Рабочая программа по английскому языку для 9 класса к УМК «Enjoy English» М.З.Биболетовой

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Пояснительная записка

Настоящая рабочая программа по английскому языку для 9 класса разработана на основе Федерального компонента государственного стандарта основного общего образования; Примерной программы основного общего образования по иностранным языкам (английский язык); авторской программы курса «Английский язык» к УМК «Enjoy English» для учащихся 2-11 классов общеобразовательных учреждений / авт.-сост. М.З. Биболетова, Н.Н. Трубанева. – Обнинск: Титул, 2013.

В процессе обучения по курсу «Enjoy English 5 – 9» реализуются следующие цели:

Развивается коммуникативная компетенция на английском языке в совокупности ее составляющих – речевой, языковой, социокультурной, компенсаторной, учебно-познавательной, а именно:

– речевая компетенция – развиваются сформированные на базе начальной школы коммуникативные умения в говорении, аудировании, чтении и письме с тем, чтобы обучающиеся по окончании достигли общеевропейского допорогового уровня обученности;

– языковая компетенция – накапливаются новые языковые средства, обеспечивающие возможность общаться на темы, предусмотренные стандартом и примерной программой для данного этапа;

– социокультурная компетенция – обучающиеся приобщаются к культуре и реалиям стран, говорящих на английском языке, в рамках более широкого спектра сфер, тем и ситуаций общения, отвечающих интересам подростков 14-15 лет и соответствующих их психологическим особенностям; развивается их умение представлять свою собственную страну, ее культуру в условиях иноязычного межкультурного общения;

– компенсаторная компетенция – развитие умений выходить из затруднительного положения, вызванного нехваткой языковых средств за счет перифраза, использования синонимов, жестов и т.д.;

– учебно-познавательная компетенция – дальнейшее развитие общих и специальных учебных умений (умение пользоваться справочниками, словарями); ознакомление с доступными обучающимся способами и приемами самостоятельного изучения языков и культур, в том числе с использованием новых информационных технологий.

В 9 классе значительно большее внимание уделяется повышению роли речевой инициативы обучающихся, особенно в условиях ролевой игры и ситуаций, предполагающих творческие монологические и диалогические высказывания учащихся; увеличивается объем парных и групповых форм работы.

Для данного этапа характерно равноценное внимание к формированию речевых умений в устной речи, чтению и письму. Овладение говорением носит в большей степени продуктивный характер; речевое действие совершается не только с опорой на образец, но и по аналогии.

В области чтения и аудирования более отчетливыми становятся разные стратегии данных видов рецептивной речевой деятельности (с полным пониманием, с пониманием основного содержания и с выборочным извлечением информации), получают развитие механизмы идентификации и дифференциации (например, при понимании знакомой конструкции или лексической единицы в новом значении), прогнозирования (например, догадка о значении незнакомых слов по контексту, прогнозирование содержания читаемого текста и пр.), выделения смысловых вех (например, в виде ключевых слов, утверждений и т.д.), определения темы и основной идеи текста.

На данном этапе большую значимость приобретает формирование умения работать с двуязычным и толковым словарями, ведется целенаправленная работа по развитию механизма языковой догадки за счет знания правил словообразования. Это в целом способствует расширению потенциального словарного запаса учащихся и подводит их к чтению аутентичных текстов. Более целенаправленно организуется работа по обучению аудированию. Обучающимся предлагаются для прослушивания монологические и диалогические тексты разных жанров. Проверка понимания услышанного осуществляется в различных формах с использованием вербальных и невербальных средств.

При обучении письму внимание уделяется совершенствованию орфографических навыков и развитию умений связной письменной речи в жанрах, свойственных письменной речи подростков данного возраста (личные письма, письма в редакции журналов, вопросники, анкеты и пр.).

Наряду с развитием речевых умений обучающихся продолжается работа по формированию их интеллектуальных и речевых способностей. Уделяется внимание развитию речевой культуры (в частности, через рубрику «Be polite!»); расширяются представления обучающихся о странах, говорящих на английском языке, углубляются лингвострановедческие знания. При этом акцент делается на воспитание у обучающихся положительного отношения к языку и культуре народов, говорящих на этом языке, происходит постоянное сравнение элементов культуры и быта родной страны и стран изучаемого языка.

Общая характеристика учебного предмета «Английский язык»

Продуктивные речевые умения

Умения диалогической речи

• уметь вести ритуализированный (этикетный) диалог и полилог в стандартных ситуациях общения в рамках тем учебника, используя соответствующие формулы речевого этикета;

• вариативно выражать просьбу, совет, предлагать, рекомендовать, уговаривать, убеждать, используя не только повелительные наклонения, но и различные синонимические средства с опорой на образец и без него;

• пользоваться различными видами диалога (этикетный диалог, диалог-расспрос, диалог-обмен мнениями, диалог-дискуссия), комбинируя их в зависимости от ситуации общения и используя суждения оценочного характера;

• давать советы; положительно или отрицательно реагировать на советы собеседников;

• участвовать в дискуссии по интересующей проблеме.

( не менее 5 реплик с каждой стороны)

Умения монологической речи

1. делать краткие сообщения (о своей школе, о своих проблемах, о своем селе, о своих увлечениях, о достопримечательностях отдельных городов стран изучаемого языка, о некоторых достопримечательностях родной страны, о проблемах современных подростков в своей стране и в странах изучаемого языка, о проблемах

2. загрязнения окружающей среды и ее охране, о людях, достигших многого путем собственных усилий…);

3. кратко передавать содержание прочитанного с непосредственной опорой на текст;

4. выражать свое отношение к прочитанному, приводя эмоциональные и оценочные суждения: понравилось/не понравилось, что было известно/что ново, с чем можно согласиться/с чем нельзя;

5. описывать (характеризовать друзей, членов семьи, персонажей литературных произведений, просмотренную телепередачу, прослушанную радиопередачу, прочитанную книгу на основе усвоенной логико-семантической схемы: каково название, кем написана, где издана, о чем написана, кто главные персонажи…).

6. строить рассуждение по схеме: тезис + аргумент + резюме, то есть что-то есть что-то обосновывать;

7. сочетать различные коммуникативные типы речи, то есть решать комплексные коммуникативные задачи: сообщать и описывать, рассказывать и характеризовать, в том числе и с опорой на текст.

(не менее 10 фраз)

Умения письменной речи

• заполнить анкету, опросный лист;

• написать письмо/поздравительную открытку;

• подготовить вопросы для интервью;

• составить план рассказа, кратко изложить содержание прочитанного;

• написать аннотацию прочитанной книги;

составить небольшое эссе с опорой на предлагаемый план и с использованием оценочных клише и оборотов письменной речи.

Рецептивные речевые умения

Умения аудирования

В процессе овладения аудированием (наряду с умениями, сфор­мированными ранее) обучающиеся учатся:

— воспринимать на слух и понимать с опорой на наглядность
(иллюстрации, жесты, мимику) и контекстуальную и языковую
догадку речь собеседника в процессе непосредственного обще­ния, добиваться полного понимания путем переспроса;

А также понимать основное содержание разговора между носителями
языка в пределах тем, обозначенных в программе;

воспринимать на слух и понимать основное содержание
аутентичных текстов в аудио- и видеозаписи: описаний, сообще­ний, рассказов, интервью, рекламно-информационных текстов с опорой на языковую догадку и контекст;

— воспринимать на слух и выделять необходимую / интересу­ющую информацию в аутентичных рекламно-информацион­ных текстах (объявлениях на вокзале, в аэропорту, прогнозе погоды, инструкциях), оценивая эту информацию с точки
зрения ее полезности / достоверности.

Умения чтения

При овладении чтением обучающиеся учатся читать аутентичные тексты разных жанров с различной глубиной понимания их содержания: с пониманием основного содержания (ознакомительное чтение), с полным пониманием (изучающее чтение) и с извлечением нужной или интересующей информации (просмот­ровое или поисковое чтение). Словарь используется по мере необходимости независимо от вида чтения.

Обучающиеся учатся:

- читать с пониманием основного содержания аутентичные
тексты разных типов, жанров и стилей: личные и формальные
письма, стихи, отрывки из художественной литературы: корот­кие рассказы, газетные и журнальные статьи, интервью, объяв­ления, вывески, меню, программы радио и телевидения, карты, планы городов, расписания движения транспорта и др.

Тексты могут содержать отдельные новые слова.

В ходе ознакомительного чтения обучающиеся учатся:

• определять тему (о чем идет речь в тексте);

• выделять основную мысль;

• выделять главные факты, опуская второстепенные;

• устанавливать логическую последовательность основных фактов текста;

• прогнозировать содержание текста по заголовку или по началу текста;

• разбивать текст на относительно самостоятельные смысло­вые части;

• восстанавливать текст из разрозненных абзацев или путем добавления выпущенных фрагментов;

• озаглавливать текст, его отдельные части;

• догадываться о значении отдельных слов с опорой на языко­вую и контекстуальную догадку;

• игнорировать незнакомые слова, не влияющие на понимание текста;

• пользоваться сносками, лингвострановедческим справочни­ком, словарем.

• читать с полным пониманием несложные аутентичные и адаптированные тексты разных типов, жанров и стилей.

• оценивать найденную информацию с точки зрения ее занима­тельности или значимости для решения поставленной коммуни­кативной задачи.

В ходе поискового / просмотрового чтения обучающиеся учатся:

• просматривать текст или серию текстов различного жанра, типа, стиля с целью поиска

необходимой или интересующей информации;

В ходе изучающего чтения школьники учатся:

• полно и точно понимать текст на основе его информацион­ной переработки (смыслового и структурного анализа отдель­ных мест текста, выборочного перевода и т. д.);

• устанавливать причинно-следственную взаимосвязь фактов и событий, изложенных в тексте;

• обобщать и критически оценивать полученную из текста информацию;

• комментировать некоторые факты, события с собственных позиций, выражая свое мнение;

• читать с выборочным извлечением или нахождением в тексте нужной/интересующей информации.

