Ege English Oral Requirement Part

Design and style 06.08.2020

Design and style

Hello colleagues!

There is very little time left before the start of the oral exam in English. This year it will be June 15th. I am sure that you are actively training your students now. This year I myself wanted to take the Unified State Exam in English ahead of schedule, it was interesting for me to pass the oral part. But due to family circumstances it was not possible to go. Too much is piled up.

Benefits that will delight me for the next academic year

In general, this year I have three students who are taking the exam this summer 2017. Now we are actively training tasks from the "Speaking" section. For this I am helped by the manuals already known to many teachers and tutors.

The photo shows some of the manuals on the oral part. Each has its own pros and cons. Despite this, they turned out to be the most used in my work as a private tutor.

Effective Speaking. The oral part. Unified State Exam in English. 10-11 grades. Edited by M.V. Verbitskaya (Buy at Maze)

This guide is ideal for beginner tutors, because it describes in detail how to work with each assignment, gives practical examples and exercises, and examines the assessment criteria. There is an audio disc.

A minus for me is an extra 8 pages at the end, a phonetic reference book is given, which I have never used and will not use. I bought the manual mainly because there are 10 training options and some of them have sample answers. The options are good.

2. English. The oral part. Getting ready for the exam. Author Yuneva S.A. (Buy in Labyrinth)

A big plus of this manual is a huge number (20 pieces !!!) of training options with color pictures on thick paper. As it turned out, color pictures are a very important point in preparation, since it is not very good to look closely at black and white illustrations and look at details. At the end there are criteria for evaluating the answers. I did not find any cons.

3. Unified State Exam. English language. The oral part. Practice tests. Author - Milrud R.P. (Buy at Labyrinth, Ozone)

Also a good guide. Contains as much as 160 training exercises to prepare for the oral part. The audio application is downloaded from the site. There are readable texts. The minus for me is black and white pictures.

4. English. Unified State Exam. The oral part. Author - Mishin A.V. (Buy in Labyrinth, Ozone)

A big plus of this tutorial is a complete analysis of one of the options with step-by-step instructions. I liked the approach, the feeling that an experienced teacher is talking to you, shares how best to prepare for the exam, which phrases to use, why it is better to ask the question in this way, and so on. Approximate answers to all tasks are given. For the sake of these pages, it is already worth considering the book valuable for novice teachers and tutors.

There are five options in total. All tasks where you need to be able to ask a question have answers, how you can ask them. At the end there is a small guide and typical phrases for describing pictures and comparing photographs are given. Pictures, unfortunately, are also black and white.

These four manuals were actively used in my preparation for the oral part. Next school year I will continue to work with them. I don't think that I can learn anything new for myself in new books. Now I have a lot of options, I have nothing to save, I need to use what I have.

In addition, I also have a collection with which I shared with you in

But two years have passed, the wording has changed a little, mistakes have been corrected. In general, I am sharing with you again, but already an updated version. Here are 10 more options for you!

How I work with student oral responses

By the way, as I gave you a review with her simulator. So, the book itself turned out to be uninteresting for me, the pictures are difficult to describe and compare. But her simulator turned out to be very useful. Rather, I just recently realized that you can make options not from her book, but simply turn on some option from the simulator, and say another completely different option, from the book that you like.

Thus, I have a countdown, like on an exam, and the program makes it possible to write down the student's answer in full.

Why didn't I figure it out earlier? It became very convenient for me, I can write down each student's answer and only then send it by mail. The student at home listens to his answer again and draws conclusions.

It is joyful to notice when each time the student's answer becomes better and more confident. His voice does not tremble, clear and loud. As my student used to say, now you are not ashamed to listen to yourself.

In general, my advice - be sure to write down the student's answer, arrange them a semblance of a real exam. Microphone, headphones are my constant companions of oral answers. There is no other way to prepare a child psychologically if he does not feel like he is on an exam.

You can record on any device: phone, on the simulator Nemykina, voice recorder. The main thing is that the recording is of less quality for listening.

How to deal with your fear of microphone and recording yourself?

