Compress the presentation, listen carefully while standing in the forest. Statements to the collection of oge
flowering field, and you will certainly hear the wonderful sounds of the earth.
1. standing 2. listen 3. blooming 4. wonderful
2. Choose a valid sacrament
1. bush cut down
2. pinned badge
3. harvested rye
4. sparkling stars
3. Mark the row in which the letter E is written at the place of the gap in all words
1. calculating ... my, amulets ... May
2. respect ... my, moving .. my
3. encouraging…my, kind…my
4. performing ... my, hovering .. my
4. Mark the row in which one letter H is written in place of the gaps.
1. elm ... th jacket, boiled .. th milk
2. red-hot ... metal, grass is sloping ..a
3. solved..th problem, very angry..a
4. fire ... rays, animated ... movement
5. Choose a perfect participle
1. looking 2. reading 3. shouting 4. drawing
6. Indicate in which answer option all the numbers are correctly indicated, in place of which there should be commas in the sentence
Suddenly, the beast (1) who sensed a man (2) turned to the side (3) ran to the river (4) and rushed into the water.
1) 1,3, 4 2) 1,2,4 3) 1,2,3 4) 2,3,4
7. Determine the syntactic function of the participle in the sentence.
Two steps away from the boy, branches rustled, parted by hands.
subject 2. predicate 3. object 4. definition
8. Choose a valid sacrament.
1. approaching hurricane 2. sewn on button 3 sown land 4 . done deed
9. Mark the row in which one letter H is written at the place of gaps in all words.
1. hardened .. steel, wounded .. officer in hand
2. pickle ... th cucumber, the walls are painted ... s
3. sowing ... th flour, cut .. wrinkled face
4. battalion ... th commander, loaded .. with a stone
10. Choose an imperfect participle.
1. approaching 2. getting 3. rolling out 4 doing
11. Indicate in which answer option all the numbers are correctly indicated, in place of which there should be commas in the sentence
Settling down to spend the night (1) on spruce branches (2) well protected from the wind (3) rooks raise a loud cry at night (4) and every time I wake up from this cry.
1,2, 4 2) 1,2,3 3) 1,3,4 4) 2,3,4
12. Indicate the number of the answer in which all words are written with the letter E.
1. bug fixed, house built
2. built a house, alarmed by the news
3. sowing .. oats, mailing ... May correspondence
4. wounded ... in battle, maimed ... with laurels
13. Find a word in which the stress falls on the third syllable.
1. took 2. took 3. accepted 4. took.
14. In which answer option are all the numbers indicated, in place of which two letters HH are written.
1. Behind the illumination (1) th scattering (2) th lu (3) th light, a window (4) th wheat field was visible.
1) 1,2 2) 1,2,3 3) 1,2.4 4) 3,4
15. Indicate the line in which both words are gerunds.
1. illuminated, thinking
2. fluffed up after seeing
3. falling, caught
4. Dreaming knowing
16. Which answer option correctly indicates and explains all the cases of setting commas in the following sentence?
Arms akimbo (1), pans (2) were leaving, surrounded by innumerable servants.
1 - a single gerund is isolated
1 - a single gerund is isolated, 2 - a participial turnover is isolated
2-participle turnover is separated
1 - a single gerund is isolated, 2 - a gerund is isolated
17. In which answer option are the numbers correctly indicated, in the place of which commas should be in the sentence? Throwing back my head (1), I saw a dark wooden church (2) naively looking (3) at me from a high cliff above.
1 2) 2 3) 1,2 4) 1,2,3
18. Give an example in which the word is spelled NOT together.
1) surprised no one 2) (not) recognized 3) (not) washed, but dirty 4) (not) an experiment
you will certainly hear the wonderful sounds of the earth.
It is necessary to reduce the text from 7 paragraphs to 4. In the Meshchersky region there are no special beauties and riches, except for forests,meadows and transparent air. Nevertheless, this region has a great attractive force. He is very modest - just like Levitan's paintings. But in it, as in these paintings, lies all the charm and all the diversity of Russian nature, imperceptible at first glance.
What can be seen in the Meshchersky region? Flowering or sloping meadows, pine forests, forest lakes overgrown with black mounds, stacks smelling of dry and warm hay. Hay in stacks keeps warm all winter.