• оценивать найденную информацию с точки зрения ее занима­тельности или значимости для

Социокультурная компетенция

- иметь представление о значимости владе­ния английским языком в современном мире как средстве межличностного и межкультурного об­щения, как средстве приобщения к знаниям в раз­личных областях, в том числе в области выбран­ной профессии;

- знать наиболее употребительную фоно­вую лексику и реалии стран изучаемого языка: названия наиболее известных культурных памят­ников стран изучаемого языка, популярных га­зет (The Sunday Times, The Sunday Telegraph, The Guardian), телеканалов (CNN, ВВС), молодеж­ных журналов (Just Seventeen, Smash Hits, Shout) и т.д.;

- иметь представление о социокультурном портрете стран, говорящих на английском языке (на примере Великобритании и США): террито­рия, население, географические и природные ус­ловия, административное деление (на государ­ства, штаты и др.), государственный флаг, госу­дарственный герб, столица, крупные города, средства массовой информации;

- иметь представление о культурном насле­дии англоговорящих стран и России: всемирно известных национальных центрах и памятниках (The Bolshoi Theatre, The Maly Theatre, The Yury Nikulin Old Circus, The Moscow Dolphinarium, Tolstoy Museum in Yasnaya Poljana, Stonehenge, The Tower Bridge, Cleopatra's Needle); известных представителях литературы (Agatha Christie, Mark Twain, Jack London, Charles Dickens, Bernard Show, Lewis Carrol, Robert L. Stevenson, W Shakespeare, Charlote Bronte, Arthur Conan Doyle, James H. Chase, Stephen King, Alexander Pushkin, Nikolai Gogol, Anna Ahmatova, Anton Chekhov, Alexander Belyaev, Vassily Shukshin, Artem Borovik), кино (Walt Disney), театра (Charlie Chaplin, Galina Ulanova, Slava Polunin), музыки (the Beatles, Freddy Mercury, Alia Pugacheva); выдающихся ученых и космонавтах (Isaac Newton, Leonardo da Vinci, K. Tsiolkovsky, S. Korolev, Y. Gagarin, V Tereshkova, N. Armstrong), путешественниках (V J. Bering), знаменитых гу­манистах (Mother Teresa), политиках (Abraham Lincoln, M. Gorbachev, Martin Luther King), спорт­сменах (Irina Rodnina, Garri Kasparov, David Backham), произведениях классической литера­туры ("Gulliver's Travels" by Jonathan Swifth, "Jane Eire" by С Bronte, "Who's There?',' "The Headless Ghost" by Pete Johnson, "The Last Inch" by James Albridge, "Romeo and Juliet" by W Shakespeare, "Charlotte's Web" by E. В White and G. Williams);

- уметь представлять свою страну на англий­ском языке, сообщая сведения о вкладе России в мировую культуру, о национальных традициях и современной жизни, отмечая сходство и различие в традициях России и некоторых англоговорящих стран (на примере Великобритании и США), рас­сказывая своем о крае, своем городе, селе;

- уметь оказать помощь англоговорящим зарубежным гостям, приехавшим в Россию (встретить, познакомить с родным краем / горо­дом / селом, пригласить в гости в свою школу, семью), обсудить с ними актуальные проблемы (выбора профессии, образования, экологии и др.) в пределах изученной тематики.

Учебно-познавательная и компенсаторная компетенции

Наряду с умениями, сформированными в пре­дыдущие годы в процессе обучения в 8-9 классах, обучающиеся овладевают следующими умениями и навыками:

- пользоваться такими приемами мысли­тельной деятельности, как обобщение и система­тизация;

- выделять и фиксировать основное содержа­ние прочитанных или прослушанных сообщений; критически оценивать воспринимаемую информацию;

- использовать вербальные (перифраз, си­нонимы, антонимы) и невербальные (жесты и мимику) средства в процессе создания собствен­ных высказываний;

- использовать также языковую и контек­стуальную догадку, умение прогнозирования в процессе восприятия речи на слух и при чтении; осуществлять самоконтроль с помощью специального блока проверочных заданий учеб­ника (Progress Check), снабженных шкалой оце­нивания;

- участвовать в проектной деятельности (в том числе межпредметного характера), плани­руя и осуществляя ее индивидуально и в группе; самостоятельно поддерживать уровень владения английским языком, а при желании и углублять его, пользуясь различными техничес­кими средствами (аудио, видео, компьютер), а также печатными и электронными источниками, в том числе справочниками и словарями.

Языковая компетенция

Произносительная сторона речи. Орфография.

Обучающиеся учатся:

- применять правила чтения и орфографии на основе усвоенного ранее и нового лексическо­го материала, изучаемого в 8-9 класса;

- адекватно произносить и различать на слух все звуки английского языка;

- соблюдать словесное и фразовое ударе­ние;

- соблюдать интонацию различных типов предложений;

- выражать чувства и эмоции с помощью эмфатической интонации.

Лексическая сторона речи

К завершению основной школы (9 класс) про­дуктивный лексический минимум составляет около 1200 лексических единиц, включая лекси­ку, изученную в предыдущие годы, новые слова и речевые клише, а также новые значения извест­ных учащимся многозначных слов.

Объем рецептивного словаря увеличивается за счет текстов для чтения и составляет примерно 1700 ЛЕ, включая продуктивный лексический ми­нимум.

Расширение потенциального словаря проис­ходит за счет интернациональной лексики, зна­ния словообразовательных средств и овладения новыми аффиксами:

• существительных: -sion / -tion, -ness,

• прилагательных: -al, -less.

Грамматическая сторона речи

Обучающиеся учатся употреблять в речи:

• определенный артикль с уникальными объектами, с новыми географическими названи­ями; нулевой, неопределенный и определенный артикли во всех изученных ранее случаях упот­ребления с опорой на их систематизацию;

• неисчисляемые существительные; а также обобщают и систематизируют знания о суффик­сах существительных;

• неопределенные местоимения и их произ­водные: somebody (anybody, nobody, everybody), something (anything, nothing, everything), а также систематизируют изученные случаи употребле­ния возвратных местоимений (myself, yourself, herself, himself, ourselves, yourselves, themselves);

• устойчивые словоформы в функции наре­чия (at last, at least, at first, sometimes, outside);

• числительные для обозначения дат и боль­ших чисел;

• конструкции типа have / has always dreamed of doing something; make somebody do something, ask / want / tell somebody to do something; устой­чивые словосочетания с глаголами do и make; be / get used to something; некоторые новые фразо­вые глаголы; конструкции типа I saw Ann buy the flowers;

• слова, словосочетания с формами на -ing без различения их функций (герундий, причастие настоящего времени, отглагольное существи­тельное);

• глагольные формы в Past Continuous Tense; Present Perfect and Present Perfect Continuous с for и since: I have always read books about space travels since I was a kid. It has been raining for two hours; глагольные формы в Future Continuous, Past Perfect Passive;

— косвенную речь в утвердительных, отрица­тельных и вопросительных предложениях в на­стоящем и прошедшем времени: She told me that she would phone me. My neighbour asked me not to turn the page over. She wondered if I would come to the party. He asked me why I was sad that day;

• сложноподчиненные предложения с со­юзом that's why: That's why I asked you to come;

• сложноподчиненные предложения с Conditional I (If + Present Simple + Future Simple), Conditional II (If + Past Simple + would + infinitive): If you come in time, you will meet our English friends. If I were rich, I would help endangered animals;

• сложноподчиненные предложения с Conditional HI (If + Past Perfect +would have + infinitive): If people hadn't polluted the planet, many species of animals wouldn't have disappeared;

• Conditional II и Conditional III в сложных комбинированных предложениях: If we thought about our future, we wouldn't have cut down forests. If he had phoned her yesterday, she would be able to continue the research now;

• сложноподчиненные предложения с со­юзами whoever, whatever, however, whenever;

Систематизируется изученный материал: — видовременные формы действительного (Past Continuous, Past Perfect, Present Perfect, Present Perfect Continuous, Future-in-the-Past) и страда­тельного (Present, Past, Future Simple in Passive Voice) залогов и сравнение употребления:

• Present, Past, Future Simple;

• Present Simple, Present Continuous;

• Present Continuous, Future Simple

• Present Perfect, Past Simple;

• Past Simple, Past Perfect, Past Continuous;

• Past Simple Active, Past Simple Passive;

• модальные глаголы (can, could, may, must, might, shall, should, would) и их эквиваленты (be able to, have to, need to / not need to);

• безличные предложения с It's...: It's cold. It's time to go home. It's interesting. It takes me ten minutes to get to school;

• типы вопросительных предложений и воп­росительные слова;

• придаточные определительные с союзами that / which / who: The flowers that you gave to Ann were beautiful. The book which I bought yesterday isn't very interesting. Do you know the people who live next door?

Описание места учебного предмета в учебном плане

Согласно учебного плана МАОУ «СОШ№29» городского округа г.Стерлитамак РБ на 2015-2016 учебный год рабочая программа разработана для 9б класса. На изучение предмета «Английский язык» отводится 3 часа в неделю, всего на курс 102 часа.

Согласно учебно-календарному плану на 2016-2017 учебный год, темы «Чтение текста «Молодежная культура в Британии»» и «Урок речи по теме «Насколько ты независим?» будут изучаться на одном уроке в одной теме ««Чтение текста «Молодежная культура в Британии» и «Урок речи по теме «Насколько ты независим?»». Темы: «Урок письма по теме «Взгляни на мир с оптимизмом» и «Активизация лексики по теме «Подростки в современном мире» будут изучаться в одной теме ««Урок письма по теме «Взгляни на мир с оптимизмом» и «Активизация лексики по теме «Подростки в современном мире»».