The first oral answers from my students were exciting, quiet. There were even small tantrums and breakdowns, when it comes the turn to compare pictures, many are lost, because time passes, the clock is ticking, and in the head they cannot figure out the similarities and differences.

Some of my students were nervous and pushed the microphone away and said, “That's it. I won't. I do not know anything. I can not. I do not have time". This is a normal reaction. What to do in such cases?

Similar situations, where there is clearly a student's nervousness and anxiety in front of the microphone, we try to survive together with the student. How do we usually do?

First, the student tries to answer without a microphone. It is necessary to ensure that the student knows the basic phrases and clichés very well and does not waste time thinking about them.
Then we just speak into an unconnected microphone, we don't record. Of course, at this stage, I can turn it on if I feel that the child is ready already.
The most important thing is to explain to the student that this is a kind of game, that later he will even like to answer, and after the exam he will still say such things like: "It is better to pass the oral part again than sit for three hours in writing!" There is no need to intimidate the child, but explain in a calm voice what the scores can be reduced for and how best to answer.
Then we make the first entry.

The student usually answers quietly. He reads the text quickly, as he is afraid of not being in time in the allotted time. I notice that on the second task, the student relaxes a little, since there is plenty of time, he answers calmly. By the third task, calmness is still held by inertia, but on the fourth, when you need to compare pictures, nervousness increases again.

And here is a banal advice - you need to train a lot in order to be in time in the allotted time and to complete the task for the maximum score.

Now, perhaps, they already find it funny and not at all scary. But this is the result of hard training. At each lesson, we definitely set aside time for an oral answer under the record, they know this and are mentally tuned.

To help my students, I can also recommend a site where there is a training version of the oral answer recording station so that children can imagine how everything will look like on the exam.

This is how, dear colleagues, I work with students and their oral answers. We work together, we experience together. You need to be not only a teacher, but also a little psychologist.

P. S. On the Internet, I somehow looked for tasks in the oral part and came up with quite interesting and useful video content. The name of the creator of these wonderful videos is Elena Shramkova. She made them herself. I think it's very cool. Maybe you will like them too, you can give the students a look.

I hope you are also successfully preparing for the Unified State Exam, although, to be honest, I'm a little tired already and I want summer. Kazan spring does not make us happy with warm days, while it is still cold and windy. And even snow fell today.

Are you taking the exam in English? This means that you need to master such a difficult section as speaking, or the oral part. These are tasks C3, C4, C5 and C6 in the USE version. Graduates make the most mistakes in these assignments.

We have prepared two real exam test in English and examples of these tests. Each of them has 4 tasks. On this page - Test 1

Task C3 - reading.

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Task 1. Imagine that you are preparing a project with your friend. You have found some interesting material for the presentation and you want to read this text to your friend. You have 1.5 minutes to read the text silently, then be ready to read it out aloud. You will not have more than 1.5 minutes to read it.

Many lands that had once been swamps were drained or filled in. There are different reasons why people drained swamplands. Some were drained to fight diseases caused by insects that lived in them. Because swamps were considered unpleasant places in which to live and harmful to health, many people thought that unless they were drained the land was worthless.

Other swamps were drained to make new land. As the population grew and more land was needed, people drained swamps or filled them to make room for more farms and factories, more roads and airports.

Few people thought that it might be harmful to get rid of swamps. As swamps disappeared, other things happened. There were both more floods and more droughts than before. There were also more fires, for swamps had acted as firebreaks. Hunters noticed that there was less wild game. Wild life that once lived in the swamps was dying out, because it had no place to live.

Task C4 - compose questions.

Task 2. Study the advertisement.
You are going to visit Japan this summer and you’d like to have more information about the flights to Japan. In 1.5 minutes you are to ask five questions to find out the following:

1) departure dates
2) travel time
3) return ticket price
4) discounts for students
5) buying the ticket online
You have 20 seconds to ask each question.

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An example of a task:
1. What are the days of departures? (What are departure dates?)
2. How long will it take to travel?
3. How much does the return ticket cost? (What is the price of the return ticket ?,
How much is the return ticket?)
4. Do you offer any discounts for students? (Are there any discounts for students available?)
5. Is it possible to book the ticket online?