I had to spend the night in haystacks in October, when the grass at dawn is covered with hoarfrost, like salt. I dug a deep hole in the hay, climbed into it and slept all night in a haystack, as if in a locked room. And over the meadows there was a cold rain and the wind swooped in oblique blows.
In the Meshchersky region, you can see pine forests, where it is so solemn and quiet that the bell of a lost cow can be heard far away, almost a kilometer away. But such silence stands in the forests only on windless days. In the wind, the forests rustle with the great ocean noise and the tops of the pines bend after the passing clouds.
In the Meshchersky region you can see forest lakes with dark water, vast swamps covered with alder and aspen, lonely foresters' huts, sands, juniper, heather, schools of cranes and stars familiar to us from all latitudes.
What can be heard in the Meshchersky region, except for the hum of pine forests? The cries of quails and hawks, the whistle of orioles, the fussy clatter of woodpeckers, the howl of wolves, the rustle of rain in red needles, the evening crying of the harmonica in the village, and at night - the discordant singing of roosters and the beater of the village watchman.
But so little can be seen and heard only in the first days. Then every day this region becomes richer, more diverse, dearer to the heart. And, finally, there comes a time when each willow above the dead river seems to be its own, very familiar, when amazing stories can be told about it.
Concise presentation Plan for working with the text: 1. During the first hearing of the text, write down the beginning and ending of each paragraph. 2. Determine the main idea of the text 3. Determine the main idea of each micro-topic (Remember! There are as many micro-topics in the text as there are paragraphs in it) 4. Remove secondary information.
Techniques for compressing the text 1. Collapsing the original information through generalization (translating the particular into the general) Text: “Do we, for example, have enough imagination? After all, imagination, according to the exact remark of one of the writers, is not needed at all in order to come up with something non-existent or unrealizable. Imagination is needed in order to embrace with the mind and heart all the richness of life, its situations, its turns, in order to see with the mind's eye the hidden corners of the human soul. Without imagination there is no image of the world and no image of man. And without these images, life becomes flat and simplified, in it we are surrounded only by models and schemes, and not by living people. Imagination helps to imagine the image of a person, to look into his soul, into the most hidden corners. Without imagination, it is impossible to create an image of the world and man"
Language methods of text compression: 1. Replacing homogeneous members with a generalizing name “Listen carefully, standing in a forest or among an awakened flowering field. If you have a sharp ear, you will hear the crackling of grasshoppers along the trodden path, the fluttering of green foliage, the singing of birds and the bass hum of bumblebees. If you have a sharp ear, you will hear the sounds of the earth"
Language compression techniques 2. Replacing a sentence fragment with a synonymous expression “Ivan Sergeevich Turgenev's greatest heartfelt affection was his native Smolensk region, a Russian village, the most heartfelt lines of his works are dedicated to them. Compression: "Ivan Sergeevich Turgenev's greatest heartfelt affection was his small homeland, the most heartfelt lines of his works are devoted to it"
Language compression techniques 3. Replacing a sentence or part of it with a demonstrative, definitive or negative pronoun with a generalizing meaning. “Do we have enough imagination, for example? After all, imagination, according to the exact remark of one of the writers, is not needed at all in order to come up with something non-existent or unrealizable. Imagination is needed in order to embrace with the mind and heart all the richness of life, its situations, its turns, in order to see with the mind's eye the hidden corners of the human soul. Without imagination there is no image of the world and no image of man. And without these images, life becomes flat and simplified, in it we are surrounded only by models and diagrams, and not by living people. Compression technique: “And imagination is not only what is associated with fantasy. Imagination helps to imagine the image of a person, to look into his soul, into the most hidden corners. Without imagination, it is impossible to create an image of the world and a person, everything will turn out to be similar to a scheme.
Language compression techniques 4. Exceptions: repetitions, sentence fragments, one or more of the synonyms. Text: “But in order to understand a person, imagination alone is not enough, you also need close attention to people, the desire to peer, listen with benevolent sympathy, with heartfelt participation. We need compassion that encourages us to listen not only to words, but also to intonation, to peer not only into the obvious, but also into the imperceptible. With such an attitude, the difference of views and feelings never turns into misunderstanding. Reception: “But in order to understand a person, imagination alone is not enough, you also need an attentive, cordial attitude towards a person, which encourages you to listen not only to words, but also to intonation, to peer into the inconspicuous. With such an attitude, the difference of views and feelings never turns into misunderstanding.
