамена идет постоянная аудиозапись.
Задания для экзаменуемого
СЗ STUDENT CARD

Task 1 (3-3.5 minutes)

Give a 2-2.5-minute talk on games.

Remember to say:

• what your favourite game or kind of game is and why

• what game(s) or kind(s) of game you dislike and why

• if games can be bad for people and why or why not

• what the benefits of playing games are and why

You have to talk for 2-2.5 minutes. The examiner will listen until you have

finished. Then he/she will ask you some questions.
C4 STUDENT CARD

Task 2 (3-4 minutes)

You and another member of your class have been told to do a project together about another country. You and your classmate are discussing what to do for the project. You can focus on these aspects of the country you choose:

• its history • its sports

• its art, music and literature • its geography and climate

You begin the conversation. The examiner will play the part of your friend.

Remember to:

• discuss all the options

• be polite when agreeing / disagreeing with your friend

• take an active part in the conversation:

- explain the situation

- come up with ideas

- give good reasons

- find out about your friend's attitudes and take them into account

- invite your friend to come up with suggestions

• come to an agreement
Answers:

Раздел 1. Аудирование

B1 1с 2f 3e 4a 5g 6d

(Speaker 1: I must say that I wasn't looking forward to going to Julia's party. 1 felt that I had to go because I Julia's a very good friend of mine. But I thought it would be really boring. Julia knows lots of people I don't really like and I thought I wouldn't have anyone to I talk to. But in fact I had a really good time. There was a band playing, and they were great, and I spent the whole time dancing. It was great fun and I really I enjoyed myself.

Speaker 2: There was a very friendly atmosphere at Kim's party, with lots of people who all get on very well together. But she obviously hadn't paid much attention to planning it because there wasn't enough for everyone I to eat and drink. The food ran out after about an hour and one of two people went out and bought their own drinks. But people didn't leave because they were having I a good time with each other.

Speaker 3: Most people at Suzanne's party had a really good time, as far as I could see, but unfortunately I didn’t. Apart from Suzanne and a couple of other people I know a bit, there wasn't anybody that I'd met before, and they were all in their own groups chatting to each other. I tried to join in, but they weren't particularly friendly, so I spent most of the evening standing against a wall on my own watching everyone else, and I left as soon as I could.

Speaker 4: I can't say that I particularly enjoyed Michael's party. He told me that he only invited thirty people but there were far more than that there. It was really crowded and I felt very uncomfortable. It was difficult to talk to many people because everyone was packed together and you could hardly move. After about an hour, I decided I couldn't stay any longer and I left.

Speaker 5:1 knew that Olivia had some other friends that I didn't know and I met them at her party. I got on really well with them. They had a really good sense of humour and they told some great stories - I was laughing all the time. It was good to spend time with some different people, people I hadn't met before. When we were leaving, we exchanged phone numbers and I think I'll get together with them again.

Speaker 6: Tom's party was in a hotel and it took me ages to find the place because I got lost on the way. But it was a good choice because the room was just the right size and it was very nicely decorated. By the time I got there, everyone else had arrived and the party was in full swing. I met lots of people I knew and it was good to I see them. I was one of the last to leave and there were 1 only a few of us at the end.)

A1-A7 A1-2 A2-1 A3-3 A4-2 A5-3 A6-1 A7-2

Woman: I'm interested in taking one of your ice-skating I courses. Could you tell me about them, please?

Course organiser: Certainly. The programme's called

Learn to Skate. We offer a range of courses for all ages and abilities from young children to adults, and all our lessons are in groups. We have a team of qualified instructors who are all members of the British Ice Teachers Association. Skaters as young as five can I participate, and there are classes for adults too.

Woman: That sounds good. What kind of things do you teach on the courses? Course organiser: Well, all our courses are designed around the National Ice Skating Association's framework and are recognised nationally. They include forwards and backwards skating, stopping and turns, I and even jumps and spins can be learnt in easy progressions as you go up through the ten levels available.

Woman: Oh, right. So how do you move up from one level to the next?

Course organiser: Well, the instructors carry out an assessment at each level and decide who is ready to I move up a level. The assessment isn't necessarily only I about passing tests, it's also based on the general ability I and attitude of the skater.

Woman: What about safety? What are your rules on j that?

Course organiser: Yeah, everyone has to be aware of our Safe Skating Code, which is on display around the rink. The main points are - I've got it here, I'll read them to you - ensure that your skates fit properly and are tied up to the top of the skate; ensure that your socks are pulled up sufficiently before tightening your laces; leave bags and other packages in the lockers provided; skate in an anti-clockwise direction; listen and adhere to any instruction by ice-rink staff and instructors; don't wear loose items of clothing such as hats, scarves or long coats; don't skate in links of three or more; don't sit on or climb over the rink barrier; and keep the centre of the rink clear.

Woman: OK. I think I'll do a course. Anything else I need to know?

Course organiser: Well, let me think. Yes, you should arrive here 15 minutes prior to the start of your class. If you're late for a class, we cannot accept responsibility for lost tuition. And if you need to borrow skates, you can get them from our Skate Hire desk. When you arrive, collect your skates, proceed to the rink side and wait for your class to start. And then have a great time!

Woman: Thanks a lot, I think I'll register now.
A8-A14 A8-2 A9-2 A10-3 A11-1 A12-2 A13-3 A14-3
Interviewer: Today my guest is Nicky Perry, who's had I huge success in New York with her cafe Tea & Sympathy, which serves traditional British food. Nicky, 1 let's go back for a minute. What was your first job?

