Activity 2 - kkrmoi.uz
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Халқ таълими вазирлигининг 2015 йил 24 февралдаги 02-сонли хатига 2-илова ЎЗБЕКИСТОН РЕСПУБЛИКАСИ ХАЛҚ ТАЪЛИМИ ВАЗИРЛИГИ MINISTRY OF PUBLIC EDUCATION OF THE REPUBLIC OF UZBEKISTAN А.АВЛОНИЙ НОМИДАГИ ХАЛҚ ТАЪЛИМИ ХОДИМЛАРИНИ ҚАЙТА ТАЙЁРЛАШ ВА МАЛАКАСИНИ ОШИРИШ МАРКАЗИЙ ИНСТИТУТИ CENTRAL IN-SERVICE AND RETRAING INSTITUTE OF PUBLIC EDUCATION STAFF NAMED AFTER A. AVLONIY ЎЗБЕКИСТОН ДАВЛАТ ЖАҲОН ТИЛЛАРИ УНИВЕРСИТЕТИ ҲУЗУРИДАГИ ЧЕТ ТИЛЛАРИНИ ЎҚИТИШНИНГ ИННОВАЦИОН МЕТОДЛАРИНИ РИВОЖЛАНТИРИШ РЕСПУБЛИКА ИЛМИЙ-АМАЛИЙ МАРКАЗИ REPUBLICAN INNOVATION CENTER IN TEACHING FOREIGN LANGUAGES UNDER UzSWLU Умумтаълим муассасалари чет тиллари ўқитувчиларининг касбий маҳоратини ошириб бориш бўйича туман(шаҳар)лардаги таянч мактаблар негизида ўтказиладиган ҳар ҳафталик курсларнинг дарс ишланмалари (ЎҚИТУВЧИЛАР УЧУН) Март - 2015 Lesson Plans for weekly courses on the curriculum for Enhancing Professional Development of foreign languages teachers in the system of Public Education at the base of support schools under the districts/cities (FOR TEACHERS) March – 2015 Тошкент – 2015 Тузувчилар- муаллифлар: Саида Иргашева Светлана Хан Яйра Абдураимова Муқаддас Огай Камола Алимова Саида Нуритдинова Махпрат Абдуллаева Жанна Аширова Сохранная Татьяна Комилжон Джалилов Тақризчилар: ЎзДЖТУ, РИАИМ (гуруҳ раҳбари) ЎзДЖТУ, РИАИМ ЎзДЖТУ ЎзДЖТУ, РИАИМ ЎзДЖТУ ЎзДЖТУ А. Авлоний номидаги ХТХҚТМОМИ Тошкент Сингапур Менежментни ривожлатириш институти Тошкент Сингапур Менежментни ривожлатириш институти Давлат тест маркази Ирискулов М.Т., ф.ф.н., пр. Иногамова К.Ф., А. Авлоний номидаги ХТХҚТМОМИ. “Хорижий тиллар” кафедраси мудири Ушбу дарс ишланмалари умумтаълим муассасалари чет тили ўқитувчиларининг касбий маҳоратини ошириш ҳар ҳафталик курслардаги дарс машғулотларида фойдаланиш учун тавсия этилади. Умумтаълим муассасалари чет тиллари ўқитувчиларининг касбий маҳоратини ошириб бориш бўйича туман(шаҳар)лардаги таянч мактаблар негизида ўтказиладиган ҳар ҳафталик курслар дарс машғулотлари жадвали ( март ойи учун) Ҳафта/ Сана Ўтиладиган дарс (модул) Module 3.1. Session 1. Кириш тести Module 2.1. Session 2. Greetings and introduction. Asking and telling personal 1ҳафта information (Саломлашииш ва 6.03.2015 танишув. Шахсий маълумотлар ҳақида сўраш ва айтиб бериш) Module 1.1. Session 3. What makes effective writing? Ёзма матн турлари ва жанрини аниқлаш. Module 1.2. Session 4. A topic sentence in a paragraph (Матн абзацидаги калит гапни аниқлаш) Module 2.2. Session 5. Personal description 2-ҳафта (Шахсий фазилатларни 13.03.2015 тасвирлаш) Module 3.2. Session 6. Trainer Training for Test Format. Чет тилларини билиш даражасини аниқлаш бўйича тест тизими Module 1.3. Session 7. Reading strategies: skimming (Матн яратишда калит гапни (topic sentence) ёзишнинг аҳамияти 3-ҳафта Module 2.3. Session 8. Exploring speaking topics (Оғзаки нутқ 20.03.2015 мавзуларини англаш) Module 3.3. Session 9. Чет тили ўқитувчилари учун яратилган ДТМ тест тизими тузилиши, шартлари Оралиқ назорат I соат 2 2 2 2 2 2 2 2 2 Аннотация Тингловчиларнинг инглиз тилини билиш даражаларини аниқлаш мақсадида В2 даражагача бўлган тест саволлари асосида синов ўтказилади.ДТМ намунавий тестларидан фойдаланилади ( қоғоз варианти) Саломлашув ва танишув мавзусидаги турли сўз ва иборалар, бирор шахс ҳақидаги шахсий маълумотларни сўраш ҳамда ифодалаш. Муайян маълумот олишга доир тинглаб тушуниш учун берилган суҳбатни тинглаш Pre-writing - Ёзиш техникаси ва ёзув кўникма ва малакаларини шакллантириш ва ривожлантиришда қийинчиликларни келтириб чиқарувчи омилларни аниқлаш, “ёзув олди” машқларининг мақсад ва вазифаларини белгилаш ва ишлаб чиқиш. Матнни ўқиб, асосий фикрни аниқлаш, матн абзацларидаги асосий ғояни бир гап орқали бера олиш, матн юзасидан хулоса чиқариш ва ўз хулосаларини ёзма равишда ифодалаш Одамлар вабуюмларни ҳамда шахсий фазилатларни тасвирлашга оид сўз ва иборалар ўрганиш. Луғат бойлигини ошириш. Сўзлашувчининг кайфияти ва муносабатини англай олиш. Халқаро (CEFR) тест тизими ҳақида маълумот. Халқаро тест имтиҳонлари турлари. Ўқитувчиларнинг халқаро имтиҳонларга мустақил тайёрланиш малакаларини ривожлантириш. KET, PET, FCE, IELTS ва “Teaching Knowledge Test” (TKT) – Ўқитиш бўйича билимларни текшириш тест тизимларининг мазмуни, мақсади ва вазифалари. Мазкур тест тизими бўйича тест топширувчиларга қўйилган талаблар. Турли мавзулардаги матнлардаги асосий фикрни, муаллиф ғоясини аниқлаш учун ўқиш. Ўз соҳасига оид бўлмаган матинларни луғат ёрдамида ва луғатсиз ўқиб тушуниш Мулоқатга киришиш учун муҳим бўлган нутқ функцияларидан ҳамда оғзаки интервьюда тавсия этилаётган мавзуларга оид сўзларни имтиҳон олувчи билан диалогларда тўғри ишлата олиш Ўзбекистон Республикаси Чет тилларни билиш даражасини аниқлаш Миллий тест тизими. Миллий тест тизими талабларининг Давлат таълим стандартлари билан боғлиқлиги. Чет тиллар ўқитувчиларининг базавий лавозим маошларига ойлик устама белгилаш учун ўтказиладиган тест синовларининг ҳуқуқий асоси. Янги тест тизимининг тузилиши ва шартлари. Асосий фикрни тинглаб тушуниш, ўқиб тушуниш ва муаллифнинг асосий ғоясини аниқлаб ўз хулосаларини ёзма равишда баён этиш ҳамда ўзи ҳақида қисқача маълумот беришга оид тест топшириқлари. WEEK I. 6.03.2015 MODULE 3.1. SESSION 1 MOCK TEST DURATION: 80 MIN OBJECTIVES: MODULE 2.1. SESSION 2 GREETINGS AND INTRODUCTION ASKING AND TELLING PERSONAL INFORMATION DURATION: 80 MIN OBJECTIVES: to help participants to explore different ways of greetings and asking personal information to discuss the importance of using appropriate register in greeting and introducing to practice listening for specific information Activity 2, Handout 1 Please choose the appropriate reply according to the situation. 1. If someone asks ''How are things?'', 6. If someone says ''How do you you can reply do?'', you can reply a. Thanks! And you? a. Hi! b. Very fine thanks. And you? b. How are you? c. Fine thanks. And you? c. How do you do? 2. If someone says ''Good morning!'', you can reply a. Good morning! b. Hi! c. Hey! 7. What do you say to someone at 1pm? a. Good morning. b. Good afternoon. c. Good evening. 3. If someone says ''Nice to meet you'', you can reply a. Yes! It's nice. b. I'd like to introduce myself. c. Pleased to meet you too 8. When you arrive at a restaurant for dinner you can say ''Good evening''. When you leave the restaurant, you can say a. Good evening. b. Good night. c. See you! 4. When you introduce a person (Jen) to another person (Sue), you can say a. Jen, this is Sue. b. Jen, can you meet Sue. c. Jen, will you meet Sue. 5. To give more information about the person, you can say a. She's a friend of me. b. She's a friend of mine. c. She's the my friend. 9. When you say good bye to a friend, you can say a. See you later. b. Catch you later. c. Both of these. Activity 3, Handout 2 Match the following greetings, Introductions and Good-byes with sample responses. Greetings 1 2 3 4 5 6 7 8 9 10 11 12 13 Sample sentence Hello, Mr. ______ Hello, doctor. Good morning. Good afternoon. Good evening. How are you? Hey. Hi. How are ya? How are things? How’s it goin? How ya doin? What’s up? What’s new? Sample response A B C D E F G H I J K L M Hello. Fine, thank you. Good afternoon. Good evening. Good morning. Hello. Hey. Hi. I’m doin good. I’m good. All right. Not a whole lot. Nothin much. OK. Not bad. Pretty good. Introductions 1 2 3 Sample sentence Dr. White, I’d like to introduce you to ________. Ann, this is Jim. He’s in my class. Hi. My name’s John. Sample response A I’m Dave. Nice to meet you. B Hi Jim. Nice to meet you It’s a pleasure to meet you. / C Pleased to meet you Good-byes 1 2 3 4 5 6 7 8 Sample sentence It was nice meeting you. It was nice to see you. Have a good day. Good night / Goodbye Nice meeting you. Take care. I gotta go. So long. Bye. See ya. A B C D E F G H Sample response It was nice meeting you too. Bye. Good night / Goodbye. OK, bye. Same to you. See ya. See ya later. Thank you. You too. You too. Activity 4: Your name, please Handout 3 Cambridge Language College EVENING CLASSES Student Enrolment Form To be completed for all new students Student details Surname a. …………………………………… First name b. …………………………………… Nationality c. …………………………………… Language d. …………………………………… Occupation e. …………………………………… Date of birth f. …………./ …………/ ………… day month year Address g. …………………………………………………………………………………… Postcode h. …………………………………… Phone no. i. …………………………………… Course details French English German Spanish Japanese Type of course 121 Elementary 129 Elementary 151 Elementary 159 Elementary 181 Elementary Short course 131 Intermediate 139 Intermediate 161 Intermediate 169 Intermediate 191 Intermediate Long course 141 Advanced 149 Advanced 171 Advanced 179 Advanced Activity 5 Handout 4 (тарқатма) 1. If you are going to use the name of the examiner and say good afternoon Kamola do not forget to add title. 2. You should not say “my name is” but “my name’s. 3. When you give your name speak quickly in order not to take much time to greeting part of the test. 4. You should be serious in order not to seem indifferent to the speaking test. 5. When examiner asks you “what can I call you?” just say “you could call me Komosh” but do not explain why people call you this. 6. When you are asked “where are from?” don’t say “I am from Chust, I think you really should go there”. WEEK II. 13.03.2015 MODULE 1.1. SESSION 3 WHAT MAKES EFFECTIVE WRITING? DURATION: 80 MIN OBJECTIVES: By the end of the session participants will Explore pre-writing activities Explore factors which make writing difficult Establish pre-writing activities’ objectives Activity 2 Handout 2 Read and complete the table with the terms: free writing, brainstorming, mind mapping, imagining dialogues, selecting and focusing information Activity description Activity type 1) An activity which aims to help students with important pre-writing e.g. Brainstorming stage of getting ideas together. 2) A strategy for note making before writing; in other words, scribbling down ideas about the topic and developing those ideas as the mind makes associations. 3) A technique which has the main purpose of generating ideas. The writer concentrates on content rather than on form. The primary focus is getting as many ideas down on paper as possible. 4) Using a picture to plan a description is a useful technique for helping students to see the importance of logical development which is not chronological. A writer has to decide how best to describe something so that the reader can reconstruct a true image of it. This means deciding what to focus on and how to relate the various elements. 5) This is a particularly useful planning device for writing letters. Students visualize their audience and work out the dialogue and the interaction: they imagine the questions that the ‘reader’ can ask. MODULE 1.2. SESSION 4 PERSONAL DESCRIPTION DURATION: 80 MIN OBJECTIVES: to develop and broaden knowledge of character description vocabulary; to raise speaking skills Activity 1. Handout 1 Part 1: The quick once over Take in the whole person. Start with the big stuff, the things that are easy to describe. Are they tall, short, wide, thin, young, or old? Take a quick look at the picture below, then describe what you see. You can tell with just the silhouette that they are: Young Average height Short hair Male Casually dressed Musician Part 2: The main event Get specific here. It's time to focus on the details: person's face: shape, colour; eyes, eyebrows; nose: shape, size; mouth: clamped or smiling movement gestures, way of speaking Activity 2. Handout 2 Yes Is your friend usually in a good mood? Is it important for your friend to be successful in whatever he/she does? Does your friend notice your feelings? Does your friend often give presents, or pay for lunch or a coffee? Does your friend work hard? Does your friend become angry or annoyed if he/she has to wait for something or someone? Can you trust your friend with a secret? Does your friend listen well when you are speaking? Does your friend keep his/her feelings to him/herself? Is your friend usually not worried by things, no matter what happens? Does your friend often change his/her opinion about things? Does your friend often postpone things he/she has to do? Is your friend happy one moment and then sad the next? Does your friend like to be with people? No Handout 2(b) generous easygoing ambitious cheerful hardworking trustworthy impatient optimistic sensitive moody sociable indecisive reserved lazy attentive Activity3. Handout 3 Idioms/ figurative expressions: 1 to take after eg – Do you take after your mother or father? – I think I look more like my mother. 2 as right as rain eg Though Tom is 69, he is as right as rain. He works in the garden since morning till night 3 to look like two peas in a pod / to be a carbon copy of eg While you were talking in the study I was looking at you, you are like two peas in a pod – you and the boy. 4 to be as different as night and day eg Though they are sisters they are as different as day and night both in appearance and in character. 5 to bear one's age well eg Though an old man, he bears his age wonderfully well. 6 to know sb by sight eg I wasn’t acquainted with him and I had never once spoken to him. I knew him only by sight. 7 to stand out eg Don was wearing blue jeans and a torn T-shirt, while all the other guests had on formal dinner wear. He really stood out. 8 to have (got) two left feet / to be as a bull in a china shop eg He said that one of the lady-dancers had two left feet. 9 as quiet as a mouse eg When the teacher walked into the room, each student was at his desk, reading a book, as quiet as a mouse. 10 to dress impeccably / immaculately eg He is always dressed immaculately, clean-shaven and perfumed. 11 as bald as a billiard ball / as an egg eg Mr. Garrow is as bald as an egg and his yellowish face is parched. 12 as fresh as a daisy (a rose, paint) eg He liked Lucy in his own way. She is as fresh as a daisy, he often thought. Your sample: Handout 3 (b) 1 2 Activity 4. Handout 4 Group work Picture 1 Group work Picture 2 Group work Picture 3 Activity 5. Handout 5 DO: Think about the types of topics and questions you may be asked before the exam. School, family, free time, daily routines and future plans are common topics. Practise answering simple questions about yourself. Work with a friend to practise or record yourself and listen to the recording. Listen carefully to the questions. If you don’t understand the question, ask your teacher to repeat it. Give complete answers in full sentences. Look at the examiner. His/her face may tell you when you’ve said enough and he/she is ready for the next question. DON'T: Memorise your answers. It’s good to have ideas ready, but it’s better not to memorise long replies to typical questions. Just reply with ‘yes’ or ‘no’. Panic if you are asked an unexpected question. Take a few seconds to think before you answer it. A TOPIC SENTENCE IN A PARAGRAPH MODULE 2.2. SESSION 5 DURATION: 80 MIN OBJECTIVES: Participants will be able to identify topic sentences in paragraphs Participants will write topic sentences from the titles Activity 1, Handout 1 Read the each paragraph and pay special attention how topic sentence which is first expresses the main idea of a paragraph and other sentences explain, describe, extend, or support the topic sentence. Paragraph 1 Paragraph 2 I went through the difficult period after Fortunately, something happened that spring my father died. I was moody and sullen that brought me out of my depression. My at home. I spent most of the time in my uncle who had been crippled in the Vietnam bedroom listening to music on the radio, War, came to live with us. I learnt many years which made me feel even worse. I later that my mother had asked him to come stopped playing soccer after school with and live with us in the hope that he could bring my friends. My grades at school went me he could bring me out of myself. I, on the down. I lost my appetite and seemed to other hand was told that it was my get into arguments with everybody. My responsibility to help my uncle feel at home. mom began to look worried, but I My mother’s plan worked. My uncle and I couldn’t bring myself to participate in were both were lonely people. A friendship an activity with my spirit. It seemed life began that was to change both our lives for the had lost its joy for me. better. Activity 2, Handout 2 Read each paragraph. Find and underline the topic sentence in each paragraph. The topic sentence is not always the first sentence of the paragraph. 