Language Compression Techniques 5. Merges (several sentences into one) Text: “Let's think about how often we are upset that we did not understand someone? Or maybe we suffer much more often from the fact that they do not understand us? Of course, the latter is more common. When they do not understand us, we are offended. We are upset that we are not understood by parents, teachers, classmates. We worry to tears that we are not understood by those who we like, whom we respect. We are sure that we ourselves are able to understand, and we understand all of them, but here they are ... " Reception: "We rarely get upset that we did not understand someone, but we often worry that they did not understand us. We always think that we can understand others, but they can’t understand us.”
Text 1. Union. “Savrasov’s workshop differed sharply from others. They worked out of necessity and duty. Sometimes they yawned and got bored. Here they did not think about school awards and distinctions. Here they passionately loved art, they were fond of work to self-forgetfulness. = “In Savrasov’s studio, they didn’t get bored, they didn’t think about awards and distinctions, here they passionately loved art and work.” 2. Replacement. “Unpretentious daisies, pensive dandelions, shy water lilies grew in the meadow.” = “Flowers grew in the meadow.” 3.Removal. “Many examples can be given when the meaning comes to life in the structure of the word: a window sill is something that is placed under the ear; but not everyone will associate the word “window” with the word “eye”, but these are related words…”.
Practical lesson for text compression. In the autumn of 1794, the French army entered the territory of Holland. Not having a response force, the Dutch went to the trick: opening the floodgates, they flooded the area. The French advance was halted. The commander-in-chief, General Pichegru, was about to turn back at all, but received a "report" that ... house spiders zealously began to weave a web - they usually do this before dry and cold weather. Pichegru, on reflection, delayed his army. The frosts hit, and the French, having crossed the Vaal on the ice, entered the city! This fact might seem anecdotal if it were not a historical reality. Since ancient times, man has noticed an amazing connection between future natural phenomena and the behavior of living objects. Does birch have a lot of juice? For a rainy summer. If it starts to turn yellow from the top - spring will be early, if from below - late. The size of the dome of the anthill, the number and location of the entrances to it are directly related to the temperature, the thickness of the snow cover and the direction of the prevailing winds of the coming winter. The herdsmen of Mongolia learn from the burrows of pikas what the winter will be like. The dwelling of this animal usually has 15 entrances. If there is little snow, the pika closes 5-10 entrances with stone plugs.
A practical lesson on text compression. The question is, how does the living world learn about upcoming and very important events for it? What "devices" allow him to do this? More recently, a seemingly curious message flashed about a duel between the Houston weather bureau, equipped with weather satellites and computers, and ... a cow. The local newspaper, which acted as an arbitrator, rated the correct forecast with one point, and recognized the farm cow as the winner. The score is 19:8! A quite serious question arises: do plants, insects and animals possess some kind of "mechanism" of foresight? And if so, what is its structure? It is difficult to answer this strictly scientifically today. One can only delve into the study of relationships between diverse and different-time phenomena - the behavior of biosystems and the state of the environment.
