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Приготовление дезинфицирующих растворов различной концентрации Практические работы по географии для 6 класса Организация работы процедурного кабинета Изменения в неживой природе осенью Уборка процедурного кабинета Сольфеджио. Все правила по сольфеджио Балочные системы. Определение реакций опор и моментов защемления |
Put in order three places that the tour guide will visit first.
_____ London Eye _____ Madame Tussauds, Museum _____ Tower Bridge _____ Tower of London _____ Houses of Parliament _____ Big Ben _____ Buckingham Palace _____ Oxford Street [3]
Choose the right option. 4. Oxford Street is a famous street for… [1] A) Drinking tea B) Eating C) Shopping D) Taking pictures 5. The Queen lives at … [1] A) Tower of London B) Buckingham Palace C) Tower Bridge D) Big Ben
Total [5] Reading Task. Read the text about fast food. Fast food How did the hamburger become the most popular, most typical American food? It got its name from the German town of Hamburg, which was famous for its steak. German immigrants to the United States introduced the “hamburger steak”. McDonald’s sells hamburgers, one of the world’s most famous fast food restaurants. You can find them in Japan, Germany, Panama, Guatemala, Australia, Portugal, Hong Kong and even Moscow. In fact, there are 13,000 in 120 countries. What makes American fast food so popular? Lee Cho, a South Korean, says: “I often go to McDonald’s. It’s clean, less expensive than other restaurants and saves time.” Natalia Petrova, a girl from Moscow, says “I find the hamburgers very tasty”. Older people are very critical of this sort of food. Lots of young people in the USA are overweight and parents blame these high-calorie foods that their children eat in large quantities. Mark sentences as True or False. 1. The hamburger is originally American. [1] True False 2. People can eat hamburgers anywhere around the world. [1] True False 3. Parents say fast food because their children don’t like it. [1] True False Write answers. 4. Who took the hamburger to the United States of America? [1] ________________________________________________________________ ________________________________________________________________
5. Why do people go to McDonald’s? [1] ________________________________________________________________ ________________________________________________________________
Total [5]
ü Write answers in full sentences.
ü Give arguments supported by examples. ü Link these sentences into a well-structured paragraph with some basic connectors. ü Use future form ‘will’. Topic 1. Our Health § What is it a healthy lifestyle? § What should you personally do to stay healthy? § How will you describe a healthy diet? § What will you do to stay healthy?
Topic 2. Holidays and Travel § What will your dream holiday look like? § Where would you like to go? § Why will you choose this place? § What kind of activities can you do there? Who will you go with? Total [6] Speaking Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own points of view on topics, ask questions to clarify the answers and get the needed information, explain and justify your positions and answer your partner’s questions. You have 1 minute to prepare and 2 minutes to talk.
Card 1. Discuss with your partner the topic ‘Our Health’. The following questions will help you to organize your talk: 1) Do you go in for sports? 2) What kind of sport do you do? 3) How often do you go in for sport? 4) Are you a member of a gym? 5) What can you advise for people to stay healthy?
Card 2. Discuss with your partner the topic ‘Our Health’. The following questions will help you to organize your talk: 1) Do you sleep well? 2) How many hours of sleep do you usually get? 3) What do you do, if you can't get to sleep? 4) Have you ever drunk milk to get to sleep? 5) What do you do in order to sleep well?
Card 3. Discuss with your partner the topic ‘Our Health’. The following questions will help you to organize your talk: 1) How often do you eat fast food? 2) What fast food do you eat? 3) Do we need to eat as much fast food as we do? 4) Why do you think people keep eating unhealthy food? 5) What foods do you think are healthy?
Card 4. Discuss with your partner the topic ‘Our Health’. The following questions will help you to organize your talk: 1) Why is it important to visit a dentist? 2) When was the last time you went to a doctor? Why? 3) Have you ever been to a hospital? 4) When was the last time you were sick? 5) What do you do to stay healthy?
Card 5. Discuss with your partner the topic ‘Holidays and Travel’. The following questions will help you to organize your talk: 1) Have you ever been in any foreign country? 2) Where have you been? 3) Are you planning to go anywhere for your next vacation? 4) If so, where and who with? 5) How long will you stay?
Card 6. Discuss with your partner the topic ‘Holidays and Travel’. The following questions will help you to organize your talk: 1) What festival is the most exciting in your country? 2) When is the festival celebrated? 3) Why is this festival celebrated? 4) Does your family celebrate this festival? 5) Are there special foods connected with the festival?
