Criteria for assessing the oral part in English. Criteria for evaluating the tasks of the oral part of the exam in foreign languages. Assessment of dialogic speech

Secondary general education

English language

Assessment criteria for the USE-2019 in English

The purpose of the unified state exam in foreign languages ​​is to determine the level of foreign language communicative competence of the examinees. The main attention is paid to speech competence, i.e. communication skills in different types of speech activity: listening, reading, writing, speaking, as well as in language competence, i.e. language knowledge and skills. Sociocultural knowledge and skills are tested in the sections "Listening", "Reading", "Writing" and in the oral part of the exam; compensatory skills are tested in the "Writing" section and in the oral part of the exam.

The examination paper contains written and oral parts. The written part includes four sections: "Listening", "Reading", "Grammar and Vocabulary" and "Writing". Tasks by level of complexity have a basic level, a level of advanced complexity and a high level of complexity. The work on foreign languages ​​included 38 tasks with a short answer and 6 tasks of an open type with a detailed answer.

Basic, advanced and high levels of complexity of USE tasks correlate with the levels of foreign language proficiency as follows: basic level - A2 + (that is, closer to B1), advanced level - B1, high level - B2

The sections "Listening" and "Reading" present tasks related to three different levels of difficulty; in the "Grammar and Vocabulary" section - to two (basic and advanced). In the section "Writing" and in the oral part of the exam, the tasks belong to the basic and advanced levels of complexity.

The time to complete the four written sections of the examination paper is 3 hours (180 minutes). The oral part of the exam is performed on a separate day; task completion time, including preparation time, is 15 minutes. The total time for completing tasks for all sections of the examination paper is 3 hours 15 minutes (195 minutes). Recommended time for completing tasks by sections:

  • "Audience" - 30 minutes;
  • "Reading" - 30 minutes;
  • "Grammar and vocabulary" - 40 minutes;
  • "Letter" - 80 minutes;
  • "Speaking" (oral part of the exam) - 15 minutes.

In 2019, there are no changes in the structure and content of KIM.

  • Clarified criteria for assessing the performance of task 40 of the "Writing" section in the written part of the exam
  • The wording of task 40 has been clarified, in which the exam participant is offered a choice of two topics of a detailed written statement with elements of reasoning "My opinion"

The evaluation of the "Writing" section and the oral part is carried out by experts who have undergone special training to check assignments based on criteria and evaluation schemes. At the same time, in the "Writing" section, task 39 (basic level of complexity) is assessed based on the requirements of the basic level of learning a foreign language, and task 40 (high level of complexity) - based on the requirements of the profile level. In the oral part of the exam, the basic level includes tasks 1, 2 and 3, the high level of difficulty is task 4.

A feature of evaluating tasks 39 and 40 is that when the examinee receives 0 points according to the criterion “Solution of a communicative task”, the entire task is evaluated at 0 points. The same is the case with tasks 3 and 4 of the oral part of the exam. When evaluating tasks in the "Writing" section (39, 40), one should take into account such a parameter as the volume of the written text, expressed in the number of words. The required volume for a personal letter in task 39 is 100–140 words; for a detailed written statement in task 40 - 200–250 words.

The permissible deviation from the specified volume is 10%. If the completed task 39 has less than 90 words or task 40 has less than 180 words, then the task is not subject to verification and is evaluated at 0 points. If the volume is exceeded by more than 10%, i.e. if the completed task 39 has more than 154 words or the task 40 has more than 275 words, only that part of the work that corresponds to the required volume is subject to verification. When evaluating task 40, special attention is paid to the ability of the examinee to produce a detailed written statement. If more than 30% of the answer is unproductive (i.e. textually matches the published source), then 0 points are given according to the criterion "Solution of the communicative problem", and, accordingly, the entire task is evaluated at 0 points.

In the oral part, topicality should also be avoided, since it is highly likely that it will interfere with solving the communicative task. At the same time, attention should be paid to the volume of the statement, the criteria stipulate an insufficient amount of the statement, which will lead to zero for solving the short-circuit, and hence zero for the entire work.

The book contains tasks of different types and levels of complexity on topics, knowledge of which is tested for the exam, as well as brief theoretical information. All questions are answered. It will help to practice in completing assignments, repeat the material covered and effectively prepare for the exam.

