Итоговая работа по курсу “Подготовка к Кембриджским экзаменам по английскому языку”

Оценка работы будет производиться по системе “зачет/незачет”.
Для получения зачета необходимо выполнить задание итоговой работы, сформулированное ниже.
Для получения удостоверения об окончании обучения необходимо прислать до 28 февраля в Педагогический университет “Первое сентября” справку о проведении урока, заверенную директором Вашего учебного заведения.

Данная работа подводит итог лекциям №№1–8 на самом высоком из рассмотренных уровней – Upper-intermediate, которому соответствует экзамен на Первый Сертификат. Из всего многообразия заданий были выбраны два задания по чтению и одно задание из раздела Use of English. Первое задание по чтению направлено на понимание главного, наиболее существенного содержания текста (skimming), поскольку к каждой части текста требуется подобрать предложение, наиболее точно выражающее ее смысл. Второе задание проверяет чтение с выборочным извлечением информации (scanning), т.к. требуется выяснить, к каким именно людям относятся те или иные высказывания. В последнем задании – лексико-грамматическом тесте – необходимо заполнить пропуски в предложениях, выбрав из четырех предлагаемых слов. Выполнение трех заданий должно в идеале занять 45 минут у тех учащихся, которые а) в целом овладели уровнем Upper-intermediate; б) знакомы с форматами Кембриджских экзаменов и выполняли похожие задания. Если таких учеников у Вас нет, проведите тестирование в течение 60 или даже 90 минут, поскольку его результаты Вам необходимы для последующего анализа.

Итоговую работу следует выполнять в два этапа:

Первый этап – самостоятельное выполнение заданий учителем и проверка по ключам, прилагаемым ниже. Эти результаты нужны лишь для анализа заданий, поэтому не рекомендуется пользоваться ключами до окончания работы. После выполнения заданий составьте Отчет №1 по-русски: две печатные страницы, шрифт 12, интервал 1,5 или три страницы рукописного текста разборчивым почерком. Опишите, что для Вас представляло наибольшую трудность в Заданиях №№ 1, 2, 3: незнакомая лексика, грамматические формы, синтаксические структуры, смысловые связи в тексте, незнакомый формат (тип) задания, неясная формулировка задания, что-то другое. Все свои наблюдения проиллюстрируйте примерами из заданий.

Второй этап – выполнение Заданий №№ 1, 2, 3 учениками старших классов, проверка учителем по ключам и анализ результатов. Если Вы не ведете занятий в 10-11 классах, договоритесь с другим педагогом или попросите учеников остаться после уроков и проведите тест в форме дополнительного конкурса, который полезен как для диагностики уровня иноязычной компетенции учащихся, так и для подготовки к международным экзаменам и ЕГЭ (в силу сходства подходов к тестированию). Подсчитайте количество правильно выполненных заданий для каждого участника. Напишите Отчет №2 по-русски (объем такой же, как для Отчета №1), предварив его фамилиями учеников, указанием класса и количеством правильно выполненных заданий из общего числа заданий (35). Проанализируйте задания, вызвавшие наибольшие и наименьшие затруднения у учащихся, сравните со своими наблюдениями, изложенными в Отчете №1. Опираясь на материал Лекций №№1-8, выявите причины отставания от международных требований к иноязычной коммуникативной компетенции и наметьте меры, необходимые для преодоления выявленных трудностей.

ЗАДАНИЕ № 1

You are going to read a newspaper article about people who go to watch TV programmes being made. Choose from the list A-I the sentence which best summarises each part (1-7) of the article. There is one extra sentence which you do not need to use. There is an example at the beginning (0).

A B C D E F G H I

Studio audiences consist of all kinds of people. For some people, being in a studio audience is preferable to watching television at home. Common ideas about what happens when you are in a studio audience are not always correct. Studio audiences play an important part in the making of a television programme. Members of studio audiences are sometimes not regarded with respect. Despite the disadvantages, it is enjoyable to be in a studio audience. It is hard for some people to understand the reasons for wanting to be in a studio audience. People become part of a studio audience for various reasons. Viewers wonder what kind of people are in studio audiences.