Card 7. Discuss with your partner the topic ‘Holidays and Travel’. The following questions will help you to organize your talk: 1) Are you afraid of going abroad alone? 2) Could you live in another country for the rest of your life? 3) What was the most interesting person you met on one of your travels? 4) What was your best trip? Why? 5) What was your worst trip? Why?
Card 8. Discuss with your partner the topic ‘Holidays and Travel’. The following questions will help you to organize your talk:
1) What is your favourite holiday? 2) What do you like to do on the holidays? 3) Who do you usually spend the holidays with? 4) What is your parent's favourite holiday? 5) Do you think holidays are important? Why? Total [6] Total marks_ /22 Mark scheme Listening and Reading
Total marks | 10 | ||||||||||||||||||||||||||||||||||||||||||
CRITERIA FOR MARKING WRITING*
Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a mean to give an overall total out of 6.
| Mark / Criterion | Content: relevance, style and register, and development of ideas | Organization: cohesion, paragraphing, and format | Vocabulary and Spelling | Grammar and Punctuation: range and accuracy | |
| 6 | · All content is relevant to the task. · The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. · All content points are fully addressed and developed in a balanced way. *Such misuse of register should not harm the format of writing. | · Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. · Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas. · The format is appropriate, but may be modified for a better reading experience. | · Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional errors. · Has good control of word formation; may make occasional errors in producing less common word forms. · Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present. · May occasionally misspell less common lexical items. · Errors in word choice and/or spelling do not distort meaning. | · Writes simple and compound sentence forms correctly and demonstrates some variety in length. · May attempt some complex sentences, but they tend to be less accurate, including punctuation. · Errors in grammar and/or punctuation do not distort meaning. | |
| 5 | · All content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register may be present. · Most content points are addressed, but their development may be slightly imbalanced. | · Uses a range of basic connectors correctly. · Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of each paragraph may reflect imbalanced development of ideas. · The format is appropriate. | · Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors. · Has good control of word formation; may make errors in producing less common word forms. · Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present. · May often misspell less common lexical items. · Errors in word choice and/or spelling do not distort meaning. | · Writes simple and compound sentence forms correctly, but does not demonstrate variety in length. · Occasional errors in grammar and/or punctuation do not distort meaning. | |
| 4 | · Most content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the requirements of the task. · Most content points are addressed, but some content points may be more fully covered than others. | · Uses some basic connectors, but these may be inaccurate or repetitive. · Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason). · The format is generally appropriate. | · Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items. · Has good control of word formation; can produce common word forms correctly. · May make infrequent errors in spelling more difficult words. · Errors in word choice and/or spelling rarely distort meaning. | · Writes simple and some compound sentence forms correctly. · While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted. | |
| 3 | · Some content is relevant to the task; significant content omissions may be present. · The register barely corresponds to the requirements of the task. · Only some content points, which are minimally addressed. | · Uses a very limited range of basic cohesive devices correctly. · Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs). · The format may be inappropriate in places. | · Uses basic vocabulary reasonably appropriately. · Has some control of word formation; can produce some common word forms correctly. · Makes frequent errors in spelling more difficult words, but simple words are spelled correctly. · Errors in word choice and/or spelling distort meaning at times. | · Writes simple sentence forms mostly correctly. · Errors in grammar and/or punctuation may distort meaning at times. | |
| 2 | · Severe irrelevances and misinterpretations of the task may be present. · Only few content points, which are minimally addressed. | · May use a very limited range of basic cohesive devices, and those used may not indicate a logical relationship between ideas. · Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line). · The format may be inappropriate. | · Uses an extremely limited range of vocabulary. · Has very limited control of word formation; can produce a few common word forms correctly. · Makes many errors in spelling, including a range of simple words. · Errors in word choice and/or spelling distort meaning. | · Writes some simple sentence forms correctly. · Frequent errors in grammar and/or punctuation distort meaning. | |
| 1 | · Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task. | · Links are missing or incorrect. · Does not write in paragraphs at all (a script is a block of text). · The format is not appropriate. | · Can only use a few isolated words and/or memorized phrases. · Has essentially no control of word formation; can barely produce any word forms. · Displays few examples of conventional spelling. | · No evidence of sentence forms. | |
| 0 | · Does not attempt the task in any way.
OR · The response is completely irrelevant to the task. OR · There is too little language to assess. OR · Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning. | ||||
*Criteria for Marking Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work using some of the criteria from each column. There is no need to take into account all the points of the criteria.
