7 form: Topic "English -- a Language of the World" by Mary Timoshenko

ENGLISH -- A  LANGUAGE OF  THE  WORLD

            I would like to start by saying that nowadays more than 740 people all over the world speak English and use it. Of all the 2700 world languages, English is one of the richest: it has a vocabulary of about 500 000 words. German, for example, has 185 000 and French -- fewer than 100 000. There are a lot of borrowings from English in other languages, for instance, ‘bank’, ‘supermarket’, ‘department’, ‘business’, ‘office’, ‘class’, ‘career’.

            At the end of the 20^th century English is more widely spoken and written than any other language has ever been. It has become the language of the planet, the first truly global language. More than half of the world’s scientific periodicals and eighty per cent of the information in the world’s computers are also in English. It is the language of sports, the official language of the Olympics. English is the main language of business.           Correspondingly, people who speak English have better job opportunities. 

            I study English because my future job can be connected with the use of the English language. If I go to another country, I shall speak English fluently because I study it well at school. I have been learning the language for seven years and I enjoy it because I like speaking English, I like English songs, my friends and I listen to them quite often. I would like to use computer programs in English, travel to foreign countries, Britain, the USA; I would also like to read English and American books in the original. Besides, I’d like to watch English films, cartoons, and educational programmes. Last summer I was in an international summer camp and it was great to be able to talk to others and understand them well. I am going there next summer, too.

            In the future I would like to have a pen friend and write letters to him/her. I am also going to attend English courses to master the language. I believe it will be useful for me to communicate with my friends in an English-speaking club and communicate with British teenagers online.

            I want to master the language, keep it up and brush it up regularly. In order to do this we usually have grammar and vocabulary drills, read texts and poems, write topics, do tests and dictations, act out dialogues, translate texts into Russian, express our opinion and discuss various ideas, learn poems and topics by heart. We learn new words in context and in isolation, listen to native speakers of English at our listening classes, and discuss what we hear; listen to English dialogues and stories at home. I need to practice my English more to make it more correct and fluent.

            All in all, I am happy with the way I am taught English at school because we get a lot of useful and important information at our English classes. We have six English lessons a week and a lot of practice. We work hard in class and do a lot of homework at home. Besides, I read books in English and watch English films. I am proud when I realize that I can get the idea of what I am watching or listening to. 

            However, learning English isn’t easy. I have some difficulties while learning it. For example, phrasal verbs are hard to remember because the particle or preposition changes the meaning of the verb completely (get on, get off, get in have absolutely different meanings). To learn idioms is a complicated task, taking into consideration that we need to use up-to date ones, not old-fashioned. 

            Our world is constantly changing, and the English language is and has been changing, too. We need to keep up to date learning English and I’m sure we’ll be able to overcome all the difficulties in the process of learning.

8 Form: Topic "Choosing a Career" by Dan Klochkov

CHOOSING  A  CAREER

            I would like to start by saying that it is important to think over what profession to choose. I’m in the eighth form now and it’s high time I chose what subjects to specialize in.  However, it’s not easy to make the right decision even for most school-leavers.

            Part of the problem is in a numerous list of professions to choose from. Everyone should start with himself, to see where his interests lie. You must be realistic about your abilities, too. If you are good at maths, you can become an engineer or an economist, if you are a creative person, you can be a designer, an interior decorator or a photographer, if you like to work with people – teaching or social work is for you.

            There are many factors that influence the decision of young people to make their choice. Some people are encouraged by their relatives or friends, some follow in their parents’ footsteps. Sometimes it’s good, because your parents can share their experience with you. On the other hand, it can be dangerous because if you are not good at science or don’t want to serve people, you’ll never become a good doctor, like your father.

            As for me, I haven’t decided yet what profession to choose. While growing up I was interested in many things. I enjoyed painting, dancing, and sports. I also liked making models and I've always liked maths, especially geometry, and drawing.

            So I believe I might connect my future profession with architecture. A good architect needs such qualities as creativity, good imagination and accuracy. It’s a prestigious, satisfying and rewarding job. It can give you many new opportunities and chances of promotion. Besides, it’s a well-paid job.

            Of course I understand that I’ll need thorough training to become a real professional.  I am planning to study further at university; it may be Moscow Institute of Architecture (State Academy). I don’t mind working hard. I realize that in order to get there I’ll need to sit a lot of exams and I am going to prepare for them properly.