1. Mountains of disposable diapers are thrown into garbage cans every day. Tons of yogurt containers, soda cans, and other plastic items are discarded without so much as a stomp to flatten them out. If the old Chevy is not worth fixing, tow it off to sit with thousands of others on acres of fenced-in junkyards. Radios, televisions, and toasters get the same treatment because it is easier and often less expensive to buy a new product than to fix the old one. Who wants a comfortable old sweater if a new one can be bought on sale? No thought is given that the new one will soon look like the old one after two or three washings. We are the great “Let’s junk it” society. 2. Anyone who has been in the hospital with the serious illness can tell you that the sight of a good nurse is the most beautiful sight in the world. Today, the hospital nurse has one of the hardest jobs of all. Although a doctor may direct the care and treatment of a patient, it is the nurse who must see to it that this care and treatment is carried out. A nurse must pay attention to everything, from the condition of a hospital bed to the scheduling of medication throughout the day and night. In addition, to following to doctor’s orders for the day, the nurse must respond to whatever the patient might need at any given moment. A sudden emergency requires the nurse to make an immediate judgment: can the situation be handled with or without the doctor being called in? More recently, nurses have become increasingly burdened by paperwork and other administrative duties. Many people worry that the increasing demands on nurses will take them away from what they do best, namely, taking care of people on a one-to-one basis. 3. Last evening at a party, a complete stranger asked me, “Are you a Libra?” Astrology is enjoying increasing popularity all across the United States. My wife hurries every morning to read her horoscope in the paper. At the local stories, cards, books, T-shirts, and other useless astrological products bring fat profits to those who have manufactured them. Even some public officials, like the British royal family, are known to consider the ‘science’ of astrology before scheduling an important event. 4. When you remember something, your brain uses more than one method to store the information. You have short-term memory, which helps you recall recent events; you have long-term memory, which brings you back items that are further in the past; and you have deep retrieval, which gives you access to long-buried information that is sometimes difficult to recall. Whether these processes are chemical or electrical, we do not know yet, and much research remains to be done before we can say with any certainty. The brain is one of the most remarkable organs, a part of the body that we have only begun to investigate, It will be years before we even begin to understand al its complexity. Activity 2, Handout 3 Each paragraph is missing the topic sentence. Read the each paragraph carefully, discuss all options whether they are suitable or not, and circle the letter (a, b, c, or d) of the best topic sentence for that paragraph. 1. Ninety-five percent of 2. How to hold a pair of 3. Mother would clean our the population in China had chopsticks (palm up, not living quarters very been illiterate. He knew that down); how to hold a bowl of thoroughly, decorate the American public schools rice (one thumb on top, not sitting room with flowering would take care of our resting in an open palm); how branches, fresh oranges, and English, but he had to be the to pass something to elders arrange candied fruits or salty watchdog to nurture our (with both hands, never one); melon seeds for callers. All of Chinese knowledge. Only the how to pour tea into the tiny, us would be dressed in bright Cantonese tongue was ever handless porcelain cups new clothes, and relatives or spoken by him or my mother. (seven-eighths full so that the close friends, who came to When the two oldest girls top edge would be cool call, would give each of us a arrived from China, the enough to hold); how to eat red paper packet, containing a schools of Chinatown from a center serving dish good luck coin – usually a received only boys. My father (only the piece in front of quarter. I remember how my tutored his daughters each your place; never pick classmates would gleefully morning before breakfast. In around); not to talk at table; talk of their receipts. the midst of a foreign not to show up outside of However, my mother made us environment, he clung to a one’s room without being give our money to her, for she combination of the familiar fully dressed; not to be late, said that she needed it to old standards and what was ever; not to be too playful – in reciprocate to others. permissible in the newly a hundred and one ways, we learned Christian ideals. a. Education was a priority in our family. b. My father made sure that his sons received a proper education. c. Learning Cantonese was an essential part of my education. My father believed that that the girls deserved educational opportunities just as much as the boys in the family. were molded to be troublefree, unobtrusive, quiescent, cooperative. a. From very young age, I was taught proper table manners. b.Very early in my life, I was taught the manners of a Chinese lady. c. Many Chinese customs differ from American customs. Learning manners in a Chinese American household. a. I always enjoyed dressing up for Chinese holidays. b.Each holiday was unique and had its own special blend of traditions and festivals. c. The Chinese New Year, which would fall sometime in late January or early February, was the most special time of the year. There was much work to be done during times of celebration. Activity 3, Handout 4 Part One Each of the following examples could be a title (T) or a topic sentence (TS). In each of the spaces provided, identify the example by writing T – for topic or TS – for the topic sentence. _________ 1. The benefits of a college education _________ 2. The president’s cabinet faced two major problems _________ 3. The basis of Arab-Israeli Conflict _________ 4. The finest sports car on the market _________ 5. Fast-food restaurants are popular with families having small children How have you identified the topic and topic sentences? What is the difference? Part Two Find the topic in each of the following topic sentences. For each example, ask yourselves this question: “What the topic is the writer going to discuss?” Then, underline the topic. 1. Taking care of a house can easily be a full-time job. 2. One of the undisputed goals in teaching is to be able to offer individualized instruction. 3. Violence on television is disturbing to most child psychologists. 4. Much highway advertising is not only ugly but also distracting for the driver. 5. My favorite room in the house would seem ugly to most people. Activity 3, Handout 5 Read each pair of sentences. Choose the best topic sentence and explain your choice. 1. ________ a. An English-English dictionary is the best choice for English learners. b. Many English learners use dictionaries. 2. ________ a. The grains of rice should not stick together. b. Persian rice is only considered authentic if it is made in the following way. 3. ________ a. The Internet has changed the way students do research for term papers. b. The Internet is changing students’ lives. 4. ________ a. A college degree has many positive effects on a person’s life. b. A college degree is important. MODULE 3.2. SESSION 6 Specific features of international testing system (like PET, FCE, IELTS) Section 1: General Information Module Title Duration Study Formats and Hours Trainer Training for Test Format 6 hours Study Format Hours Tutorials 6 Self-study 10 Total hours 16 Section 2: Course objectives Objectives To gain an understanding of what CEFRL is. To familiarise with a variety of test formats including KET, PET, FCE, IELTS, and TKT To learn to practice independently and establish control over the direction of their study. Learning Outcomes understand the main aspects of CEFRL be able to deliver KET, PET, FCE, IELTS, and TKT tests specifications to in-service teachers be able to practice independently without guidance. Section 3: Delivery of Subject and timetable Duration Topic Introduction to CEFRL 30 min. KET-format description and guidance 30 min. 30 min. PET- format description and guidance 1 hour FCE -format description and guidance 1 hour 30 min. IELTS -format description and guidance 2 hours TKT- format description and guidance (Kindly refer to the attachment for Sample Exam Papers following the criteria given above and Marking Rubrics.) Opportunities for feedback are available through: Class participation and interaction with Trainer and fellow participants Formal and informal feedback on any aspect of this subject is welcome at any time Student responsibility in relation to assessment: If there is any doubt with regard to the requirements of any particular component or assessment procedure, the onus for clarifying the issue rests with the Trainee who should contact the Trainer about the matter. Section 4: Lesson Plan CEFRL- INTRODUCTION TO THE FORMAT (30 MIN.) The Common European Framework of Reference for Languages (CEFR) The CEFR is an internationally recognised framework that describes 6 levels of language ability from A1 for beginners up to C2 for those who have mastered a language. The CEFR is used by organisations all over the world as a reliable benchmark of language ability. Listening Reading Writing Can understand basic Can understand basic Can complete basic instructions or take part in a notices, instructions or forms, and write notes A1 basic factual conversation information. including times, dates and on a predictable topic. places. Can express simple Can understand Can complete forms and opinions or requirements in straightforward write short simple letters a familiar context. information within a or postcards related to known area, such as on personal information. A2 products and signs and simple textbooks or reports on familiar matters. Can express opinions on Can understand routine Can write letters or make abstract/cultural matters in information and articles, notes on familiar or a limited way or offer and the general meaning predictable matters. B1 advice within a known area, of non-routine and understand instructions information within a or public announcements. familiar area. Can follow or give a talk on Can scan texts for Can make notes while a familiar topic or keep up relevant information, and someone is talking or B2 a conversation on a fairly understand detailed write a letter including wide range of topics. instructions or advice. non-standard requests. Can contribute effectively Can read quickly enough Can prepare/draft to meetings and seminars to cope with an academic professional within own area of work or course, to read the media correspondence, take for information or to reasonably accurate notes C1 keep up a casual conversation with a good understand non-standard in meetings or write an degree of fluency, coping correspondence. essay which shows an with abstract expressions. ability to communicate. Can advise on or talk about Can understand Can write letters on any complex or sensitive issues, documents, subject and full notes of understanding colloquial correspondence and meetings or seminars C2 references and dealing reports, including the with good expression and confidently with hostile finer points of complex accuracy. questions. texts. These 'can do' statements were developed by ALTE (The Association of Language Testers in Europe) of which Cambridge English Language Assessment is a founding member. IELTS TEST FORMAT (1 HOUR 30 MIN.) IELTS is a test of all four language skills– Listening, Reading, Writing& Speaking. You will take the Listening, Reading and Writing tests all on the same day one after the other, with no breaks in between. Depending on your test centre, your Speaking test may be on the same day as the other three tests, or up to seven days before or after that. The total test time is under three hours. What can you expect in each section of IELTS? Both versions of IELTS (Academic and General Training) cover all four language skills: Listening, Reading, Writing and Speaking. Each section of the test is outlined below. LISTENING 30 minutes You will listen to four recorded texts, monologues and conversations by a range of native speakers, and write their answers to a series of questions. These include questions which test the ability to understand main ideas and detailed factual information, ability to understand the opinions and attitudes of speakers, ability to understand the purpose of what is said and ability to follow the development of ideas. A variety of voices and nativespeaker accents is used and you will hear each section only once. *The Listening component is the same for both Academic and General Training versions. Section 1 A conversation between two people set in an everyday social context, e.g. a conversation in an accommodation agency. Section 2 A monologue set in an everyday social context, e.g. a speech about local facilities. Section 3 A conversation between up to four people set in an educational or training context, e.g. a university tutor and a student discussing an assignment. Section 4 A monologue on an academic subject, e.g. a university lecture. The IELTS Band Scores IELTS Listening marking schemes For the listening test, which contains 40 questions, the approximate band scores can be calculated using this table. Band Score 9 8.5 8 7.5 7 6.5 6 5.5 5 4.5 4 3.5 3 2.5 Score / 40 39-40 37-38 35-36 32-34 30-31 26-29 23-25 18-22 16-17 13-15 10-128-106-74-5 IELTS General Reading marking schemes For the general reading test, which contains 40 questions, the approximate band scores can be calculated using this table. Band Score 98.5 8 7.5 7 6.5 6 5.5 5 4.5 4 3.5 3 2.5 Score / 40 4039 37-38 36 34-35 32-33 30-31 27-29 23-26 19-22 15-18 12-14 9-116-8 IELTS Academic Reading marking schemes For the academic reading test, which also contains 40 