Text (1) Is it possible to be equally interested in the structure of volcanoes and irregular verbs, the laws of interaction of particles and the riddle of the library of Ivan the Terrible, the device of a computer and still lifes? .. (2) Well, let's say a person is versatile by nature, instantly understands and remembers everything. (3) But after all, he’s a man to be sure to ask: “Is it just interesting or do I need it for something?” (4) And having understood why this is necessary, get inspired even more or, conversely, cool down. (5) Whatever a modern student does in the future - medicine, economics, technology, he can and should imagine himself at the computer. (6) But to imagine yourself in the desert, the animal world of which must be learned by tomorrow's lesson, is not so easy. (7) But the beauty of life is in its unpredictability. (8) Maybe you will have to build cities in the desert, treat people there - how then without knowledge about the animal world of the desert ?! (9) In addition, what only a few people need to know today may be useful to many tomorrow. (10) And yet the question of why this or that knowledge is needed is completely natural and legitimate. (11) Not to put it means to show either unforgivable infantilism or unjustified indifference to one's own studies. (12) And even if the passion for the subject is so great that the question of its need does not arise at the moment, it must certainly arise sooner or later. (13) And let it happen sooner, in order to avoid bitter disappointments in wasted efforts or regrets about unused time. (According to I Miloslavsky) (212 words)
Creation of a concise presentation (1) Is it possible to be equally interested in the structure of volcanoes and irregular verbs, the laws of interaction of particles and the mystery of the library of Ivan the Terrible, the device of a computer and still lifes? .. (Replace the underlined homogeneous members, which concretize the thought, with a generalizing word.) Is it possible (how?) _______________ to be interested in (in-1; different branches of science; all sorts of things; everything in a row; all kinds of knowledge). (2) Well, let's say a person is versatile by nature, instantly understands and remembers everything. (3) But after all, he’s a man to be sure to ask: “Is it just interesting or do I need it for something?” (4) And having understood why this is necessary, get inspired even more or, conversely, cool down. (Let's combine these three sentences. Even a multi-talented person should ask himself: "_______________________________________________" and, having understood this, _______________________________ or ____________________. (5) Whatever the modern student does in the future - medicine, economics, technology, he can and should imagine himself (Let's eliminate homogeneous terms in this sentence.) ____________ ______________ _____________ ______________ __________________ (6) But to imagine yourself in the desert, the animal world of which you need to learn by tomorrow's lesson, is not so easy.(Sentence 6, given its importance in development thoughts, we will not seriously reduce.)
Creating a Concise Statement (7) But the beauty of life is in its unpredictability. (8) Maybe you will have to build cities in the desert, treat people there - how then without knowledge about the animal world of the desert ?! (9) In addition, what only a few people need to know today may be useful to many tomorrow. Life (what?) _______________. Maybe (replace the underlined part of sentence 8 with a generalizing concept) you will have (what to do?) __________________ in the desert, how then without knowledge about _______________ ?! (Sentence 9 adds little to the idea that in our unpredictable life no one knows what knowledge can be useful, so it can be omitted.) (10) Still, the question of why this or that knowledge is needed is completely natural and legal. (11) Not to put it means to show either unforgivable infantilism or unjustified indifference to one's own studies. (Let's combine sentences 10 and 11; the union, which is used as a means of communication with the previous sentence, should be left.) And yet, only infantile people can not ask themselves the question of why this or that knowledge is needed. (12) And even if the passion for the subject is so great that the question of its need does not arise at the moment, it must certainly arise sooner or later. (13) And let it happen sooner, in order to avoid bitter disappointments in wasted efforts or regrets about unused time. (We will omit sentence 12 entirely, we will connect sentence 13 with the previous one using a personal pronoun.) In order not to regret later about _____________, it is better to answer it as __________________ as possible.
Criteria for evaluating a condensed presentation The examinee conveyed the main content of the listened text, reflecting all the micro-topics important for his perception. 2 points The examinee conveyed the main content of the listened text, but missed or added 1 microtopic. 1 point IC1. The content of the presentation. The examinee conveyed the main content of the listened text, but missed or added more than 1 micro-topic. 0 points IC2. Quality of source text compression. The examinee correctly applied at least 2 different text compression techniques (elimination, generalization, simplification) and used them to compress at least 3 micro-topics of the text, or the examinee correctly applied 1 compression technique, using it throughout the entire text 3 points The examinee correctly applied at least 2 different methods of text compression (exclusion, generalization, simplification) and used them to compress 2 microtopics of the text, or the examinee correctly applied 1 compression technique and used it to compress 3 microtopics of the text. 2 points The examinee correctly applied at least 2 different text compression techniques (elimination, generalization, simplification) and used them to compress 1 micro-topic of the text, or the examinee correctly applied 1 compression technique and used it to compress 2 micro-topics of the text. 1 point
Criteria for evaluating a condensed presentation The examinee correctly applied 1 compression technique and used it to compress 1 micro-theme of the text, or the examinee did not use text compression techniques, or the examinee incorrectly used text compression techniques and distorted the author's intention 0 points SG3. Semantic integrity, consistency and consistency of presentation. The work of the examinee is characterized by semantic integrity, speech coherence and consistency of presentation; there are no logical errors, the sequence of presentation is not broken; there are no violations of paragraph articulation of the text in the work. 2 points The work of the examinee is characterized by semantic integrity, coherence and consistency of presentation, but 1 logical error was made, or there is 1 violation of paragraph articulation in the work 1 point The communicative intent is visible in the work of the examinee, but more than 1 logical error was made, or there are 2 cases of violation of paragraph articulation 0 points The maximum number of points for a concise presentation according to the criteria of SG1 - SG3 7 points
Checking and evaluating the main types of speech activity: speaking. New approaches.