            I wish everyone makes up their mind and takes the best decision. Choose the right career, and you’ll be happy and contented; choose the wrong one – you’ll be unhappy and miserable. This might be a costly mistake which might need a long time to correct. That’s why we need to weigh all the pros and cons and budget our time correspondingly.

Linking Words

Positive Addition:

and, both...and, not only...but (also/as well), too, moreover, in addition to, furthermore, further, also, not to mention the fact that, besides

E.g. She's clever and rich.

Negative Addition:

neither...nor, nor, neither, either

E.g. Neither Barry nor Kevin knows how to drive. Barry doesn't know how to drive. Nor does Kevin.

Contrast:

but, not...but, although, while, whereas, despite, even if, even though, on the other hand, in contrast, however, (and) yet, at the same time

E.g. Riding a bicycle may not be as comfortable as driving a car, however it is much more environmentally friendly.

 Similarity:

similarly, likewise, in the same way, equally

E.g. A glass of milk before you go to bed may help you sleep. Similarly, a hot bath could do the trick.

Concession:

but, even so, however, (and) still, (and) yet, nevertheless, on the other hand, although, even though, despite/in spite of, regardless of, admittedly, considering, whereas, while, nonetheless

E.g. He carried on playing until the end of the game, even though he had a broken toe.

Alternative:

or, on the other hand, either ... or, alternatively

E.g. You could tell her the bad news, or/on the other hand/alternatively you could let her find out herself.

Emphasis:

besides, not only this but...also, as well, what is more, in fact, as a matter of fact, to tell you the truth, actually, indeed, let alone

E.g. I'm afraid you are not qualified for this job and, what is more, you are far too young.

Exemplification:

as, such as, like, for example, for instance, particularly, especially, in particular

E.g. All the performers were good, but Pavarotti in particular was magnificent.

Clarification:

that is to say, specifically, in other words, to put it another way, I mean

E.g. She's angry. Specifically, she's angry at you.

Cause/Reason:

as, because, because of, since, on the grounds that, seeing that, due to, in view of, owing to, for, now that, so

E.g. She decided to order a salad now that she had started her diet.

Manner:

as, (in) the way, how, the way in which, (in) the same way (as), as if, as though

E.g. The coach explained how the team could beat their opponents.

Condition:

if, in case, assuming (that), on condition (that), provided (that), providing (that), unless, in the event (that), in the event of, as/so long as, granted/granting (that), whether, whether...or(alternative condition), only if, even if, otherwise, or(else), in case of

E.g. The travel agency will contact you in the event that/in case your flight is changed.

Consequence of a condition:

consequently, then, under those circumstances, if so, if not, so, therefore, in that case, otherwise, thus

E.g. You may be caught by the enemy. If so, tell them nothing.

Purpose:

so that, so as (not) to, in order (not) to, in order that, for fear (that), in case, lest

E.g. Make a note of our appointment in your diary in case you forget about it.

Effect/Result:

such/so...that, consequently, for this reason, as a consequence, thus, therefore, so

E.g. He was the only child of a rich banker and, as a consequence, he was very spoilt.

Comparison:

as...as, than, half as...as, nothing like, the...the, twice as...as, less...than

E.g. Her second novel is nothing like her first.

Time:

when, whenever, as, while, now (that), before, until, till, after, since

E.g. I like to visit the cathedral whenever I'm in Durham.

Place:

where, wherever

E.g. Park your car wherever you want to.

Exception:

but (for), except (for), apart from

E.g. We had a lovely holiday, apart from that one day when it rained.

Relative:

who, whom, whose, which, what, that

E.g. There's the man whose house was burnt down.

Chronological: 
beginning: initially, first..., at first, to start/begin with, first of all

E.g. First of all, I'd like to thank my mother...

continuing: secondly..., after this/that, second..., afterwards, then, next, before this

E.g. Then, I must thank everyone involved in making this wonderful film...

concluding: finally, at last, in the end, eventually, lastly, last but not least

E.g. Finally, I want to thank you, my fans.

Reference:

considering, concerning, regarding, with respect/regard/reference to, in respect/regard/reference to this/to the fact that

E.g. Considering all the evidence, we find the accused "not guilty".
I'm writing with reference to your report on whales.

