Протокол №1
Скачать 1 Mb.
|
| Task 2
3 четверть Контрольная работа I. LISTENING COMPREHENSION (7 минут) Вид задания — multiple matching (установление соответствий). Цель — проверка умения слушать с полным пониманием высказываний, построенных на лексическом и грамматическом материале по теме цикла. Учащиеся предварительно знакомятся с заданием, затем слушают высказывания и выполняют задание. При повторном слушании проверяют правильность выполнения. За каждый правильный ответ — 1 балл. Текст для аудирования Ж: Вы услышите 5 высказываний. Установите соответствие между высказываниями каждого говорящего 1–5 и утверждениями, данными в списке A–F. Используйте каждое утверждение, обозначенное соответствующей буквой, только один раз. В задании есть одно лишнее утверждение. Вы услышите каждую аудиозапись дважды. Занесите свои ответы в таблицу. У вас есть тридцать секунд, чтобы ознакомиться с заданием. (пауза 30 секунд) W: Now we are ready to start. (пауза 3 секунды) W: Speaker 1 M: Teenagers should have a close look at their jobs. Besides, there are strict rules on part-time working for young people. For example, there is no work for young people before 7 o’clock in the morning or after 7 o’clock in the evening. Such jobs would mean walking alone late at night. And it is not always safe, particularly for people who are young and inexperienced. Parents should know what kind of jobs their children have and keep them away from danger. (пауза 3 секунды) W: Speaker 2 M: I think teenagers don’t have to work because they need to study. School should be their number one priority. This is what they should think about. When they begin earning money, school becomes less important. School statistics say that students who have part-time jobs also may have the following problems: teenagers come into class sleepy, they never finish their homework, their marks become worse, they cut down on their social life. I think, if you want to do something very well, you shouldn’t do two things at the same time. (пауза 3 секунды) W: Speaker 3 W: While they are working, teenagers can have some experiences that they cannot have in school. Those experiences are needed when they get out of school life, for example, the experience of meeting a variety of people. It will help them for living in different situations in the future. What's more, such work experience is different from work experience in the future. They can make mistakes but then they can learn from those mistakes. Work experience can be a great way to see if your job idea is right for you. It is important to have some work experience before you apply for certain jobs and courses, such as teaching, medicine or journalism. (пауза 3 секунды) W: Speaker 4 M: First, you need to decide on the job you want -– the type of job, the hours, the pay. You may not be able to find a job that meets all your needs, but you should try to find one that meets as many of them as possible. Then you need to answer some questions about yourself. What kind of skills have you got? What have you learned at school that might be useful in your ideal job? After that you need to write a CV. Then you need to use all your resources to find that ideal job. Talk with your parents and your friends' parents, your teachers, ask them if they have any contacts at your ideal job's company. You should also read the newspaper ads and surf the Web. Finally, apply for the jobs that interest you. (пауза 3 секунды) W: Speaker 5 W: Working part-time may have some bad points, but it has more good points than bad ones. Working part-time is a good experience for teenagers. As for me, I have a part-time job working at a supermarket. It is harder than it looks. I have to give up my time for my job. More than that, sometimes I have to give up my sleeping time to do my homework. I don't have much time to see my friends. That is not good, I know. However, because of it, I have learned to concentrate more, and now I use my time more wisely. Besides, I have learned to communicate better with other people both younger and older than myself. W Now you have 30 seconds to complete the task. (пауза 30 секунд) W Now you will hear the texts again. (Текст звучит еще раз) W This is the end of the task. You now have 15 seconds to check your answers. (пауза 15 секунд) Задание: Вы услышите 5 высказываний. Установите соответствие между высказываниями каждого говорящего 1-5 и утверждениями, данными в списке A – F. Используйте каждое утверждение, обозначенное соответствующей буквой, только один раз. В задании есть одно лишнее утверждение. Вы услышите каждую аудиозапись дважды. Занесите свои ответы в таблицу. The speaker talks about:
ключи:
II. READING COMPREHENSION (15 минут) Вид задания — multiple matching (установление соответствия). Цель — контроль умения читать с извлечением конкретной информации. За каждый правильный ответ — 1 балл. Прочитайте информацию о школьниках, планирующих свое будущее. Установите соответствие между утверждениями A-F и пронумерованными абзацами текста 1-5. Запишите свои ответы в таблицу. Используйте каждую букву только один раз. В задании есть один лишний заголовок.