Task C5 - description of one picture.

Task 3. Imagine that you are showing pictures of your pets to your friend. Choose one photo to present to your friend. You will have to start speaking in 1.5 minutes and will speak for not more than 2 minutes. You have to talk continuously. In your talk remember to speak about:
when you took the photo
what / who is in the photo
what is happening
why you took the photo
why you decided to show the picture to your friend
Don’t forget to start with “I have chosen photo number ....”

Example of completed task C5:

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I have chosen photo number 1.
To begin with, people keep pets for different reasons. They make our lives more exciting and become the members of our family. They can also be our closest friends forever.

I took this photo last summer in our country house. We have got several pets and this dog is among them. All our pets are friendly and cute creatures.
Let me tell you a few words about this photo. In the background you can see a wonderful Russian landscape. In the foreground there is a wonderful lawn framed with lovely birches and bushes. In the center you can see my elder sister Sveta and our dog Snowflake. We called him so because he is as white and fluffy as snow.
The weather is fine, sunny and warm. Snowflake likes to go for a walk very much. In the photo Sveta is telling him something to keep him calm. You can’t see me as I am taking the photo.
Taking this photo I wanted to start a collection of our pets ’pictures and to display it on the wall in our living room. Besides, the photos will always remind us of our pets.
I decided to show this picture to you because you told me a lot about your dog. Now it's my turn to give you the first impression of my pet. Isn’t he friendly and cute?
I believe when you come to our place, Snowflake will accept you as his best friend.
That is all I wanted to tell you about this photo.

Task C6 - Compare and contrast two photographs.

Task 4. Study the two photographs. In 1.5 minutes be ready to compare and contrast the photographs:
give a brief description (action, location)
say what the pictures have in common
say in what way the pictures are different
say which kind of life you’d prefer
explain why

You will speak for not more than 2 minutes. You have to talk continuously.

Example of completed task C6:

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In our modern world some jobs are very important for our society.
Here are two pictures to compare and contrast on the topic. This is a photo of a man doing his job outside and that is a photo of a policeman standing on the side of the road.
These two pictures show jobs and this is the first similarity. The people in both pictures are wearing uniforms, and that is also what these pictures have in common. The weather is rather warm.
However, pictures are somehow different. The main difference is that in picture one we can see a worker, while in picture two there is a traffic policeman. Also, their actions are different: the worker is paving a sidewalk and the policeman is on duty watching the traffic on the road.
As far as I am concerned, the job of a traffic policeman (cop) is more important for the society because people of this profession are responsible for our safety and order on the roads. Besides, they control all drivers to keep and obey traffic rules. It is very important for all drivers and passengers ’lives.
I’ve come to the end of my speaking. Thank you for listening.

Preparation for the exam and exam

Secondary general education

UMK line by M.V. Verbitskaya. English "Forward" (10-11) (basic)

UMK line O. V. Afanasyeva, I. V. Mikheeva, K. M. Baranova. "Rainbow English" (10-11) (basic)

We analyze the exam in English: the oral part

We analyze the oral part of the exam with experienced teachers, build reasoning, choose the best answer options.

Dzhalolova Svetlana Anatolievna, English teacher of the Highest qualification category. Winner of the competitive selection for the Moscow Grant in Education 2010. Senior expert of the GIA EGE in English. Winner of the All-Russian Olympiad of English teachers "Profi-krai" 2015. Certificate of honor of the Ministry of Education of the Russian Federation in 2014, Certificate of honor of the winner of the competition for the best teachers of the Russian Federation in 2007, Diploma of the winner of the competition for a Moscow Grant 2010. Work experience - 23 years.