Summarising:

in conclusion, in summary, to sum up, as I have said, as (it) was previously stated, on the whole, in all, all in all, altogether, in short, briefly, to put if briefly

E.g. To sum up, the government must spend more money on public services.                       

Административный контроль 4 класс: грамматика

Спецификация

демонстрационного варианта административной контрольной работы по английскому языку для учащихся 4-х классов

1.     Назначение работы – дифференцировать учащихся по уровню подготовки по грамматике английского языка с целью промежуточной (начальной) аттестации, а также выявления пробелов в области формирования языковых средств и навыков пользования ими.

2.     Содержание административной контрольной работы определяется на основе следующих нормативных документов:

·       Федеральный государственный образовательный стандарт начального образования;

·       Основная образовательная программа начального общего образования ГБОУ СОШ №1293;

·       Рабочая программа по учебнику И.Н.Верещагиной для IV класса школ с углубленным изучением английского языка.

3.     Условия применения.

Работа рассчитана на учащихся 4-х классов общеобразовательных школ, изучивших курс английского языка, отвечающий обязательному минимуму содержания начального образования по английскому языку для школ с углубленным изучением английского языка.

К выполнению работы можно готовиться по учебникам, имеющим гриф Минобразования РФ.

4.     Валидность и надежность работы.

Содержательная валидность работы определяется соответствием содержания заданий обязательным минимумам содержания начального образования по английскому языку. Это соответствие обеспечивается опорой при определении содержания проверочных заданий на специально разработанный экспертами в области языкового образования перечень вопросов содержания.

Надежность работы обеспечивается стабильностью результатов выполнения включенных в нее заданий, которая установлена при их использовании в рамках соответствующих проверок подготовки учащихся.

5.     Число заданий в работе.

Работа содержит всего: 30 заданий.

6.     Время выполнения работы.

На проведение работы выделяется 45 минут.

7.     Параллельность вариантов.

Параллельность вариантов достигается за счет:

·       отбора в каждую из частей работы заданий определенного для них в спецификации содержания и уровня сложности;

·       включения взаимозаменяемых, однотипных, примерно одинаковых по уровню сложности задания, расположенных в одних и тех же местах во всех вариантах.

8.     Типы заданий.

В работе используются задания различного типа: с выбором ответа, подстановочные, трансформационные, с полным развернутым ответом.

9.     Оценка выполнения заданий и всей работы.

Верное выполнение каждого задания оценивается 1 баллом. Аттестационная оценка определяется по 5-балльной шкале на основе выполнение 30 заданий и выставляется на основе числа верно выполненных заданий. Для получения положительной отметки «3» достаточно выполнить верно более 50% заданий, для получения отметки «4» -- более 70% заданий, при этом необходимо выполнить верно некоторое число заданий из всех частей работы; для получения отметки «5» -- более 90% заданий, при этом необходимо выполнить верно некоторое число заданий из всех частей работы.

10.  Распределение заданий работы по содержанию и видам деятельности.

Распределение заданий работы по блокам содержания.

№ п/п	Блок содержания	Число заданий в варианте работы
1	Предложения с there +to be (There are a lot of trees in the park.)	1
2	Модальные глаголы (can, must)	2
3	Определенный, неопределенный, нулевой артикли	3
4	Местоимения: неопределенные	2
5	Наиболее употребительные личные формы глаголов действительного залога: Present Simple, Future Simple и Past Simple, Present Continuous	4
6	Коммуникативные типы предложений: утвердительные, вопросительные (общий, специальный в Present, Future, Past Simple; Present Continuous), отрицательные, побудительные	8
7	Числительные количественные, порядковые	4
8	Имена прилагательные в положительной, сравнительной и превосходной степенях, образованные по правилу, а также исключения	4
9	Имена существительные во множественном числе, образованные по правилу, и исключения	2

Работа состоит из 6 разделов:

1.     Выбрать правильный ответ из 3 предложенных – 12 заданий;

2.     Использовать глагол в правильной грамматической форме – 5 заданий;

3.     Задать общий и специальный вопрос к данным высказываниям – 3 задания (оба вопроса к одному высказыванию, заданные грамматически верно, оцениваются в 1 балл);

4.     Записать дату (числительные) – 4 задания;

5.     Заполнить пропущенные слова (степени сравнения прилагательных) – 4 задания;

6.     Записать существительные во множественном числе – 2 задания.