CRITERIA FOR MARKING SPEAKING*
Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total out of 6.
| Mark / Criterion | Development and Fluency | Grammar and Vocabulary | |
| 6 | · Shows sustained ability to maintain a conversation and to make relevant contributions at some length. · Produces extended stretches of language despite some hesitation. · Can respond to change in direction of the conversation. · Pronunciation is intelligible. · Intonation is appropriate. | · Produces error-free simple sentences. · Attempts some complex grammatical forms, but may make errors, which rarely cause comprehension problems. · Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics. | |
| 5 | · Responds relevantly and at length which makes frequent prompting unnecessary, resulting in a competent conversation. · Produces mostly extended stretches of language despite some hesitation, although instances of using short phrases may be present. · Can generally respond to change in direction of the conversation. · Pronunciation is generally intelligible. · Intonation is generally appropriate | · Produces error-free simple sentences. · Uses a range of appropriate vocabulary when talking about a range of general and curricular topics. · Occasional mistakes do not cause comprehension problems. | |
| 4 | · Attempts to respond to questions and prompts. · Produces responses which are extended beyond short phrases, despite hesitation. · Effort will need to be made to develop the conversation; only partial success will be achieved. · Pronunciation is mostly intelligible. · May not follow English intonation patterns at times. | · Frequently produces error-free simple sentences. · Uses appropriate vocabulary to talk about a limited range of general and curricular topics. · Errors may cause comprehension problems. | |
| 3 | · Responses tend to be brief and are characterized by frequent hesitation. · Has to be encouraged to go beyond short responses and struggles to develop a conversation. · There is a lack of intelligibility of pronunciation, but it is unlikely to impede communication. · May not follow English intonation patterns frequently. | · Produces basic sentence forms and some correct simple sentences. · Uses a limited range of appropriate vocabulary to talk about a limited range of general topics. · Errors are frequent and may lead to misunderstanding. | |
| 2 | · Responses are so brief that little is communicated. · Barely engages in a conversation. · Pronunciation may cause some communication difficulty. · Does not follow English intonation patterns. | · Attempts basic sentence forms, but with limited success. OR · Heavily relies on apparently memorized utterances. · Uses a limited range of appropriate vocabulary to talk about a very limited range of general topics. · Makes numerous errors except in memorized expressions. | |
| 1 | · No communication possible. · Pronunciation and intonation patterns cause difficulty for even the most sympathetic listener. | · Cannot produce basic sentence forms. · Can only produce isolated words and phrases or memorized utterances. | |
| 0 | · No attempt at the response.
OR · No ratable language. | ||
*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some of the criteria from each column. There is no need to take into account all the points of the criteria.
Term 3. Transcript for listening task
Tour guide: Good afternoon, ladies and gentlemen! And welcome to this fantastic tour of London by bus. My name’s Greg and I’m your guide this afternoon on our tour of London. As you can see, we’re on an open-top bus, so you can see all the attractions from your seat and you don’t need to walk anywhere. And please don’t worry about the rain; I’m sure it’ll stop soon. A-a-and please ask any questions at any time.
Tourist 1: I have a question.
Tour guide: Yes?
Tourist 1: Do you have extra umbrellas? I mean, if it rains a lot.
Tour guide: Err, no, we don’t have any extra umbrellas, but don’t worry, I’m sure the rain will stop soon. Right, OK, so where are we going on our wonderful tour? Well, the tour takes two hours and we are going to visit all the famous sites. First we’ll see Madame Tussauds, the museum with wax models of famous people and celebrities, and then we’ll drive along the most famous shopping street in the world, Oxford Street. After that we’ll see the famous clock Big Ben and The Houses of Parliament. As we drive along the river you’ll see the popular attraction, the London Eye, from which you can see the whole city on a sunny day. Then we’ll see Tower Bridge and the famous Tower of London before arriving at Buckingham Palace, just in time for a cup of tea with the Queen.
Tourist 2: Is that included in the tour? A cup of tea with the Queen?
Tour guide: Err, well, no, not exactly, but there’s a lovely café near the palace where you can get a cup of tea. (Sound of a storm right overhead, loud thunder and very heavy downpour)
Tourist 1: I have another question.
Tour guide: Yes?
Tourist 1: Can we have our money back? We’re getting off the bus.
Tour guide: Err, well, you see... Quick! Run! Everyone off the bus!... Copyright: learnenglishteens.britishcouncil.org