questions, but is more difficult, the approximate band scores can be calculatedusing this table. Band Score 9 8.5 8 7.5 7 6.5 6 5.5 5 4.5 4 3.5 3 2.5 Score / 40 39-40 37-38 35-36 33-34 30-32 27-29 23-26 19-22 15-18 13-14 10-128-96-74-5 IELTS Writing marking schemes The two writing questions are marked out of 9 according to the following criteria: Task Achievement Lexical Resource Coherence and Cohesion Grammatical Range and Accuracy IELTS Speaking marking schemes The speaking test is also marked out of 9 according to the following criteria: Fluency and coherence Grammatical range and accuracy Lexical resource Pronunciation MODULE 1.3. SESSION 7 WEEK III. 20.03.2015 READING STRATEGIES: SKIMMING DURATION: 80 MIN OBJECTIVES: By the end of the session trainees will have raised their awareness of skimming as an effective reading strategy; used the skimming while working with various texts; identified their weaknesses and strengths as an effective reader Module 1.1. Week 3 Materials: Handouts, posters, colourful markers Warm-up Handout 1 Romulus and Remus The early history of the city of Rome involves Romulus and Remus, two orphan boys who, legend says, were raised by a she-wolf. The boys' mother had been murdered by an evil king and the two babies tossed into the river Tiber. When the wolf found them they had washed up on the shore. She perhaps took pity on the crying of the babies and, gently picking them up in her teeth, she carried them back to her cave and fed them on her milk. The boys grew bigger and stronger and, eventually, were found by a herdsman who took them home. He and his wife raised the boys like their own children. When they reached manhood they sought revenge on the king who had killed their mother and driven them from their home. They decided to build a city. Unfortunately, they argued over the appropriate site and Romulus killed his brother Remus. Romulus ruled this city -- called Roma -- for thirtyseven years. The city of Rome is one of the most popular tourist attractions in the world. If you travel there you can see a statue of the two baby boys feeding from their mother - the wolf. Q: What is the gist (the main idea) that this text conveys? A. Wolves like to take care of human children. B. The city of Rome had many wolves in the old days. C. The city of Rome was founded by a wolf. D. Romulus established the city of Rome. Activity 1, Handout 2 THE PERSONAL QUALITIES OF A TEACHER Here I want to try to give you an answer to the question: What personal qualities are desirable in a teacher? Probably no two people would draw up exactly similar lists, but I think the following would be generally accepted. First, the teacher's personality should be pleasantly live and attractive. This does not rule out people who are physically plain, or even ugly, because many such have great personal charm. But it does rule out such types as the over-excitable, melancholy, frigid, sarcastic, cynical, frustrated, and over-bearing : I would say too, that it excludes all of dull or purely negative personality. I still stick to what I said in my earlier book: that school children probably 'suffer more from bores than from brutes'. Secondly, it is not merely desirable but essential for a teacher to have a genuine capacity for sympathy - in the literal meaning of that word; a capacity to tune in to the minds and feelings of other people, especially, since most teachers are school teachers, to the minds and feelings of children. Closely related with this is the capacity to be tolerant - not, indeed, of what is wrong, but of the frailty and immaturity of human nature which induce people, and again especially children, to make mistakes. Thirdly, I hold it essential for a teacher to be both intellectually and morally honest. This does not mean being a plaster saint. It means that he will be aware of his intellectual strengths, and limitations, and will have thought about and decided upon the moral principles by which his life shall be guided. There is no contradiction in my going on to say that a teacher should be a bit of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to put on an act - to enliven a lesson, correct a fault, or award praise. Children, especially young children, live in a world that is rather larger than life. A teacher must remain mentally alert. He will not get into the profession if of low intelligence, but it is all too easy, even for people of above-average intelligence, to stagnate intellectually and that means to deteriorate intellectually. A teacher must be quick to adapt himself to any situation, however improbable and able to improvise, if necessary at less than a moment's notice. (Here I should stress that I use 'he' and 'his' throughout the book simply as a matter of convention and convenience.) On the other hand, a teacher must be capable of infinite patience. This, I may say, is largely a matter of self-discipline and self-training; we are none of us born like that. He must be pretty resilient; teaching makes great demands on nervous energy. And he should be able to take in his stride the innumerable petty irritations any adult dealing with children has to endure. Finally, I think a teacher should have the kind of mind which always wants to go on learning. Teaching is a job at which one will never be perfect; there is always something more to learn about it. There are three principal objects of study: the subject, or subjects, which the teacher is teaching; the methods by which they can best be taught to the particular pupils in the classes he is teaching; and - by far the most important - the children, young people, or adults to whom they are to be taught. The two cardinal principles of British education today are that education is education of the whole person, and that it is best acquired through full and active co-operation between two persons, the teacher and the learner. (From Teaching as a Career, by H. C. Dent, Batsford, 1961) Activity 2, Handout 3 What type of student do you have to teach? Most lecturers try to help students develop their understanding. But understanding a foreign language is not the same as understanding why someone is upset or understanding electromagnetism or understanding history. It is not to be expected therefore that the same teaching methods will be appropriate to these different kinds of understanding. Most forms of understanding are expressed by concepts which differ from everyday ones. For example, we all know that suitcases get heavier the longer you carry them, but in science this is described in terms of constant weight plus increasing fatigue. The concept "weight" is introduced and laid alongside the commonsense concept of "heaviness'. Similarly we all know that time passes quickly when we are absorbed and slowly when we are bored, but science tells us that this is an illusion; time really ticks away at a steady rate. Note that conceptual change should not be the aim, as is sometimes suggested, since people still also need their common sense. The aim is to add new sets of concepts and to explain when to use which set. But "understanding" is not the only kind of learning which students need to master. Instruction, demonstration and error-correction are the key teaching activities - which are quite different from those needed to reach understanding - while practice is the main learning activity. Students also have to memorise information and be able to recall it when required, as well as acquire several other kinds of learning (such as know-how and attitudes and values) each of which calls for different teaching methods. So learning-centred teaching includes a conscious matching of teaching methods to the intended kind of learning. While good teaching involves, among other things, helping students to achieve their chosen learning goals, the picture is further complicated by the different learning styles adopted by different groups of students. Many ways of categorization and modelling students as learners have been suggested, of which the following are as useful as any, particularly in connection with understanding. (Differences between learners' natural learning styles are not so significant when skills are being taught, since the appropriate style is determined more by the activity involved than by students' natural capabilities.) Some students are "holists": which means they like to take an overview of a subject first and then fill in the details and concepts in their own way. Others are "serialists" who like to follow a logical progression of a subject, beginning at the beginning. Educational researcher Gordon Park structured some teaching materials in both a holist and a serialist manner, and then tested previously-sorted cohorts of students using them. He found that the best performance of those who were mismatched (i.e. holist students with serialist material, and vice versa) was worse than the worst performance of those who were matched to the learning materials. This seems to imply, for example, that educational textbooks - which are naturally serialist in character - should include signposts, summaries, alternative explanations of difficult concepts, explanatory figure captions, a glossary of terms, a good index, etc, to help holist students find their own way through them. Similarly projects, which are naturally holist in character, since they are usually specified in terms of a final goal, can cause problems for serialists, who may therefore need step-by-step guidance. Another group of students are "visualisers" whose learning is helped by the inclusion of diagrams, pictures, flow-charts, films, etc. Others are "verbalisers" and prefer tolisten, read, discuss, argue, attend tutorials and write during their conceptual development. And some are "doers" and find that overt practical activity is best. The saying that "to hear is to forget, to see is to remember, but to do is to understand" is only true for "doers". With a typical mix of students, attempts should be made to cater for each preferred style. It is well known nowadays that for the development of "understanding" and for the memorisation of information it is important that students adopt a "deep approach" to their learning, rather than a "surface approach'. The deep approach refers to an intention to develop their understanding and to challenge ideas, while the "surface approach" is the intention to memorise information and to follow instructions. Although students are naturally inclined towards one approach rather than the other - often with a new subject the inclination is towards the surface approach - this can vary from subject to subject and can usually be changed by the teaching they receive. Overloading, for example, will encourage the surface approach; stimulating interest may encourage the deep approach. Given the deep approach, even good lectures can make a considerable contribution to students' "understanding". Recently the need to encourage the deep approach in students has been allowed to dominate the choice of teaching method, sometimes at the expense of effective teaching. Constructivism in science teaching, for example, in which students are encouraged to devise their own explanations of phenomena, certainly tends to encourage the deep approach, but it can also leave students with misconceptions. Similarly, though problem-based learning is usually popular with students, it teaches "know-how" rather than "understanding": unless explicit conceptual guidance is also given. The fact that students have different preferred learning styles also has important implications for course evaluation through feedback. It often seems to be assumed that students are a homogeneous bunch and that therefore a majority opinion condemning a certain aspect of a course justifies changing it for the future. But this can well be a mistake. If a course is well matched, say, to "holist verbalisers" it is unlikely to be found very helpful to "serialist visualisers". In other words, feedback is likely to reveal as much about the students as about the course or lecturer, and can be quite misleading unless it is properly analysed in terms of the preferred learning styles of the particular cohort of students. Indeed, student feedback about the teaching of "understanding" can, in any case, be quite misleading, since students cannot be expected to judge what has been helpful to them until much of the necessary conceptual development has occurred. Only after "the penny has dropped" is such feedback likely to be reliable. Similarly, favourable feedback about the necessary but tedious practising of important "skills" cannot normally be expected. These considerations are all aspects of learning-centred teaching, with which all lecturers should, in due course, become familiar. Innovation in education without taking these matters into consideration is at best cavalier, at worst irresponsible, for it is the students who suffer from teachers' ill-founded experiments. (John Sparkes, Times Higher Education Supplement, February 6th, 1998) Activity 3, Handout 4 GESTURES A gesture is any action that sends a visual signal to an onlooker. To become a gesture, an act has to be seen by someone else and has to communicate some piece of information to them. It can do this either because the gesturer deliberately sets out to send a signal - as when he waves his hand - or it can do it only incidentally - as when he sneezes. The hand-wave is a Primary Gesture, because it has no other existence or function. It is a piece of communication from start to finish. The sneeze, by contrast, is a secondary, or Incidental Gesture. Its primary function is mechanical and is concerned with the sneezer's personal breathing problem. In its secondary role, however, it cannot help but transmit a message to his companions, warning them that he may have caught a cold. Most people tend to limit their use of the term 'gesture' to the primary form - the hand-wave type - but this misses an important point. What matters with gesturing is not what signals we think we are sending out, but what signals are being received. The observers of our acts will make no distinction between our intentional Primary Gestures and our unintentional, incidental ones. In some ways, our Incidental Gestures are the more illuminating of the two, if only for the very fact that we do not think of them as gestures, and therefore do not censor and manipulate them so strictly. This is why it is preferable to use the term 'gesture' in its wider meaning as an 'observed action'. A convenient way to distinguish between Incidental and Primary Gestures is to ask the question: Would I do it if I were completely alone? If the answer is No, then it is a Primary Gesture. We do not wave, wink, or point when we are by ourselves; not, that is, unless we have reached the unusual condition of talking animatedly to ourselves. INCIDENTAL GESTURES Mechanical actions with secondary messages Many of our actions are basically non-social, having to do with problems of personal body care, body comfort and body transportation; we clean and groom ourselves with a variety of scratchings, rubbings and wipings; we cough, yawn and stretch our limbs; we eat and drink; we prop ourselves up in restful postures, folding our arms and crossing our legs; we sit, stand, squat and recline, in a whole range of different