Описание учебно-методического обеспечения образовательной деятельности

1. Биболетова М.З., Бабушис Е.Е., Кларк О.И., Морозова А.Н., Соловьева И.Ю. Английский язык: Английский с удовольствием/ Enjoy English: Учебник для 9 кл. общеобразоват. учрежд. – 2-е изд., исправ. и перераб. – Обнинск: Титул, 2014.

2. Биболетова М.З., Бабушис Е.Е., Кларк О.И., Морозова А.Н., Соловьева И.Ю. Английский язык: книга для учителя к учебнику Английский с удовольствием/ Enjoy English для 9 кл. общеобразоват. учрежд.- Обнинск: Титул, 2014 год.

3. Биболетова М.З., Бабушис Е.Е., Кларк О.И., Морозова А.Н., Соловьева И.Ю. Английский язык: рабочая тетрадь к учебнику Английский с удовольствием/ Enjoy English для 9 кл. общеобразоват. учрежд.- Обнинск: Титул, 2014 год.

4. Биболетова М.З., Бабушис Е.Е., Кларк О.И., Морозова А.Н., Соловьева И.Ю. Английский язык: Аудиоприложение к учебнику английского языка для 9 классов общеобразовательных учреждений «Enjoy English ». – Обнинск: Титул, 2014.

Содержание учебного предмета

Речевая компетенция

Предметное содержание устной и письменной речи

Школьники учатся общаться в ситуациях со­циально-бытовой, учебно-трудовой и социально-культурной сфер общения в рамках следующей тематики:

Мои друзья и я.(19ч.) Взаимоотношения в семье, с друзьями, со сверстниками. Любовь и дружба. Национальные и семейные праздники. Взаимо­отношения между людьми (в том числе на при-Шрах из художественной литературы на англий­ском языке). Конфликты и их решения. Личная переписка, письмо в молодежный журнал.

Мир моих увлечений.(28ч.) Путешествия как спо­соб познания мира. Хобби. Спорт. Посещение дискотеки, кафе. Искусство (музыка, театр, кино, живопись, мода) в жизни молодежи. Средства массовой информации (радио, телевидение, прес­са, интернет). Чтение / книга в жизни нынешнего поколения, школьная и домашняя библиотека.

Школьное образование и выбор профессии.(10ч.) Познавательные интересы: любимые предметы, занятия. Возможности продолжения образова­ния. Проблемы выбора профессии. Независи­мость в принятии решений. Роль английского языка в профессии. Популярные профессии. Ус­пешные люди. Карманные деньги.

Люди, Земля, Вселенная.(28 ч.) Космос и человек. Технический прогресс. Будущее нашей планеты. Природа и проблемы экологии. Защита окружа­ющей среды. Стихийные бедствия. Здоровый об­раз жизни.

• Страна / страны изучаемого языка и родная страна.(17ч.) Природа, погода, климат в англоговоря­щих странах (Великобритании, США, Канаде, Австралии, Новой Зеландии) и России. Государ­ственные символы (флаг, герб) Великобритании, США и России. Города и села, родной край / реги­он / город / село. Достопримечательности. Неко­торые праздники, традиции. Вклад России и ее народов в мировую культуру. Выдающиеся люди, их влияние на мировую цивилизацию.

Календарно-тематическое планирование учебной деятельности учащихся 9б класса на 2016 – 2017 учебный год

Раздел, количество часов	№ п/п	Дата		Тема урока	Примечание
		По плану	По факту
Мир моих увлечений, 4ч.	1.	1.09		1. Новая лексика по теме «Каникулы».
	2.	3.09		2. Формирование лексических навыков говорения по теме «Виды отдыха»
	3.	7.09		3.Чтение текста «Необычное путешествие»
	4.	8.09		4. Урок письма по теме «Активный отдых». Видовременные формы глагола
Мои друзья и я, 14ч.	5.	10.09		5. Формирование лексических навыков письма по теме «Семья».
	6.	14.09		6.Урок речи по теме «Причины недопонимания между детьми и родителями».
	7.	15.09		7. Формирование лексических навыков аудирования по теме «Дети глазами их родителей»
	8.	17.09		8.Новая лексика по теме «Взаимоотношения людей»
	9.	21.09		9. Чтение текста «Настоящие друзья» Контроль навыков чтения по теме: «Жизнь подростков»
	10.	22.09		10. Present Continuous для выражения будущего времени
	11.	24.09		11. Урок речи по теме «Дружба между мальчиками и девочками»
	12.	28.09		12.Формирование лексико-грамматических навыков по теме «Предлоги on,about»
	13.	29.09		13.Аудирование по теме «Как стать идеальным другом».
	14.	1.10		14.Новая лексика по теме «Правила совместного проживания»
	15.	5.10		15.Чтение текста «Легко ли делить с кем-то комнату?» Виды интонации в английском языке
	16.	6.10		16. Урок речи по теме «Как стать хорошим соседом» Виды английских вопросов
	17.	13.10		17. Аудирование по теме «Разные модели поведения, черты характера подростков».
	18.	15.10		18. Активизация лексики по теме «Спорт»
Мир моих увлечений, 7ч.	19.	19.10		19. Новая лексика по теме «Отдых на природе» Контроль навыков аудирования по теме: «Спорт»
	20.	20.10		20. Новая лексика по теме «Прогулка по Москве». Пассивный залог
	21.	22.10		21.Чтение рассказа «Культурная жизнь столицы»
	22.	26.10		22.Формирование лексико-грамматических навыков по теме Past Simple, Present Perfect Tense
	23.	27.10		23. Урок речи по теме «Заказ билетов в кино, цирк» Контроль навыков письма по теме: «Предлоги».
	24.	29.10		24.Активизация употребления лексических единиц по теме «Кино и видео в жизни подростка»
	25.	2.11		25. Формирование лексических навыков аудирования по теме «Как создать интересный фильм»
Мои друзья и я,1ч.	26.	3.11		26. Урок речи по теме «Семья и друзья в жизни подростка»
Мир моих увлечений., 12 ч.	27.	5.11		27.».Защита проектов «Транспорт: вчера и сегодня»
	28.	9.11		28 Новая лексика по теме «Путешествие
	29.	10.11		29. Контроль навыков говорения по теме: «Дружба»
	30.	12.11		30. Урок речи по теме «Истории некоторых путешествий». Предлоги места и направления
	31.	16.11		31. Аудирование по теме «Факты из жизни великих путешественников»
	32.	17.11		32.Формирование лексико-грамматических навыков по теме «Употребление артиклей с именами собственными»
	33.	19.11		33.Чтение текста «Происхождение географических названий»
	34.	30.11		34. Новая лексика по теме «Виды туризма»
	35.	1.12		35. Чтение текста «Ночные сборы»
	36.	3.12		36. Возвратные местоимения
	37.	7.12		37.Формирование лексико-грамматических навыков по теме «Модальные глаголы» Контроль навыков аудирования по теме: «Путешествие»
	38.	8.12		38.Урок чтения по теме «Готов к неожиданностям»
Мои друзья и я, 4ч.	39.	10.12		39. Урок письма по теме «Советы путешественнику»
	40.	14.12		40.Урок речи по теме «Возможности отдыха молодых людей, обмен впечатлениями»
	41.	15.12		41. Чтение аутентичного рассказа ‘The Last Inch’ by James Aldridge
	42.	17.12		42. Активизация лексики по теме «Путешествие»
Страна / страны изучаемого языка и родная страна, 17ч.	43.	21.12		43. Новая лексика по теме «Англоязычные страны и родная страна»
	44.	22.12		44. Чтение текста «Цветочные» символы Великобритании» Контроль навыков письма по теме: «Возвратные местоимения».
	45.	24.12		45. Урок письма по теме «Государственная символика России»
	46.	28.12		46. Урок формирования произносительных навыков по теме: «Интонация разделительных вопросов».
	47.	29.12		47. Защита мини-проекта «Профайл страны»
	48.	31.12		48. Урок речи по теме «Англоязычные страны на мировой арене»
	49.	11.01		49. Урок говорения по теме «Проблемы глобализации в современном мире»
	50.	12.01		50.Формирование лексико-грамматических навыков по теме «Перевод английских имен собственных на русский язык»
	51.	14.01		51. Аудирование по теме «Интересные факты из истории нашей страны»
	52.	18.01		52. Контроль навыков чтения по теме: «Англоязычные страны на мировой арене». Формирование лексико-грамматических навыков по теме «Условное наклонение
	53.	19.01		53. Чтение текста «Игла Клеопатры»
	54.	21.01		54. Активизация лексики по теме «Мы живем в глобальной деревне»
	55.	25.01		55. Новая лексика по теме «Что есть конфликт?».
	56.	26.01		56. Чтение текста «К чему может привести конфликт»
	57.	28.01		57. Урок речи по теме «Причины конфликтов между родителями и детьми»
	58.	1.02		58. Контроль навыков говорения по теме: «Англоязычные страны и родная страна»
	59.	2.02		59. Урок письма по теме « Правила употребления косвенной речи»
Люди, Земля, Вселенная, 22ч.	60.	4.02		60. Функции инфинитива в английском предложении»
	61.	8.02		61.Формирование лексико-грамматических навыков по теме: « Инфинитив
	62.	9.02		62. Аудирование по теме «Мирное решение семейных конфликтов»
	63.	11.02		63. Чтение текста “Charlotte’s Web” by E.B. White
	64.	15.02		64. Чтение текста «Письмо в молодежный журнал»
	65.	16.02		65. Урок речи по теме «Для чего нужен психолог»
	66.	18.02		66. Урок письма по теме: «Суффиксы наречий»
	67.	1.03		67. Урок речи по теме «Нахождение взаимопонимания между детьми и родителями»
	68.	2.03		68. Чтение текста «Записки путешественника». Фразовые глаголы
	69.	4.03		69. Аудирование по теме «Можно ли предотвратить конфликт»
	70.	9.03		70. Формирование грамматических навыков по теме «Советы и просьбы в косвенной речи»
	71.	11.03		71. Урок письма по теме «Советы по решению конфликтов».
	72.	15.03		72. Чтение текста «Декларация прав человека» Ударение в сложных словах Контроль навыков письма по теме: «Фразовые глаголы»
	73.	16.03		73. Урок речи по теме «Планета Земля без войн»
	74.	18.03		74. Новая лексика по теме «Что значит быть толерантным».
	75.	22.03		75. Урок речи по теме «Военные конфликты XX века»
	76.	23.03		76. Урок чтения по теме «Влияние знания культуры страны на отношение к ней» Контроль навыков аудирования по теме: «Права человека»
	77.	25.03		77. Урок чтения по теме «Умеем ли мы прощать».
	78.	29.03		78. Формирование лексических навыков чтения по теме «Музеи мира в разных странах»
	79.	30.03		79. Урок письма по теме «Английские синонимы и антонимы»
	80.	1.04		80. Урок речи по теме «Ток шоу для подростков «Поговорим о терпимости»
	81.	5.04		81. Активизация употребления лексики по теме «Конфликты подростков»
Школьное образование и выбор профессии, 10ч.	82.	12.04		82. Новая лексика по теме «Выбор профессии»
	83.	13.04		83. Чтение текста «Что делать после сдачи выпускного экзамена в школе»
	84.	15.04		84. Урок письма «Учимся составлять резюме» Формирование лексических навыков аудирования по теме «Карьера»
	85.	19.04		85. Контроль навыков чтения по теме: «Карьера». Формирвоание навыков говорения по теме “Популярные современные профессии”
	86.	20.04		86. Урок чтения по теме “Популярные современные профессии”
	87.	22.04		87. Урок говорения по теме «Роль английского языка в моей будущей профессии.
	88.	26.04		88. Урок аудирования по теме «Спорт для здоровья»
	89.	27.04		89. Новая лексика по теме «Какими бывают стереотипы»
	90.	29.04		90. Урок речи по теме «Почему важна политкорректность»
	91.	3.05		91. Формирование грамматических навыков по теме «Фразовый глагол to do»
Люди, Земля, Вселенная, 6ч.	92.	4.05		92. Английские безличные предложения
	93.	6.05		93. Урок аудирования по теме «Как вести себя с инвалидами»
	94.	10.05		94. Новая лексика по теме «Экстремальные виды спорта»
	95.	11.05		95. Контроль навыков говорения по теме: «Выбор профессии»
	96.	13.05		96. Урок письма по теме «Мои увлечения»
	97.	17.05		97. Совершенствование грамматических навыков по теме «Сложное дополнение»
Мир моих увлечений, 5ч.	98.	18.05		98. Урок аудирования по теме «Кумиры молодежи в современном кино»
	99.	20.05		99. Чтение текста «Молодежная культура в Британии» 100. Урок речи по теме «Насколько ты независим?»
	100.
	101.	24.05		101. Урок письма по теме «Взгляни на мир с оптимизмом» 102. Активизация лексики по теме «Подростки в современном мире»
	102