72,500 took part in the USE-2018. The score decreased slightly, in general, the situation is stable. There were fewer high-profile people. The experience of the exam showed that receptive skills (listening, reading) are developed among graduates better than productive ones. « Listening” (average percentage of completion - 76). This year, students coped well with task 1 of the basic level, however, they experienced certain difficulties in choosing individual answers for task 2 of increased difficulty - understanding the information requested (the average percentage of completion of the entire task 2 was 79.1). This mainly concerned the task in which, on the basis of the text, it was impossible to give either a positive or negative answer and it was necessary to choose option 3 - “The text does not say”. Tasks 3-9 are tasks of a high level of complexity and test the ability to fully and accurately understand a fairly complex authentic text. The average percentage of completion of these tasks, for obvious reasons, is slightly lower than for tasks 1 and 2. Not all participants in the exam were able to cope with the task. Exam participants with poor preparation react only to individual words that match in the question and answer, and do not catch the meaning of the statements, because the level of language proficiency does not allow to fully and accurately understand the authentic text. Thus, the participants as a whole successfully cope with the tasks of listening, despite the fact that listening is one of the most difficult types of foreign language speech activity. An analysis of the results of completing tasks in the "Listening" section showed that examinees with poor preparation generally cope with those tasks in which the same words and phrases sound in the text itself. Unfortunately, when choosing an answer, they do not rely on the meaning of the text, but on individual words and phrases and do not take into account the fact that, as a rule, paraphrases, synonyms, and antonyms are given in the answer options. The matching task is especially difficult for examinees when the correct answer is "The text does not say." Here, too, examinees often rely on the same words and phrases in the question and answer, or on their own personal experience. The analysis shows that not only the low level of communicative competence, but also the lack of formation of meta-subject skills of working with information (general educational competence) does not allow the participants to choose the correct answer. These include, first of all, insufficient development of critical thinking skills, which does not allow you to quickly distinguish essential information from secondary information, establish cause-and-effect relationships between facts and events, comprehend the author’s position, determine the general idea of ​​the text, etc.

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Reading

Reading (average percentage of completion - 76.9). In general, the tasks were completed successfully, the main difficulties were caused by the third text. (in task 10, the average percentage of completion is 88; in task 11, 82.1; in task 12-18, 60.8).

As in listening, weak learners rely on single words, sometimes not even keywords. In task 10, they are prevented from understanding the meaning of the entire text not only by insufficiently developed communication skills, but also by weak meta-subject skills, such as the ability to separate the main from the unimportant, reject unnecessary information, understand how different parts of information are interconnected, highlight cause-and-effect relationships . In task 11, the reason for choosing the wrong answers is, as a rule, ignorance of the rules for constructing sentences, ignorance of grammatical structures, often even parts of speech, conjunctions, allied words, prepositions, as well as, in general, logical and semantic means to make the text coherent and logical. Participants do not always take into account that the selected fragment must correspond to the proposal not only in structure, but also in meaning. In tasks 12-18 participants often forget that the correct answers are usually paraphrased.

Mistakes in reading assignments are similar to the mistakes participants make in the Listening section. Basically, this is due to the fact that these two types of speech activity are receptive and are based on similar mechanisms for the perception and comprehension of texts.

Grammar and vocabulary

The average percentage of completion of tasks for the entire section in 2018 is 68.1.

The level of completion of the task has slightly increased, however, as in previous years, the use of verbs in the forms Past and Future Simple, Present Perfect, Passive Voice in Past Simple is still typical mistakes. Students make a large number of errors in forms, even make spelling mistakes, confuse parts of speech. There are a number of areas in which exam participants experience difficulties. Grammar, first of all, includes parts of speech and their functions in a sentence, temporal forms of verbs, pronouns (personal and demonstrative), degrees of comparison of adjectives and adverbs, plural nouns, ordinal numbers, conjunctions and prepositions.

Vocabulary includes: the skills of the correct use of a word in the context, taking into account polysemy, synonymy, antonymy, homonymy of lexical compatibility, the influence of grammatical construction and grammatical environment on the choice of the desired word, as well as the skills of using frequent phrasal verbs and word formation skills. And it's not about knowing the rules, but about the practical skills of using

Letter

Written assignments traditionally cause great difficulty for exam participants. Task 39 shows a good trend, students make fewer mistakes in the structure of the letter, use etiquette clichés.

Common Mistakes

  • Incorrect or inaccurate answers to questions
    The student simply does not understand the meaning of the question and answers inappropriately. What food do you often have? Now I have...
  • Combining answers to two questions into one
    Related questions like What food do you usually have in your fridge? Who buys food in your family?
  • Forming questions for a friend
    Questions not in essence, questions, the answer to which exists in the task. Difficulties with the correct formation of the question.