positions; we crawl, walk and run in varying gaits and styles. But although we do these things for our own benefit, we are not always unaccompanied when we do them. Our companions learn a great deal about us from these 'personal' actions - not merely that we are scratching because we itch or that we are running because we are late, but also, from the way we do them, what kind of personalities we possess and what mood we are in at the time. Sometimes the mood-signal transmitted unwittingly in this way is one that we would rather conceal, if we stopped to think about it. Occasionally we do become self-consciously aware of the 'mood broadcasts' and 'personality displays' we are making and we may then try to check ourselves. But often we do not, and the message goes out loud and clear. For instance, if a student props his head on his hands while listening to a boring lecture, his head-on-hands action operates both mechanically and gesturally. As a mechanical act, it is simply a case of supporting a tired head - a physical act that concerns no one but the student himself. At the same time, though, it cannot help operating as a gestural act, beaming out a visual signal to his companions, and perhaps to the lecturer himself, telling them that he is bored. In such a case his gesture was not deliberate and he may not even have been aware that he was transmitting it. If challenged, he would claim that he was not bored at all, but merely tired. If he were honest - or impolite - he would have to admit that excited attention easily banishes tiredness, and that a really fascinating speaker need never fear to see a slumped, head-propped figure like his in the audience. In the schoolroom, the teacher who barks at his pupils to 'sit up straight' is demanding, by right, the attention-posture that he should have gained by generating interest in his lesson. It says a great deal for the power of gesture-signals that he feels more 'attended-to' when he sees his pupils sitting up straight, even though he is consciously well aware of the fact that they have just been forcibly un-slumped, rather than genuinely excited by his teaching. Many of our Incidental Gestures provide mood information of a kind that neither we nor our companions become consciously alerted to. It is as if there is an underground communication system operating just below the surface of our social encounters. We perform an act and it is observed. Its meaning is read, but not out loud. We 'feel' the mood, rather than analyse it. Occasionally an action of this type becomes so characteristic of a particular situation that we do eventually identify it - as when we say of a difficult problem: 'That will make him scratch his head', indicating that we do understand the link that exists between puzzlement and the Incidental Gesture of head-scratching. But frequently this type of link operates below the conscious level, or is missed altogether. Where the links are clearer, we can, of course, manipulate the situation and use our Incidental Gestures in a contrived way. If a student listening to a lecture is not tired, but wishes to insult the speaker, he can deliberately adopt a bored, slumped posture, knowing that its message will get across. This is a Stylized Incidental Gesture - a mechanical action that is being artificially employed as a pure signal. Many of the common 'courtesies' also fall into this category - as when we greedily eat up a plate of food that we do not want and which we do not like, merely to transmit a suitably grateful signal to our hosts. Controlling our Incidental Gestures in this way is one of the processes that every child must learn as it grows up and learns to adapt to the rules of conduct of the society in which it lives. EXPRESSIVE GESTURES Biological gestures of the kind we share with other animals Primary Gestures fall into six main categories. Five of these are unique to man, and depend on his complex, highly evolved brain. The exception is the category I called Expressive Gestures. These are gestures of the type which all men, everywhere, share with one another, and which other animals also perform. They include the important signals of Facial Expression, so crucial to daily human interaction. All primates are facially expressive and among the higher species the facial muscles become increasingly elaborate, making possible the performance of a whole range of subtly varying facial signals. In man this trend reaches its peak, and it is true to say that the bulk of non-verbal signalling is transmitted by the human face. The human hands are also important, having been freed from their ancient locomotion duties, and are capable, with their Manual Gesticulations, of transmitting many small mood changes by shifts in their postures and movements, especially during conversational encounters. I am defining the word 'gesticulation', as distinct from 'gesture', as a manual action performed unconsciously during social interactions, when the gesticulator is emphasizing a verbal point he is making. These natural gestures are usually spontaneous and very much taken for granted. Yes, we say, he made a funny face. But which way did his eyebrows move? We cannot recall. Yes, we say, he was waving his arms about as he spoke. But what shape did his fingers make? We cannot remember. Yet we were not inattentive. We saw it all and our brains registered what we saw. We simply did not need to analyse the actions, any more than we had to spell out the words we heard, in order to understand them. In this respect they are similar to the Incidental Gestures of the previous category, but they differ, because here there is no mechanical function - only signalling. This is the world of smiles and sneers, shrugs and pouts, laughs and winces, blushes and blanches, waves and beckons, nods and glares, frowns and snarls. These are the gestures that nearly everyone performs nearly everywhere in the world. They may differ in detail and in context from place to place, but basically they are actions we all share. We all have complex facial muscles whose sole job it is to make expressions, and we all stand on two feet rather than four, freeing our hands and letting them dance in the air evocatively as we explain, argue and joke our way through our social encounters. We may have lost our twitching tails and our bristling fur, but we more than make up for it with our marvellously mobile faces and our twisting, spreading, fluttering hands. In origin, our Expressive Gestures are closely related to our Incidental Gestures, because their roots also lie in primarily non-communicative actions. The clenched fist of the gesticulator owes its origin to an intention movement of hitting an opponent, just as the frown on the face of a worried man can be traced back to an ancient eye-protection movement of an animal anticipating physical attack. But the difference is that in these cases the link between the primary physical action and its ultimate descendant, the Expressive Gesture, has been broken. Smiles, pouts, winces, gapes, smirks, and the rest, are now, for all practical purposes, pure gestures and exclusively communicative in function. Despite their worldwide distribution, Expressive Gestures are nevertheless subject to considerable cultural influences. Even though we all have an evolved set of smiling muscles, we do not all smile in precisely the same way, to the same extent, or on the same occasions. For example, all children may start out as easy-smilers and easy-laughers, but a local tradition may insist that, as the youngsters mature, they must hide their feelings, and their adult laughter may become severely muted as a result. These local Display Rules, varying from place to place, often give the false impression that Expressive Gestures are local inventions rather than modified, but universal, behaviour patterns. MIMIC GESTURES Gestures which transmit signals by imitation Mimic Gestures are those in which the performer attempts to imitate, as accurately as possible, a person, an object or an action. Here we leave our animal heritage behind and enter an exclusively human sphere. The essential quality of a Mimic Gesture is that it attempts to copy the thing it is trying to portray. No stylized conventions are applied. A successful Mimic Gesture is therefore understandable to someone who has never seen it performed before. No prior knowledge should be required and there need be no set tradition concerning the way in which a particular item is represented. There are four kinds of Mimic Gesture: First, there is Social Mimicry, or 'putting on a good face'. We have all done this. We have all smiled at a party when really we feel sad, and perhaps looked sadder at a funeral than we feel, simply because it is expected of us. We lie with simulated gestures to please others. This should not be confused with what psychologists call 'role-playing'. When indulging in Social Mimicry we deceive only others, but when role-playing we deceive ourselves as well. Second, there is Theatrical Mimicry - the world of actors and actresses, who simulate everything for our amusement. Essentially it embraces two distinct techniques. One is the calculated attempt to imitate specifically observed actions. The actor who is to play a general, say, will spend long hours watching films of military scenes in which he can analyse every tiny movement and then consciously copy them and incorporate them into his final portrayal. The other technique is to concentrate instead on the imagined mood of the character to be portrayed, to attempt to take on that mood, and to rely upon it to produce, unconsciously, the necessary style of body actions. In reality, all actors use a combination of both these techniques, although in explaining their craft they may stress one or other of the two methods. In the past, acting performances were usually highly stylized, but today, except in pantomime, opera and farce, extraordinary degrees of realism are reached and the formal, obtrusive audience has become instead a shadowy group of eavesdroppers. Gone are the actor's asides, gone are the audience participations. We must all believe that it is really happening. In other words, Theatrical Mimicry has at last become as realistic as day-to-day Social Mimicry. In this respect, these first two types of mimic activity contrast sharply with the third, which can be called Partial Mimicry. In Partial Mimicry the performer attempts to imitate something which he is not and never can be, such as a bird, or raindrops. Usually only the hands are involved, but these make the most realistic approach to the subject they can manage. If a bird, they flap their 'wings' as best they can; if raindrops, they describe a sprinkling descent as graphically as possible. Widely used mimic gestures of this kind are those which convert the hand into a 'gun', an animal of some sort, or the foot of an animal; or those which use the movements of the hand to indicate the outline shape of an object of some kind. The fourth kind of Mimic Gesture can best be called Vacuum Mimicry, because the action takes place in the absence of the object to which it is related. If I am hungry, for example, I can go through the motions of putting imaginary food into my mouth. If I am thirsty, I can raise my hand as if holding an invisible glass, and gulp invisible liquid from it. The important feature of Partial Mimicry and Vacuum Mimicry is that, like Social and Theatrical Mimicry, they strive for reality. Even though they are doomed to failure, they make an attempt. This means that they can be understood internationally. In this respect they contrast strongly with the next two types of gesture, which show marked cultural restrictions. SCHEMATIC GESTURES Imitations that become abbreviated or abridged Schematic Gestures are abbreviated or abridged versions of Mimic Gestures. They attempt to portray something by taking just one of its prominent features and then performing that alone. There is no longer any attempt at realism. Schematic Gestures usually arise as a sort of gestural shorthand because of the need to perform an imitation quickly and on many occasions. Just as, in ordinary speech, we reduce the word 'cannot' to 'can't', so an elaborate miming of a charging bull becomes reduced simply to a pair of horns jabbed in the air as a pair of fingers. When one element of a mime is selected and retained in this way, and the other elements are reduced or omitted, the gesture may still be easy to understand, when seen for the first time, but the stylization may go so far that it becomes meaningless to those not 'in the know'. The Schematic Gesture then becomes a local tradition with a limited geographical range. If the original mime was complex and involved several distinctive features, different localities may select different key features for their abridged versions. Once these different forms of shorthand have become fully established in each region, then the people who use them will become less and less likely to recognize the foreign forms. The local gesture becomes 'the' gesture, and there quickly develops, in gesture communication, a situation similar to that found in linguistics. Just as each region has its own verbal language, so it also has its own set of Schematic Gestures. To give an example: the American Indian sign for a horse consists of a gesture in which two fingers of one hand 'sit astride' the fingers of the other hand. A Cistercian monk would instead signal 'horse' by lowering his head slightly and pulling at an imaginary tuft of hair on his forehead. An Englishman would probably crouch down like a jockey and pull at imaginary reins. The Englishman's version, being closer to a Vacuum Mimic Gesture, might be understood by the other two, but their gestures, being highly schematic, might well prove incomprehensible to anyone outside their groups. Some objects, however, have one special feature that is so strongly characteristic of them that, even with Schematic Gestures, there is little doubt about what is being portrayed. The bull, mentioned above, is a good example of this. Cattle are nearly always indicated by their horns alone, and the two horns are always represented by two digits. In fact, if an American Indian, a Hindu dancer, and an Australian Aborigine met, they would all understand one another's cattle signs, and we would understand all three of them. This does not mean that the signs are all identical. The American Indian's cattle sign would represent the bison, and the horns of bison do not curve forward like those of domestic cattle, but inward, towards each other. The American Indian's sign reflects this, his hands being held to his temples and his forefingers being pointed inward. The Australian Aborigine instead points his forefingers forward. The Hindu dancer also points forward, but rather than using two forefingers up at the temples, employs the forefinger and little finger of one hand, held at waist height. So each culture has its own variant, but the fact that horns are such an obvious distinguishing feature of cattle means that, despite local variations, the bovine Schematic Gesture is reasonably understandable in most cultures. SYMBOLIC GESTURES Gestures which represent moods and ideas A Symbolic Gesture indicates an abstract quality that has no simple equivalent