Контрольно-измерительные материалы

I триместр

21.09.2016 Контроль навыков чтения по теме: «Жизнь подростков»

V - 1

Прочитайте текст. Определите, какие из приведённых утверждений 10–17 соответствуют содержанию текста (1 – True), какие не соответствуют (2 – False) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated). В поле ответа запишите одну цифру, которая соответствует номеру правильного ответа.

Peer pressure

"Peer pressure" is very strong, especially among young people. Almost everyone can remember a moment when they did something because their friends were doing it. Teenagers often buy something just because their friends have it, and this thing comes into fashion. If teenagers didn’t imitate their friends’ behavior, there would be fewer social problems: smoking, crime and so on.

On the other hand, “peer pressure” can also produce positive results. Youth crime and vandalism in one of the districts of Bristol, a city in England, fell by 20% last year. Why? Because young people stopped doing stupid and anti-social things. Now they are trying to keep out of trouble. And it's all the result of a new project.

Two Bristol policemen organised a football league for teenagers in one of the poorest parts of the city. The idea is to prevent teenagers from committing crimes. They want to show teenagers how they can spend their free time in a better way.

The policemen introduced a system in which football results are connected to young people's behaviour outside the football grounds. Teams get points for winning their matches, but lose points if any team-member does anything he shouldn't on the football field or off it! For example, teams get ten points for winning a match, but if any player is arrested, the team loses ten points. If a member is caught doing an act of vandalism, such as spraying graffiti, the team loses five points. Three points are lost for less serious crimes.

The results in Bristol are great. None of the teenagers playing in the football league has been arrested by the police. Instead of doing antisocial things and causing problems these teenagers are trying to behave properly!

The idea is already getting popular in other parts of Britain, and similar programmes will be started in other cities. Social workers are also trying to use “peer pressure" to get other positive results. If some more original ways are found, levels of crime among young people will soon be falling quickly.

Some people also think that a similar system should be used for professional footballers. If a professional player gets into a fight on the football ground, his team loses points. In this way footballers will try to behave with more respect to other players.

Another example of positive “peer pressure” is that there are fewer teenagers who smoke or take drugs. This is the result of the growing popularity of mobile phones. A mobile has become a new symbol of growing up. Teenagers no longer need to smoke to show that they are adults. Now they want to get a phone as cool as their classmates have.

*Peer pressure – the strong influence of a group, especially of children, on the members of that group to behave as everyone else does.

Teenagers try to follow their friends’ habits.

1) True 2) False 3) Not stated

The Bristol football league for teenagers was started by a social worker.

1) True 2) False 3) Not stated

The aim of the project is to prepare professional footballers.

1) True 2) False 3) Not stated

The results of football matches are sent to school.

1) True 2) False 3) Not stated

The football team loses points when its member commits a crime.

1) True 2) False 3) Not stated

Social workers are against using “peer pressure” method.

1) True 2) False 3) Not stated

Professional players fight a lot on the football ground.

1) True 2) False 3) Not stated

Mobile phones make teenagers give up bad habits.

1) True 2) False 3) Not stated

V – 2

Прочитайте тексты и установите соответствие между текстами и их заголовками: к каждому тексту, обозначенному буквами А–G, подберите соответствующий заголовок, обозначенный цифрами. Используйте каждую цифру только один раз. В задании есть один лишний заголовок.

1. Generation gap 2. Attractive but unhealthy 3. Youth movements and societies 4. Always busy

5. Conflicts with friends 6. Parents’ ambitions 7. Are teenagers happy? 8. They want to earn and spend

A.

The age between 14 and 17 is often considered to be one of the best periods in a person’s life. Grown-ups remember it with excitement and happiness. The wish they were teenagers again. However, most teenagers won’t agree with this point of view if they were asked. They're sure that they are facing a lot of difficult problems and that's quite true.

B.

Smoking has become one of the most important problems for modern teenagers. About 40 percent of teenagers are attracted by the bright cigarette advertisement. It seems they just don't realize the harm it does to their health, because advertisements show smoking as something positive. They really believe that smoking will make them look like they're cool and grown-up.

C.

In fact, teenagers have got a lot of work. They're busy with their studies, household chores, some of them have jobs. They can’t even find a moment to entertain themselves at times. It’s a more serious problem especially for those who are responsible and want to be successful students and good children.

D.

The problem number one for most young people is between fathers and sons. All young people want to be independent, they want their parents to listen to their opinion. As for parents, they want to control their children’s lives. At the same time some parents can’t find a common language with their kids and simply don’t pay enough attention to them.

E.

They say that all teenagers want to have a lot of money to dress well, to go to theatres, to visit foreign countries, to eat what they want and to buy books. But how can they do all these things? They have to get some money and it’s possible to do it. Some teenagers wash cars, others sell newspapers, help elderly people and babysit.

F.

School ages are also very difficult. Children are always stressed because of their marks at school. It seems to teenagers that they do a lot of homework, but mothers and fathers are never satisfied. They want their children to have the highest marks at school. Teenagers do their best, but adults are never happy. They always want more.

G.

There are many organizations which unite young people. Teenagers get together because of common interests and beliefs. Members of every organisations have their own attitudes to the world. There are some informal clubs, for example: emos, hippies, panks, and so on. However, some teenagers choose to join more serious groups like Greenpeace.

19.10.2016 Контроль навыков аудирования по теме: «Спорт»

V – 1

Вы два раза услышите пять высказываний, обозначенных буквами А, В, С, D, Е. Установите соответствие между высказываниями и утверждениями из следующего списка: к каждому высказыванию подберите соответствующее утверждение, обозначенное цифрами. Используйте каждое утверждение из списка 1–6 только один раз. В задании есть одно лишнее утверждение.

1. I like sport. But I have never been so extreme. Recently my friend has skiing holiday in the mountains. But I don’t. First, I hate cold. I can’t stay long outside more than 1 hour. Second, I find skiing very uncomfortable.

2. I think that winter is the best season of the year. I take every opportunity to do winter sports. I like skiing best of all. First of all it is very exciting to ski. Most people go skiing. I like making new friends. Go skiing you can enjoy nature, wonderful landscape and fresh in the mountains.

3. I sometimes go resort ski with my friends. However, my first experience of this sport was great failure. I spend half an hour to move in boots. They were heavy and it was difficult to move with them. Anyway I went to ski. But my boots began sliding. It was not good. So I had problems with resort facilities.

4. I ski quite seriously, and afternoon I am going to take part in different competitions: local, national and international. Safety is very important for this sport. To be strong and careful to protect your ankles. And it is very necessary to protect your skin from the sun.

5. When we go to ski we stay at the same hotel in a very beautiful place in the mountains. Sometimes, even international competitions can occur there. The higher resort the higher service there. Medical center, shops and a lot of lift to get peek more quickly.

