Экзаменационные материалы по английскому языку в устной форме в 11 классе

ПОЯСНИТЕЛЬНАЯ ЗАПИСКА.

Промежуточная аттестация по английскому языку в 11 классе МКОУ С(К)ШИ №152 ставит своей целью проверку уровня формирования коммуникативной компетенции учащихся в  чтении и говорении (в двух формах: монологической и диалогической.) 

При проверке чтения проверяются умения:

- знания правил чтения

- правильного произношения

- выразительность чтения.

При проверке умений в говорении проверяются умения:

- строить монологическое  высказывание

- произносительные, лексические и грамматические навыки учащихся

- социокультурные знания и умения. Под социокультурными знаниями и умениями понимается умение учащихся осуществлять межличностное и межкультурное общение с применением знаний о национально-культурных особенностях своей стран, и страны изучаемого языка. В процессе устного общения с экзаменатором.

Структура экзаменационной работы:

1.     Чтение текста и ответы на вопросы(5вопросов).

2.     Монологическое высказывание на указанную тему.

Экзамен проводится в устной форме. Каждый билет содержит  задания.

Первое задание проверяет умения ознакомительного чтения (чтения с пониманием основного содержания). Экзаменуемому предлагается законченный в смысловом отношении  аутентичный текст.

Задача экзаменуемого – ответить на 5 вопросов по      содержанию текста, который соответствует государственному стандарту по языковой трудности.

 Правильным ответом считается ответ, который полностью соответствует содержанию текста. Ответ, который содержит не только основную информацию, но и детали, является полным.

Объем монологического высказывания не менее 20 фраз.

На подготовку всех заданий отводится 5 минут.

Ответ оценивается по пятибалльной шкале, принятой в Российской Федерации.

Критерии оценивания переводного экзамена по английскому языку в 11 классе

Выполнение задания по говорению.

Монологическое высказывание.

оценка	Решение коммуникативной задачи	Лексико – грамматическое оформление	Организация	Произносительная сторона речи
«5»	Задание полностью вы­полнено: тема раскры­та в заданном объёме (все перечисленные в задании аспекты были раскрыты в высказывании). Социо­культурные знания ис­пользованы в соответс­твии с ситуацией.	Используемый лексико-грамматический материал соответствует поставленной коммуникативной задаче. Уча­щийся демонстрирует большой словарный запас и владение разнообразными грамматическими структура­ми. Допущены отдельные ошибки, которые не затруд­няют понимание	Логичность высказывания соблюдена: вступление, основная информация, заключение. Средства логической связи адекватны поставленной задаче и разнообразны.	Речь обучающегося понятна: не допускает фонематических ошибок, практически все   звуки   в   потоке речи       произносятся правильно,  соблюдается правильный интонационный     рису­нок. Социокультурные знания использованы в соответствии с ситуацией общения.
«4»	Задание выполнено час­тично: тема раскры­та не в полном объёме. Со­циокультурные знания в основном использованы в соответствии с ситуацией.	Используемый лексико- грамматический материал в целом соответствует поставленной коммуникативной задаче. Но учащийся делает  языковые ошибки или допускает языковые ошибки, затрудняющие понимание.	Логичность высказывания вполне соблюдена: вступление, основная информация, заключение. Средства логической связи адекватны поставленной задаче, но  однообразны.	Речь понятна: не допус­каются фонематические ошибки; практически все звуки в потоке речи про­износятся правильно; соблюдается правильный интонационный рисунок
«3»	Задание выполнено частично: тема раскрыта в ограниченном объеме, социокультурные знания мало использованы.	Демонстрирует ограниченный словарный запас, в некоторых случаях недостаточный для выполнения постав ленной задачи.	Логичность высказывания не вполне соблюдена: вступление, основная информация, заключение. Средства логической связи неадекватны поставленной задаче и однообразны.	В основном речь понятна: не допускает грубых фонематических ошибок; звуки в потоке речи в большинстве случаев произносит правильно, интонационный рисунок в основном правильный
«2»	Задание не вы выполнено: тема не раскрыта.	Используемый лексико-грамматический материал не поз­воляет выполнить поставлен­ную коммуникативную задачу	Логичность высказывания не соблюдена: вступление, основная информация, заключение. Средства логической связи неадекватны поставленной задаче и однообразны.	Речь плохо воспринима­ется на слух из-за боль­шого количества фоне­матических ошибок и неправильного произне­сения многих звуков