in the world of objects and movements. Here we are one stage further away from the obviousness of the enacted Mimic Gesture. How, for instance, would you make a silent sign for stupidity? You might launch into a fullblooded Theatrical Mime of a drooling village idiot. But total idiocy is not a precise way of indicating the momentary stupidity of a healthy adult. Instead, you might tap your forefinger against your temple, but this also lacks accuracy, since you might do precisely the same thing when indicating that someone is brainy. All the tap does is to point to the brain. To make the meaning more clear, you might instead twist your forefinger against your temple, indicating 'a screw loose'. Alternatively, you might rotate your forefinger close to your temple, signalling that the brain is going round and round and is not stable. Many people would understand these temple-forefinger actions, but others would not. They would have their own local, stupidity gestures, which we in our turn would find confusing, such as tapping the elbow of the raised forearm, flapping the hand up and down in front of half-closed eyes, rotating a raised hand, or laying one forefinger flat across the forehead. The situation is further complicated by the fact that some stupidity signals mean totally different things in different countries. To take one example, in Saudi Arabia stupidity can be signalled by touching the lower eyelid with the tip of the forefinger. But this same action, in various other countries, can mean disbelief, approval, agreement, mistrust, scepticism, alertness, secrecy, craftiness, danger, or criminality. The reason for this apparent chaos of meanings is simple enough. By pointing to the eye, the gesturer is doing no more than stress the symbolic importance of the eye as a seeing organ. Beyond that, the action says nothing, so that the message can become either: 'Yes, I see', or 'I can't believe my eyes', or 'Keep a sharp look-out', or 'I like what I see', or almost any other seeing signal you care to imagine. In such a case it is essential to know the precise 'seeing' property being represented by the symbolism of the gesture in any particular culture. So we are faced with two basic problems where Symbolic Gestures are concerned: either one meaning may be signalled by different actions, or several meanings may be signalled by the same action, as we move from culture to culture. The only solution is to approach each culture with an open mind and learn their Symbolic Gestures as one would their vocabulary. As part of this process, it helps if a link can be found between the action and the meaning, but this is not always possible. In some cases we simply do not know how certain Symbolic Gestures arose. It is clear that they are symbolic because they now represent some abstract quality, but how they first acquired the link between action and meaning has been lost somewhere in their long history. A good instance of this is the 'cuckold' sign from Italy. This consists of making a pair of horns, either with two forefingers held at the temples, or with a forefinger and little finger of one hand held in front of the body. There is little doubt about what the fingers are meant to be: they are the horns of a bull. As such, they would rate as part of a Schematic Gesture. But they do not send out the simple message 'bull'. Instead they now indicate 'sexual betrayal'. The action is therefore a Symbolic gesture and, in order to explain it, it becomes necessary to find the link between bulls and sexual betrayal. Historically, the link appears to be lost, with the result that some rather wild speculations have been made. A complication arises in the form of the 'horned hand', also common in Italy, which has a totally different significance, even though it employs the same motif of bull's horns. The Y horned hand is essentially a protective gesture, made to ward off imagined dangers. Here it is clear enough that it is the bull's great power, ferocity and masculinity that is being invoked as a symbolic aid to protect the gesturer. But this only makes it even more difficult to explain the other use of the bull's-horns gesture as a sign of a 'pathetic' cuckold. A suggested explanation of this contradiction is that it is due to one gesture using as its starting point the bull's power, while the other - the cuckold sign - selects the bull's frequent castration. Since the domestication of cattle began, there have always been too many bulls in relation to cows. A good, uncastrated bull can serve between 50 and 100 cows a year, so that it is only necessary to retain a small proportion of intact bulls for breeding purposes. The rest are rendered much more docile and easy to handle for beef production, by castration. In folk-lore, then, these impotent males must stand helplessly by, while the few sexually active bulls 'steal their rightful females'; hence the symbolism of: bull = cuckold. A completely different explanation once offered was that, when the cuckold discovers that his wife has betrayed him, he becomes so enraged and jealous that he bellows and rushes violently about like a 'mad bull'. A more classical interpretation involves Diana the Huntress, who made horns into a symbol of male downfall. Actaeon, another hunter, is said to have sneaked a look at her naked body when she was bathing. This so angered her that she turned him into a horned beast and set his own hounds upon him, who promptly killed and ate him. Alternatively, there is the version dealing with ancient religious prostitutes. These ladies worshipped gods who wore 'horns of honour' - that is, horns in their other role as symbols of power and masculinity - and the gods were so pleased with the wives who became sacred whores that they transferred their godly horns on to the heads of the husbands who had ordered their women to act in this role. In this way, the horns of honour became the horns of ridicule. As if this were not enough, it is also claimed elsewhere, and with equal conviction, that because stags have horns (antlers were often called horns in earlier periods) and because most stags in the rutting season lose their females to a few dominant males who round up large harems, the majority of 'horned' deer are unhappy 'cuckolds'. Finally, there is the bizarre interpretation that bulls and deer have nothing to do with it. Instead, it is thought that the ancient practice of grafting the spurs of a castrated cockrel on to the root of its excised comb, where they apparently grew and became 'horns', is the origin of the symbolic link between horns and cuckolds. This claim is backed up by the fact that the German equivalent word for 'cuckold' (hahnrei) originally meant 'capon'. If, after reading these rival claims, you feel that all you have really learned is the meaning of the phrase 'cock-and-bull story', you can be forgiven. Clearly, we are in the realm of fertile imagination rather than historical record. But this example has been dealt with at length to show how, in so many cases, the true story of the origin of a Symbolic Gesture is no longer available to us. Many other similarly conflicting examples are known, but this one will suffice to demonstrate the general principle. There are exceptions, of course, and certain of the Symbolic Gestures we make today, and take for granted, can easily be traced to their origins. 'Keeping your fingers crossed' is a good example of this. Although used by many non-Christians, this action of making the cross, using only the first and second fingers, is an ancient protective device of the Christian church. In earlier times it was commonplace to make a more conspicuous sign of the cross (to cross oneself) by moving the whole arm, first downwards and then sideways, in front of the body, tracing the shape of the cross in the air. This can still be seen in some countries today in a nonreligious context, acting as a 'good luck' protective device. In more trivial situations it has been widely replaced, however, by the act of holding up one hand to show that the second finger is tightly crossed over the first, with the crossing movement of the arm omitted. Originally this was the secret version of 'crossing oneself' and was done with the hand in question carefully hidden from view. It may still be done in this secret way, as when trying to protect oneself from the consequences of lying, but as a 'good luck' sign it has now come out into the open. This development is easily explained by the fact that crossing the fingers lacks an obvious religious character. Symbolically, the finger-crossing may be calling on the protection of the Christian God, but the small finger action performed is so far removed from the priestly arm crossing action, that it can without difficulty slide into everyday life as a casual wish for good fortune. Proof of this is that many people do not even realize that they are demanding an act of Christian worship - historically speaking - when they shout out: 'Keep your fingers crossed!' TECHNICAL GESTURES Gestures used by specialist minorities Technical Gestures are invented by a specialist minority for use strictly within the limits of their particular activity. They are meaningless to anyone outside the specialization and operate in such a narrow field that they cannot be considered as playing a part in the mainstream of visual communication of any culture. Television-studio signals are a good example of Technical Gestures in use today. The studio commentator we see on our screens at home is face to face with a 'studio manager'. The manager is linked to the programme director in the control room by means of headphones and conveys the director's instructions to the commentator by simple visual gestures. To warn the commentator that he will have to start speaking at any moment, the manager raises a forearm and holds it stiffly erect. To start him speaking, he brings the forearm swiftly down to point at the commentator. To warn him that he must stop speaking in a few seconds, the manager rotates his forearm, as if it were the hand of a clock going very fast - 'Time is running out fast.' To ask him to lengthen the speaking time and say more, he holds his hands together in front of his chest and pulls them slowly apart, as if stretching something - 'stretch it out.' To tell the speaker to stop dead this instant, the manager makes a slashing action with his hand across his throat - 'Cut!' There are no set rules laid down for these signals. They grew up in the early days of television and, although the main ones listed here are fairly widespread today, each studio may well have its own special variants, worked out to suit a particular performer. Other Technical Gestures are found wherever an activity prohibits verbal contact. Skindivers, for instance, cannot speak to one another and need simple signals to deal with potentially dangerous situations. In particular they need gestures for danger, cold, cramp and fatigue. Other messages, such as yes, no, good, bad, up and down, are easily enough understood by the use of everyday actions and require no Technical Gestures to make sense. But how could you signal to a companion that you had cramp? The answer is that you would open and close one hand rhythmically - a simple gesture, but one that might nevertheless save a life. Disaster can sometimes occur because a Technical Gesture is required from someone who is not a specialist in a technical field. Suppose some holiday-makers take out a boat, and it sinks, and they swim to the safety of a small, rocky island. Wet and frightened, they crouch there wondering what to do next, when to their immense relief a small fishing-boat comes chugging towards them. As it draws level with the island, they wave frantically at it. The people on board wave back, and the boat chugs on and disappears. If the stranded holiday-makers had been marine 'specialists', they would have known that, at sea, waving is only used as a greeting. To signal distress, they should have raised and lowered their arms stiffly from their sides. This is the accepted marine gesture for 'Help!' Ironically, if the shipwrecked signallers had been marine experts and had given the correct distress signal, the potential rescue boat might well have been manned by holiday-makers, who would have been completely nonplussed by the strange actions and would probably have ignored them. When a technical sphere is invaded by the non-technical, gesture problems always arise. Firemen, crane-drivers, airport-tarmac signalmen, gambling-casino croupiers, dealers at auctions, and restaurant staff, all have their own special Technical Gestures. Either because they must keep quiet, must be discreet, or cannot be heard, they develop their own sets of signals. The rest of us can ignore them, unless we, too, wish to enter their specialized spheres. CODED GESTURES Sign-language based on a formal system Coded Gestures, unlike all others, are part of a formal system of signals. They interrelate with one another in a complex and systematic way, so that they constitute a true language. The special feature of this category is that the individual units are valueless without reference to the other units in the code. Technical Gestures may be systematically planned, but, with them, each signal can operate quite independently of the others. With Coded Gestures, by contrast, all the units interlock with one another on rigidly formulated principles, like the letters and words in a verbal language. The most important example is the Deaf-and-dumb Sign Language of hand signals, of which there is both a one-handed and a two-handed version. Also, there is the Semaphore Language of arm signals, and the Tic-tac Language of the race course. These all require considerable skill and training and belong in a totally different world from the familiar gestures we employ in everyday life. They serve as a valuable reminder, though, of the incredibly sensitive potential we all possess for visual communication. It makes it all the more plausible to argue that we are all of us responding, with greater sensitivity than we may realize, to the ordinary gestures we witness each day of our lives. (From Manwatching by Desmond Morris, Triad Panther, 1987) Activity 5, Handout 5 1 to 200 WPM (words per minute): You're a talker. You read one word at a time at about the same speed as you talk and you may move your lips when you read. Most talkers are held back because they engage in vocalization while they read — they speak the words silently to themselves as they read them. Unless you're an especially fast talker, reading at the speed you talk slows you down. ● 200 to 300 WPM: You're an average reader, one who probably doesn't enjoy reading as a hobby. You engage in some vocalization as you read, but you can read several words at once. Most people read at this speed. ● 300 to 700 WPM: You're an above average reader who can read groups of words in a single glance, recognizing and reading phrases in sentences quickly. You vocalize a little when you read. You very likely have a large vocabulary. ● 700+ WPM: You're a speed reader. You're adept at reading 10 to 16 words at a glance, both horizontally and vertically on the page. You read with a great degree of confidence and agility. MODULE 2.3. SESSION 8 EXPLORING SPEAKING TOPICS DURATION: 