1. The speaker talks about his/her first skiing experience.

2. The speaker describes professional skiing equipment.

3. The speaker explains why he/she prefers skiing to other sports.

4. The speaker explains what stops him/her from skiing.

5. The speaker describes a ski resort facilities.

6. The speaker talks about a ski racing competition.

V – 2

Вы услышите разговор двух друзей. В заданиях 3–8 в поле ответа запишите одну цифру, которая соответствует номеру правильного ответа.

• Oh Lisa I did not expect to see you here

• That is right. I don’t like football. I am here because of my brother; he is a goalkeeper for the “Igols”. And it is his first game.

• I wish him luck, because to be a goalkeeper means to have great responsibility. And where is your brother.

• That man in black he is talking right now with the referee

• Ok I see him. Everybody in my family including my little sister are crazy about football and hockey. But I prefer to watch motor racing.

• But what kinds of sport do you like most of all?

• It is gymnastics and figure skating.

• Are you practicing in skating?

• Unfortunately, seldom. Because the Ice Palace is in the end of the city, you know. And it takes me too long to get there. And I don’t go there very often. I don’t go to the swimming pool the same reason.

• I see

• But my brother is very lucky. He trains in the stadium every day. It is near to our house. It takes him 5 minutes to get it.

• Are your parents here on the match?

• Unfortunately, my dad works in Airline Company, and my mother abroad with her students. They have practice there.

• Ok, I see. It is wonderful spring day, isn’t it?

• Yes, it is perfect!

Lisa’s brother is

1) a football player.

2) a football fan.

3) a football referee.

Lisa is fond of

1) football.

2) hockey.

3) figure skating.

Lisa lives close to

1) a skating rink.

2) a swimming pool.

3) a stadium.

Lisa’s father works for

1) an airline company.

2) a building company.

3) a telephone company.

Lisa’s mother is missing the game because she is

1) abroad 2) ill 3) busy.

This football match is played in

1) spring. 2) summer. 3) autumn.

27.10.2016 Контроль навыков письма по теме: «Предлоги»

V – 1

You have 30 minutes to do this task.

You have received a letter from your English–speaking pen friend, Ben.

…We’ve moved house and now I have to go to a new school. It’s a pity because I liked my old school and I had a lot of friends there. Now I feel a bit lonely but I hope to find some friends here too….

…What do you like most about your school? Have you got a lot of friends at school? What do you usually do with your school friends in your free time? …

Write him a letter and answer his 3 questions.

Write 100–120 words. Remember the rules of letter writing. Don’t forget to use prepositions in your letter.

V – 2

You have 30 minutes to do this task.

You have received a letter from your English–speaking pen friend, Ben.

…I am a bit sad because I have just quarreled with my mum. I didn’t want to wash the dishes and make my bed because there was an interesting film on TV…

…Do you think children should help their parents with the housework, why/why not? What do you do about the house? What do you usually do in your free time? …

Write him a letter and answer his 3 questions.

Write 100–120 words. Remember the rules of letter writing. Don’t forget to use prepositions in your letter.

10.11.2016 Контроль навыков говорения по теме: «Дружба»

V – 1

Friendship in the modern society

People often say that our modern way of life, with its individualism and fast speed, has made the world a lonely place. So many of us live and work surrounded by people, but it is hard to find true friendship. The faces we see each day are like pictures in a gallery; the talk that we hear is just sound. Perhaps this is why the websites like 'Facebook', 'Contacts' are so popular these days. They allow people to communicate and even become close without meeting up. It seems that many people's idea of friendship has changed nowadays. But what is friendship? Aristotle was the first western philosopher to discuss friendship in a detailed way. He said that people who chose to live alone were either like animals or gods. He probably meant that it is natural to want friends. Certainly, people who choose to live without friends are frequently regarded as having problems. We either pity them or else we view them as strange. Aristotle also said that there are three different categories of friends. In the first category, we arc friends with people because of some advantage that the friendship gives us. In other words, the friendship has a practical value. Friends in this category would include bosses at work or some of our colleagues. Aristotle's second category of friendship is based on the idea of pleasure. Friends in this category enjoy doing things together and they have a lot of interests in common. The third category of friendship is the highest form of friendship. In this category, people are friends on a deeper level. The friendship does not depend on anything other than the friends themselves. The relationship is so close that it seems that one soul belongs to two bodies, Aristotle said. Aristotle also said that close friends must have eaten salt together. In other words, they must have shared some of life's good and bad experiences. Most people today would probably agree that these arc a fundamental part of true friendship.

1. Read aloud the extract which says about the changes in the modern society.

2. What do people think about people who have no friends?

3. What does Aristotle say about the three types of friendship?

4. What is your opinion about friendship?

V – 2

Friends are the new family. We`ve no choice any more because the jobs that used to be done by family members on a regular basis, such as confidant, babysitter and someone to watch the TV with, have gone for good. More often than not, we now live too far away for this to be practical, which means that our friends — the people we actually come across most regularly — have to help us out. Naturally, they have to be on the same wavelength as well, but living nearby, having kids at the same school and so on means that we tend to have much in common. This is why they often end up as substitute family, either by chance or on purpose! But what about the friends we are not so close to? There was a time when people tended to have a small group of «best» friends and then a second division of twenty or more friends we acquired along the way. They could be people we were on good terms with at work, and since a British 25-year-old has, on average, experienced three different jobs, that soon adds up! Or perhaps we made friends with them at school or university and kept in touch. Maybe they are neighbours, people we know through hobbies, nightclubs or holidays, or ever of friends. At times it feels as if the numbers in the second division are getting out of control as we travel more and move jobs or houses increasingly frequently — either by choice or out of necessity. It sounds ungrateful, but many of us have collected friends and with only so many hours in the day it`s impossible to keep in contact with all of them So, let`s be honest here. Perhaps one in five of our friendships is purely email based. You like each other, but realistically the friendship is not going to last in the long run. The Americans call it `obligation overload`. It`s the very 21st-century condition of collecting friends as if our life depended on it and then worrying how on earth to keep track of them. Having so many friends is making us miserable and funny enough it`s your real best friends that won`t put pressure on see them because they know that life is stressful enough already!

1. Read this text aloud.

2. What do Americans call “obligation overload”?

3. What is your opinion about friendship?

4. Do you have best friend?

II триместр

7.12.2016 Контроль навыков аудирования по теме: «Путешествие»

V – 1

There are different means of transportation. People can travel by ship, airplane, train or car. All means of transportation have their advantages and disadvantages.

I would like to talk briefly about each of them.

Travelling by airplane! Travelling by airplane is the fastest, but the most expensive. A lot of people prefer travelling by airplane, but some people are afraid of heights and that’s why they prefer travelling by train.

Travelling by train! I have to notice that travelling by train is very popular in Russia. Modern trains have very comfortable carriages and seats. There is also the dining-car in each train. You can see many interesting places and enjoy the nature, looking through the window.

Travelling by ship! Trips on cruise ships have a lot of advantages. One of them is the amazing pricing. Most cruise lines are all-inclusive packages. This includes a person’s cruise fare, lodging, food and some onboard entertainment and sightseeing.

Travelling by car! And, finally, travelling by car is also very popular in Russia. A lot of people choose this means of transportation. They don’t need to buy tickets, book hotels etc. They can stop whenever they wish, rest and stay at the same place as long as they want.

Hiking! Hiking is a very popular means of travelling, but not as popular in Russia as it is popular abroad. Generally, young people prefer this kind of travelling. Walking tours are very exciting.

My opinion! I prefer travelling by plane. To my mind, it is the most comfortable and fast means of transportation. And finally, it is commonly known that travelling is a great thing! Nothing can give you so many positive emotions and memories as travelling to some remarkable country or city.

1. Advantages of travelling by airplane:

1. Cheap

2. Expensive

3. Fast

1. In what country travelling is not popular:

1. Russia

2. The USA

3. Africa

1. Advantages of travelling by ship:

1. Low price

2. Inclusive package

3. Luggage

1. What kind of travelling is slower:

1. By car

2. Hiking

3. By bike

1. What travelling does speaker prefer?

1. By train

2. By plane

3. Hiking

V – 2

Modern life is impossible without travelling. True, we often get tired of the same surroundings and daily routine. Hence some relaxation is essential to restore our mental and physical resources. That is why the best place of relaxation, in my opinion, is the one where you have never been before. And it is by means of travelling that you get to that place. To understand how true it is you’ve got to go to a railway station, a sea or a river port or an airport. There you are most likely to see hundreds of people hurrying to board a train, a ship or a plane.

To be on the safe side and to spare yourself the trouble of standing long hours in the line, you’d better book tickets in advance. All you have to do is to ring up the airport or the railway station booking office and they will send your ticket to your place. And, of course, before getting off you have to make your preparations. You should settle all your business and visit your friends and relatives. On the eve of your departure comes you call a taxi and go to the airport or the railway station. For some time you stay in the waiting-room. If you are hungry you take some refreshments. In some time the loud speaker announces that the train or the plane is in and the passengers are invited to take their seats. If you travel by train you find your carriage, enter the corridor and find your berth. It may be a lower berth, which is more convenient or an upper one. You put your suitcase into a special box under the lower seat. Then you arrange your smaller packages on the racks. In some the train starts off. Travelling by train is slower than by plane, but it has its advantages. You can see the country you are travelling through and enjoy the beautiful nature. It may be an express train or a passenger one. There is no doubt it’s much more convenient to travel by an express train, because it does not stop at small stations and it takes you less time to get to your destination.

But if you are in a hurry and want to save your time you’d better travel by plane, because it is the fastest way of travelling. After the procedure of registration you board the plane at last. You sit down in comfortable armchair and in a few minutes you are already above the clouds. The land can be seen below between the clouds and it looks like a geographical map. After the plane gained its regular height the stewardess brings in some mineral water. You can sit and read a book or a magazine, look through the window to watch the passing clouds change their color from white to black. When you get tired of relaxation, you become home-sick and feel like returning home. You realize that “East or West – home is best”, as the saying goes.