Диалогическая речь

оценка	Решение коммуникативной задачи	Взаимодействие с собеседником	Лексико – грамматическое оформление	Организация	Произносительная сторона речи
«5»	Задание полностью вы­полнено: цель общения достигнута, тема раскры­та в заданном объёме (все перечисленные в задании аспекты были раскрыты в высказывании). Социо­культурные знания ис­пользованы в соответс­твии с ситуацией общения	Демонстрирует способность логично и связно вести беседу: начинает при необходимости, и поддерживает ее с соблюдением очередности при обмене репликами, проявляет инициативу при смене темы, восстанавливает беседу в случае сбоя.	Используемый лексико-грамматический материал соот­ветствует поставленной коммуникативной задаче. Учащийся демонстрирует большой словарный запас и владение разнообразными грамматическими структура­ми. Допущены отдельные ошибки, которые не затруд­няют понимание	Обучающийся умеет начать, поддержать и закончить общение, соблюдает очередность реплик.	Речь обучающегося понятна: не допускает фонематических ошибок, практически все   звуки   в   потоке речи       произносятся правильно,  соблюдается правильный интонационный     рису­нок. Социокультурные знания использованы в соответствии с ситуацией общения.
«4»	Задание выполнено час­тично: цель общения до­стигнута, но тема раскры­та не в полном объёме. Со­циокультурные знания в основном использованы в соответствии с ситуацией общения	Учащийся демонстрирует хоро­шие навыки и умения речевого взаимодействия с партнером: умеет начать, поддержать и закон­чить беседу; соблюдает очерёд­ность при обмене репликами	Используемый лексико- грамматический материал в целом соответствует поставленной коммуникативной задаче. Но учащийся делает многочис­ленные языковые ошибки или допускает языковые ошибки, затрудняющие понимание	Обучающийся умеет начать, поддержать и закончить общение, соблюдает очередность реплик, но тратит достаточно много времени на обдумывание своих слов.	Речь понятна: не допус­каются фонематические ошибки; практически все звуки в потоке речи про­износятся правильно; соблюдается правильный интонационный рисунок
«3»	Задание выполнено час­тично: цель общения до­стигнута не полностью, тема раскры­та в ограниченном объёме. Со­циокультурные знания мало использованы в соответствии с ситуацией общения	Демонстрирует неспособность логично и связно вести беседу: не начинает и не стремится поддерживать ее, не проявляет инициативы при смене темы, передает наиболее общие идеи в ограниченном контексте; в значительной степени зависит от помощи со стороны собеседника.	Демонстрирует ограниченный словарный запас, в некоторых случаях недостаточный для выполнения поставленной задачи. Делает многочисленные ошибки или допускает ошибки, затрудняющие понимание.	Обучающийся умеет начать, поддержать и закончить общение, соблюдает очередность реплик, но не проявляет инициативы, тратит много времени на обдумывание своих слов.	В основном речь понятна: не допускает грубых фонематических ошибок; звуки в потоке речи в большинстве случаев произносит правильно, интонационный рисунок в основном правильный
«2»	Задание не выполнено: цель общения не достиг­нута.	Учащийся демонстрирует плохо сформированные навыки и уме­ния речевого взаимодействия с партнером: имеет большие пробле­мы в понимании собеседника; не умеет поддержать беседу; затруд­няется запрашивать информацию; не соблюдает очерёдность реплик	Используемый лексико-грамматический материал не поз­воляет выполнить поставлен­ную коммуникативную задачу	Обучающийся не  умеет вести общение, не соблюдает очередность реплик, не проявляет инициативы, не знает что ответить.	Речь плохо воспринима­ется на слух из-за боль­шого количества фоне­матических ошибок и неправильного произне­сения многих звуков

Выполнение заданий по чтению.

Чтение с полным пониманием осуществляется на неслож­ных аутентичных текстах, построенных в основном на изучен­ном языковом материале, с использованием различных при­емов смысловой переработки текста (языковой догадки, выбо­рочного перевода) и оценки полученной информации. Объем текста для чтения - около 1200 слов.

