I have been working as an English tutor for many years and prepare my students for both entrance and final exams. I can say that any exam is a serious test for an applicant, and the USE in English is one of the most difficult exams in a secondary school. After all, this is not only a graduation, but also an entrance exam to the institute! Therefore, preparation should be approached with all responsibility.
In order to pass the exam in English with a high score (84-100), you must have a level of knowledge not lower than upper-intermediate. It is at this level that you need to focus if your goal is to enter the leading universities in Moscow.
Literature to prepare for the unified state exam a lot has been released. Basically, these are manuals with a set of exemplary USE options in English language. These tutorials are very helpful for last step learning, when the child has already formed a certain grammatical, lexical and conversational level, many topics of the program have been studied, and the goal of the teacher now remains to orient the student to new form testing. Experienced teacher perfectly understands that without the formation of a solid theoretical foundation based on the knowledge of various competencies, no coaching will help in choosing the right answer. For this purpose, there are different textbooks, both domestic and foreign authors. Both of them have their pros and cons. Therefore, when choosing textbooks, I always try to use those tasks that are most useful in teaching a particular child and can give the best result. Do not forget that any experienced tutor will refer to their own teaching aids, developments and ideas.
Listening is a type of speech activity that causes the greatest number of difficulties not only for those who begin to learn a language or prepare for various types of exams, but also for those who find themselves in a foreign language environment and are forced to take independent solutions. To get started, you need to answer the following questions:
1) What is listening and how is it different from listening?
2) Why does this type of speech activity cause the most difficulties?
3) How is listening training related to the formation of related language and speech skills?
First, Listening Comprehension is the process of listening to and understanding speech. Teaching students to understand speech by ear is one of the most important goals of teaching English. In situations of real communication, we are faced with listening as a completely independent type of speech activity. Often, in addition to listening to speech, we perform other actions: we observe, speak, write. Any audio recording provides information for discussion, which, in turn, suggests further development speaking skills. Therefore, listening is a learning tool. It is simply impossible to draw a clear line between listening and speaking in this case. Even the term speaking initially suggests listening skills.
Secondly, the difficulties of listening include:
A) difficulties caused by listening conditions (external noise, recording quality, poor acoustics)
B) difficulties caused individual characteristics source of speech (lack of practice of listening to the speech of people of the opposite sex, different ages, features of diction, tempo, pause)
Thirdly, psychologists note that when listening, there is an internal pronunciation of speech. The clearer the pronunciation, the higher the level of listening. Those who have the habit of internally pronouncing, fixing information will better understand and remember it. Perception Exam English speech by ear, is perhaps one of the main problems. The reason is not only that audio cassettes are not listened to throughout school course(and this is 11 years old), but also in the fact that students do not know how to correlate keywords in questions and audio recordings and choose answer options only because the same words sound in texts, and forget that the correct answer, as usually expressed synonymously. Plus, in any exam, a limited time is allocated for completing the task. Add to this the excitement that is natural at the exam, and the exam is worse than it could be.
Reading, from my point of view, is the section that causes the greatest difficulties for applicants. Even if the student knows the format of the tasks, one should not forget that the texts for testing are authentic, and those who do not have a good enough lexical and grammatical base will not be able to show linguistic intuition, since the tasks are formulated in such a way that the use of a synonymous series can confuse the child with sense. A limited amount of time is allocated for the English exam, and the children simply do not have time, they are in a hurry, plus excitement - and again unwanted mistakes. Therefore, in my lessons I Special attention I devote to the study of authentic texts of various subjects and complexity, which will certainly lead to the improvement of listening, speaking, writing skills. Fiction, classical, English literature, offered for listening and subsequent discussion, encourages children to self study works.
Grammar and vocabulary are not the problem of one or two students, but the problem of 90% of all who decide to take the exam in English. In lexical tasks, synonymous rows are able to confuse even strong students. Therefore, special attention is paid to the knowledge of spelling rules and the skills of their application on the basis of the studied lexical and grammatical material, to the idea of synonymy, antonymy, lexical compatibility, polysemy, further expansion of the range of meanings of grammatical means studied earlier, and acquaintance with new grammatical phenomena, to the observance the norms of lexical compatibility existing in the English language; I teach to find and form related words using the main methods of word formation, to recognize the belonging of words to parts of speech according to certain signs (articles, affixes, etc.);
Written assignments. This includes writing a personal letter of 140 words, and writing an essay on a given topic expressing your point of view (200-250 words). In this type of assignment, it is important to follow a strict structure, using arguments to prove your point. Arguments are not easy to come up with and often it takes a lot of time to analyze a topic, an essay has to be rewritten, and everyone understands that the more topics a student understands, the more chances he has to get the highest score.