A significant number of shortcomings can be found in the performance of task No. 40. Starting a detailed analysis of the performance of task 40, we recall that it is characterized by a high level of complexity (B2 on the all-European scale). Accordingly, both the subject of detailed written statements and the vocabulary used in the formulations are quite complex, although they are within the framework of the school program of the profile/advanced level (5–6 hours of a foreign language per week).

  • Complexity of topics in terms of general perception (digital literacy, virtual traveling)
  • Logic and means of logical connection
  • Non-compliance with the plan
  • Counterarguments do not support arguments
  • Incompletely disclosed aspects
  • Rhetorical questions
  • Violation of the logic of the statement
  • Incorrect use of logical links
  • A large number of grammatical errors, lexical errors, spelling errors
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speaking

Analysis of statistics showed that the oral part in 2018 was completed quite successfully, although worse than in the previous year (in 2017, the average percentage of completion was 69; in 2018, 64.9). The performance of basic task 1 has slightly improved. The vast majority of graduates have time to read the text proposed in task 1, they make fewer phonetic errors regarding the pronunciation of sounds, for example, interdental ones. However, examinees still find it difficult to read words that are not pronounced according to the rule, add endings where they are not, do not read the endings, do not know how to divide sentences into syntagms, do not have intonation skills. There are still answers in which the stress is broken in the simplest words.

When completing task 2, exam participants often failed to cope with the task both in terms of performing the communicative task (the questions did not correspond to the proposed communicative task), and in terms of grammar, vocabulary, and sometimes pronunciation. inaccurate request for information

In task 3

  • reproduction of memorized pieces of text instead of spontaneous speech (this was especially often manifested in long introductions and conclusions);
  • incomplete or inaccurate coverage of plan items;
  • lack of contact with a friend;
  • logical errors;
  • misuse of logical links

Task 4

The introduction of different wording was done in order to avoid the repetition of memorized fragments of the text and to encourage spontaneous speech. Task 4 is a task of a high level of complexity and requires both a good command of the language and a strong command of meta-subject skills.

In addition to these errors, exam participants often gave incomplete answers to item 1, which required a brief description of the photographs, mentioning what is happening and where it is happening. Some examinees described both photos, but only for one of the elements (location, action) or described the first photo in full, and skipped one of the elements when describing the second. All this led to lower scores. Just as in previous years, there were repetitions of both ideas and vocabulary in paragraph 1 of the plan and in subsequent paragraphs (this led to a decrease in points).

The positive aspects of completing this task in 2018 include compliance by the majority of participants with the structure of the monologue, its volume (an average of 7–9 phrases, and not 6–7, as in the previous year). However, the number of lexical and grammatical errors increased, which also led to a decrease in scores for the task.

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Information about what criteria experts use to evaluate the monologue for comparing and contrasting pictures in task No. 4 of the oral part of the exam
Analysis and evaluation of one of the answers according to the criteria from the point of view of the examiner-expert

In previous articles, we have compiled an answer to task number 4 of the oral part of the exam in English.

There is a separate article about each of the stages,

with keywords and specific examples.

You can get this information by clicking on the link for each step above.

And how would this answer be assessed by experts?

Let's figure this out today.

Let's start by checking your verbal answer expert not just looking for vocabulary or grammar errors,

a evaluates his according to several criteria.

Here are the criteria for task 4 of the oral part of the exam:

  1. - in other words, how complete and detailed were the answers to all the points of the plan in your monologue

Solving a communicative problem this is a very important criterion

which the evaluated from a maximum of 3 points.

You will receive for solving the communicative task:

3 points- if the task is completed in full (all 5 points of the plan are disclosed fully, accurately and in detail),

in response at least 12-15 phrases

2 points- if one aspect is not disclosed completely (everything else is complete) OR one or two are incompletely disclosed,

in a monologue 9-11 phrases

1 point- if two aspects are not disclosed(all others complete) OR all points of the plan are disclosed not expanded,

Total 6-8 offers

0 points- if communicative task completed by less than 50%(three or more items are not disclosed),

5 or less phrases

ATTENTION!

With zero points for the communicative task, ALL task number 4 of the oral part of the exam is rated at 0 points!

Let's remember which we got and evaluate it according to this first criterion.

Let me remind you what the task looked like.