оценка	Навыки чтения (скорость, произношение)	Понимание содержание текста	Выход на говорение
«5»	Ученик умеет выявить буквенно-звуковые соответствия в языке, узнает устные с образцы слов в тексте. Чтение выразительное (достаточно беглое, быстрое, правильное произношение) Отсутствовали ошибки, искажающие смысл и понимание слов, или они были незначительны (1-4)	Обучающийся понял содержание текста (согласно вида чтения), успешно выполняет все задания, направленные на проверку понимания  содержания текста. У него развита языковая догадка, и он не затрудняется в понимании некоторых незнакомых слов и не испытывает необходимость обращаться к словарю (1-2 раза)	Ученик может ответить на дополнительные вопросы учителя, высказать и подтвердить свою точку зрения согласно теме текста, используя дополнительные факты.
«4»	Ученик умеет выявить буквенно-звуковые соответствия в языке, узнает устные с образцы слов в тексте. Чтение выразительное,  но недостаточно беглое, быстрое, правильное произношение) Допускаются ошибки, не искажающие смысл и понимание слов (5-8)	Обучающийся понял содержание текста (согласно вида чтения) за исключением деталей и частностей, не влияющих на понимание содержания всего текста, выполняет задания, направленные на проверку понимания  содержания текста, используя сам текст. У него недостаточно развита языковая догадка, и он  затрудняется в понимании некоторых незнакомых слов и испытывает необходимость обращаться к словарю.	Ученик может ответить на дополнительные вопросы учителя, но недостаточно логично высказать свою точку зрения согласно теме текста, используя факты текста и свои примеры.
«3»	Ученик умеет выявить буквенно-звуковые соответствия в языке, узнает устные с образцы слов в тексте. Чтение не выразительное,   недостаточно беглое, быстрое, правильное произношение. Допускаются ошибки, среди которых встречались и такие, которые  искажают смысл и понимание слов (9-13)	Обучающийся неточно понял содержание текста (согласно вида чтения), сумел выделить небольшое количество фактов, выполняет не все задания, направленные на проверку понимания  содержания текста, только с опорой на  текст. У него совсем не  развита языковая догадка, и он  не сумел догадаться о значении некоторых незнакомых слов и многократно обращается к словарю.	Ученик может ответить на дополнительные вопросы учителя, но нелогично высказывает свою точку зрения согласно теме текста, не может ее подтвердить фактами.
«2»	Ученик не может прочитать предложенный отрывок текста. При попутке чтения допускаются грубые многочисленные ошибки(свыше 15), нарушающие смысл и понимание слов. Чтение текста производится только при посторонней помощи.	Обучающейся не понял содержание текста, не может ориентироваться в тексте и выделять факты, подробности для выполнения заданий по проверке понимания содержания текста.	Ученик не может ответить на дополнительные вопросы учителя, не  высказывает свою точку зрения согласно теме текста.

Критерии оценивания промежуточной аттестации по предмету «Английский язык»

у учащихся 11 «А» класса МКОУ С(К)ШИ №152

2020-2021 учебный год

№

ФИ учащегося

Чтение

Диалогическая речь

Говорение

Навыки

Понимание

Выход на говорение

Коммуникация

Взаимодействие

Лексика и грамматика

Организация

Произношение

Коммуникация

Лексика и грамматика

Организация

Произношение

Средний балл

1

2

3

4

5

6

ПРОТОКОЛ

результатов промежуточной аттестации в 2018- 2019 учебном году

Класс 11 «А» Предмет:  Английский язык

Состав комиссии:

Председатель комиссии

Учитель-предметник

Учитель – ассистент

Форма проведения промежуточной аттестации: устный зачет по вопросам

В классе по списку 6 человек. Участвовало в аттестации 6 человек. 

Время начала  аттестации 11.10 . Время окончания аттестации 11.50

№ п/п	Ф.И. учащегося	Номер варианта, билета, тема проекта, работы	Отметка за год	Отметка на аттестации	Итоговая отметка
1
2
3
4
5
6

Дата «14» мая 2021 г.

Председатель комиссии   ________

                                            (подпись)                

Учитель-предметник   ________

                                            (подпись)                

Учитель – ассистент  ________

                                            (подпись)                

Анализ результатов промежуточной аттестации в 2020-2021  уч. году

в 11 «А» классе по предмету английский язык

Кол-во «5»	Кол-во «4»	Кол-во «3»	Кол-во «2»	Кол-во отсутствующих	Процент качества знаний	Степень  обученности	Процент успеваемости
0	3	3	0	0	50%	50%	100%

Анализ результатов

Промежуточная аттестация по английскому языку  представляет из себя устный зачет по вопросам, состоящий из двух частей.

 1) Чтение текста с полным пониманием и ответы на вопросы учителя;

 2)  Говорение.                                                                                                                                                

  В 11 «А» уровень знаний – средний, уровень мотивации – средний.

О переводном экзамене было объявлено в начале учебного года. В течение учебного года проводилась  систематическая работа по подготовке к промежуточной аттестации.

Хорошие навыки чтения и понимание прочитанного показали……, эти учащиеся демонстрируют большой словарный запас и владение разнообразными грамматическими структура­ми. Допущены отдельные ошибки, которые не затруд­няют понимание. У большинства учащихся класса хорошее произношение и используемый лексико - грамматический материал в целом соответствует поставленной коммуникативной задаче. По причине  заболевания речь …… плохо воспринима­ется на слух из-за невозможности произне­сения учащимся  многих звуков. Влад демонстрирует ограниченный словарный запас, в некоторых случаях недостаточный для выполнения поставленной задачи. Делает многочисленные ошибки затрудняющие понимание. Александра……. неточно поняла содержание текста, сумела выделить небольшое количество фактов, выполняла  задания только с опорой на  текст.  Алина….. допускала языковые ошибки, затрудняющие понимание.

Типичные ошибки были допущены из-за невнимательности, недостаточного знания материала и большого волнения.