True/False:

1. To book tickets in advance all you need to ring up airport or railway station.

2. Travelling helps to relax.

3. You can’t take you luggage to your seat

4. After the plane gained its regular height the stewardess brings in some mineral water.

5. You realize that “East or West – home is best”.

6. You can’t observe landscape from your transport’s window

22.12.2016 контроль навыков письма по теме «Возвратные местоимения»

V - 1

You have 30 minutes to do this task.

You have received a letter from your English–speaking pen friend, Ben.

… Lots of people do sports but I’m not keen on any sport. I prefer reading detective stories. My parents keep saying that everyone should do some sport.

…Do you agree with them and why?  What sport do you do? What else do you do to keep fit? ...

Write him a letter and answer his 3 questions.

Write 100–120 words. Remember the rules of letter writing. Don’t forget to use reflexive pronouns in your letter.

V – 2

You have 30 minutes to do this task.

You have received a letter from your English–speaking pen friend, Ben.

… I enjoy travelling, and I travel a lot with my family.

…Do you like travelling, why? Where would you like to go? What is your favourite means of transport, why? ...

Write him a letter and answer his 3 questions.

Write 100–120 words. Remember the rules of letter writing. Don’t forget to use reflexive pronouns in your letter.

18.01.2017 Контроль навыков чтения по теме: «Англоязычные страны на мировой арене».

V – 1

Прочитайте текст. Определите, какие из приведённых утверждений 10–17 соответствуют содержанию текста (1 – True), какие не соответствуют (2 – False) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated).

The White House

For more than 200 years, the White House has been known as the symbol of the President's administration, and of the United States.

The history of the White House began when President George Washington signed an Act of Congress in December of 1790 which declared that the federal government would live in a district "not exceeding ten miles square on the river Potomac." The creation of the new American capital began. Later it was named Washington after the first American President.

George Washington, together with the city planner Pierre L'Enfant, chose the place for the new president’s home. A competition was held to find an architect to design the President's House. Nine proposals were handed in, and architect James Hoban won the competition. He proposed to build an impressive three-storey house.

The construction began in October of 1792. Although President Washington watched over the construction of the house, he never lived in it. Originally the White House was grey and was called the Presidential Palace. In 1800, when it was nearly completed, its first residents, President John Adams and his wife moved in. Ever since, each President of the United States has lived in this residence.

The Presidential Palace was seriously damaged in the great fire of 1814. The British invaded Washington and burned many buildings. After the war James Hoban, the original architect, partially rebuilt the President’s home. To cover the marks of the fire, the building was painted white. At various times in history, the building has been known as the President's Palace, the President's House, and the Executive Mansion. President Theodore Roosevelt officially gave it the name of the White House in 1901.

The White House is the president's private home and each president has made his own changes and additions in it. At first the president's office was located in the living area, on the second floor of the White House. When Theodore Roosevelt brought his large family to the White House in 1901, he felt that his office and his home should be completely separated. Two wings were added to the first floor of the building: the East Wing and the West Wing. The President's Office was moved into the West Wing and was called the Oval Office.

In 1805 President Thomas Jefferson opened the house for public tours. However, since September 11, 2001 the public tours have been prohibited.

There are 132 rooms in the residence now. For recreation, the White House has a variety of facilities available to its residents, including a tennis court, a jogging track, a swimming pool, a movie theatre, and a bowling alley.

The garden around the White House was first planted by John Adams, the first resident of the White house. Later it was redesigned by many presidents and their first ladies. The part of the garden outside the Oval Office is used now as a place for official ceremonies.

All the government members approved of the place for the new capital.

1) True 2) False 3) Not stated

The President’s House was built according to George Washington’s design.

1) True 2) False 3) Not stated

George Washington was the first resident of the new President’s Palace.

1) True 2) False 3) Not stated

The White House had several names during its history.

1) True 2) False 3) Not stated

President Theodore Roosevelt enlarged the territory of the White House.

1) True 2) False 3) Not stated

Nowadays the White House is open for tourists on week days.

1) True 2) False 3) Not stated

The White House offers different sport facilities to its residents.

1) True 2) False 3) Not stated

The garden of the White House presents a rich collection of exotic plants.

1) True 2) False 3) Not stated

V – 2

Прочитайте тексты и установите соответствие между текстами и их заголовками: к каждому тексту, обозначенному буквами А–G, подберите соответствующий заголовок, обозначенный цифрами. Используйте каждую цифру только один раз. В задании есть один лишний заголовок.

1. Capital experts 2. A place to see history 3. Popular tourist routes 4. Named after its form

5. An easy way to pay for the trip 6. A healthy form of transport 7. A contrast to the dark city

8. Why driving on the other side

A.

The London Underground is the quickest and easiest way of getting around the city. Today it is as important a landmark of the capital as Big Ben or the London Eye. The underground is often called the Tube because of its shape: tube shaped tunnels, stations and trains. The Tube became an official name for the first time in the early 1900s, after the Central London Railway (now the Central Line) was named the Two penny Tube.

B.

In 1956 the red London double-decker bus appeared on the London streets for the first time. At that time, the London buildings had gone black because of smoke from the coal used for heating. What’s more, due to the local climate and lack of wind, there was always fog in the city. Under such gloomy circumstances, the bright-red London double-decker bus became a sensation! In the past 50 years, the red double-decker has become an icon of London.

C.

Oyster is an electronic smart card ticket. Regardless of whether you live in London, or you are a tourist, a day trip visitor, or a regular visitor to the capital, the Oyster Card is definitely the easiest way to travel around the London Transport system. Simply touch the card on the yellow reader to get through the Tube gates or board other London public transport. The card doesn't even need to be removed from your purse or wallet to work.

D.

The London Transport Museum is worth visiting. Entrance is not free but the price of £15 for a year pass is more than reasonable. The exhibitions displayed in the museum present London transport in its historical context. There are more than 80 vehicles, including a red London bus and the world's first Underground train. The galleries are full of interactive exhibits for young people to play on – including real buses and trains!

E.

In London there are around 23 000 taxis. The taxi drivers know every corner of London because all of them have to take an exam, called the Knowledge. This exam supposes that the candidate driver can recognize most of the 20 000 London streets and knows how to choose the shortest route between two points. Each taxi driver should also know all the parks, cinemas, theaters and museums in the city.

F.

Over the last few years, cycling around London has been getting more and more popular. The reasons are obvious - there is no ‘carbon waste’ and it prevents obesity and heart disease. For tourists, it is often also the quickest and the easiest way to see London, with the bonus of getting some exercise. The casual user hires a bike at one of the numerous bike stations, rides it where he or she wants and then returns it to any of the docking stations.

G.

If you’ve ever been to Britain, one of the first things you will have noticed is that the British drive on the wrong side of the road. They drive on the left! The reason for this goes back to the days when people travelled on horses. Most people are right-handed and the left is the natural side to ride on if you are on horseback - you need your right hand to hold a sword in case of any trouble.

1.02.2017 Контроль навыков говорения по теме: «Англоязычные страны
и родная страна»

V – 1

Russia – great country

Occupying 17 million square kilometers, Russia is the largest country in the world. It covers around one eighth of the Earth's inhabited land mass and spreads across two continents (Europe andAsia).
The Russian Federation or Russia is a federation and semi-presidential republic, wherein the President is the head of state. The President of Russia is Vladimir V. Putin.
The Russian capital and the largest city is Moscow (population more than 11 million people). There are more than 1050 cities in the country; in the European part of Russia the largest cities are Moscow, Saint-Petersburg, Nizhny Novgorod, Veliky Novgorod, Saratov, Tambov, Astrakhan and Stavropol.

Russia is unique in terms of confessional diversity. You will find followers of many different world religions in the country. The most popular are Christianity (Orthodoxy and Catholicism), Islam (Sunnism), Buddhism and Judaism.

In Russia you will have the chance to admire world masterpieces in the best museums and theatres. The cultural heritage of Russia is as big and diverse as the country itself.

Russian literature has produced some of the greatest writers of all time – A. Pushkin, L. Tolstoy, A. Chekhov, F. Dostoevsky, N. Gogol, I, Turgenev, A. Ostrovsky, N. Nekrasov, M. Bulgakov, V. Nabokov, I. Bunin, S. Esenin, B. Pasternak, A. Solzhenitsyn and many others. Learning Russian language will provide you with the unique opportunity to read in the original the legendary books of such prominent writers, whose contribution to the world literature is invaluable. Many of them had been awarded prestigious literary prizes, including the Nobel Prize in Literature.

Since the middle of XX century Russia has been considered a sporting nation. Starting with the Helsinki Olympic Games of 1952 and going up to the present day, Soviet and later Russian athletes have always been in the top three for the number of gold medals collected at the Olympics.

The 1980 Summer Olympics were held in Moscow, while the 2014 Winter Olympics will be hosted in Sochi.

Russia will also host the 2018 FIFA World Cup.

The most popular sports in Russia are: football, ice hockey, figure skating, biathlon, skiing, boxing, basketball, volleyball, handball, tennis, rhythmic gymnastics, synchronized swimming, chess, weightlifting, athletics, wrestling (Greco-Roman and freestyle), martial arts (judo, sambo) and many others.