Task Formulation:

Study the two photographs. In 1.5 minutes be ready to compare and contrast the photographs:

give a brief description of the photos (action, location)

say what the pictures have in common

say in what way the pictures are different

say which of the activities presented in the pictures you'd prefer

explain why


Our answer:

In the first photo this seems like a weekend which the family is spending together riding their bikes outside a city. We can tell by the expressions of their faces that they are enjoying the day.

In the second photo it looks as though a lot of professional sportsmen are taking part in the competition somewhere in the city. The cyclists look rather competitive.

The pictures are similar in that they both show the people of different ages who are in the process of riding their bicycles.

The pictures are different in a couple of ways. The first one is in the number of people presented. We can see only three members of the family in the first photo, in the second one there is the huge crowd of the cyclists. It's an obvious difference. Moreover, the family is riding just for pleasure, the competitors are definitely trying to win or to reach their own goals.

To be honest, I'm not into sport at all and I'm not that keen on riding bikes. I'd rather stay at home at the weekend but if I had to choose I would go for a family trip with my parents. I'm not going to choose a race because I'm afraid of speed, I can't ride well enough. Also I usually don't feel comfortable in a crowd.

There are 15 phrases in our answer, and we tried to answer all questions fully and in detail.

Criterion "Solution of a communicative task" - 3 points out of 3x

2. Organization of the utterance - how logical, connected and complete the monologue is

Here the maximum is 2 points.

So, you deserve for the organization of the monologue:

2 points- if the statement logical, there is opening and closing phrases,

properly used funds logical connection (but, also, to be honest, more over - and the like)

1 point- if monologue mostly logical,

but there is no introductory AND/OR closing phrase a,

insufficient use of the means of logical communication

0 points- statement not logical,

missing introductory and closing phrases,

nearly communication means not used

Let's get back to our answer.

I dare to assume that it is logical enough and there are enough means of logical connection in it.

But, if as an introductory phrase we used this

I've got two photographs and I'm going to compare and contrast them.

that sentence

Also I usually don't feel comfortable in a crowd.

Therefore, it is likely that with such an answer, experts can remove one point for the organization of the statement.

The criterion "Organization of the utterance" - 1 point out of 2x

I don't really like phrases like "That's all that I wanted to tell about these two photos",

but probably,

to comply with the formalities without her or her like without losing points on this criterion is indispensable.

3. Language design of the statement- here the vocabulary and grammar you use, your mistakes and pronunciation are assessed

The maximum score for this criterion is 2 points.

For example, for language design you will receive:

2 points- if your vocabulary and grammatical structures used will be of a high level of difficulty and will fit the task.

Allowed no more than 2 non-rough lexico-grammatical mistakes AND/OR no more than 2 minor phonetic errors.

1 point- vocabulary and grammar generally correspond to the task,

allowed no more than 4 lexico-grammatical mistakes AND/OR no more than 4 phonetic errors.

0 points- if the understanding of the monologue is difficult due to numerous errors (5 or more grammatical errors)

AND/OR 5 or more phonetic errors.

If you look at our answer to you,

Criteria for evaluating tasks of the oral part of the exam in foreign languages

Task 2 (maximum - 5 points).

Each of the five questions asked is evaluated separately.

Tasks 3 and 4 (photo description and comparison of two photos) - 7 points for one task (maximum - 14 points).

Points Solving a communicative problem (content)* Organization of the utterance Language design of the statement
The communicative task was completed in full: the content fully, accurately and in detail reflects all the aspects indicated in the task (12-15 phrases)
The communicative task is partially completed: one aspect is not disclosed (the rest are fully disclosed), OR one or two are incompletely disclosed (9-11 phrases) The statement is logical and has a complete character; there are introductory and concluding phrases corresponding to the theme. Logical links are used correctly The used vocabulary, grammatical structures, phonetic design of the statement correspond to the task (no more than two non-rough lexical and grammatical errors are allowed AND / OR no more than two non-rough phonetic errors)
The communicative task is not fully completed: two aspects are not disclosed (the rest are fully disclosed), OR all aspects are incompletely disclosed (6-8 phrases) The statement is mostly logical and has a fairly complete character, BUT there is no introductory AND / OR closing phrase, AND / OR means of logical connection are not used enough The used vocabulary, grammatical structures, phonetic design of the statement basically correspond to the task (no more than four lexical and grammatical errors are allowed (of which no more than two are gross) OR / AND no more than four phonetic errors (of which no more than two are gross)
The communicative task was completed by less than 50%: three or more aspects of the content were not disclosed (5 or less phrases) The statement is illogical AND / OR does not have a complete character; there are no introductory and closing phrases; logical connections are practically not used Understanding the statement is difficult due to numerous lexical-grammatical and phonetic errors (five or more lexical-grammatical errors AND / OR five or more phonetic errors) OR more than two gross errors

*Note. If the examinee receives 0 points according to the criterion "Solution of the communicative task", the entire task is evaluated at 0 points.