В целом можно отметить, что работы учащихся были выполнены на оптимальном уровне обученности.

План коррекционной работы: С ребятами была проведена серьезная работа по анализу экзамена. Были выявлены все ошибки и обобщены совместно с учениками. Ученики самостоятельно сформулировали свои ошибки и недостатки. Промежуточная аттестация стала хорошим плацдармом для работы в 12 классе, то есть вывела учеников на новый уровень.

МКОУ С(К)ШИ №152

ЭКЗАМЕНАЦИОННЫЕ МАТЕРИАЛЫ

ДЛЯ ПРОВЕДЕНИЯ ПРОМЕЖУТОЧНОЙ АТТЕСТАЦИИ ПО АНГЛИЙСКОМУ ЯЗЫКУ

В 11 КЛАССЕ

Новосибирск

CARD 1

I Read the text and answer your teacher’s questions.

THE GIANT PANDA

An endangered species, the giant panda can only be found in the mountain bamboo forests of Western China. There are only about 1,000 wild giant pandas left in the world. Giant pandas are members of the bear family, and they are mammals. Even though giant pandas look just like bears, they certainly do not behave like bears. Unlike their meat-eating relatives, giant pandas are vegetarians for the most part of their time. Their favourite food is bamboo. Giant pandas must eat a lot of bamboo everyday to get enough nourishment. In fact, they spend at least 12 hours everyday eating about 33 pounds of bamboo. However, if they are extremely hungry and bamboo is nowhere to be found, giant pandas may eat grass, fruits, or sometimes, small animals like chicken.

Giant pandas do not live in groups. They are loners! They only leave their territory from March to May to look for a mate. Female giant pandas usually give birth to twins. Baby giant pandas are very small, blind, pinkish, and weigh about 5 ounces at birth. Strangely, mother giant pandas tend to choose to raise just one baby and leave the other to die. Mother giant pandas feed their babies with milk. A baby giant panda opens its eyes at six to seven weeks. It starts to learn how to walk when it is about three or four months old. Mother giant pandas look after their babies for about 18 months. Once the young is strong enough, it bids farewell to its mother and movesout

to live independently. (1201) *

* количествознаков в тексте

Questions:

1.                 Wheredopandaslive?

2.                 What class of animals do they belongto?

3.                 What is the main difference between giant pandas andbears?

4.                 Why do young giant pandas leave their mothers when they are about 18 months?

5. Are there any other endangered species in the world? Whatarethey?

II. Speak on the topic “Family members andrelationships”.

CARD 2

I Read the text  and answer your teacher’s questions.

DIFFERENTENGLISH

English is spoken as a first language by several countries including Great Britain, Australia, New Zealand, South Africa, Canada, and the United States. While all of these countries share the same mother tongue, there are some differences in the way they speak andwrite.

The first difference is in the accent. Each country has its own accent. And within each country there are a variety of accents called regional accents.

Another difference is the spelling of some words, like ‘colour’ and ‘colour’, or ‘theater’ and ‘theatre’.

And a third difference is that some of the words are not the same at all. For example, Americans say restroom, Canadians say washroom, and the British say

W.C. (water closet.) But all of these words have the same meaning (the room where the toilet islocated.)

So which English is the best English to learn? Well, there is no best English. They are all equally good and correct. But two things may help you decide which one is best for you to study.

First of all, where do you live? If you are from South America, for example, you will probably have more exposure to North American English. If you live in Europe, most likely you will be more exposed to British English.

But no matter where you study English or whether it's British, American, Australian, or whatever, it's good to know a little about English in other countries. (1123)

Questions:

1.                 Where is English spoken as a firstlanguage?

2.                 What are some differences in the way people speak and write in these countries?

3.                 What can help a person from another country decide which English is best for him(her)?

4.                 Which English is taught at school: British English or AmericanEnglish?

5.                 Do you know any other words which are different in British English and AmericanEnglish?

II. Speak on the topic “A traditional dish in my country”

CARD 3

I Read the text  and answer your teacher’s questions.

THANKSGIVING DAY

The story of America’s Thanksgiving begins with the Pilgrims. Early in the 17-th century, the Pilgrims left England in search of religious freedom. In 1608, they sailed to Holland. Then, in 1620, they crossed the Atlantic by ship called the Mayflower.

After sailing for many weeks, the Pilgrims landed at a place now called Massachusetts. They planted the seeds they had brought from England. But the seeds didn’t grow well, and there was so little food for the Pilgrims that many of them starved to death.

Luckily for the Pilgrims, some nearby Indians came to rescue. They taught the Pilgrims to grow native food such as corn. Without this help, the Pilgrims would not have survived.