80 MIN OBJECTIVES: to help teachers to think what topics they may be asked during a speaking test and to practice to stay on topic and learn to extend their answers Activity 1 Exploring topics Handout 1 This is a probable list of questions that may be asked in speaking component of English speaking exam. Write an appropriate topic title in each box. A. Work What do you do? What are your responsibilities? How many hours do you work each day? Do you enjoy your work? Is there some other kind of work you would rather do? If you could change your job or profession, what would you do? What is your position? What do you like about your job? What do you dislike about your job? C. _____________ Do you like to travel? What kind of places have you visited in your life? Which place would you really like to visit? Why? What’s the best place you’ve ever visited? E. _____________ Describe a friend. How long have you known each other? What do usually do together? What do you like the most about him / her? How often do you see each other? B. ________________ Describe your education. What kind of school did you go to as a child? Did you go to a co-educational school? What was your favourite subject as a child? Who was your favourite teacher? What is the education system like in your country? Do you think your country has an effective education system? D. _________________ Describe a place you like to go. Why is this place special to you? When did you first visit this place? Where is this place located? What language is spoken here? Do you speak this language? F. _________________ What are some of your favourite foods? What foods are popular in your country? What are some of the famous dishes of your country? Do you enjoy cooking? G. _____________ Do you enjoy shopping? How do you feel about shopping? Do you like shopping on the Internet? Do you have any favourite stores? What don’t you like about shopping? Which is the most popular place to shop in your hometown? H. ________________ Do you use the Internet much during the day? What do you usually do on the Internet? What are some advantages of the Internet? What are some disadvantages? Do people in your country use the Internet a lot? Do you do any shopping on the Internet? K. _________________ Do you enjoy watching movies? What’s your favourite film? Who are your favourite actors? How often do you watch films? J. ____________ Do you like sports? Do you enjoy watching sports? Do you enjoy participating in any sports? Which sports are most popular in your country? What’s your favourite sport/When did you first become interested in sports? How often do you participate in sports? What equipment do you need for your favourite sport? Think what other topics there may be asked during a Speaking test Work in pairs. Choose any box with questions and interview your partner in turns. Activity 2 Topic-based description Handout 2 Read topics from the first column. Brainstorm the ideas you want to use in your answer. The first example has been done. Topic Who or What Describe a sporting event you attended recently. Basketball championship Describe someone you respect deeply. Describe an interesting neighbor you have had. Describe a memorable birthday celebration. Describe your childhood home. Briefly tell about a movie you saw recently. Descriptive adjectives challenging game, shooting team, rowdy crowds, amateur players Other facts It was at school., teams from other schools also participated, lasted two days, winning team was awarded an LCD projector, etc. Work in a small group. Using the notes you wrote take a turn and speak during 1 minute about one of the topics. Activity 3 English Conversation Topics Practice Handout 3. Decide which answer you think is the best. The examiner: How many people are there in your family? Test taker A: There are four. We live in a large house in the north of my country. It gets very cold there in the winter but it is really nice during the summer months. I try to go back there often. Test taker B: There are four. My brother and my parents. Test taker C: There are four. There's myself of course. Then there's my younger brother, he's fifteen years old. And I have my mother and father who are both in their late 70s. I have two grand parents as well, but they don't live with us. The examiner: Do you know the people who live next door to you? Test taker A: No, I've never met them. The reason for this is that I'm away most of the time at university so I've never really had the opportunity. I know my family has met them on a few occasions, just for a quick chat, but they don't know them well. I think they like to keep their privacy. Test taker B: No, I've never met them. Test taker C: No, I've never met them. I think my parents have, but I don't know who they are. The examiner: What kinds of books do you like reading? Test taker A: I don't like reading. Books are boring. I much prefer to play on the internet or just watch TV in my free time. Reading books just sends me to sleep. Test taker B: Although I think books are great ways to learn, and I know some people love to read, I've never been a great fan of them. I used to read books a bit when I was younger but not much anymore. I read a lot on the internet actually, articles on various topics. So I do read, but it's just not usually books. Test taker C: I don't really like reading, but I did read a book once. I'll tell you the story. It was set in the 1960's in London. It was about a poor family who were just trying hard to make ends meet as they had so little money. If followed the life of the boy in the family from when he was young until he grew up. The first part of the book was about growing up with his family and his school life...(candidate continues the story) Follow up task: Ask participants to read the questions in Handout 5 and answer them using complete sentences. Allocate 10 minutes. When they finish, put them in pairs. Ask one teacher from each pair to take a role of an examiner and ask the questions from a partner. Allocate 2-3 minutes. Then ask them to switch the roles and this time an examiner should take a role of a test taker and answer the questions using his or her notes. Handout 4 English Conversation Topics a) Think about how you would answer these questions using complete sentences. Write your own answers after each speaking test's questions and then practice them with a partner. Participant A: Talking about education in English 1. At what age do children start to go to school in your country? Your answer: 2. Is education mandatory (children MUST go to school) in your country? If so, until what age? Your answer: 3. Are most schools coeducational (boys and girls study together) in your country? Your answer: 4. What did you like to study most in your school days? Why? Your answer: 5. Did you have to do a lot of homework when you were a student? Your answer: 6. What makes a "good student"? Your answer: 7. What makes a "good teacher"? Your answer: 8. How do you think education could be improved in your country? Your answer: Participant B: Talking about fruits and vegetables in English 1. How often do you eat fruit? Your answer: 2. Do you like to eat fruit? Which fruit is your favorite? Your answer: 3. Do you like eating vegetables? If yes, which do you like most? If not, which do you dislike most? Your answer: 4. Why are fruits and vegetables good for our health? Your answer: 5. How often should we eat fruits and vegetables? Your answer: 6. Can you get good fresh fruits and vegetables in your local market? Your answer: 7. Are there any special fruits or vegetables near where you live? Your answer: 8. What problems can people face if they do not eat enough fruits or vegetables? Your answer: b) Now practice speaking again. In turns with your partner take a role of an examiner and ask the questions from your partner or take a role of a test taker and answer the questions using your notes. Home assignment: Distribute handout 6 and ask teachers to practice speaking questions at home. Handout 6 Practice more speaking questions at home English Conversation Topic 1: talking about languages in English 1. How many languages are spoken in your country? 2. Are there some parts of your country where people speak a language different from the main language? 3. How many languages can you speak well? 4. Are there any words in your language that come from other languages? 5. What languages do people speak in the following countries: Mexico, Australia, Austria, Canada, Brazil, Switzerland? 6. Do you think another language will replace English as the international language in the future? Why or why not? English Conversation Topic 2: talking about happiness in English 1. Generally speaking, are you a happy person? 2. What things or events make you happiest? 3. Who is the happiest person you know? Do you know why they're so happy? 4. Were you happier as a child than as an adult? Why or why not? 5. Do you think we can control our own happiness? 6. People say that money can't buy happiness. Do you agree or disagree? Why? MODULE 3.1. SESSION 9 ЧЕТ ТИЛИ ЎҚИТУВЧИЛАРИ УЧУН ЯРАТИЛГАН ДТМ ТЕСТ ТИЗИМИ, ТУЗИЛИШИ, ШАРТЛАРИ ДАВОМИЙЛИГИ: 80 МИН OBJECTIVES: Chet tili o‘qituvchilarini testga tayyorlash Chet tillar o‘qituvchilarining bazaviy lavozim maoshlariga oylik ustama belgilash uchun test sinovi Test sinovi besh bo‘limdan iborat: tinglab tushunish, o‘qish, leksik va grammatik kompetensiyalar, yozish, gapirish. Har bir bo‘limda maksimal bal - 30 bal. Jami maksimal bal - 150 bal. Testdan muvaffaqiyatli o‘tish uchun har bir bo‘limdan kamida 50% va jami bo‘lib kamida 60% yig‘ish kerak. Testda qatnashish ixtiyoriydir. Ish beruvchi o‘qituvchini testda qatnashishga majburlashga, test sinovida qatnashmasligi yoki undan o‘ta olmagani uchun o‘qituvchiga nisbatan intizomiy choralar ko‘rishga yoki mehnat shartnomasini bekor qilishga haqli emas. “TINGLAB TUSHUNISH” BO‘LIMI 5 qism / 30 savol / 35 daqiqa Bo‘limni bajarish bo‘yicha umumiy tavsiyalar: - Har bir matn ikki marta eshittiriladi. - Matn eshittirilishidan oldin savollar bilan tanishib chiqish uchun vaqt beriladi. - Berilgan vaqt ichida savollarni ko‘z yugurtirib ko‘rib chiqishga va kalit so‘zlarning tagiga chizishga harakat qiling. - Matnda har bir so‘zni tushunishga harakat qilmang. So‘ralayotgan ma’lumotga diqqatingizni jamlang. 1 – qism (1-5 savollar) Tekshiriladigan ko‘nikmalar: umumiy ma’noni tushunish. Savol turi: moslashtirish. Ushbu qismda Siz bir necha kishilarning o‘zlari haqida gapirganini eshitasiz. Vazifa: test kitobida berilgan gaplarni so‘zlovchilar bilan moslashtirish. Diqqat: bitta gap ortiqcha. Eshitishdan oldin: 1. Berilgan gaplarni tez ko‘z yugurtirib o‘qib chiqing. 2. Berilgan gaplarni qaysi mavzu birlashtirishini aniqlang (masalan: sport, kelajak va h.k.) 3. Berilgan gaplarni bir-biridan ajratib turadigan kalit so‘zlarning tagiga chizing. Birinchi marta eshitish davomida: 1. So‘zlovchining aytmoqchi bo‘lgan asosiy fikriga diqqatingizni jamlang. Ikkilamchi (muhim bo‘lmagan) ma’lumotlarga e’tibor bermang. E’tibor bering: asosiy ma’lumotga bir-biriga yaqin ma’noli so‘zlarni (sinonimlarni) qaytarish yordamida urg‘u berilishi mumkin,yoki asosiy ma’lumot so‘zlovchi nutqining oxirida kelishi mumkin. 2. So‘zlovchining asosiy fikrini ifodalagan gapni toping va yoniga so‘zlovchining raqamini yozib qo‘ying. Diqqat: Test kitobida berilgan gapda so‘zlovchi aytgan fikr sinonim so‘zlar yordamida ifodalanishi mumkin. Ikkinchi marta eshitish davomida: Во время второго прослушивания: Javoblaringizni tekshirib oling. Namuna Questions 1-5 You will hear five utterances. Match the utterances of each speaker (1-5) with the sentences below (A-F). Use each letter once only. There is one letter which you do not need to use. A) She enjoys watching team sports. B) She wants to join a team to play a sport. C) She thinks sport is a good way to keep fit. D) She likes playing sports with her friends. E) She would like to try a dangerous sport. F) She thinks watching sport is boring. Q1. Speaker 1 Q2. Speaker 2 Q3. Speaker 3 Q4. Speaker 4 Q5. Speaker 5 Berilgan gaplarni birlashtiradigan mavzuni topamiz (sport). Berilgan gaplardagi kalit so‘zlarning tagiga chizamiz. A) She enjoys watching team sports. B) She wants to join a team to play a sport. C) She thinks sport is a good way to keep fit. D) She likes playing sports with her friends. E) She would like to try a dangerous sport. F) She thinks watching sport is boring. Birinchi so‘zlovchini eshitamiz. Asosiy ma’noga va kalit so‘zlarga e’tibor beramiz. I play tennis quite often, and it’s a great form of exercise. It keeps me healthy. It’s important to stay in shape and a good game of tennis really makes your body work. Everyone needs to find a way to get some exercise and for me, it’s tennis. Aytilgan ma’noni ifodalaydigan gapni topamiz. C) She thinks sport is a good way to keep fit. keep fit = stay in shape, get some exercise fit = in shape, healthy Ikkinchi so‘zlovchini eshitamiz. Asosoy ma’noga va kalit so‘zlarga e’tibor beramiz. I’m not really interested in most sports, but there’s one I like – motor racing. Some people think it’s boring just to watch cars going round and round, but I love it. It’s really exciting, and it takes a lot of skill. I’d like to try it, but I think I’d be a bit frightened because they go very fast. Aytilgan ma’noni ifodalaydigan gapni topamiz. E) She would like to try a dangerous sport. dangerous = frightened 2 – qism (6-11 savollar) / 5 – qism (25-30 savollar) Tekshiriladigan ko‘nikmalar: konkret ma’lumotni tushunish. Savol turi: to‘g‘ri - noto‘g‘ri. Ushbu qismlarda Siz ijtimoiy mavzudagi dialogni eshitasiz. Vazifa: test kitobida berilgan gaplarning dialog mazmuni bo‘yicha to‘g‘ri yoki noto‘g‘riligini topish. Eshitishdan oldin: 1. Berilgan gaplarni tez ko‘z yugurtirib o‘qib chiqing. 2. Qismga berilgan ko‘rsatma va gaplarga qarab dialog mazmunini oldindan taxmin qilishga harakat qiling. 3. Berilgan gaplarda qaysi ma’lumotga (detalga) e’tibor qaratish lozimligini topishga harakat qiling. 4. Esda tuting: “to‘g‘ri” javobini tanlash uchun gapdagi hamma detallar eshitilgan dialogdagi detallar bilan mos tushishi kerak. Agar qandaydir detallar farq qilsa, javob “noto‘g‘ri” bo‘ladi. Birinchi marta eshitish davomida: 1. Esda tuting: gaplar dialogda ma’lumot yangrashi tartibida berilgan. 