APPENDIX 4

English language. oral part. Additional assessment scheme for task 1 "Reading the text aloud"

English language. oral part. Additional assessment scheme for task 2 (conditional dialogue-questioning).

Full name of the expert_____________________________ Code of the expert ____________________

FORM NUMBER
Holistic assessment Question 1 in content corresponds to the task; has the correct grammatical form of a direct question; possible phonetic and lexical errors do not complicate perception
Question 2 in content corresponds to the task; has the correct grammatical form of a direct question; possible phonetic and lexical errors do not complicate perception
Question 3 corresponds to the task in question; has the correct grammatical form of a direct question; possible phonetic and lexical errors do not complicate perception
Question 4 corresponds to the task in terms of content; has the correct grammatical form of a direct question; possible phonetic and lexical errors do not complicate perception
Question 5 corresponds to the task in question; has the correct grammatical form of a direct question; possible phonetic and lexical errors do not complicate perception
FINAL SCORE (maximum score - 5)

English language. oral part. Additional assessment scheme for task 3 (photo description).

Full name of the expert_____________________________ Code of the expert ____________________

FORM NUMBER
Aspect 1. The answer to the question when the photo was taken is given.
Aspect 2. The answer to the question of who / what is shown in the photo is given
Aspect 3. The answer to the question of what is happening in the photo is given
Aspect 4. The answer to the question why the author took this photo is given
Aspect 5. The answer to the question why the author decided to show this photo to a friend is given
2. Organization The presence of an introduction and conclusion, the completeness of the statement
3.

English language. oral part. Additional assessment scheme for task 4 (comparison of two photos).

Full name of the expert_____________________________ Code of the expert ____________________

FORM NUMBER
1. Solution of a communicative task (Content) Aspect 1. A brief description of the photos (what is happening in the photo and where) is given
Aspect 2. The answer to the question about the similarity of photographs is given
Aspect 3. The answer to the question about the differences is given
Aspect 4. The answer to the question about the preferences of the examinee is given
Aspect 5. The rationale for your preferences is given
FINAL SCORE (maximum score - 3)
2. Organization The presence of an introduction and conclusion, completeness of the statement
Consistency and the use of logical links
FINAL SCORE (maximum score - 2)
3. LANGUAGE REGISTRATION OF THE STATEMENT (maximum score - 2)

Communicative competence and its components are interpreted somewhat differently in the foreign and domestic methodological tradition by different scientific and practical schools, which, nevertheless, basically converge in its linguo-methodological description. For a detailed comparative analysis, see: Safonova V.V. Communicative competence: modern approaches to multilevel description for methodological purposes. – M.: Euroshkola, 2004.

Federal component of the state educational standard of secondary (complete) general education in foreign languages.//New state standards for a foreign language. Grades 2-11. / Education in documents and comments. - M .: AST. Astrel, 2004. p.93.

Federal component of state educational standards for elementary general, basic general and secondary (complete) general education, 2004.

See Verbitskaya M.V. Verification of oral speech skills at the unified state exam in a foreign language. - .. Federal Institute of Pedagogical Measurements: Collection of articles for the fifth anniversary of the Institute / ed. A.G. Ershova, G.S. Kovaleva. - M., EKSMO, 2007. S. 98-107.

GEF 2012

Solovova E.N., Rodomanchenko A.S. Forms of control of monologue skills in international exams in English.-//Foreign languages ​​at school, 2013, No. 2, pp. 39-46.

The first digit indicates the number of the task according to the numbering of the tasks of the oral part of the exam in foreign languages, i.e. task 1 - reading the text aloud, task 2 - questions; task 3 - description of the photo, task 4 - comparison of two photographs. The second digit indicates the specific variant.

The third digit conventionally denotes the specific student's response being analyzed.