After the first harvest, the governor of Plymouth Colony - William Bradford - suggested that the Pilgrims hold a feast of thanksgiving. And to their thanksgiving feast the Pilgrims invited the Indians. The Pilgrims were grateful to the Indians for helping the Colony survive. In addition, they hoped that the celebration would strengthen their friendship with the Indians.

Nobody knows the date of the first Thanksgiving feast. But we do know that the Pilgrims and Indians enjoyed a huge feast of deer, goose, duck, oyster, eel, bread, fruit, and corn meal pudding.

In 1789 George Washington declared that Thanksgiving would be a national celebration. It is celebrated on the fourth Thursday in November. (1163)

Questions:

1.                 When did the Pilgrims cross the AtlanticOcean?

2.                 Who taught them to grow nativefood?

3.                 How did the Pilgrims thank theIndians?

4.                 Why did the Pilgrims leaveEngland?

5.                 What other American holidays do you know?

II. Speak on the topic “A family meal out”.

CARD 4

I Read the text  and answer your teacher’s questions.

ENDANGERED ANIMALS

What do the following animals have in common: pandas, rhinoceros, loggerhead turtles, Californian condors, pink pigeons, small tooth sawfish, and Siberian sturgeons? They are all endangered animals! Animals become endangered for a variety of reasons. Sadly, humans are behind every one of them! Here are three reasons.

Hunting: for centuries, humans have hunted elephants for their impressive tusks, killed tigers for their beautiful furs, and scooped up sturgeons to make caviar. While we still have elephants, tigers, and sturgeons in the wild, we cannot say the same about many others that have simply disappeared!

Loss of habitats: humans and animals have always competed for land and other natural resources. We clear an area of a forest for farming. We cut down trees and build beautiful houses. At the same time that we are trying to make our life comfortable, we inadvertently destroy the habitats of wild animals.

Pollution: more than once we have seen on televisions that rescue workers are trying to save seabirds soaked in spilled oil. More than once we have heard about how carbon dioxide and other gases have raised the Earth temperature and caused global warming. Pollution has a long lasting, and usually irreversible, effect. If we choose to do nothing and continue to pollute our planet Earth, our next generations will have to bear the consequences of abnormal weather and polluted environment. (1187)

Questions:

1.                 Can you give any examples of endangeredanimals?

2.                 Why do people huntanimals?

3.                 How do we destroy the habitats of wildanimals?

4.                 What can we do to save rarespecies?

5.                 What environmental organizations and groups do you know? Would you like to become a member of such agroup?

II. Speak on the topic “A great invention”.

CARD 5

I Read the text  and answer your teacher’s questions.

The MusicalGlass

Mary Elizabeth loved music. She was happy when she heard lovely sounds. She waited to hear the birds sing outside her window in the spring. She listened for the cricket's song when she swept the hearth in her mother's kitchen. The horses passing her papa's store made a "clip clop" sound. That was a song to Mary Elizabeth. These songs made her heart fill withjoy.

Mary Elizabeth had only one wish. She wanted to make music on her own. She couldn't sing very well. Her brother, Matthew, had said, "You sound like the cat when Nana stepped on its tail." She loved music so much. Why couldn't she make music on her own?

Mary Elizabeth knew where to go when she was sad. Her Uncle Ben Franklin could always make her smile. Best of all, Uncle Ben loved music just like Mary Elizabeth. One morning, Mary Elizabeth stood outside Uncle Ben's workshop. She could hear him humming to himself. She knew something fun was going to happen. She opened the door and saw Uncle Ben at his work table. Oh, no! What had happened? Broken glasses were everywhere. There were big glasses, little glasses, and middle sized glasses spread out on his table. Wait a minute. Only the stems that held the glasses up were broken off. What was Uncle Ben doing? Uncle Ben saw the puzzled look on Mary Elizabeth's face. "Come, little songbird," he said. "I will show you how we can make beautiful music. We will use what is broken. We can turn it into something good."(1178)

Questions:

1.                 What sounds did Mary Elizabethenjoy?

2.                 What was her onlywish?

3.                 Who made her smile and laugh when she wasupset?

4.                 What did Mary hear while she was standing outside her uncle’sworkshop?

5.                 Why was Mary puzzled when she opened the door and look at histable?

II. Speak on the topic “A biography of a famous person”.

CARD 6

I Read the text  and answer your teacher’s questions.

Shopping on the Internet

Shopping on the Internet, or shopping on-line is becoming more and more popular. More and more people are using the internet to buy things. Why do people use the Internet to shop? Some people say it is more convenient. They don't have to leave their homes to order something, and they can shop for anything they want at any time, day or night. Other people say they can find things for sale that they can't find in the stores near their homes. Still other people say they can find better prices on theInternet.

If you want to buy something on the Internet, you need a credit card. You have to type your credit card number and information on the website and send it to the store over the Internet. You have to be sure that the store will not use your information in the wrong way. You don't want someone to get your credit card number and charge something to your account. Of course, you always have to be careful with your credit card number, because people sometimes steal credit card numbers from stores and restaurantstoo.