Speaking is inextricably linked with cultural competence, the meaning of which lies in the creative assimilation and understanding of everything valuable both in the culture of one's own people and in other cultures. Only a small part of students has a high level of cultural competence. Others are characterized by low and average level this competence. Therefore, there is a need for organization special work on the formation of cultural education in the learning process, namely, in the process of learning a foreign language. To form this competence, it is necessary to organize special activities that would allow focusing on the relationship of culture, education and communication. The oral exam in English (as well as the written one) has its own structure. Therefore, in order to successfully pass this type of testing (20 out of 20), you should follow it. Of course, for those who have a free speaking skill, it is much easier to cope with this task.
It should be noted that the most important task of the Federal State Educational Standard (Federal State educational standard) is the formation of universal (metasubject) learning activities providing students who are learning a foreign language with the ability to learn, the ability to independent work over the language, and, consequently, the ability to self-development and self-improvement. Therefore, most important task any teacher should develop the student's motivation and self-confidence.
Today, the concepts of "meta-subject", "meta-subject learning" are gaining special popularity. This is quite understandable, because the meta-subject approach is the basis of the new standards.
Kuznetsova Tatyana Vladimirovna, English tutor
Fight the fears within you: 5 ways to stop pre-exam fear from ruining your life
Turn your fears into your wisdom
We all have both positive and negative experiences. This is natural, but often we fail to deal with negative experiences—the mistakes that hurt us—and they haunt us and keep us from being happy. We are afraid to make mistakes again, and this does not give us the opportunity to enjoy life and therefore we are in constant tension. To achieve happiness, reduce stress, and move forward towards your dreams, you need to fight these fears. One of the worst fears we have to fight is the constant expectation of failure. When we cannot free ourselves from the negativity that the future may bring us, we allow it into today's life. By clinging to our fear, we limit our potential and our future. The correct perception and ability to realize what haunts us, including in relationships with people, allows us to learn valuable lessons that help us avoid serious mistakes in the future. If we are able to overcome the mistakes of the past and forget about them, then we become more resilient to stress and adversity and realize that we can cope with them. But sometimes we are not fully aware of what is troubling us. Surprisingly, fears can also have a beneficial effect on us, forcing us to change, to look at life in a new and more constructive way. The ability to conquer fears makes us stronger and more resilient to ups and downs. Successful struggle with fears in ourselves determines our ability to be happy, improve ourselves and enjoy everything that life gives us. And here's how you can do it.
1. Be able to pinpoint the cause of your fear.
Before you can fight your inner fears, you need to see them. It is not necessary to say endlessly that you cannot cope with the problem, play games with your subconscious, become discouraged and make others nervous. Find time for yourself, stay alone with yourself and find the objective reason for your fear.
2. Be objective.
Having named the reason for your fear, move to a more objective plane, try to think more rationally. Ask yourself what exactly caused this experience.
3. Look ahead.
Remind yourself that failure, pain, disappointment, and other negative feelings are part and parcel of life. But you are strong enough not to let your anxiety make you a hostage to the situation. Think about the future development of your problems. What will happen if you win? Or what happens if you lose?
4. Start developing your little business plan.
Often it is difficult for us to do this, because we do not have such experience. But think about it, what do we have to lose? A little of your time and a couple of pieces of paper? Take a notebook. Write what your problem is, use an arrow to the left to indicate the reason, and use an arrow or several to the right to indicate ideas for overcoming the obstacle we call fear. If you are out of ideas, you can ask your parents or teachers for advice. Of course, you have friends who also experience the same problems. Working together is always easier.
5. We begin to act.
When we constantly “cling” to anxiety, we limit our own possibilities, as we avoid risks and new beginnings because of fears. We think in terms of "I can't", "I shouldn't", "I can't do it". And it should be the other way around. You have a clear understanding of your problem and you know how to overcome it. Go ahead and do not forget: you have your own business plan and its implementation depends only on you.
If you are learning Russian and want to:
- test your own knowledge and motivate yourself for further study Russian language;
- develop self-control and self-esteem skills;
- get a job where you need knowledge of the Russian language,
We have been taking certification exams in Russian as a foreign language for everyday communication since 1995. For 17 years, about 20,000 people from more than 45 countries of the world have passed exams in the Russian language of everyday communication (all levels).
The system of RFL proficiency levels was developed under the auspices of the Council of Europe and in accordance with the recommendations of “Modern Languages: Learning, Teaching, Assessment. A Common European Framework of reference. Council for Cultural co-operation, Educational committee, Strasbourg, 1996”, as well as taking into account the recommendations of ALTE.
Examinations in content comparable to the levels of knowledge of foreign languages adopted in the Council of Europe, and in form (test) correspond to similar exams in foreign languages in the European educational area.
Exams are conducted by the Institute's specialists, which guarantees you the most objective and impartial assessment of your level of Russian language proficiency.