Description of the presentation on individual slides:

1 slide

Description of the slide:

Preparation strategies and evaluation criteria for the section "Speaking" at the OGE in English. Gorbunova N.G., head of TUMO of teachers of foreign languages

2 slide

Description of the slide:

The format of the oral part of the OGE Task 1 - the basic level of reading aloud a short text of a popular science nature. Preparation time - 1.5 minutes. Task 2 - basic level conditional dialogue-questioning: answer six telephone survey questions heard in the audio recording. Task 3 - a high level, it is necessary to build a complete coherent monologue statement on a specific topic based on a plan presented in the form of indirect questions. Preparation time - 1.5 minutes

3 slide

Description of the slide:

Task number 1 Task 34 You are going to read the text aloud. You have 1.5 minutes to read the text silently, and then be ready to read it aloud. Remember that you will not have more than 2 minutes for reading aloud. We are always told that we should clean our teeth regularly to keep them healthy and to have fresh breath. It is believed that people started using a kind of paste to clean their teeth around 5000 years ago. However, the ingredients of these tooth powders were very different from ours. For example, the people of ancient Egypt used salt, mint, dried flowers and pepper to create tooth powder. Later, in the 18th century, in some countries in Europe, people brushed their teeth with burnt bread. The first toothpaste appeared in 1890, in Great Britain. At first it was sold in jars. Then special tubes were designed to make the toothpaste more comfortable to use.

4 slide

Description of the slide:

Common mistakes Stunning consonants (read "bad" bat instead of bad). Wrong sounds (read "bad" bed instead of bad). Numbers: 13 - 30 (thirTEEN - THIRty). Numbers: Elizabeth II (Elizabeth the second). Numbers: 5,000,000 people (five million_ people). Words that are not read according to the rules (recipe, busy, etc). Different parts of speech: preSENT (give, present) - PREsent (gift). Different forms of the verb: read - read.

5 slide

Description of the slide:

Activity 1: exercises to prepare Reading after the tape Reading alone Choral reading 1-minute “breaking news” activity “Phrase-of-the-day” and quotations Topic vocabulary

6 slide

Description of the slide:

7 slide

Description of the slide:

Task 2 - conditional dialogue-questioning What is being assessed? The communicative component of the answer Completeness of the answer Allowed lexical, grammatical and phonetic errors that do not impede perception Maximum score - 6 points

8 slide

Description of the slide:

Task 2 Strategies Listen carefully to the question, try to remember it Pay attention to the time (tense) the question is asked Use short and clear wording Remember you have 40 seconds to give a detailed answer Maximum score - 6 points

9 slide

Description of the slide:

What to do? Hear the topic. Understand the question (listen to interrogative words and details of the question). Formulate an answer. Answer all parts of the question. Suggest the following questions.

10 slide

Description of the slide:

You can: Answer in one full sentence. Answer not immediately. Correct your answer a few times. Make mistakes that do not make it difficult to understand. You can not: Answer with one word or phrase. Listen to the question again. Ask again. See questions. Speak in another language.

11 slide

Description of the slide:

Pitfalls Double question (What do you like to do in your free time? Why?). Question wording (What are the most serious ecological problems in your town?). How often? (Often, seldom, sometimes. - Twice a week, once a year). Questions: would like - like.

12 slide

Description of the slide:

Training Strategies Electronic assistant: How old are you? Student: ________________________ Electronic assistant: How many times a week do you do sports? Student: _________________________ Electronic assistant: What sport is the most popular with teenagers in your region? Student: ________________________ Electronic assistant: What sports facilities are available in the place where you live? Student: _________________________ Electronic assistant: Why do you think it is important to keep fit? Student: _________________________ Electronic assistant: What would you advise a person who wants to keep fit? Student: ________________________

13 slide

Description of the slide:

Task 2: exercises to prepare Matching “Question – Answer” Correcting mistakes Expanding short answers Using pictures as a discussion Interviews (pair-work) Games (questions – answers) Role-playing situations

Description of the slide:

Task 3 You are going to give a talk about the place where you live. You will have to start in 1.5 minutes and will speak for not more than 2 minutes. Remember to say: what your city, town or village is famous for; what is your favorite place in your city, town or village is, and why do you like it; whether you are going to stay in your city, town or village after leaving school or move to another place, and why. You have to talk continuously.

15 slide

Description of the slide:

What is assessed in Task 3 Solving a communicative task - detailed answers to all questions are given - 3 points max Organization of the statement - the presence of an introductory and final phrase, completeness of the statement, the correct use of logical connections - 2 points max Language design - 2 points max - no more than allowed FOUR non-rough lexico-grammatical AND / OR no more than THREE non-rough phonetic errors Maximum score - 7 points

16 slide

Description of the slide:

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