Zoe has chosen to attend college in Year 10 to study a City & Guilds course, which she will combine with GCSEs in school. She knows that she needs to achieve A-C grades at GCSE to train with the RSPCA. From her research, Zoe has found that as well as academic qualifications it is important to get as much experience with animals as possible. As a result, she spends time helping on a local farm and goes horse-riding.
“I had the opportunity to talk to my teacher about my option choices. I also used the school’s option booklet which I went through with my parents.” Michael found it invaluable talking to lots of different people about what to do after Year 9 even though he doesn’t have a career idea.
At first children used to tease Ethan about his singing and dancing. He thinks it has made him work harder to succeed. He has had a lot of support from his family and from his teachers. Ethan’s dream is to perform in the West End musical theatre: he knows how competitive this type of work is.
ключи: 1. E, 2- D, 3- B, 4 – F, 5 - C III. WRITING (30 минут) Вид задания — composition (сочинение). Упражнение проверяет умение высказываться в письменной форме. You have 30 minutes to do this task you have received a letter from your English-speaking friend Alice. … I do well in most subject areas. That’s why it’s a bit difficult for me to choose my options. I know that it’s important to choose options that will interest and motivate you/ do you consider your future ambition? What interests you? What makes you study hard? … Write her a letter and answer his 3 questions. Write 100-120 words. Remember the rules of letter writing. IV. SPEAKING Данные задания выполняются в течение урока. Первое задание выполняется каждым учеником индивидуально. Для выполнения второго задания ученики вызываются парами. 1. Вид задания — oral report (устное сообщение). В задании контролируется умение учащихся высказываться по заданной ситуации. 2. Вид задания — role play (ролевая игра). В задании контролируется умение учащихся вести диалог на заданную тему. Task 1
Task 2
4 четверть Контрольная работа I. LISTENING COMPREHENSION (7 минут) Вид задания — multiple matching (установление соответствий). Цель — проверка умения слушать с полным пониманием высказываний, построенных на лексическом и грамматическом материале по теме цикла. Учащиеся предварительно знакомятся с заданием, затем слушают высказывания и выполняют задание. При повторном слушании проверяют правильность выполнения. За каждый правильный ответ — 1 балл. Текст для аудирования Ж: Вы услышите 5 советов по изучению иностранного языка. Установите соответствие между высказываниями каждого говорящего 1–5 и советами, данными в списке A–F. Используйте каждый совет, обозначенный соответствующей буквой, только один раз. В задании есть один лишний совет. Вы услышите каждую аудиозапись дважды. Занесите свои ответы в таблицу. У вас есть тридцать секунд, чтобы ознакомиться с заданием. (пауза 30 секунд) W: Now we are ready to start. (пауза 3 секунды) W: Speaker 1. M: There are many different ways you can improve your English, so don’t limit yourself to only one or two. The absolute best way to learn English is to surround you with it. This means listening, reading, writing, speaking, and studying words and phrases. Take notes in English, read English books and newspapers, if possible. Try to listen to English language radio broadcasts, watch English news and movies. In this way you can expand your vocabulary and can hear different accents. The Internet is a fantastic resource, but for the language learner it is perfect. Another good way to have more language practice is to look for the opportunity to make friends with native speakers. So, using as many sources as possible will allow you to learn English faster. (пауза 3 секунды) W: Speaker 2. W: Do not wait for someone else to show you the language, or to tell you what to do. Discover the language by yourself. Listen wherever you are on your MP3 player. Read what you are listening to. Listen to and read things that you like, things that you can mostly understand, or even partly understand. While listening and reading learn new words and phrases. Read online, using online dictionaries, and make your own vocabulary lists for review. If you keep listening and reading, you will get used to the language. One hour of listening or reading is very effective. Do it everyday and you'll soon see how much you can achieve. (пауза 3 секунды) W: Speaker 3. M: A teacher cannot teach you to become fluent, but you can learn to become fluent if you want to. Anyone can become good at English. You can become good at English. Where you were born does not matter. Most of the English speakers in the world today learnt English as a second or even third language. Where you live does not matter either. Even in your country, there are many people who are good at English. In this age of Internet, TV and travel it's quite possible to get fluent in English simply by living at home. Just look at