Nedashkovskaya Natalia Mikhailovna, English teacher of the Highest qualification category. Winner of PNPO 2007. Winner of the competitive selection for the Moscow Grant in Education 2010. Expert of GIA OGE in English. Conducted pedagogical expertise of educational publications at RAO 2015-2016. Certificate of honor of the Ministry of Education of the Russian Federation in 2013, Certificate of honor of the winner of the competition for the best teachers of the Russian Federation in 2007, Diploma of the winner of the competition for a Moscow grant in 2010. Work experience - 35 years.
Podvigina Marina Mikhailovna, English teacher of the Highest qualification category. Winner PPPE 2008 Winner of the competitive selection for the Moscow Grant in Education 2010. Senior expert of the GIA EGE in English. Conducted pedagogical expertise of educational publications at RAO 2015-2016. Certificate of honor of the Ministry of Education of the Russian Federation 2015, Certificate of honor of the winner of the competition for the best teachers of the Russian Federation in 2008, Diploma of the winner of the competition for a Moscow grant in 2010. Work experience - 23 years.
Trofimova Elena Anatolievna, English teacher of the Highest qualification category. Senior expert of the GIA EGE in English. Certificate of Merit of the Ministry of Education of the Russian Federation 2013. Work experience - 15 years.

Task 3. Description of the photo

Task 3. These are photos from your photo album. Choose one photo to describe to your friend

You will have to start speaking in 1.5 minutes and will speak for not more than 2 minutes (12-15 sentences). In your talk remember to speak about:

where and when the photo was taken
what / who is in the photo
what is happening
why you keep the photo in your album
why you decided to show the picture to your friend

You have to talk continuously, starting with: “I’ve chosen photo number ...”

Work program for EMC Enjoy English (basic level) for grades 10-11 ... Available for viewing and free download.

Methodical tip

Read the assignment carefully and familiarize yourself with the presented plan. You have 1 minute 30 seconds to prepare for this task. It takes 2 minutes to complete it (that is, a description of the photo). Select one of the suggested photos for description. When choosing, be guided not by what kind of photo you like, but by how familiar the topic and vocabulary to you are, and how much you can describe in it. The choice should not take more than three seconds.

Important! The proposed plan does not indicate the introduction and conclusion, but they must be present, since you are offered to make a coherent complete description of the photograph, which in itself implies the presence of an introductory and concluding part.

For the introduction and conclusion, as well as for the answers to the first, fourth and fifth questions, several templates can be prepared in advance, which can be easily and quickly modified depending on the photograph. Thus, the bulk of the time (about a minute out of one and a half) allotted for preparation, you can spend on describing the photo itself, that is, who and what is in the photo (second point of the plan) and what happens on it (third point of the plan) ... A few tips:
1. It's always easier to talk about people you know, so imagine that your friends or relatives are in the photo, determine what kind of relationship you have, and give the people names.
2. When describing the photo itself, it will be advisable to divide it into parts and describe first what is in the background (in the background), then along the sides (on the left / right side), gradually moving to the center or foreground (in the center of / in the foreground). Do not forget that if the photo was taken outdoors, then you can always say a few words about the weather.
3. When describing people in the photograph, one can say about their age and appearance, what they are wearing, what emotions they experience.
4. Next we describe what happens in the photo. For this we use Present Continuous time. Sometimes there are practically no actions in the photo for some reason. It is necessary to mention this, explaining the reason. Suffice it to name three actions.

The description of the photograph as such (that is, the answer to the second and third points of the plan) should take about half of the entire time, the second half should include the introduction and conclusion and answer to points 1, 4, and 5 of the plan.

Important! Remember that this is not a story about what happened in your life or in the life of your relatives / friends at the time the photo was taken, but a description of what is happening in the photo.

Approximate completion of task 1

I "ve chosen photo number 1. (Intro) You know, taking photos is my hobby, and I always take a lot of photos wherever I go. I keep the best photos in my family album. (Planning Question 1) I took this photo last summer in the forest near our country house when we had a family reunion. (Question 2 of the plan). In the photo you can see a group of children playing football (general information on the picture). The day is nice, it is sunny and not windy. In the background you can see a forest with tall trees and bushes and in the foreground there is green grass. There are some children in the center of the picture - they are all my relatives. They are all quite young. The oldest girl is 6. She is my sister Olga. She is at the front of the group. And the youngest one is my nephew Nikolay who is just behind Olga. They are all wearing light clothes-T-shirts and shorts as it is very warm. They all look very happy and excited as they are playing together. They are running after a ball trying to kick it. And y ou can see that Nikolay is very concentrated as he is moving very fast to be the first to catch the ball. (Please note that the entire description is in real times - Present Simple (for describing statics) and Present Continuous (for describing movement)! (Answer to question 4 of the plan) I keep this photo in my family album as it is very dear to me. It was actually a very memorable day when our big family got together and I could meet all my cousins \u200b\u200band nephews and nieces and enjoy time together. (Answer to Plan Question 5) I decided to show it to you as I "m proud of my family and happy that we get together from time to time and I wanted to share my emotions with you. Maybe next year you 'll be happy to spend time together with us. (Conclusion) This is all I wanted to tell you about this photo. I hope you liked it.