Businesswoman: It was at the London Stock Exchange, when I was 14. I was employed as a tea lady. I would go down to the kitchen in the morning with the old ladies and get the trolleys ready with all the cups and saucers, milk, tea, sugar and biscuits. I would go to each floor, pushing the trolley round, pouring the tea. By the time I cleaned the cups, it was time to do it all over again. Serving tea to stock-exchange workers was hard work, but better than being at school. But my parents, who were both self-educated, encouraged me to go to college and do exams. Interviewer: So that's what you did?

Businesswoman: Yes, and after college, I worked in bars, clubs and cafes. I'd dreamt of living in America and moved to New York when I was 21.1 got my first job in a coffee shop in the financial district. But it wasn't easy. The other staff got very frustrated with me. I didn't understand diner language, such as 'sunny side up' for eggs. I had to learn to stand up for myself. After I'd been there for a year, I knew that what I wanted to do was start my own British cafe, but it wasn't until ten years later, when I had a green card allowing me to work permanently in the US, that I did it.

Interviewer: So how did it happen? How did you come to start your own cafe?

Businesswoman: It came about after I had an accident on my bicycle and hurt my knee. When I tried to wait on tables again, my knee gave way. I knew then it was time to start my own business. The man who supplied the vegetables to the restaurant where I was working told me about a site in Greenwich Village that was available. I had often walked past that restaurant at night and peered in the window. It was ugly, with lots of grandfather clocks, but I knew my cafe would work there.

Interviewer: How did you finance it?

Businesswoman: My father lent me £10,000 to start the business and I found a partner to contribute the same amount. I didn't see eye to eye with my partner, however, and after a long period of quarrelling, I borrowed a lump sum of $20,000 and bought him out in the third year. I had to pay back $40,000 in total and didn't make any money for the first four years.

Interviewer: Things didn't always go smoothly, did they?

Businesswoman: One of my problems was that the stove at the cafe would often pack up because of the weight of the cooking pots - they contained huge quantities of mince and mashed potatoes for shepherd's pie. So I started living on the same block as the cafe and I would carry the food to my apartment and cook it there because I couldn't afford to buy another oven.

Interviewer: But it's all very successful now, isn't it?

Businesswoman: Yes, the turning point was a review of the cafe in The New York Times. I had written to the food editor telling him about the cafe. I got a call a few weeks later, saying 'We've been to your cafe. We are reviewing it, so look out.' I was very nervous but the review was fantastic.

Interviewer: And it's a very popular place that attracts celebrities, I believe.

Businesswoman: Yes, but I make them wait, just like everyone else. It is not unusual to see a queue outside, even in the snow. The cafe became so popular that introduced rules a few years ago. They are taped to the door and request that 'patrons be pleasant to waitresses' and state that there is a minimum charge of $8.50 per person. The rules also advise visitors from out of town to tip.

Interviewer: Well, I hope your success continues. Thanks for talking to me.

Businesswoman: Pleasure.
Раздел 2. Чтение

B2 1d 2g 3a 4h 5b 6f 7e
B3 1e 2b 3g 4a 5d 6f
A15-A21 A15-3 A16-1 A17-3 A18-4 A19-2 A20-1 A21-1
Раздел 3. Грамматика и лексика

B4-B10 B4 linking

B5 spoken

B6 remains

B7 as quickly

B8 be able to

B9 could

B10 older
B11-B16 B11 introduction

B12 creatures

B13 choices

B14 affect

B15 politicians

B16 difference
A22-A28 A22-2

A23-4

A24-1

A25-4

A26-3

A27-3

A28-1



Заключение.
Представленные на рассмотрение материалы для подготовки к Единому Государственному Экзамену успешно подготовят учащихся к сдаче ЕГЭ по английскому языку. Задания предложены для выполнения, как дома, так и для работы в классе. Материалами можно пользоваться непосредственно в выпускном классе. На более ранних этапах обучения для ознакомления с вариантами экзаменационных заданий, выработки хорошей техники их решений, а также для развития уверенности в себе и формировании языковых навыков лучше выполнять отдельные задания. Отрадно, что каждый раздел предложенной работы сопровождается советами для учащихся. Материалы были составлены согласно спецификации, разработанной Федеральным институтом педагогических измерений, включены все типы заданий, которые могут встретиться в экзаменационной работе. При разработке были использованы только аутентичные тексты из Британских газет и художественной литературы.

Таким образом, предъявляемые тестовые материалы соответствуют реальным материалам ЕГЭ и, обеспечивают необходимый опыт работы с ними.
Результаты обучения:

1. 
   Развитие иноязычной коммуникативно-когнитивной компетенции;
   
2. 
   Достижение уровня B1 (порогового) в базовом курсе;
   
3. 
   Приближение к уровню B2 (пороговому продвинутому) в профильном курсе;
   
4. 
   Учащиеся овладевают английским языком на функциональном уровне.
   

Список литературы:

5. 
   Michael Vince First Certificate Language Practice (English Grammar and Vocabulary) MACMILLAN, 2006
   
6. 
   Michael Vince Advanced Language Practice (English Grammar and Vocabulary) MACMILLAN, 2006
   
7. 
   Raymond Murphy English Grammar in Use Cambridge, 2005
   
8. 
   ФИПИ Единый Государственный Экзамен. Английский язык (учебно-тренировочные материалы для подготовки учащихся к ЕГЭ 2008)
   
9. 
   Е.Н.Соловова State Exam Maximiser Longman, 2007
   
10. 
    Mark Harrison Оксфордские тесты по английскому языку для подготовки к Единому Государственному Экзамену Oxford University Press, 2006
    
11. 
    Kathy Gude Matrix Upper Intermediate Oxford University Press, 2006