2. Bir savolning javobini eshitib bo‘lishinmgiz bilanoq keyingi savolga diqqatingizni jamlang. Ikkinchi marta eshitish davomida: Javoblaringizni tekshirib oling. Namuna Questions 6-11 You will hear a conversation between a tourist and a guide. For questions 6-11, decide if the following statements agree with the information from the conversation. Q6. The tourist has a limited amount of time in the area. A) True B) False Q7. Most visitors to Montford Hall go by taxi. A) True B) False Q8. The guide recommends a restaurant to the tourist. A) True B) False Q9. The tourist wants to enjoy the good weather. A) True B) False Q10. You have to pay to enter the Rose Gardens. A) True B) False Q11. The tourist has a large garden at home. A) True B) False Dialog nima haqida bo‘lishini topishga harakat qilamiz va berilgan gaplarda qaysi ma’lumotga (detalga) e’tibor qaratish lozimligini topishga harakat qilamiz. You will hear a conversation between a tourist and a guide. For questions 6-11, decide if the following statements agree with the information from the conversation. Q6. The tourist has a limited amount of time in the area. Q7. Most visitors to Montford Hall go by taxi. Q8. The guide recommends a restaurant to the tourist. Q9. The tourist wants to enjoy the good weather. Q10. You have to pay to enter the Rose Gardens. Q11. The tourist has a large garden at home. Dialogda eshitamiz: Tourist: Excuse me. I wonder if you could help me. Guide: Of course. What would you like to know? Tourist: Well, it’s my first visit to the area and I was wondering what the main attractions are. I’m leaving for the airport at lunchtime tomorrow, so what would you recommend I see in the time I’ve got? Q6. The tourist has a limited amount of time in the area. – True. 3 – qism (12-18 savollar) / 4 – qism (19-24 savollar) Tekshiriladigan ko‘nikmalar: konkret ma’lumotni tushunish Savol turi: ko‘p variantli savol Ushbu qismlarda Siz ijtimoiy mavzudagi dialog va monologni eshitasiz. Vazifa: berilgan variantlardan to‘g‘risini tanlash. Eshitishdan oldin: 1. Berilgan savollarni va javob variantlarini tez ko‘z yugurtirib o‘qib chiqing. 2. Qismga berilgan ko‘rsatma va savollarga qarab dialog mazmunini oldindan taxmin qilishga harakat qiling. Birinchi marta eshitish davomida: 1. Esda tuting: gaplar dialog yoki monologda ma’lumot yangrashi tartibida berilgan. 2. Bir savolning javobini eshitib bo‘lishingiz bilanoq keyingi savolga diqqatingizni jamlang. 3. Yodda tuting: dialog yoki monologda yangragan so‘zlarni o‘z ichiga olgan variant har doim ham to‘g‘ri javob bo‘lavermaydi. Dialog yoki monologda berilgan ma’lumot to‘g‘ri javobda odatda perefraza qilingan (boshqa so‘zlar bilan berilgan) bo‘ladi. Ikkinchi marta eshitish davomida: Javoblaringizni tekshirib oling. Namuna Dialogda eshitamiz: В диалоге мы слышим: Carol: Hello, my name’s Carol Dickinson and I’m the Director here at the Liskeard Adult Education Centre. It’s lovely to see so many of you here this evening, and I’m hoping to give you as much information as I can about we do here. Q12. Carol wants to … A) work out the new timetable. B) make a list of courses. C) talk about the Centre. = to give you ... information ... about we do here. “O‘QISH” BO‘LIMI 5 qism / 30 savol / 75 daqiqa Bo‘limni bajarish bo‘yicha umumiy tavsiyalar: - Berilgan ko‘rsatmalarni diqqat bilan o‘qing. - Matn va savollar turiga qarab, matn bilan ishlash texnikalarini (ko‘z yugurtirib oqish va konkret ma’lumotni qidirib o‘qish) ishlating. Ular Sizga vaqtdan unumli foydalanishga yordam beradi. Esda tuting: savollarga javob berish uchun butun matnni mayda detallarigacha tushunish shart emas. Faqat ayrim o‘rinlardagina matndagi ba’zi gaplarni to‘liq tushunish lozim bo‘lishi mumkin. - Kalit so‘zlarning tagiga chizishga harakat qiling. - Matnda har bir so‘zni tushunishga harakat qilmang. So‘ralayotgan ma’lumotga diqqatingizni jamlang. Notanish so‘zlarning ma’nosini, agar ular savolga javob berish uchun muhim bo‘lsa, kontekstdan topishga harakat qiling. 1 – qism (1-5 savollar) Tekshiriladigan ko‘nikmalar: detallarni tushunish Savol turi: moslashtirish Ushbu qismda Siz bir necha kishilarning xohish-istaklari haqida matnlarni va reklama e’lonlarini o‘qiysiz. Vazifa: qaysi kishiga reklama qilinayotgan narsa, joy va hokazolardan qaysi biri mos tushishini topish. Diqqat: uchta e’lon ortiqcha. Qismni bajarish uchun: 1. Berilgan kishilarning xohish-istaklarini tez ko‘z yugurtirib o‘qib chiqing va kalit so‘zlarning tagiga chizing. 2. Berilgan reklama e’lonlarini tez ko‘z yugurtirib o‘qib chiqing va kalit so‘zlarning tagiga chizing. 3. Kishilarning xohish-istaklari haqidagi matnlar va berilgan reklama matnlarini solishtirib, kimga qaysi e’lon to‘g‘ri kelishini toping. Diqqat qiling: javob to‘g‘ri bo‘lishi uchun barcha detallar mos tushishi kerak. 4. Esda tuting: kishilarning xohish-istaklari haqidagi matn va berilgan reklama matnida bir xil so‘zlarning uchrashi ularning mos kelishini anglatmaydi. To‘g‘ri javobda (reklama matnida) kishilarning xohish-istaklariga mos keladigan ma’lumot perefraza qilingan (boshqa so‘zlar bilan berilgan) bo‘ladi. 5. Ortib qolgan reklama matnlari haqiqatdan ham hech kimga mos kelmasligini tekshiring. Namuna Questions 1-5 People below are all planning an evening's entertainment. Read the following descriptions of eight evenings out. Decide which evening (A-H) would be the most suitable for the following people (1-5). Mark the correct letter (A-H) on your answer sheet. Q1. Anna is meeting an old school friend on Saturday night. She'd like to go somewhere they can chat and have a good meal, but hear some music at the same time. Q2. Henri wants to listen to music in a lively place. He's a confident person and is going out alone in order to meet new people. Q3. George is planning to celebrate the end of his exams with his friends on Friday night. They want music and dancing, but no food, as they don't have a lot of money. Q4. Maria loves all kinds of music and wants to relax after a hard week at work. She'd like to sit quietly and listen to some music. Q5. Carol is taking a colleague out. She's looking for a quiet place where they can eat and discuss some important plans for the future of their company. EVENINGS OUT A - Julius Caesar at the Octagon A very modern and exciting performance of one of Shakespeare's most popular works! After great success in other parts of Europe this entertaining play comes to Britain for the first time. B - 70's Night! Party! Party! Party! There's no time to stop! DJ Mike Murray and his 70's disco music will keep you entertained all night! Eight until late this Friday. Light snacks available at the bar - if you've time! B - Q3 (disco music = music and dancing; no food = Light snacks available at the bar – if you've time) С - Riverstone Restaurant We are proud to announce a new chef and a new menu at the Riverstone! Choose from a wide selection of modern European dishes. Restaurant opens 7 p.m. every evening. Live music every Friday and Saturday night after 9 p.m. C - Q1 (a wide selection of modern European dishes = have a good meal; Live music = hear some music. D - Hollywood Stars Make new friends and have fun at our Hollywood Stars night this weekend. Dress up as your favourite film star and enjoy a live band and disco. D - Q2 (meet new people = Make new friends; music in a lively place = a live band and disco) E - Jazz and Stuff Jazz and Stuff is one of the best concerts this town has seen for ages. Stars from around the world entertain with jazz, blues, country, soul, rock'n'roll and pop. There's something for everyone. E – Q4 (jazz, blues, country, soul, rock'n'roll and pop; something for everyone = all kinds of music) F - Life After Children A warm and entertaining play about a mother who is trying to look after her child and keep her job at the same time. This comedy should be seen by anyone with children - or anyone who's ever been a child! G - Upton Hotel and Restaurant Set on the edge of town and in pretty gardens, the Upton Hotel is the perfect place for romantic evenings, business meetings or for talking to friends. The quiet and pleasant hotel provides exciting and creative menus as well as a high standard of service. G – Q5 (quiet = a quiet place; business meetings = where they can eat and discuss) H - A Night Out at Squares Squares is a great new club that provides different kinds of entertainment through the week. Comedy nights are on Fridays and Saturdays and there's live music on Mondays and Wednesdays. The rest of the week is dance time. Food available at lunchtimes only. 2 – qism (6-15 savollar) Tekshiriladigan ko‘nikmalar: detallarni tushunish. Savol turi: to‘g‘ri - noto‘g‘ri. Ushbu qismda Siz adaptatsiya qilingan (soddalashtirilgan) autentik faktologik matnni o‘qiysiz. Vazifa: berilgan gaplarning matn mazmuni bo‘yicha to‘g‘ri yoki noto‘g‘riligini topish. Qismni bajarish uchun: 1. Berilgan gaplarni tez ko‘z yugurtirib o‘qib chiqing. 2. Berilgan gaplarda qaysi ma’lumotga (detalga) e’tibor qaratish lozimligini topishga harakat qiling va bu detalning tagiga chizing. 3. Esda tuting: gaplar ma’lumotning matnda uchrashi tartibida berilgan. Matnni o‘qish davomida javoblaringizni belgilab boring. 4. Esda tuting: “to‘g‘ri” javobini tanlash uchun gapdagi hamma detallar matndagi detallar bilan mos tushishi kerak. Agar qandaydir detallar farq qilsa, javob “noto‘g‘ri” bo‘ladi. Namuna Questions 6-15 Read the following sentences below about a trip to the Andes in Peru and decide if each sentence is correct or incorrect. If it is correct, mark A on your answer sheet. If it is not correct, mark В on your answer sheet. Exploring Peru Our tour will introduce you to the most beautiful parts of Peru, starting with the capital of the country, Lima. Q6. This tour of Peru begins in the capital city. A) True B) False Here you can visit some excellent museums and eat in world-famous restaurants. You will also visit the mountain city of Cusco, which is a magical place with a relaxed atmosphere, colourful markets and a lively nightlife. There are opportunities for you to explore the city at leisure, or you can choose to go sightseeing with our excellent guides. Q7. There are organised trips in Cusco. A) True B) False There is also a chance to go hiking, mountain biking, white water rafting, horse riding, paragliding and hot-air ballooning. Our guides will help you choose and book any activity as soon as you arrive. Q8. All sporting activities must be booked before arrival. A) True B) False From Cusco, you can take a train ride through the mountains of the Andes. This is the high point of your tour and we have carefully chosen a route that will allow you to visit local villages and eat in local restaurants. There is also a visit to the ancient city of Macchu Picchu. The full cost of this mountain trip is included in the price of the tour. Q9. The train ride through the mountains is non-stop. A) True B) False 3 – qism (16-20 savollar) Tekshiriladigan ko‘nikmalar: umumiy ma’noni tushunish, detallarni tushunish, matndan mantiqiy xulosa chiqara olish. Savol turi: ko‘p variantli savol. Ushbu qismda Siz adaptatsiya qilingan (soddalashtirilgan) autentik bayonli matnni o‘qiysiz. Vazifa: berilgan variantlardan to‘g‘risini tanlash. Qismni bajarish uchun: 1. Berilgan savollarni va javob variantlarini tez ko‘z yugurtirib o‘qib chiqing. 2. Birinchi va oxirgi savollar umumiy ma’noni tushunish va matndan mantiqiy xulosa chiqara olishni tekshirishga, o‘rtadagi savollar detallarni tushunishni tekshirishga qaratilgan bo‘ladi (bu savollar odatda ma’lumotning matnda uchrashi tartibida berilgan). 3. Matnni tez ko‘z yugurtirib o‘qib chiqing va matnning umumiy ma’nosini e’tibor bermang. Birinchi savolga javob bering. 4. Detallarni tushunishni tekshirishga qaratilgan savollarni yana bir marta qarab chiqing. Matndan tegishli ma’lumotlarni topib, savollarga javob bering. 5. Matnning umumiy mazmunidan kelib chiqib, oxirgi savolga javob bering. 6. Esda tuting: matnda uchraydigan so‘zlarni o‘z ichiga olgan variant har doim ham to‘g‘ri javob bo‘lavermaydi. Matnda berilgan ma’lumot to‘g‘ri javobda odatda perefraza qilingan (boshqa so‘zlar bilan berilgan) bo‘ladi. Namuna Part 3 Questions 16-20 Read the text and the following questions. For each question, mark the correct letter А, В, С or D on your answer sheet. Exercise can be fun! Exercise has become a huge part of our world. There are gyms everywhere, but if you're not keen on them, there are hundreds of exercise videos to choose from. Exercise is good for you. It makes you feel better, look better and can help you live longer. But what happens if you are the kind of person who would do anything rather than spend five minutes on an exercise bike, including cleaning the house, visiting a boring relative or watching a terrible TV programme? If you are that kind of person, you need a plan! First of all decide when you are going to exercise. Choose three times a week, like me. Write EXERCISE in your diary, on your calendar, on the wall if necessary! Then make sure you do it. Don't do anything else. I never make other arrangements. Next, vary what you do. I went to the same aerobics class for two years! No wonder I was bored! Now I use different machines at the gym, I often change my jogging route and I never do aerobics. Make exercise fun and find an exercise you enjoy. Why not play a sport, or join a dance class? I recently started a modern dance class. It's great fun and I've met lots of new people, but as soon as I get bored I'll find something else! Q16. What is the writer's main aim in writing the text? A) to describe different ways of keeping fit В) to persuade people about the benefits of exercise С) to talk about the exercise classes she goes to D) to encourage people to take exercise E’tibor beramiz: matndagi ko‘p gaplar buyruq maylida berilgan. Muallif kishilarni sport bilan shug‘ullanishga chorlayapti va fikrini isbotlash uchun shaxsiy tajribasidan misollar keltiryapti. Qolgan variantlar yoki matnda uchramaydi, yoki matnning asosiy g‘oyasini tashkil qilmaydi. Q17. What does the writer say about herself? A) She prefers to exercise at home. В) She isn't keen on joining classes. С) She likes to do different kinds of exercise. D) She doesn't like watching TV. I went to the same aerobics class for two years! No wonder I was bored! Now I use different machines at the gym, I often change my jogging route and I never do aerobics. Q18. What does the reader learn about the writer's habits? A) She exercises three times a week. В) She often exercises with friends. С) She does aerobics regularly. D) She runs the same route every day. Choose three times a week, like me. Q19. What does she say about her dance class? A) She sometimes finds it boring. В) She may not do it forever. С) She thinks some people are unfriendly. D) She prefers doing sport. I recently started a modern dance class. It's great fun and I've met lots of new people, but as soon as I get bored I'll find something else! 4 – qism (21-27 savollar) Tekshiriladigan ko‘nikmalar: detallarni tushunish, matndan mantiqiy xulosa chiqara olish. Savol turi: ko‘p variantli savol. Ushbu qismda Siz autentik badiiy matndan parcha o‘qiysiz. Vazifa: berilgan variantlardan to‘g‘risini tanlash. Qismni bajarish uchun: 1. Berilgan savollarni tez ko‘z yugurtirib o‘qib chiqing. 2. Esda tuting: savollar ma’lumotning matnda uchrashi tartibida berilgan. Matnni o‘qish davomida javoblaringizni belgilab boring. 3. Matnning so‘ralgan ma’lumotni o‘z ichiga olgan qismlarini diqqat bilan o‘qing. Notanish so‘zlar uchrasa, ularning ma’nosini kontekstdan topishga harakat qiling. Namuna Questions 21-27 Read the text and the following questions. For each question, mark the correct letter А, В, С or D on your answer sheet. When my Uncle Alan turned up at my thirteenth birthday parry without a present, I couldn't hide the disappointment on my face. He was my favourite uncle, and he always bought me fantastic presents. 'Don't look so sad, Anna,' he said kindly. 