how well many English speaking foreigners from different countries understand each other! (пауза 3 секунды) W: Speaker 4. W: Do not worry about what you cannot remember, or cannot yet understand, or cannot yet say. It does not matter. You are learning and improving. Just make sure you spend enough time with the language. The most important thing is to find out what kind of learner you are, and try to use the language in a way that attracts you. Relate it to something that you like. Some people learn by listening to songs, others by reading interesting books….. You must love to learn English. You shouldn’t see it as work, but as play. Do what interests you, but do it in English. That is the greatest guarantee of success. (пауза 3 секунды) W: Speaker 5. M:Research in many countries shows that language students learn more effectively when they study regularly, and for shorter periods of time, than if they study for a long time but only occasionally. Try to study each day, and whenever possible, several times a day. Don't allow your mind to forget what you have learnt. See everyday as a chance to add something extra to your English potential. Get into the habit of studying regularly. Like learning to play baseball or to ride a bike, or a little exercise, whatever you do everyday, you get good at it. Do a little English every day and you will get good at it. W Now you have 30 seconds to complete the task. (пауза 30 секунд) W Now you will hear the texts again. (Текст звучит еще раз) W This is the end of the task. You now have 15 seconds to check your answers. (пауза 15 секунд) Задание: Вы услышите 5 советов по изучению иностранного языка. Установите соответствие между высказываниями каждого говорящего 1-5 и советами, данными в списке A – F. Используйте каждый совет, обозначенный соответствующей буквой, только один раз. В задании есть один лишний совет. Вы услышите каждую аудиозапись дважды. Занесите свои ответы в таблицу.
ключи: 1-F, 2-B, 3-Е, 4-А, 5-С II. READING COMPREHENSION (25 минут) Вид задания — true/false/unstated (верно/неверно/в тексте не сказано). Цель — проверка умения читать с полным пониманием содержание текста. За каждый правильный ответ — 1 балл. Прочитайте текст. Определите, какие из приведенных утверждений (1-8) соответствуют содержанию текста (А – true), какие не соответствуют (В – false) и о чем в тексте не сказано (С – not stated). Alexander Graham Bell (1847-1922) was born in Edinburgh, Scotland. Curious and full of ideas, he grew up in a family whose parents were experts on elocution (the art of public speaking) and teaching the deaf to speak. Alexander’s mother taught him until he was ten years old. When he was a youth he created a machine that removed the husks from grain. It was his first invention. After studying at the University of Edinburgh and University College, London, Bell became his father’s assistant. He taught the deaf to talk by adopting his father’s system of visible speech. In 1870 Bell’s family, in search of a healthier climate, moved to Brantford, Ontario, Canada. In 1871 he went to Boston, Massachusetts, to tech at Sarah Fuller’s School for the Deaf, the first such school in the word. Throughout his life he continued to educate the deaf, and he founded the American Association to Promote the Teaching of Speech to the Deaf. From 1873 to 1876 Bell experimented with many inventions, including an electric speaking telegraph (the telephone). On March 7, 1876, the US Patent Office granted Bell a patent, or a document guaranteeing a person the right to make and sell an invention for a set number of years, for a communication device for “transmitting vocal or other sounds telegraphically”. It was the most valuable single patent ever issued. It opened a new age in communications technology. In 1877 the first telephone was installed in a private home; a conversation took place between Boston and New York using telegraph lines; in July the Bell Telephone Company was formed. That year Bell demonstrated the telephone to England and France. The Bell Company built the first long-distance line in 1884, connecting Boston and New York. Bell and others organized The American Telephone and Telegraph Company in 1885 to operate other long-distance lines. The Volta Laboratory was started by Bell in Washington, D.C. with the money he received from France (about $10,000) for his invention. At the Laboratory Bell and his colleagues worked on various projects during the 1880s, including the photophone, induction balance, audiometer, and phonograph improvements. Bell was also involved in other activities that took of his time. The magazine Science was founded in1880 thanks to Bell’s efforts. As National Geographic Society president from 1896 to 1904, he contributed to the success of the society and its publications. Aviation was Bell’s primary interest after 1895. Bell was granted 18 parents in his name, and 12 he shared with collaborators. His contribution to the modern world and its technologies was enormous.