(Tatyana Nikolaevna Malysheva,Deputy Chairman of the FPKR KIM for the state final certificationin Russian language FGBNU "FIPI")
Exam Format
1. Conversation with the teacher
2. Work in pairs
3. Computer
General Approaches:
Communicative approach
Unprepared speech
Monologue + dialogue
Description, narrative, reasoning
Expressive reading aloud
Expressive reading aloud
Task 1. Expressively read the text aloud. You have 1.5 minutes to prepare.
An excerpt from the book by Ivan Sergeevich Sokolov - Mikitov "Sounds of the Earth"
Listen carefully, standing in a forest or among an awakened flowering field, and if you have retained a sensitive ear, you will certainly hear the wonderful sounds of the earth, which at all times people have so affectionately called mother earth. The sounds of the earth are precious. It is probably impossible to list them. They replace our music.
I recall with joy the sounds of the earth that once captivated me as a child. And isn’t the best thing left in my soul from those times? I remember the forest mysterious sounds, the breath of the awakened native land. And now they excite and delight me. In the silence of the night, I hear the breath of the earth even more clearly, the rustling of a leaf over a fresh mushroom that has risen from the ground, the fluttering of light night butterflies, the cry of a rooster in the nearest village.
And how good, unforgettable every new morning! Even before sunrise, the birds wake up and begin to sing joyfully. The awakened forest is full of life! In nature there is nothing more musical than coming early morning. The streams ring even more silvery, the forest herbs smell more fragrant, and their aroma miraculously merges with the musical symphony of the morning.
Criteria for assessing expressive reading
Expressiveness of speech
Correctness of speech (Compliance of speech with language norms)
Speech is correct (corresponds to language norms): there is no distortion of words (or 1 mistake is made), the stress in words is correct (or 1 mistake is made). Intonation conveys the punctuation of the text (or 1 mistake was made). The pace of reading is high. 2
The speech is correct (corresponds to the language norms), but there is a distortion of the words (2-3 errors are made), and / or 2-3 errors are made in the stress setting, and / or the intonation as a whole conveys the punctuation of the text, but 2-3 errors are made. The pace of reading is high. one
Speech contains significant errors (partially complies with language norms): there is a distortion of words (more than 3 errors), more than 3 errors were made in the placement of stress. The intonation inaccurately conveys the punctuation of the text (more than 3 errors were made). The pace of reading is low.. Understanding speech is difficult.0
The maximum number of points for the entire task is 3
monologue. Monologue conversation
Task 2. You are given 1.5 minutes to prepare. Your statement should not take more than 2 minutes.
1. Describe the photo.
2. Tell us about your most memorable visit to the museum.
Don't forget to tell
what museum were you in;
when and with whom;
what did you see;
What do you like and remember the most.
Conversation Questions (Teacher Card)