For people who are too nervous to shop on-line, the Internet is a good place to go window-shopping. Window-shopping is when you go to a store and look at the things for sale, but don't plan to buy anything. Window-shopping is easy on the Internet. You can see what kinds of products are available and how much they cost. You can visit stores with branches near you, or you can visit stores that are only on the Internet.(1183)

Questions:

1.                 Why do people use the Internet toshop?

2.                 What do you need to do the shopping online?

3.                 Why do people have to be careful making a purchase via theInternet?

4.                 What is window-shopping?

5.                 Can you go window-shopping on the Internet?

II. Speak on the topic “Natural disasters”.

CARD 7

I Read the text  and answer your teacher’s questions.

THE FIRST WOMAN IN BUSINESS

At the start of the twentieth century the idea of women in business seemed crazy. In those days men held all the positions of power and made all the decisions about money. They believed that a woman` s place was at home, looking after her children, cooking for her family and managing the house. If a woman needed to work she could perhaps find a job in a shop or in a factory, but she had no chance of working as a businesswoman or a banker, or alawyer.

Women` s fashions in the USA and Europe at that time supported their position in society. Fashionable women wore long dresses that almost touched the ground. This made it difficult for them to drive a car, ride a horse or even walk quickly.

But many women were not happy with their position in society, and they didn’t like the clothes they had to wear. One of those people was a French woman called Gabrielle ‘Coco’ Chanel. When she went into business in 1910, she planned to change clothes that women wore. But over the next sixty years she did much more than that, as she became the richest and the most successfulbusinesswoman.

Coco Chanel had no experience of business when she opened her first hat shop in Paris in 1910. She was only twenty-seven years old and she came from an ordinary family. Many of Coco’s customers in her first shop were her young women  friends. They loved the simple but beautiful hats and dresses that Coco made for them, and soon her shop started to do well.(1181)

Questions.

1 What were a woman’s opportunities in business? 2 What did fashionable women use to wear?

3   Why didn’t` all women like the style of clothes which were in fashion atthat time?

4   How did Coco Chanel start herbusiness?

5   Why did Coco Chanel become famous all over the world?

II. Speak on the topic “Environmental problems”.

CARD 8

I Read the text  and answer your teacher’s questions.

EDINBURGH

Edinburgh is the capital city of Scotland. It is the second-largest city in the nation with the population of 448,624. It is located in the east of the country, just seventy kilometres apart from Glasgow, the first largest city of Scotland. Though the two cities are equally famous, Edinburgh has long established itself as the more popular tourist destination and there are many reasons for this.

The city of Edinburgh is divided into two areas, the Old Town (its historical centre) and the New Town (the city’s main shopping and commercial area). The Old Town includes picturesque streets, monuments and many wonderful cathedrals and churches. The most famous landmark of Edinburgh is Edinburgh Castle. The castle is open to the public and includes a number of museumstoo.

The New Town was first developed in the late 1700s. In its centre is Georges

Street, and the city’s two main shopping areas Princes Street and Queens Street. The city contains many museum, public parks, markets, cafes, bars restaurants and has something really special to offer all its visitors.

Every year Edinburgh hosts a number of major festivals, none more famous than the Edinburgh International Festival, which takes place from August to early September. The festival attracts performers and audiences from all over the world and offers a mixture of theatre, films, music and comedy amongst other things. (1162)

Questions:

1.How far is Edinburgh from Glasgow? 2.What places of interest is there in Edinburg? 3.When was the New Town developed?

4. What does Edinburgh host everyyear?

5.   Why is Edinburgh the capital of Scotland? What is the symbol ofScotland?

II. Speak on the topic “The weather and extreme weather phenomena”.

CARD 9

I Read the text  and answer your teacher’s questions.

Presidents

George Washington was born February 22, 1732. He was the first president of the United States, elected by people in 1789. People call him the Father of their nation. He was one of the people who fought in the Revolutionary War and later helped write the United States Constitution. There is a famous story about George Washington when he was a young boy. It says that he chopped down his father's cherry tree with an axe. When his father asked, "Who did this?" young George replied "I cannot tell a lie. I did it." Many children have heard this story and are encouraged to tell the truth.

Abraham Lincoln was born on February 12, 1809. He became president in 1860. His presidency was difficult. The states in the north and the south were divided because of slavery. White people in the south owned black people. The north did not like it. A civil war began between the two sides. In the end, the northern states won and President Lincoln helped to free the slaves. He gave a very famous speech about how everybody had the right to be free and how all people were equal.