ключи: 1-A, 2-A, 3-B, 4-B, 5-A, 6-A, 7-N/s, 8-A, 9-B, 10-A III. WRITING (30 минут) Вид задания — composition (сочинение). Упражнение проверяет умение высказываться в письменной форме. You have 30 minutes to do this task you have received a letter from your English-speaking friend Laura. … my dad is Italian, my mum is Welsh. My family moved to England where I was born. I have always lived in England so I can speak English fluently. Now I’m also learning German at school. So I can speak Welsh, Italian and German. Next year I start Spanish and I want to learn Russian. What is your native language? What foreign languages are taught at your school? What languages do you study? Would you like to study other languages? Why? … Write her a letter and answer his 5 questions. Write 100-120 words. Remember the rules of letter writing. IV. SPEAKING Данные задания выполняются в течение урока. Первое задание выполняется каждым учеником индивидуально. Для выполнения второго задания ученики вызываются парами. 1. Вид задания — oral report (устное сообщение). В задании контролируется умение учащихся высказываться по заданной ситуации. 2. Вид задания — role play (ролевая игра). В задании контролируется умение учащихся вести диалог на заданную тему. Task 1
Task 2
Итоговая контрольная работа I. LISTENING COMPREHENSION (10 минут) Вид задания — multiple matching (установление соответствий). Цель — проверка умения слушать с полным пониманием высказываний. Текст для аудирования B1 Итоговая контрольная работа. Вы сейчас будете выполнять тест по аудированию. Во время его выполнения перед каждым заданием дана пауза с тем, чтобы вы могли просмотреть вопросы к заданию, а также паузы после первичного и повторного предъявления аудиотекста для внесения ответов. По окончании выполнения всех заданий по аудированию (В1, А1–А7) перенесите свои ответы в бланк ответов. Вы услышите 5 высказываний. Установите соответствие между высказываниями каждого говорящего 1–5 и утверждениями, данными в списке A–F. Используйте каждое утверждение, обозначенное соответствующей буквой, только один раз. В задании есть одно лишнее утверждение. Вы услышите каждую аудиозапись дважды. Занесите свои ответы в таблицу. У вас есть тридцать секунд, чтобы ознакомиться с заданием. (пауза 30 секунд) W: Now we are ready to start. (пауза 3 секунды) W: Speaker 1 M: I spend quite a lot of time watching TV, listening to music and discussing magazine articles with my friends. I think that teenage magazines and TV shows are good for entertaining yourself. But on the other hand, you shouldn’t take them seriously. They really don’t show young people’s point of view or describe our life. Adults shouldn’t believe that they show what goes on in teens’ lives. They could learn more in real life than they can from that silly stuff. I personally doubt that by watching some of teens TV shows and reading magazines, adults will find out more about the things that matter to us. (пауза 3 секунды) W: Speaker 2 W: Adults would be given the wrong impression about teens’ life if they just read books about teens. Books are a completely unrealistic description of life. Reading books about teens isn’t really going to help much. Most of the books have been written by adults anyway. They make no difference to what adults think about children or what children are really interested in. The things adults enjoyed doing in their childhood are quite different to the things we enjoy now. So, I know that no matter what parents read about children, they’re still never going to understand what they feel. (пауза 3 секунды) W: Speaker 3 M: I’d like my parents to learn about my hobbies and my school life. If adults really wanted to get the right picture of what our life is, they would see it with their own eyes and hear what it’s like from their children. Why don’t parents just talk more to their children and spend more time with them? Adults should listen to our ideas to find out what we enjoy doing. I think they would be surprised to learn what we can do. Sometimes children actually have better ideas than adults and make better decisions. If adults just listened to their children’s point of view, then they might understand them better. (пауза 3 секунды) W: Speaker 4 W: I’m a great fan of the Princess Diaries series, because even though the main character is a teenage princess, she still goes through all the worries teens are going through. I think the book shows the life of teenager perfectly, though it is not written by a teenager. Meg Cabot is a brilliant author and has a fantastic understanding of teenagers. I also like the characters in Jacqueline Wilson’s books. Sometimes I think I am quite like one of them. All the books which I have read are very similar to what I am going through in my life. Teen books are really good and show teenager’s thoughts and feelings! I think they could give adults a better idea of what we need. Books will help them to see the things that really matter to us. (пауза 3 секунды) W: Speaker 5 M: A lot of adults forget what it is like to be teenagers. They will only get a clear picture of what teens’ life is if they see it with their own eyes. I think that adults just need to think about their own schooldays. They should spend a day in a child’s shoes. Let them go to school, and we go to work, at least for a day. Then, we’d have an example of adult life and they would see what it’s like to be at school and have so many problems, homework and exams. Why not have an exchange day? Then adults will see our life. They will understand what we really need without making us do what they want. W: Now you have 30 seconds to complete the task. (пауза 30 секунд) W: Now you will hear the texts again. (Текст звучит еще раз) W: This is the end of the task. You now have 15 seconds to check your answers. (пауза 15 секунд) Задание: B1 Вы услышите 5 высказываний. Установите соответствие между высказываниями каждого говорящего 1–5 и утверждениями, данными в списке A–F. Используйте каждое утверждение, обозначенное соответствующей буквой, только один раз. В задании есть одно лишнее утверждение. Вы услышите каждую аудиозапись дважды. Занесите свои ответы в таблицу.