1. Which museums do you like more: history, art, science and technology or natural science?
2. In your opinion, should schoolchildren visit museums? Why?
3. Have you heard about virtual museums? What opportunities do you think they have?
Criteria for evaluating a monologue statement with an element of dialogue
Photo Description
Semantic wholeness
or/and the statement of the examinee is characterized by the richness of the vocabulary and the accuracy of word usage,
but there is a monotony of grammatical constructions 1
Interaction with the interlocutor
Interaction with the interlocutor was achieved: the examinee showed the ability to participate in the conversation: listen and understand the interlocutor's questions, give accurate and complete answers to questions, mastered non-verbal ways of communication (facial expressions, gestures), was polite and correct. 2
Interaction with the interlocutor was achieved: the examinee showed the ability to participate in the conversation, but did not always show the ability to listen and understand the interlocutor's questions, gave inaccurate and / or incomplete answers to questions (made more than 2 communication errors), did not always master non-verbal ways of communication (facial expressions, gestures ), was polite and correct. one
Interaction with the interlocutor was not achieved, the examinee did not show the ability to participate in the conversation: he did not understand the essence of the questions, did not give answers (he made more than 4 communication mistakes), did not always master non-verbal ways of communication (facial expressions, gestures), or was impolite and incorrect. 0
The maximum number of points for the entire task is 10
Dialogue in pairs
Task 2. Discuss whether the school needs a uniform? During the discussion, provide answers to the following questions:
Do you have a uniform at your school?
What are the advantages of school uniform?
Why do students often dislike wearing school uniforms?
Do you agree that clothes are part of business etiquette?
Describe the clothes you would like students to wear in your school.
Criteria for judging dialogue in pairs
Solving a communicative task (each direction of the conversation is estimated at 1 point)
The communicative problem is solved; thoughts are presented logically, consistently, speech is distinguished by the richness and accuracy of the dictionary, a variety of syntactic constructions are used. 1*5
The communicative task has not been completed;
and / or speech is characterized by poverty and inaccuracy of the dictionary, monotonous syntactic constructions are used. 0
Interaction with the interlocutor
The maximum number of points for the entire task is -7
conditional dialogue. (Interview)
Task 2. Take part in the interview. You need to answer five questions. Please give complete answers to the questions.
1. Do you have a uniform at your school?
2. Why is school uniform convenient?
3. Why do students often dislike wearing school uniforms?
4. Do you agree that clothes are part of business etiquette?
5. Describe the clothes you would like students to wear in your school.
Conditional Dialogue Evaluation Criteria
Solving a communicative task (1 point is the answer to each question)
Answer to the question
The communicative task is solved: a complete answer to the question is given, thoughts are presented logically, consistently, speech is distinguished by the richness and accuracy of the dictionary, various syntactic constructions are used. 1*5
The communicative task has not been solved: the answer to the question is not given or a monosyllabic answer is given (word, phrase);
or thoughts are presented illogically, inconsistently;
or speech is characterized by poverty and inaccuracy of the dictionary, monotonous syntactic constructions are used. 0
The maximum number of points for the entire task is 5
Monologic utterance with an element of dialogue
Task 3. You have 1.5 minutes to prepare. Your statement should not take more than 2 minutes.
1. Describe the photo.
Don't forget to tell
when the holiday was held;
what was it dedicated to?
who took part;
Criteria for evaluating a monologue statement with an element of dialogue
Photo Description
The examinee coped with the communicative task - he described the photo. There are no actual errors. 2
The examinee coped with the communicative task - he described the photograph, but the topic was not fully disclosed. There are no actual errors. one
The examinee did not cope with the communicative task - he was unable to describe the photograph, or made factual errors, including in choosing the type of speech. 0
Narrative of personal experience
The examinee coped with the communicative task - he spoke about his personal life experience. There are no actual errors. 2
The examinee coped with the communicative task - he spoke about his personal life experience, but the topic was not fully disclosed. There are no actual errors. one
The examinee did not cope with the communicative task - he failed to talk about his personal life experience, or made factual errors, including in choosing the type of speech.
Semantic wholeness
The statement is characterized by semantic integrity, speech coherence and consistency of presentation: there are no logical errors, the sequence of presentation is not broken. 2
The statement is characterized by semantic integrity, speech coherence and consistency of presentation, but there are logical errors (no more than 2). one
The statement is illogical, the presentation is inconsistent. There are logical errors (more than 2). Communicative intent is difficult to understand. 0
Expressiveness and accuracy of speech
The statement of the examinee is characterized by the richness of the dictionary and the accuracy of the expression of thought, the variety of grammatical structures. 2
The statement of the examinee is characterized by the richness of the dictionary, the variety of grammatical structures,
but there are violations of the accuracy of the expression of thought,
The statement of the examinee is distinguished by the poverty of the dictionary and the monotony of grammatical structures 0
Interaction with the interlocutor
Interaction with the interlocutor was achieved: the examinee showed the ability to ask questions, listen and understand the interlocutor, conduct and maintain a conversation, mastered non-verbal ways of communication (facial expressions, gestures), was polite and correct. 2
Interaction with the interlocutor was achieved, but the examinee did not always show the ability to ask questions, listen and understand the interlocutor, conduct and maintain a conversation (he made more than 2 communicative errors), did not always master non-verbal ways of communication (facial expressions, gestures), was polite and correct. one
Interaction with the interlocutor was not achieved, the examinee did not show the ability to ask questions, listen and understand the interlocutor, conduct and maintain a conversation (he made more than 4 communicative errors), did not always master non-verbal ways of communication (facial expressions, gestures), or was impolite and incorrect. 0
The maximum number of points for the entire task is -10
*Note. If the examinee did not cope with the communicative task, i.e. received 0 points according to the criteria "Description of a photo" and "Narrative of personal life experience", then such work is not counted and rated 0 points, the task is considered failed.