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Task 4. Comparison of two photographs, identification of common and differences.

Task 4. Study the two photographs. In 1.5 minutes be ready to compare and contrast the photographs:

give a brief description of the photos (action, location)
say what the pictures have in common
say in what way the pictures are different
say which of the professions presented in the pictures you’d prefer
explain why

You will speak for not more than 2 minutes (12-15 sentences). You have to talk continuously.

When completing this task, remember the following:

It takes 1 minute 30 seconds to prepare for this task, and 2 minutes to complete it.

As in the third task (description of the photo), when completing task 4, you must make an introduction and conclusion before you proceed directly to the answer according to the plan. The introduction consists of one or two sentences on the general topic revealed in the photographs (the fourth point of the plan may suggest the topic) and one sentence informing about what you will do now. If the topic is not formulated in any way, one last sentence is enough. In conclusion, summing up what has been said, you need to return to the topic again (one or two sentences).

Answering the first point of the plan, a very brief description of each photo is sufficient. It is imperative to say for each picture what is happening and where. And you can add one general sentence about what is in the first and second photos.

When we disclose the second and third points of the plan, we must find two common features and two differences. And the common features and differences should be general. Point number 4 of the plan can help not only with the introduction, but also with significant similarities and differences, because they are also related to the main theme of photography.

When answering the fourth point of the plan, it is enough to rearrange the word order of the phrase I "d prefer the ...... (Profession) presented in the picture number ....... You cannot say I" d prefer the picture number. ... as it does not fit the assignment. You can not say I "d prefer to be in the picture number ...., since this is incorrect in meaning, we cannot be in the picture. In the fifth paragraph of the plan, you need to substantiate your choice made before that with 2-3 detailed sentences (paragraph 4).

Do not forget, structurally task 4 is close to the format of the essay, therefore it is necessary to use linkers (union words) when listing the common features and differences. For example, Firstly, / Secondly, ..... Or To begin with, -Furthermore, (Moreover, .... What is more ....). In conclusion / To conclude .....- in conclusion.

Before listing the general features, it must be said that you will now talk about general features. For example, Both pictures have some features in common. Before moving on to the differences, this also needs to be mentioned. For example, however, there are some differences.

When comparing, phrases or verbs that express assumptions will sound well. For example, they could be designers. They must be in the office. They seem to be teenagers. They look like young employees. ......

Differences should not duplicate common features. With an approximate timing of the introduction, the answer to the first and second points of the plan should not take more than one minute.

Approximate completion of task 4

(In modern society there is a great variety of different professions. People try to choose one according to their taste and abilities. And these two pictures show this. - you don't have to say this part of the introduction) Now I "d like to compare and contrast these two photographs. In the first picture there is a young teacher explaining something to the pupils in front of her. They all are in the classroom. In the second photo there are two people who look like designers studying what might be a project in their office . Both pictures have some similarities. Firstly, the most striking common feature is that both pictures show people engaged in doing jobs. Secondly, people are interested in what they are doing. They look quite concentrated on their work. Nevertheless, both photos have some differences. To begin with, in the first picture we can see the profession which presupposes working with people - the teacher is teaching pupils on her own, other people are not included in the process. Whereas in the second picture there is a profession which involves doing the job with co-workers. Moreover, in the first picture the classroom is practically empty except for a blackboard and some desks while the second picture depicts an office with a lot of furniture, models and whiteboards. I would prefer the profession presented in picture number one as I think it is a very challenging but rewarding job. Besides I love working with people, especially children and I have always been good at teaching my friends and my younger sister "s friends some things. (In conclusion, choosing the right profession which will suit you in all aspects is a very hard task and we must think a lot and ask for advice before we make the correct choice. - if there is a lack of time, this sentence can be omitted) That is all I wanted to tell you.