STUDIO AUDIENCES

What’s it like to be in the audience when a television programme is being made? Cosmo Landesman found out.

0 – I

Like technical difficulties, studio audiences are just another common feature of television life, and yet to many of us they remain a mystery. Watching them getting excited on game shows, for example, we sit back and ask ourselves – just who are these people?

1 –

Of all the audiences for live entertainment, the studio variety is widely considered to be the lowest of the low. I have heard it said that even people who work in television treat studio audiences with scorn – or, as one cameraman put it, ‘like cattle’.

2 –

I had assumed that studio audiences were made up of silly people desperate for two seconds of fame. But there’s no such thing as a typical studio audience. They come from all classes, professions and income groups. Television tries to attract different types of people for different type of programme.

3 –

Those of us who prefer to watch television from home can’t see why anyone would want to watch television from a studio. Why would anyone bother to apply for tickets, travel long distances, and suffer hours of boredom in the discomfort of a studio just to watch what they can see at home?

4 –

One theory is that people hope that for a second they might appear on television. I didn’t believe this until I spoke to Angela. Why had she come? ‘It was a chance to appear on television.’ Another theory is that people are curious to take a look behind the scenes. But the most common explanation I heard was simply a case of ‘a friend gave me a ticket’.

5 –

Few of us have ever sat in a studio audience, yet we think we can imagine what it is like. You sit there, squashed among strangers, while someone flashes cards with APPLAUD or LAUGH on them – and you clap or laugh accordingly. This may reflect the reality of some television, but not all by any means. As one studio manager puts it, ‘We always assume a show will be good enough not to need these signs.’

6 –

But is there any real difference between what you experience in a studio and what you see on your television at home? For Claire, sitting in a studio is ‘more exciting’, while Charlotte liked the feeling of involvement with live television. ‘Last year I saw my favourite comedian. When you see him on television at home you miss out a lot.’

7 –

What I missed out on was the sight of live actors – from where I was sitting all I could see was the back of somebody’s head. The opening scenes were shot so far from where I sat that I ended up watching the show on a studio monitor. Going to a studio may be a terrible way to watch television. But that’s not what’s important. For most of the audience it was simply fun and a free night of entertainment.

ЗАДАНИЕ № 2

You are going to read a magazine article about some successful children and their mothers. For questions 8–20, choose from the people (A–F). The people may be chosen more than once. When more than one answer is required, these may be given in any order. There is an example at the beginning (0).

Which of the people is guided by her parents? says she must not neglect her physical condition? doesn’t feel the need to pay attention all the time? realise people can’t be forced to do what they don’t want to? recognises the mistakes some parents make? has to make an effort when she doesn’t want to? mentions the financial sacrifices necessary? is pleased by the way her daughter’s character has developed? like the atmosphere at competitions? have set themselves specific goals in their activities? doesn’t share her daughter’s enthusiasm for the activity?

0 – C 8 – 9 – 10 – 11 – 12 – 13 – 14 – 15 – 16 – 17 – 18 – 19 – 20 –

THRILLS AND BILLS

If there’s one thing guaranteed to send tears running down your cheek, it’s the sign of a brilliant child collecting a medal. Julia Gregson asked three young stars, and their mothers, to describe some of the pleasures and pains of their lives.

A. ANNIKA REEDER

15, won a gold medal for gymnastics at the Commonwealth Games. Her ambitions are to become a physiotherapist and compete at the next Olympics. ‘The work is very hard at the moment. There is no time to watch television, or go out with friends or do much more than gym and school. I try to take the training day by day, and when I feel very, very tired sometimes my coach gives me a day off, but usually I carry on – you can’t take too many days off, it makes you stiff.’

B. ANNIKA’S MOTHER

‘From an early age Annika showed tremendous potential. I’ve seen some parents try to push their children and it doesn’t work. To perform at the level Annika does is so demanding of time and energy you have to want to do it yourself. People tell me all the time that we, parents, have given up so much, but what they don’t see is what the sport’s given us. We love it and what it’s done for Annika. Before she did gym she was a very shy little girl who sucked her thumb and hid behind me, but now she’s met people from all over the world and she’s got the confidence of success.’