ключи:
II. SPEAKING Данные задания выполняются в течение урока. Первое задание выполняется каждым учеником индивидуально. Для выполнения второго задания ученики вызываются парами. 1. Вид задания — oral report (устное сообщение). В задании контролируется умение учащихся высказываться по заданной ситуации. 2. Вид задания — role play (ролевая игра). В задании контролируется умение учащихся вести диалог на заданную тему. Task 1
Task 2
|
Похожие:
 | Департамент научно-технологической политики и образования Утверждено решением Ученого совета Академии 27. 09. 2004 г. (протокол №1), с изменениями в соответствии с решением Ученого совета... |  | Протокол № Ильина О. С. Привалов Н. Т Протокол № от мбоу «Татарско Кандызская сош» /Халиуллин И. Ш |
| Протокол № от 2011 г Зам дир по увр с. П. Хлопушина от 2012г. № протокол № | | Согласовано утверждено и введено Мо протокол № педагогического совета школот 20 г протокол № от 20 |
| Протокол от «28» 08. 2012г. №1 Рассмотрено и утверждено на заседании учёного совета факультета педагогики и психологии (протокол от 20 г. № ) | | Протокол №1 от «25» августа 2011 г Обсуждена на заседании кафедры экономики производства 27 января 2009, протокол №9 |
| Протокол заседания от «30» августа 2011г. №01 Рассмотрено и утверждено на заседании учёного совета факультета педагогики и психологии протокол от 2012 г. № | | Приказ №94. 4 от 03. 09. 2012 И. В. Москаленко Протокол № от Протокол Планируемые результаты освоения обучающимися основной образовательной программы основного общего образования |
| Протокол №3 от21. 03. 2012г. Принято на педагогическом Совете Протокол №5 от Программы отдельных учебных предметов, курсов на ступени основного общего образования по фгос | | Протокол№1 Протокол №1 Приказом школы № Программа предназначена для учащихся 8 класса, изучающие предмет «немецкий язык» седьмой год и разработана на основе |
| Протокол № от 20 г. Председатель Рабочая программа «Деловой этикет и протокол» Охватывают материал по страноведению англоязычных стран, речевому этикету и правилам написания делового письма | | Протокол от 31. 08. 2011г. №1 согласована протокол заседания управляющего... До революции село Вязовое являлось крупным волостным центром Грайворонского уезда Курской губернии. Здесь до 1917 года действовали... |
| Программа по дпи, разработана на основе базисного учебного плана... Мо протокол № педагогического совета школот 20 г протокол № от 20 | | Протокол №1 от 29. 08. 2012г от 31. 08. 2012г Рассмотрено и утверждено на заседании учёного совета факультета педагогики и психологии(протокол от «29»марта 2012 г. №8) |
| Протокол №1 от 31. 08. 2012 г Рассмотрено и утверждено на заседании учёного совета факультета экономики и управления (протокол от 2012 г. № ) | | Протокол №3 от 01. 03. 2012 г Рассмотрено и утверждено на заседании учёного совета факультета экономики и управления (протокол от 2012 г. № ) |