Both George Washington and Abraham Lincoln were very famous presidents in the United States. Today you can see their faces on American money. George Washington is on the one dollar bill and Abraham Lincoln in on the five dollar bill. Many schools and some cities are named after each president. And the State of Washington and Washington D.C. were bothnamed

after President Washington. (1196)

Questions:

1.                 What did George Washington do for hiscountry?

2.                 Why was Abraham Lincoln’s presidencydifficult?

3.                 What was the result of the civilwar?

4.                 Where can people see the faces of these presidentstoday?

5.   Do you know any other US presidents? What were they famous for? Who is the president of the United States at the presenttime?

II. Speak on the topic “Travel experiences”.

CARD 10

I Read the text  and answer your teacher’s questions.

A Teenage Businessman

When most 14-year-old boys are playing football or computer games after school, James Kenyon from Manchester is running his own successful business. “I’ve heard of a company in Scotland selling homemade bath products and thought it was a goodidea.

My dad said I could do that, so I decided to take a chance,” James explains. That was two and a half years ago.

James started selling bath products to his friends and neighbours, but soon he began working for two local shopkeepers. Since he started his own soap company, selling homemade soap, bath salt and other bath products, James has earned over & 4,500.

James is proud of his success in business but he thinks there are more important things in his life. “I’ve learnt lots and I’m really enjoying it, but my school work always comes first.

James` s parents are proud of their son, they think that he plans everything really well – he does homework and he can focus on the business in his spare time. James says his parents have been a big support.

In 2006 James became a finalist in the Enterprising Young Brit Award. James is just one of an extraordinary group of enterprising young British businessmen who have innovative ideas and enthusiasm for business. Age and experience is certainly no obstacle to their success; their ambition and energy inspires them to create their money-making ideas. (1119)

Questions.

1 What business does James Kenyon run? 2 How did he start his business?

3   Why do his parents supporthim?

4   What do you think helps him to be a successful businessman?

5   Do you think it` s good or bad for teenagers to run their ownbusiness?

II. Speak on the topic “Holidays and holiday problems”.

CARD 11

I Read the text  and answer your teacher’s questions.

Black Taxis, Red Buses

London has five airports in or near the city. The most important airport is Heathrow; it is situated twenty four kilometres from the city centre. The city has eight big train stations, too. You can catch a train from London to Paris or Brussels now. Many people live outside London and come into the city for work every day. Children know about King’s Cross station because it is the train station in Harry Porter books.

In the UK people drive their own cars, that`s why the traffic is heavy on the roads. Drivers in the UK drive on the left side of the road! As there are a lot of cars in London, journey can take a very long time at the wrong time of day. But the city is famous for its black taxis and red buses. You can see some of London`s red buses today, and there are other buses, too. London’s taxi drivers have to remember 25000 streets in London. Before they can start driving people, they study maps and drive round the city for about two years; have to answer difficult questions about the best ways across London.

You can move across London by the Underground. Londoners also call these underground trains ‘the Tube’. The London Underground is the oldest in the world. People first used it in 1863. Now it is about 410 kilometres long. There are three hundred stations, and some of them are nearly sixty metres under the streets.

You can, of course, walk around London! No cars or buses can go across London newest bridge. (1173)

Questions:

1.                 How many airports and train stations are there inLondon?

2.                 What is unusual about driving in theUK?

3.                 What do London’s taxi drivers have to learn andremember?

4.                 How deep are some underground stations inLondon?

5.                 How do Londoners call their underground? What word is used in theUS?

II. Speak on the topic “Sports and free-time activity”.

CARD 12

I Read the text  and answer your teacher’s questions.

'It's Only Me'

After her husband had gone to work, Mrs Richards sent her children to school and went upstairs to her bedroom. She was too excited to do any housework that morning, because in the evening she would be going to a fancy dress party with her husband. She intended to dress up as a ghost and she had made her costume the night before. Now she was impatient to try it on. Though the costume consisted only of a sheet, it was very effective. Mrs Richards put it on, looked in the mirror, smiled and went downstairs. She wanted to find out whether it would be comfortable to wear.

Just as Mrs Richards was entering the dining-room, there was a knock on the front door. She knew that it must be the baker. She had told him to come straight in if ever she failed to open the door and to leave the bread on the kitchen table. Not wanting to frighten the poor man, Mrs Richards quickly hid in the small store- room under the stairs. She heard the front door open and heavy footsteps in the hall. Suddenly the door of the store-room was opened and a man entered. Mrs Richards realized that it must be the man from the Electricity Board who had come to read the meter. She tried to explain the situation, saying 'It's only me', but it was too late. The man let out a cry and jumped back several paces. When Mrs Richards walked towards him, he ran away, slamming the door behind him.(1110)

Questions:

1.                 Why was Mrs Richardsexcited?

2.                 Why did she go downstairs in hercostume?

3.                 Where did she hide when she heard a knock on thedoor?

4.                 What was the man’s reaction when he saw Mrs. Richards in thestorehouse?

5.                 What holiday were Mr. and Mrs. Richards going to celebrate? Why do you think so?

II. Speak on the topic “A clean-up day”.

CARD 13

I Read the text  and answer your teacher’s questions.