1. Read and then retell the text.

2. Are proud of your country?

3. What cities have you been in Russia?

V – 2

England

People often make the error of thinking that England covers the entire land mass of the United Kingdom, but this isn’t true. England’s borders are with Scotland to the north and Wales to the west. England is a large part of the United Kingdom; it comprises the central and southern parts of the island. England is also the most populated country in all of the United Kingdom, boasting approximately 53 million inhabitants. This makes England’s population over 80% of the population of the whole United Kingdom. It is the fourth largest country (by population) in the European Union and the 25th most populous country in the entire world. Much of England’s population is centered on its capital, London. One of the most recognizable traits of England is its climate; it rarely goes below freezing there during the winter months (It is coldest in January and February), and it rarely goes above 32°C (90°F) during the summer months. Those who have lived there for a long time are used to the damp, rainy, and often changing weather. If you’ve seen movies that are set in England, you will note that it is often raining in those movies; you’d be surprised to know that that is quite accurate, especially if you live near the western border or in the Lake District! Rainfall can happen even during the coldest months of winter; snow is rare but it has been known to happen.

English people are a subset of the British people. They live on the island of Great Britain, which is part of the United Kingdom. The national language of England is, in fact, English. Most English (up to 95% by some estimates) are of an Anglo-Saxon genetic line, with some Norse and Germanic influences as well. Even though most people of English heritage live in England, there are also English found in countries that used to be British colonies. You can find people of English heritage in Australia, the United States, Canada, Australia, some South American Countries, New Zealand, and South Africa.

Many people enjoy going to England because of its rich history and because there is so much to do! On this site, you can check out some of the great things to do in England while studying there, but if you’re into history, this is the place to go. It’s perceived that their lives are much simpler than those in other countries (like the United States). If you want some great food, like bangers and mash, hot buttered crumpets, and Cornish pasties, then England is good place to visit as well. And who doesn’t love tea time? All in all, people enjoy the overall atmosphere of England, which is why a lot of students decide to do either their undergraduate or their postgraduate studies in England. England’s topography is not varied like some of its European Union counterparts. Most of the country’s terrain, especially if you visit the southern and central regions of the country, is comprised of low hills and plains. There are a couple places (the Lake District and Yorkshire Dales in the north and some of the southwestern areas) that have highlands, but they are not very common, or very high in comparison to what you will see on the European mainland.

1. Read and then retell the text?

2. Do you want to go to England?

3. What do you know about England else?

III семестр

15.03.2016 Контроль навыков письма по теме: «Фразовые глаголы»

V – 1

You have 30 minutes to do this task.

You have received a letter from your English–speaking pen friend, Ben.

...One of my friends gets ill very often. The doctor says that it’s because he lives in a big city with a poor environment...

…What ecological problems are the most serious in your country? What can teenagers do to make their hometown cleaner? Would you like to live in a big city or in the country, why? …

Write him a letter and answer his 3 questions.

Write 100–120 words. Remember the rules of letter writing. Don’t forget to use phrasal verbs in your letter.

V – 2

You have 30 minutes to do this task.

You have received a letter from your English-speaking pen friend, Ben.

… Last year I started learning Russian. It’s a very difficult language but I’m trying my best. I’d like to come to Russia one day to practise it. …

…Which season would you recommend for the trip? What places are worth seeing in Russia? What country would you like to visit, why? …

Write him a letter and answer his 3 questions–

Write 100–120 words. Remember the rules of letter writing. Don’t forget to use phrasal verbs in your letter.

23.03.2017 Контроль навыков аудирования по теме: «Права человека»

V – 1

Human rights are a set of basic rights that many people believe belong to all humans by birthright. The concept is ancient, although the term only entered usage in the 1940s. Because many people, especially in the West, feel very strongly about human rights, a number of measures have been undertaken to protect them. An international organization, the United Nations, has a large division related to their protection. The idea that people are entitled to a few basic rights by nature of their humanity is ancient. Many historical documents have codified some of these basic rights. Unfortunately, there is also a long history of neglecting these rights for certain groups. Many slave-owning societies, for example, felt passionately enough about human rights to include them in their legislation, and slaves were excepted because they were believed to be less than human.

In the 1940s, the Second World War called a great deal of attention to the concept. Many nations were deeply concerned by the actions of the Axis Powers, which greatly abridged human rights for a number of people, most prominently followers of the Jewish faith. At the close of the war, the United Nations was founded, and this became one of the major issues that the organization focused on. By 1948, the United Nations had issued a Universal Declaration of Human Rights, asking all member nations to sign it and defend the rights described therein

As a general rule, most proponents of human rights believe that humans are entitled to their lives and liberty. In addition, humans should be able to think and communicate as they please, as these issues are very tied in with a sense of liberty. Finally, all humans should be entitled to equality before the law. Many people also believe in a number of additional legal protections, including prohibitions on slavery and torture. In addition, humans and governments have a duty to protect the rights of all people.

When a basic tenet of these rights is abused, it is termed a human rights violation. Unfortunately, many countries commit such violations, ranging from execution of criminals for trivial crimes to the extraordinary rendition of suspected terrorists. Many people report them in the hopes of putting a stop to such violations, sometimes at risk of their lives. These people hope that human rights may become universal someday without the need for monitors and whistleblowers.

True/false

1. Human rights are a set of basic rights that many people believe belong to all humans by birthright.

2. The idea that people are entitled to a few basic rights by nature of their humanity is modern.

3. At the close of the war, the United Nations was not founded, and this became one of the major issues that the organization focused on.

4. As a general rule, most proponents of human rights believe that humans are entitled to their lives and liberty.

5. All humans should be entitled to equality before people

6. Many people report them in the hopes of putting a stop to such violations, sometimes at risk of their lives.

V – 2

Criminal trials in the United Kingdom take the form of a contest between the prosecution and the defence. A defendant (in Scotland, called an accused) has the right to employ a legal adviser and may be granted legal aid from public funds. If remanded in custody, the person may be visited by a legal adviser to ensure a properly prepared defence. In England, Wales and Northern Ireland during the preparation of the case, the prosecution usually tells the defence of relevant documents which it is not proposed to put in evidence and discloses them if asked to do so. The prosecution should also inform the defence of witnesses whose evidence may help the accused and whom the prosecution does not propose to call. The defence or prosecution may suggest that the defendant’s mental state renders him or her unfit to be tried. If the jury (or in Scotland, the judge) decides that this is so, the defendant is admitted to a specified hospital. Criminal trials are normally in open court and rules of evidence (concerned with the proof of facts) are rigorously applied. If evidence is improperly admitted, a conviction can be quashed on appeal. During the trials the defendant has the right to hear or cross-examine witnesses for the prosecution, normally through a lawyer; to call his or her own witnesses who, if they will not attend voluntarily, may be legally compelled to attend; and to address the court in person or through a lawyer, the defence having the right to the last speech at the trial. The defendant cannot be questioned without consenting to be sworn as a witness in his or her own defence. When he or she does testify, cross-examination about character or other conduct may be made only in exceptional circumstances; generally the prosecution may not introduce such evidence. In England, Wales and Northern Ireland the Criminal Justice Act 1987 provides that in complex fraud cases there should be a preparatory open Crown Court hearing at which the judge will be able to hear and settle points of law and to define the issues to be put to the jury. In jury trials the judge decides questions of law, sums up the evidence for the jury and instructs it on the relevant law, and discharges the accused or passes sentence. Only the jury decides whether the defendant is guilty or not guilty. In England and Wales, if the jury cannot reach a unanimous verdict, the judge may direct it to bring in a majority verdict provided that, in the normal jury of 12 people, 8 9 there are not more than two dissentients. In Scotland, where the jury consists of 15 people, the verdict may be reached by a simple majority, but as a general rule, no person may be convicted without corroborated evidence. If the jury returns a verdict of “not guilty” (or in Scotland “not proven” , which is an alternative verdict of acquittal), the prosecution has no right of appeal and the defendant cannot be tried again for the same offence. In the event of a “guilty” verdict, the defendant has a right of appeal to the appropriate court. A jury is completely independent of the judiciary. Any attempt to interfere with a jury once it is sworn in is punishable under the Contempt of Court Act 1981. Although the right of the defence to challenge up to three potential members of a jury without giving any reason is to be abolished in England and Wales, it will remain open to both parties to challenge potential jurors by giving reasons where they believe that an individual juror is likely to be biased. People between the ages of 18 and 65 whose names appear on the electoral register, with certain exceptions, are liable for jury service and their names are chosen at random. (Proposals to increase the upper age limit from 65 to 70 in England and Wales are contained in the Criminal Justice Act 1988.) Ineligible persons include the judiciary, priests, people who have within the previous ten years been members of the legal profession, the Lord Chancellor’s Department, or the police, prison and probation services, and certain sufferers from mental illness. Persons disqualified from jury service include those who have, within the previous ten years, served any part of a sentence of imprisonment, youth custody or detention, or been subject to a community service order, or, within the previous five years, been placed on probation. Anyone who has been sentenced to five or more years’ imprisonment is disqualified for life.

True/false

1. . In the United Kingdom criminal trials take the form of a contest between the prosecution and the defence.

2. A defendant has the right to employ a legal adviser and may be granted legal aid from public funds.

3. The defence should be informed by the prosecution of witnesses.

4. Criminal trials are normally held in open court. a) criminal trials are not normally held in open court

5. The defendant cannot be questioned without consenting.

19.04.2017 Контроль навыков чтения по теме: «Карьера»

V – 1

Прочитайте текст. Определите, какие из приведённых утверждений A7–A14 соответствуют содержанию текста (1 – True), какие не соответствуют (2 – False) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated).

The Best Job in the World

Have you ever heard of the Great Barrier Reef? It is the world's largest coral reef system along the eastern coast of Australia. In February 2009 an extraordinary position was advertised by the Australian Tourism Office. The advertisement ran that the Great Barrier Reef needed a caretaker for half a year. It was for a special person who would look after the Reef.

The job offered a large salary, free accommodation in a luxury villa, and transportation there and around the islands. All expenses would be paid: the winner wouldn't need to spend any extra money on anything.

The job's duties were pretty simple. You could only dream of such requirements. First, the person had to speak English and swim well. Second, on the island his responsibility included writing a weekly Internet blog. That's right, weekly, not even daily! The job description also required the successful applicant to explore the islands of the Great Barrier Reef, swim, make friends with the locals and generally enjoy the tropical climate and lifestyle. A real dream!