If the examinee received 0 points for one of the criteria "Description of a photograph" or "Narrative of personal life experience", then for the criteria "Semantic integrity" and "Expressiveness of speech" the maximum score is reduced to 1 point.
monologue
Task 3. You are given 1.5 minutes to prepare. Your statement should not take more than 2 minutes.
1. Describe the photo.
2. Tell us about your school holiday, which you remember the most.
Don't forget to tell
when the holiday was held;
what was it dedicated to?
who took part;
what I liked the most.
Criteria for evaluating a monologue statement
Photo Description
The examinee coped with the communicative task - he described the photo. There are no actual errors. 2
The examinee coped with the communicative task - he described the photograph, but the topic was not fully disclosed. There are no actual errors. one
The examinee did not cope with the communicative task - he was unable to describe the photograph, or made factual errors, including in choosing the type of speech. 0
Narrative of personal experience
The examinee coped with the communicative task - he spoke about his personal life experience. There are no actual errors. 2
The examinee coped with the communicative task - he spoke about his personal life experience, but the topic was not fully disclosed. There are no actual errors. one
The examinee did not cope with the communicative task - he failed to talk about his personal life experience, or made factual errors, including in choosing the type of speech.
Semantic wholeness
The statement is characterized by semantic integrity, speech coherence and consistency of presentation: there are no logical errors, the sequence of presentation is not broken. 2
The statement is characterized by semantic integrity, speech coherence and consistency of presentation, but there are logical errors (no more than 2). one
The statement is illogical, the presentation is inconsistent. There are logical errors (more than 2). Communicative intent is difficult to understand. 0
Expressiveness and accuracy of speech
The statement of the examinee is characterized by the richness of the dictionary and the accuracy of the expression of thought, the variety of grammatical structures. 2
The statement of the examinee is characterized by the richness of the dictionary, the variety of grammatical structures,
but there are violations of the accuracy of the expression of thought,
or / and the statement of the examinee is characterized by the richness of the dictionary and the accuracy of word usage, but the monotony of grammatical structures can be traced 1
The statement of the examinee is distinguished by the poverty of the dictionary and the monotony of grammatical structures 0
The maximum number of points for the entire task is 8
*Note. If the examinee did not cope with the communicative task, i.e. received 0 points according to the criteria "Description of a photo" and "Narrative of personal life experience", then such work is not counted and rated 0 points, the task is considered failed.
If the examinee received 0 points for one of the criteria “Description of a photograph” or “Narrative of personal life experience”, then for the remaining criteria “Semantic integrity” and “Expressiveness of speech”, the maximum score is reduced to 1 point.
PLEASE WRITE A SHORT STATEMENT!!! 70-80 words PLEASE and got the best answer
Answer from Valeria[expert]
Birds wake up before sunrise. People are sleeping in the houses, a rare car is making noise, but the awakened forest is already full of life, the earth is breathing with full breasts. There is nothing more musical in nature than the coming early morning.
Answer from 2 answers[guru]
Hey! Here is a selection of topics with answers to your question: PLEASE WRITE A CONCESSED STATEMENT!!! 70-80 words PLEASE
Answer from Dasha Strutskaya[newbie]
Listen, standing in the forest or in the field, you will certainly hear the sounds of the earth. It can be the babbling of a stream, or the splashing of river waves, the singing of birds or the thunder of a distant thunderstorm, the rustling of grasses or the crackling of frost. All these are the sounds of the earth, which urban people have lost the habit of hearing. It is all the more joyful for such a person, who has not yet completely lost the feeling of his native nature, to visit the forest, the field, the river.