C. SARAH STOKES

Made her first show-jumping appearance at ten. Since then she has won the British National Championship. ‘It’s a good job my mum and dad like show-jumping because they train and have to take me everywhere in the horse box. The shows are from one to five days long. I don’t ever get tired of it – I love show-jumping events, they are exciting and fun. Even if I didn’t have Mum and Dad, I would do it because I am so determined. I’m glad they are happy when I win, but I’m not doing it for them. My goal this year is to qualify for the British young riders (under-18) team. My really big ambition is to win a gold medal at the Olympics.’

D. SARAH’S MOTHER

‘From the moment Sarah sat on a horse, age 1, that was it, her passion. When she was 5, she used to get up before us all to exercise her pony. To qualify for major shows you have to jump all over England. To save money, we sleep in the living quarters of our horse box. Sarah is well organised. She is 100% happy on a horse, she knows what she’s doing. Watching your child succeed at something they love is hard to beat.’

E. JANE McSHANE

10, is Britain’s Under-14 Chess Champion. ‘It’s really friendly at tournaments. I know everybody and it’s fun. When I’m playing, I don’t concentrate. I should do really, but instead I just stare around and don’t bother to think. I’m not scared of getting big-headed, I don’t talk about my success at school. I don’t like embarrassment.’

F. JANE’S MOTHER

‘Jane played her first game when she was 5. My father said, “Let’s see if she likes it.” My father had tried to teach me when I was young and I used to sit there bored, but Jane loved it from the start. By the end of that afternoon she had memorised all the moves and by 6 was starting to beat adults. When she’s won of course I’m pleased but if she said she wanted to give it all up tomorrow, I wouldn’t stand in her way. On the other hand I don’t want to do the awful thing of putting somebody down because they are exceptional. If she has this gift, let her fulfil her potential.’

ЗАДАНИЕ № 3

For questions 21-35 read the text below and decide which answer (A, B, C or D) best fits each space. There is an example at the beginning (0).

THE PATHE FILM COMPANY

In 1885, a Frenchman, Charles Pathe, created what later became France’s most successful film studios. By 1907, the company had (0) A enormously and had studios in France, Britain, Germany, Italy, Spain and the USA. What seems surprising now that Hollywood dominates the film (21) ________ is that a French company (22) ________ itself so well in the USA. Pathe was one of the main film companies there at that (23) ________, hiring out its studios to other film-making companies (24) ________ distributing its own films.

However, (25) _______ Pathe was big in the USA, it was a giant in Europe. In 1913, the year before the First World War (26) _______, Pathe made no fewer than three hundred films. But the war affected the company (27) _______. Shortages of staff and equipment led to big (28) _______ in production, and by 1918 output had (29) _______ to sixty-three films. From then on Pathe (30) _______ on making fewer films of (31) _______ length and better quality.

Pathe was the first company to put out regular news films, which it started doing in 1903. Each film lasted fifteen minutes and (32) _____ of six news items. From (33) _____ on, Pathe’s news department had branches all over Europe and later all over the world. By the 1970s, TV news had completely (34) _____ the role of cinema news films and so the company stopped making them. Today, Pathe is chiefly (35) _____ in TV, cinema and new video technology.

0

A expanded
B swollen
C widened
D stretched

21

A life
B world
C area
D channel

22

A established
B set
C founded
D placed

23

A date
B phase
C age
D time

24

A in addition
B together
C as well as
D also

25

A so
B whether
C despite
D if

26

A burst out
B broke out
C set off
D went off

27

A badly
B extremely
C largely
D highly

28

A chops
B slips
C cuts
D dips

29

A descended
B shortened
C fallen
D subtracted

30

A thought
B engaged
C occupied
D concentrated

31

A further
B greater
C higher
D bigger

32

A consisted
B featured
C included
D composed

33

A soon
B firstly
C early
D initially

34

A brought off
B turned into
C caught on
D taken over

35

A involved
B connected
C linked
D tied