Within the first 2 days of the contest, the tourism office received more than seven thousand online applications. All told, 34,000 people of all different nationalities applied. Each made and presented a 60-second video resume. They had to be creative and they were. In the end 16 people were chosen, who flew to Australia for the final selection. The candidates were interviewed and the winner was Ben Southall from the UK.

Ben greatly enjoyed the dream job he had got. He realised that people knew very little about the Earth and its treasures. Living in big cities, they forgot how important the flora and fauna of this world were. Every time Ben went outdoors, he could discover something new. "Every time I dived or went underwater, I forgot about all the troubles above water and concentrated on living in the moment. It was a good way to clean the mind and build respect for the natural world," Ben said.

Ben's life on the island was not just fun. It was very busy, busier than most people imagined, and certainly busier than Ben himself had imagined. He worked seven days a week and up to 19 hours a day. The Best Job included travelling to over 60 islands of the Reef almost every day. It was not just looking after the Reef, Ben had a lot of meetings, press conferences and interviews. He was getting a lot of attention all the time and he couldn't get away from it. That was probably the hardest part of the job.

Moreover, any adventure has a certain degree of risk. Swimming and diving on the Great Barrier Reef was not different. Ben had to deal with whales, sharks and other huge sea creatures. Surprisingly, the most dangerous thing was a small jellyfish about the size of a little finger. It's considered to be extremely poisonous and Ben was stung by it. He had to spend a couple of days in hospital but luckily recovered after a course of antibiotics.

Ben often says that the project has taught him a few valuable lessons. Working with the Internet is one of those jobs you can do 24 hours a day. Ben realised it was hard to separate life and work, but this he had to do. He also said: "I've learned that we get one life on earth so we have to use it. There'll always be other countries to visit, other people to meet and other adventures to meet. This is what I wish to do. I'm planning to go to Asia in a few years time".

The Australian Tourism Office employs a new caretaker twice a year.

1) True 2) False 3) Not stated

There was no Internet on the islands of the Great Barrier Reef.

1) True 2) False 3) Not stated

People from different countries applied for the job.

1) True 2) False 3) Not stated

Ben Southall was a good swimmer.

1) True 2) False 3) Not stated

While working as a caretaker Ben Southall had lots of free time.

1 True 2) False 3) Not stated

To do his job Ben Southall had to communicate with journalists.

1) True 2) False 3) Not stated

Ben Southhall was taken to hospital after a shark attack.

1) True 2) False 3) Not stated

Ben Southall is going to make a film about his work on the islands.

1. True 2) False 3) Not stated

V – 2

Прочитайте текст. Определите, какие из приведённых утверждений 10–17 соответствуют содержанию текста (1 – True), какие не соответствуют (2 – False) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated). В поле ответа запишите одну цифру, которая соответствует номеру правильного ответа.

The Moneyless Man

For most of us it seems that money makes the world go round. However, not for Mark Boyle who has turned his life into a radical experiment.

Mark Boyle was born in 1979 in Ireland and moved to Great Britain after getting a degree in Business. He set up his own business in Bristol. For six years Mark Boyle managed two organic food companies which made him a good profit.

However, in 2008, he decided to give up earning money. He vowed to live without cash, credit cards, or any other form of finance.

Mark Boyle began to realise that many of the world’s problems are just symptoms of a deeper problem. He thought that money gave people the illusion of independence.

Mark sold his house and started preparing himself for his new life. He posted an advert on a website asking for a tent, a caravan (a vehicle for living or travelling) or any other type of a house. Soon an old lady gave him a caravan for free. At least he then had a roof over his head!

After that, with his pockets empty, Mark was ready to go. He didn't even carry keys as he decided to trust the world a bit more and not lock his caravan. On November 28th (International Buy Nothing Day 2008), he became the Moneyless Man for one whole year.

Everything was different from then on. Mark lived in his caravan on an organic farm where he worked as a volunteer three days a week. In return he got a piece of land to live on and grow his own vegetables. His food was cooked on a stove, and he washed in a shower made from a plastic bag hanging from a tree, and warmed by the sun.

Even breakfast was different. With no morning coffee to brew, Mark had to find an alternative drink to start the day with. So he drank herbal teas, sometimes with some fresh lemon verbena that he could find near the caravan. "It's all very good for you: iron, calcium, anti-oxidants," Mark said.

Food was the first thing to consider. Mark discovered that there were four ways to find it: looking for wild food, growing his own food, bartering (exchanging his grown food for something else), and using loads of waste food from shops.

Public interest in his project was divided. While a huge number of people supported him, there was criticism of him, particularly on Internet forums.

"People are either very positive about what I'm doing or very negative; I think it's about 70 percent/30 percent. It's funny, if you don't have a massive plasma TV these days, people think you are an extremist," Mark said.

People tend to ask Mark what he learnt from a year of a moneyless life. "What have I learned? That friendship, not money, is real security," he answers.

Mark's remarkable journey is described in his new book "The Moneyless Man", which shows in a detailed way the challenges he faced on the road to his new world.

Mark’s business in Bristol was successful.

1) True 2) False 3) Not stated

Mark bought an expensive caravan for his new life.

1) True 2) False 3) Not stated

Mark’s family approved of his moneyless project.

1) True 2) False 3) Not stated

Mark got money for his work on the organic farm.

True 2) False 3) Not stated

The only thing Mark couldn’t give up was coffee.

1) True 2) False 3) Not stated

Mark got food from different sources.

1) True 2) False 3) Not stated

People’s attitudes towards Mark’s project were different.

1) True 2) False 3) Not stated

Some of Mark’s fans want to repeat his experiment.

1. True 2) False 3) Not stated

11.05.2017 Контроль навыков говорения по теме: «Выбор профессии»

V – 1

«What to be» is the most important question young people ask themselves. Your destiny and family relationship depend on it. Many aspects of life should be taken into consideration while answering the question «what to be». Different circumstances can influence our choice, we may follow someone’s experience or advice or be encouraged by certain people and events. At early years of mankind development there were just a few jobs such as farmers, bakers, butchers or carpenters. In 17-th century I Russia it was about 200 professions. Now days exists 40000 varieties of jobs, but new kinds of work appears all the time. There is no doubt that it’s difficult to chose correct. We have so many professions to choose of. Challenging, rewarding, exciting, prestigious, professions seem to be attractive. If a job is monotonous, exhausting, messy you will say it doesn’t appeal to you. We divide jobs into caring, creative, outdoor, office professions and forces. We refer nursing, teaching to caring professions. Creative professions include the job of a journalist, designer. To work in the office means to be a bank worker, a secretary, a recep­tionist. If you work in agriculture, horticulture, conservation you are a representative of the outdoor profession. Those who work in the police, army or navy choose forces. Besides these professions you may make a career in law, finance, international business relations, tourism business, banking and others.Making the right choice can be rather frustrating. You should know your strengths and weaknesses. You must keep in mind what different jobs can require. Some jobs need accura­cy, good imagination, physical strength. Others will require experience, special training, travelling a lot, working long hours from home, working late or even working night shifts.

Since I was a child I wished to be a programmer. I was interested in working with numbers, bites, structures and finding answers for complex problems. I love Mathematics and I am very good at it. As for my personality, I may say that I am constructive and persistent, I have strong logic, easily solve problems and I prefer teamwork rather than independence. To find a job I like I need to have excellent science knowledge’s so I could pass examinations to institute.

1. Read and then retell the text.

2. What subject are you going to pass at school?

3. What profession do you want to have and why?

V – 2

An Important Decision

Choosing a future profession is one of the most important decisions in a person’s life. If you spend eight hours a day five times a week at the place you hate, your whole life can be spoilt only because of your job. So, it is a question of satisfaction with the career. Besides, a future income depends on the type of work a person will do. It should be enough to correspond to his needs and ambitions.

How to Make a Right Choice? Those people who manage to choose a prosperous and satisfying career are lucky. But, most young people are not quick in making a right decision because they do not have enough life experience. First, estimate your own abilities and talents. Most likely, your favourite subjects at school or your hobbies will build up a strong basis for your future professional field. Secondly, it is good to ask for advice from working professionals and visiting them at work. Try to visit different places, compare what you see, analyse if it your cup of tea or not. Moreover, parents and teachers are always ready to help, ask them. Finally, look inside yourself. See how ambitious you are, what kind of character and temper you have, what your tempo of life is. Your future job should be corresponding to your nature. Popular Professions among the Modern School-leavers. Professional preferences of school-leavers change from generation to generation. Scientific progress, fashion and economic situation in the country play a great role in choosing definite professions. Modern teenagers want to be engineers, policemen, doctors, lawyers. Among the least popular are scientists, teachers, and artists.

I have always been interested in economics and I am good at Maths. I have an aptitude for working with people, and I think I'm rather communicative and have good social skills. I have good analytical abilities and I am good at problem-solving. Besides, I am good at English. English has become the standard language for all kinds of international business communications. To know English today is absolutely necessary for every businessman. To become a successful businessman you should know a lot. So after finishing school I want to enter the university and to study marketing or management. Management deals mainly with people. A manager is a person who directly supervises people in an organization. Managers spend a great deal of time communicating, coordinating and making decisions affecting the daily operations of their organization. Almost everything, a manager does, involves decisions, and in decision-making there is always uncertainty and risk. So managing is a very interesting, but difficult, job. Marketing deals with market research and commercial activity in general. It involves analyzing business situations, evaluating market opportunities, developing market strategies and controlling their implementation. It is important for a specialist in marketing to be flexible and prepared to make adjustments where necessary, as it is unlikely that any marketing plan will succeed exactly as planned.

1. Read and then retell the text.

2. What subject are you going to pass at school?

3. What profession do you want to have and why?