For farmers and hunters, the sounds of the earth are precious. It is impossible to list them.
I remember with joy the sounds of the earth. I remember the forest mysterious sounds, the breath of my native land. And now they excite and delight me.
Answer from Valery Nikitin[newbie]
Listen carefully, standing in a forest or in the midst of an awakened flowering field, and you will certainly hear the wonderful sounds of the earth. At all times, people affectionately called her mother earth.
The murmur of a spring stream or the lapping of river waves on a sandy shore, the singing of birds or the thunder of a distant thunderstorm, the rustle of flowering meadow grasses or the crackle of frost on a winter night, the fluttering of green leaves on trees or the crackling of grasshoppers along a trodden meadow path - all these are countless sounds of spring. The people of the city, deafened by the noise of cars, unfortunately, have lost the habit of hearing them. It is all the more joyful for such a person, who has not yet completely lost the feeling of his native nature, to visit the forest, on the river, in the field, to gain spiritual strength.
What a good new morning! Even before sunrise, the birds wake up, starting to sing joyfully. People sleep in stone houses, a rare car roars, but the awakened forest is already full of life, the earth breathes with full breasts. There is nothing more musical in nature than the coming early morning.
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Valeria 2 years ago
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Standing in a forest or among a flowering field, you will hear the wonderful sounds of the earth. At all times, people affectionately called her mother earth.
To hear the countless sounds of spring, city people have lost the habit. It is all the more joyful for such a person to visit the forest, on the river, in the field, to gain spiritual strength.
Birds wake up before sunrise. People are sleeping in the houses, a rare car is making noise, but the awakened forest is already full of life, the earth is breathing with full breasts. There is nothing more musical in nature than the coming early morning.
1. Concentrate before listening to the text for the first time. Prepare a draft, check how the pen writes. You can write the text with a well-sharpened pencil.
2.Tune in to the fact that you need to write the text with large spaces. Do not spare the paper: in the missing spaces, when you listen to the text for the second time, you will insert what you did not have time to write down the first time.
3. Write down everything you have done, shorten the words. If you didn’t have time to write down something, don’t be discouraged: add it on the second reading.
4. Make good use of the minutes that you are given to comprehend the text between two readings. Try to write abbreviated words. But the main thing: having run through all the notes with your eyes, try to realize what this text is about.
5. When reading the text for the second time, fill in the gaps left with what you did not write down the first time. If there is room, it doesn't matter: it's a draft.
6. After reading the text, try to connect everything that you wrote down, read what you got. If the thought “does not jump” when reading, everything is easy to read, then you wrote down the text well.
7. Start shortening the text. Try to take into account all three ways of reducing:
replacement method. For example, you have a sentence in your text: “Men and women, old people and teenagers came out to protect their native city.” You replace the highlighted words like this: "All residents came out to protect their native city."
Exclusion method. In this case, you can exclude lexical repetitions, some homogeneous members, sentence fragments that are less significant. For example: “Kremlin stones can sound. Each wall and dome has a special sound, and all together they merge into a heroic symphony, performed by a huge orchestra from the pipes of the golden domes of the Kremlin.” By eliminating a number of words, you can create such a sentence: "Each stone, wall, dome of the Kremlin has its own sound, which merges into a single heroic symphony."
Merging method. This is the formation of a complex sentence by merging two simple ones that tell about the same thing. For example: “A vocation is a small sprout of talent that has turned into a strong, powerful tree on the fertile soil of diligence. Without diligence, without self-education, this little sprout can wither on the vine. Of the two sentences, we make one: “A vocation is a small sprout of talent that can wither without diligence.”
8. After shortening the text, reread it. If everything is read in one breath, if you have not stumbled anywhere, then you have created a good presentation. Check where you wrote with the red line. The presence of paragraphs important element work.
9. Underline any words that you have doubts about spelling. Take a spelling dictionary and check the spelling of these words.
10. After that, you can rewrite the work in a clean copy.