'I haven't forgotten to get you a present. I just couldn't bring it with me. Tomorrow, I'm taking you abseiling.' Q21. When Uncle Alan saw Anna's disappointment, he realised that … A) he should have brought a present with him. B) he really was her favourite uncle. C) she thought he had forgotten to bring her a present. D) he had to take her somewhere the next day. Early the next day, Uncle Alan drove me to Lamerton Adventure Park. I'd never been there before, but had often told my mum and dad how exciting it sounded. As we drove through the gates, it seemed that, once again, Uncle Alan had found me a birthday present I'd never forget. Q22. Anna had frequently told her parents that … A) Lamerton Adventure Park appealed to her. B) she had never been abseiling before. C) Uncle Alan's birthday presents were unforgettable. D) abseiling sounded like a very interesting activity. When we arrived, we went to find my instructor, a friendly young woman called Isabelle. She put me completely at case, and I knew that, whatever I was going to be doing, I'd be quite safe with her. Q23. Isabelle made Anna … A) admit how little she knew about the park. B) feel totally secure and comfortable. C) think about previous enjoyable experiences. D) realise that abseiling would be easy. 'So, Anna, have you ever been abseiling before?' she asked. I admitted I didn't even know what abseiling was. 'Well, it's always fun to experience something new, isn't it?' she said. We walked through the park, and ended up at a rocky hill. The biggest rock face was extremely high and steep, but there were smaller, easier faces too. 'When I saw the equipment waiting for me - a rope, a harness and a helmet - I guessed what I was going to be doing. 'Oh, I'm going rock climbing!' I said excitedly. 'Not exactly,' said Uncle Alan. Q24. When Anna saw the equipment, she … A) understood immediately what abseiling was. B) tried hard to guess what it would be used for. C) asked Isabelle for an explanation. D) still didn't understand what she would be doing. 5 – qism (21-27 savollar) Tekshiriladigan ko‘nikmalar: umumiy ma’noni tushunish, detallarni tushunish, matndan mantiqiy xulosa chiqara olish. Savol turi: ko‘p variantli savol. Ushbu qismda Siz autentik akademik matnni o‘qiysiz. Vazifa: berilgan variantlardan to‘g‘risini tanlash. Qismni bajarish uchun: 1. Berilgan savollarni va javob variantlarini tez ko‘z yugurtirib o‘qib chiqing. 2. Matnning so‘ralgan ma’lumotni o‘z ichiga olgan qismlarini diqqat bilan o‘qing. Notanish so‘zlar uchrasa, ularning ma’nosini kontekstdan topishga harakat qiling. Namuna Questions 28-30 Read the text and the following questions. For each question, mark the correct letter А, В, С or D on your answer sheet. To see the big obstacle facing renewable energy, look at Denmark. It has some of the world’s largest wind farms. Yet because consumer demand for electricity is often lowest when the winds blow hardest, Denmark sometimes has to sell its extra electricity to neighbouring countries at low prices - only to buy energy back when demand rises, at much higher prices. Q28. According to the passage, Denmark … A) sells all of the energy it produces to other countries for profit. B) has been experiencing the drawbacks of using wind farms for energy. C) pays a lot of money for electricity it does not use. D) wants to reduce the demand for electricity when the winds are blowing hard. “Leksik va grammatik kompetensiyalar” bo‘limi” 5 qism / 30 savol / 40 daqiqa Tekshiriladigan ko‘nikmalar: leksik va grammatik birliklarni kontekstda to‘g‘ri qo‘llay olish; perefrazani (bir xil ma’noning har xil leksik va grammatik vositalar orqali berilishini) tushunish. Savol turi: ko‘p variantli savollar. Bo‘limni bajarish bo‘yicha umumiy tavsiyalar: - Kontekst bilan tanishish uchun matnni ko‘z yugurtirib ko‘rib chiqing. - Berilgan leksik yoki grammatik birliklardan birini tanlayotganda qo‘yilayotgan so‘zdan oldingi va keyingi so‘zlarga e’tibor bering. Qo‘yilayotgan so‘z qanday Grammatik shakllar va predloglarni talab qilishiga e’tibor bering. - Perefraza tanlayotganda tanlayotgan javob variantingiz topshiriqda berilgan gap bilan aynan bir xil ma’no berishiga e’tibor bering. Namuna Dogs are thought to be easier to train than cats, but this may be because they evolved to hunt in packs, cooperate with other dogs and be obedient (Q19) … a leader. Q19. A) to B) by C) with D) about obey to smb/smth – obedient to smb/smth “YOZISH” BO‘LIMI 2 topshiriq / 45 daqiqa Tuzilishi va hajmi: 1-topshiriq: rasmiy xat (150 so‘z); 2-topshiriq: muammoli mavzu yuzasidan esse (insho) (250 so‘z). Baholash mezonlari: topshiriqning bajarilishi (mavzuning ochib berilishi), leksika, grammatika, matn yaxlitligi (bog‘langanligi). 1-topshiriq: berilgan vaziyat va tayanch savollar asosida rasmiy xat yozish. Baholash: yozilgan xat belgilangan baholash mezonlar asosida 0 baldan 10 balgacha baholanadi. 2-topshiriq: berilgan muammoli mavzu yuzasidan kirish, asosiy qism va xulosadan iborat insho yozish. Inshoda berilgan muammoli mavzu yuzasidan nuqtai nazar fikr va dalillar yordamida ochib beriladi. Baholash: yozilgan insho belgilangan baholash mezonlar asosida 0 baldan 20 balgacha baholanadi. Formal letter Style: Formal Characteristics: to someone you have not met, whose name you may not know Opening: Dear Sir / Madam Dear Mr … Dear Mrs … Ending: Yours faithfully Yours sincerely Task 1 includes three bulleted points which you need to mention in your letter. Make sure you include these three points or else you will not get high marks, no matter how well you write. Writing Sample Letter: Topic:You travelled by long distance bus recently and your suitcase was damaged. Write a letter to the store manager. In the letter Prompts: - inform the bus company of when and to where you travelled - describe your suitcase and what happened to it - explain why the company should pay for a new suitcase Write at least 150 words. You do NOT need to write your own address. Begin your letter as follows: Dear Sir or Madam, Model answer: Dear Sir or Madam, I am writing to require a compensation for the property damage, taken place at the time of the travelling by the bus of your company. I travelled from Washington, D.C. to Boston by the bus #220 on March 9, 2012. Before the trip I passed my luggage to the driver, who helped me to place my suitcase in the luggage compartment of the bus. After arrival the driver opened this back compartment and the first thing I saw was that my new and brand-name suitcase was smashed under the pressure of the weight of the other’s luggage. My suitcase was quite firm and very beautiful in its brown colour and modern design. However it obviously hasn’t been designed to resist such a weight on it. I am very depressed because I can not use anymore my broken suitcase, its handle was bended and two wheels out of 4 were detached. Since damage stated above was caused by the careless actions of your employee, I would like to require a compensation of $100, which was the original price of my suitcase. Faithfully yours, (Full Name) Namunaviy topshiriqlar You visited a museum with an elderly relative recently. However, he or she had difficulty walking around the museum. Write a letter to the manager of the museum. In your letter: - say who you visited the museum with; - describe the problems he or she faced; - suggest a solution that will improve the museum visit experience for an elderly person. You have some library books that you are unable to return as a member of your family in another city has fallen sick and you have had to go to look after him / her. Write a letter to the manager of the library. In your letter: - explain the situation; - apologize for any inconveniences called; - say what action you are going to take. You recently stayed in a hotel in as large city. The weather was very unusual for the time of the year and the heating / cooling system of the hotel was quite inadequate. Write a letter to the manager of the hotel. In your letter: - give details of what went wrong; - explain what you had to do to overcome the problem at the time; - say what action you would like the manager to take. You are applying for a job and you need a letter of reference. Write a letter to one of your old teachers asking for a reference letter for a job. In your letter, explain: - why you have chosen him/her to write a reference letter; - what job you are applying for; - why you think you are suitable for the job. You eat at your college cafeteria every lunch time. However, you think it needs some improvements. Write a letter to the cafeteria management. In your letter: - explain what you like about the cafeteria; - say what is wrong with it; - suggest how it could be improved. You have seen an advertisement for a special offer for a holiday at a beautiful tourist resort. You would like to book a holiday. Write a letter to the travel company. In your letter: - say when you would like to arrive and leave - describe the type of accommodation you require - ask for more information about activities available. You took a two-day course and you are asked to send your comments about the course. Write a letter to the manager of the course. In your letter - give details of the course - say which part of the course was useful - give your suggestions on improving the course. You live in a room in college. There is a problem in the bathroom that you would like repaired. Write a letter to the accommodation officer at the college. In your letter: - describe the problem - explain how the situation affects you - suggest a time when a repairman could visit. You are organizing a graduation party for your class and you want to book a restaurant. Write a reply to the manager of your favourite restaurant. In your letter: - explain the reason for the party and the date and time it will be held - describe some particular food you would like served - say how many people will be attending and what their dietary requirements are. You are unhappy about a plan to make your local airport bigger and increase the number of flights. You live near the airport. Write a letter to your local newspaper. In your letter - explain where you live - describe the problem - give reasons why you do not want this development. Argumentative Essay In many countries it is now illegal to smoke in public places. It is only fair that people who wish to smoke should have to leave the building. To what extent do you agree or disagree with the following statement? State: · whether you agree or disagree with the statement; · bring examples to justify your opinion; · include personal examples where appropriate. Your essay should follow the structure: · Introduction · Body (the main part) · Conclusion Write your essay in appropriate style and format in 250 words on your answer sheet. Model answeromponents Example INTRODUCTION The issue of smoking and smoking bans is an emotive one because smokers and non-smokers both tend to hold strong views about their rights. Many countries have now chosen to ban smoking altogether from indoor areas and public places, which is a radical change from the way things used to be until quite recently. BODY Paragraph 1 Non-smokers have been complaining for years that they should not have to breathe in other people’s smoke in places such as the workplace, restaurants and cafes and on buses, trains and planes. It is hard to argue that non-smokers do not have a right to be protected from this. Smoking also causes problems for the owners and workers in such places who have to clean up after smokers or redecorate more often. Paragraph 2 Generally speaking, therefore, I am in favour of smoke-free workplaces, transport and buildings. Non-smokers should not have other people’s smoke imposed on them. We have to accept, however, that there are a large number of people who smoke and will continue to smoke. Many of them enjoy the company of other smokers and feel it is unfair that they should always be made to stand in doorways when they want to smoke. CONCLUSION In a consumer age that seems to put choice above everything else, shouldn’t they have the right to meet and socialise with other smokers if they want to? A more balanced policy than the one now in place in many countries would be to allow certain cafes and restaurants to apply for a smoking licence. These places would then have to advertise themselves as smoking places. Certain areas of buildings such as workplaces could also be made into smoking rooms or areas but only if the company wished to. Such measures would still give the majority their smoke-free environment but protect the wishes of the minority that smoke. Namunaviy topshiriqlar Do you agree or disagree with the following statement? Money is the single motivational factor for success in any work field. Television dominates the free-time for too many people and makes people lazy, preventing them from socializing with others. It is generally accepted that families are not as close as they used to be. Young people today spend more time than ever before playing video games. This is harmful to their physical and social development. It is inevitable that as technology develops traditional cultures will be lost. Although being rich makes life easier, money doesn't necessarily make you happy. Living much longer in the future will be of great benefit to everyone. Some people warn that the era of silver screen is coming to an end and that people will eventually lose interest in going to the cinema. All education, primary, secondary and further education, should be free to all people and paid for by the government. “GAPIRISH” BO‘LIM 3 topshiriq / 15 daqiqa Procedure An examiner brings you into an examination room from a waiting area. You the examiner and the invigilator are alone in the examination room, sitting facing each other, with a desk between you. A recorder is switched on a recorder to ensure that the examiner has conducted the test correctly. Structure The test consists of three parts, each with a different format. Part 1: Introduction and conversation (6 minutes) You come into the examination room and are invited to sit down. You and the examiner exchange greetings and the examiner confirms your identity. The examiner asks a few initial questions and then goes on to ask questions from Question pool 1 and 2 related to your personal experience, your life, your interests and topics on social life. In your answer you should also try to expand a little by giving a reason or example, or by making a comparison. Sample Speaking Section topics (for Part 1) are given below. Part 2: Monologue (3 minutes, including 1 minute to think and prepare) The examiner gives you a topic and you have one minute to prepare your talk. A piece of paper with pencil is given and you can make notes and use these notes during your monologue. The examiner will not ask you any questions during this part of the test, so you must know how to answer and after preparation time you should speak fluently for a two minutes by yourself. Sample Speaking Section topics (for Part 2) are given below. Part 3: Integrated task (5 minutes, including 2 minutes to think and prepare) The examiner gives you a text and you have two minute to prepare your talk. You should summarize the key points from the text. Then, you need to give your opinion on the problem raised in the text. You can either extend the side that the text looks at, or bring some counter-arguments.35 You cannot ask questions in Parts 2 and 3, but you can do so, if necessary in Part1. Assessment Marks are awarded in nine areas: communicative effectiveness, discourse management, organisation, coherence, grammar range, vocabulary range, paraphrase, accuracy and pronunciation. You will receive a band score between 0 and 30 depending on your performance.