Preview:

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Preview:

Task 3. Sample Answer

Task 3. Imagine that these are photos from your photo album. Choose one photo to present to your friend. You will have to start speaking in 1.5 minutes and will speak for not more than 2 minutes (12-15 sentences). In your talk remember to speak about:

∙ where and when the photo was taken

∙ what / who is in the photo

∙ what is happening

∙ why you keep the photo in your album

∙ why you decided to show the picture to your friend

You have to talk continuously, starting with: "I’ve chosen photo number ..."

This is how the task is formulated. Your photo description should include:

Introduction.
The main part.
Conclusion.

The phrase "I’ve chosen photo number ..." is not an introduction. It is necessary for the expert to be able to evaluate your answer. Do not forget to say it, an expert has no right to speculate. You describe the photo to a friend, and you refer to him.

Introduction. Decide on the subject of the photo.

For example:

You know that I keep photos of my school life in my album. I have lots of them. This one shows how we celebrated the Day of our Motherland Defender.

Main part. It was taken on the eve of the 23rd of February last year. The students gathered in the assembly hall. You can see that the walls are decorated with posters. We are waiting for the concert to start. You can hardly see any faces because the students are looking at the posters trying to decide which of them is the best one. My friends and I made the poster which is on the left. We are all wearing our school uniforms. The general atmospherein the picture is positive. The reason I keep this photo is because I like comparing decorations that we make for celebrating different holidays at school.

I decided to show you this photo because you have never been in my school.Why don’t we go to the concert together next time?

Conclusion. Looking through photo albums is a pleasant thing.

This is not to say that such a picture is easy to describe. Most likely, photos will be presented on the exam, for the description of which the following prepositions and phrases with them will be useful:

at the top
at the bottom
in the background
in the foreground
in the middle
on the left
on the right

I'd like you to see the photo that was taken last_____________ / _________ years ago.
I remember that day very well.
He (she, they) is (are) in his (her, their) twenties.
He (she, it, they) is (are) in (at) (a, the)… (café, city, mountains, garden, park, forest, wood, meadow, bus, lesson, classroom, home, seaside,… ).
As you see, he (she) looks ....
She (he, it, they) is (are) wearing ...
As the people are wearing warm coats and caps, it is probably late autumn (summer winter, spring).
The weather is ...
In this photo you can see a man / some people __________ ing _______________.
The man is / The people are ________________. They are wear ing _____________.
In the foreground there is a __________. He is ________ ing ____________.
The people in the background are __________ ing ___________.
The weather in the picture is ____________________________________________
The general atmosphere in the picture is positive / depressing / tense / crazy _________.
The reason I keep this photo is because I was surprised / amazed / shocked / amusedby

________________________ __ .

It's nice to record the impression ____________________________________
I keep this photo because I had never seen anything like that before.
I decided to show it to you to share my emotions / impressions / experiences.
I decided to show you this photo becauseit was the brightest moment of that trip / event / concert / holiday / day ...
I decided to show you this photo because the child / children remind (s) meof myself when I was his / her / their age.
The picture makes me think about the time when we were___________________________
Why don’t we go there together some day?
I think we could do something like that here in Moscow.
I can’t wait to go there again. Would you like to keep my company?
I wish you were there with me.

Here are some more tips:

Do not describe the photo in too much detail, but be sure to touch on its subject.
Build your statement in accordance with the proposed plan in order to ensure the consistency of the statement. Remember to use logical communication tools (and, but, too, then, so, that’s why, nevertheless, etc).
Sequentially disclose the content of each item of the plan.
Provide extended arguments when necessary.

Do not give excessive information, commenting in detail on each point of the plan, as you may not have enough time.
Demonstrate a variety of vocabulary. Use more adjectives.
Do not forget to give your opinion on the photo and its plot at the end of your comment.

Preview:

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Preview:

say which school decorations you like better
explain why

Preview:

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