The Rich Family in Church

I'll never forget Easter of 1946. I was 14, my little sister Ocy was 12, and my elder sister Darlene was 16. We lived at home with our mother; our dad had died five years before, leaving Mom with three school kids to raise and no money.

A month before Easter the pastor of our church asked everyone to save money and help a poor family.

When we got home, we talked about what we could do. We decided to buy 50 pounds of potatoes and live on them for a month. When we thought that if we kept our electric lights turned out as much as possible and didn't listen to the radio, we'd save money on that month's electric bill. Darlene got as many house and yard cleaning jobs as possible, and both of us babysat for everyone we could.

Every day we counted the money to see how much we had saved. At night we'd sit in the dark and talk about how the poor family was going to enjoy having the money the church would give them.

The day before Easter, Ocy and I walked to the grocery store and the manager gave us three $20 bills and one $10 bill for all our change. We had never had so much money before.

We could hardly wait to get to church. When the pastor was taking money, Mom gave him a $10 bill, and each of us, kids, $20.

As we walked home after church, we sang all the way. Later that afternoon the minister drove up in his car. Mom went to the door and then came back with an envelope in her hand. She opened the envelope and out fell a bunch of money. There were three $20 bills, one $10 and seventeen $1 bills. (1219)

Questions:

1 Why did the pastor ask the people in church to save money? 2 How did the narrator’s family try to save some money?

3 Why could they hardly wait for Easter Holiday? 4 What happened later that afternoon?

5 Did the family expect anybody to bring them the money? Why?

II. Speak on the topic “Types of media”.

CARD 14

I Read the text  and answer your teacher’s questions.

FOOTBALL IN ENGLAND

Football is the most popular game in England – you understand it if you come to one of the important matches. Rich and poor, young and old, one can see them all there, shouting and cheering for one side or the other. Football matches are also watched by millions of people on TV.

One of the most surprising things about football in England to a stranger is the greatest knowledge of the game. Even the smallest boy can tell you the names of players in most of the important teams; he has photographs of them and knows the results of large number of matches. He will tell you, who he expects will win such and such a match, and his opinion is usually as good as of men three or four times older.

Most schools in England take football seriously – much more seriously than nearly all European schools. In England, it is believed that education is not only a matter of filling a boy’s mind with facts in the classroom: education also means character training; and one of the best ways of training character is by means of games, especially team games, where the boy has to learn to work with others for his team, instead of working selfishly for himself alone.

The school therefore arranges games and matches for its pupils. Football is a good team game, it is good exercise for the body, it needs skill and a quick brain, it is popular and it is cheap: as a result, it is a schools` favourite game. (1137)

Questions:

1.                 Prove that football is the most popular game inEngland.

2.                 What can surprise you about football in England?

3.                 What is one of the best ways of trainingcharacter?

4.                 Why is football a good teamgame?

5.                 What other team game do you know? Are they popular in England or Russia?

II. Speak on the topic “My favourite subject”.

CARD 15

I Read the text  and answer your teacher’s questions.

THE SPIDER

Have you ever seen a small animal with four pairs of legs, a body that is divided into two parts?

This is a spider. Spiders live all over the world. They do not live only in the coldest places. You may find them on land: on grass, bushes, trees, and on pools, rivers, seas. There are 15,000 different kinds of spiders. The smallest spider is less than 1 mm in body length, and the biggest one can have body length up to 90 mm.

The spider spins its web to catch insects for food. It spins its web all its life. The process of spinning a web is very long. People say that the spider is very persistent in its work. If you destroy its web, a spider will begin to spin a new web.

There is a story about a spider and a Scottish hero Robert Bruce (1274-1329). Robert Bruce was at the head of the Scottish army in the fight for the independence of Scotland against the English kings, Edward the First and Edward the Second. .

Once Robert Bruce was watching a spider spinning the web. Robert Bruce destroyed the web, and the spider began to spin a new web. Several times Robert Bruce destroyed the web, and each time the spider began its work from the beginning.

Watching the persistent work of the spider, Bruce decided to be as persistent as the spider and continue the fight for the independence of Scotland. And he defeated  theEnglish.

It was many years ago, but Scottish people still remember their great victory, and their great leader Robert Bruce. (1179)

Questions:

1.                 Wheredospiderslive?

2.                 What does the spider do all its life?Why?

3.                 What happens if you destroy itsweb?

4.                 What nationality was Robert Bruce and who did he fightagainst?

5.                 Why did Robert Bruce decide to continue the fight? Whowon?

II. Speak on the topic “ Social Etiquette in the UK and in Russia”.