System of certification levels
Russian language proficiency
| Proficiency levels foreign language on a scale Council of Europe | Certification levels in the Russian language of everyday communication State. IRA them. A.S. Pushkin |
| C2- mastery | Native speaker level |
| C1- Effective operational proficiency | Proficiency level |
| AT 2- Vantage | Post-threshold level |
| IN 1- Threshold | threshold level |
| A2- waystage | Prethreshold (basic) level |
| A1- Breakthrough | elementary level |
A1 Elementary Communication Level (Breakthrough Level)
Candidate can establish and maintain social contacts in standard situations Everyday life; owns a minimum of language resources. To pass the exam of this level, you need to study Russian for 60-80 hours.
A2 Prethreshold (baseline) Level (Waystage Level)
The candidate can solve practical problems in standard situations of everyday life, establish and maintain interpersonal contacts; owns typical language means. To pass the exam at this level, you need to study Russian for 160-200 hours.
B1 Threshold Level
The candidate can solve practical problems in typical situations of everyday life (including professional and educational areas), maintain social and business interaction. The candidate knows the basics of the Russian language system. To pass the exam at this level, you need to study Russian for 400-480 hours.
B2 Post-threshold Level (Vantage Level)
The candidate can solve the problems of social, business and interpersonal interaction, freely understand information from the media; use different styles of language. To pass the exam at this level, you need to study Russian for 560-680 hours.
С1 Level of Competent Possession (Effective operational proficiency Level)
The candidate can freely solve problems in typical situations in the social, social, cultural and professional spheres of communication, using the means of the Russian language of different styles of speech and recognizing the hidden components of meanings. The candidate can speak without preparation at a fast pace, without difficulty in choosing words and expressions, and actively participate in polemical communication. Flexibly and effectively use the language in studies and professional activities.
C2 Native Speaker Level (Mastery Level)
The candidate can easily understand everything heard and read, speak on complex topics spontaneously at a high pace and a high degree accuracy, emphasizing shades of meaning, as well as writing coherent texts based on several oral and written sources, including justifications and explanations for the topic in your presentation. Can conduct teaching and research activities in the field of the Russian language.
The exam for each level consists of five parts(Test 1. Reading. Test 2. Writing. Test 3. Vocabulary. Grammar. Test 4. Listening. Test 5. Speaking)
The duration of the exam depends on the level (from 3 to 6 hours). Examinations at all levels are held in one day.
Passing score - 65 and more for each part of the test. If you have not scored the required number of points, then you will receive a certificate of participation in the test, indicating the score for each part of the test. In the event that you do not gain the required scores in only one part, you are given the opportunity to retest only in this part of the certification exam during the year (but not earlier than one month after the first attempt). For other parts of the exam, the scores obtained during the first test are counted.
The format of the exam in the Russian language of everyday communication
|
LEVEL OF ELEMENTARY COMMUNICATION (A1) |
||
| Test | Target | Job type |
| Test 1. Reading | ||
| 35 min. | Full understanding of the content (biographical text, historical reference, dialogue, note) | - choice of correspondence of the proposed answer options to 2 texts (5 phrases for each); - multiple choice of one of three options; - choice of one of three options for reacting to 10 dialogue lines |
| Test 2. Letter | ||
| 20 minutes. | - Write a fax - Fill out a form or greeting card |
- Fax reply - Filling out a form or greeting card |
| Test 3. Vocabulary. Grammar | ||
| 20 minutes. | - Gender, number (name, verb) - Phrase - Case forms (I.p., R.p., V.p., D.p., P.p.) |
choice of one correct answer out of three (30 tasks) |
| Test 4. Listening | ||
| 20 minutes. | Full understanding | - choice of correspondence of the proposed answer options to 4 dialogues on everyday topics (5 phrases for each); |
| Test 5. Oral exam | ||
| 10 min. | - Response - Initiation |
- Reply to a partner in a given situation; - Start a dialogue according to the given situation |
|
PRETHRESHOLD (BASE) LEVEL (A2) |
||
| Test | Target | Job type |
| Test 1. Reading | ||
| 35 min. | - Full understanding (dialogue, advertisement, announcements, announcement, help, weather forecast, note) - Understanding the main content (problematic text from a newspaper) |
- choice of one of the three answer options (5 texts, 19-20 tasks) |
| Test 2. Letter | ||
| 30 min. | - Write a letter | - Reply to received email |
| Test 3. Vocabulary. Grammar | ||
| 30 min. | - Prepositional case forms - Sentence structure (subjective-predicative) - Modality |
choice of one option out of three (30 tasks) (20 tasks) (10 tasks) |
| Test 4. Listening | ||
| 20 minutes. | - Full understanding - Understanding basic information (movie announcements, cultural news, sports) |
- choice of one option out of three (6 texts, 18 tasks) |
| Test 5. Oral exam | ||
| 10 min. | - Problem solving in standard situations | - 3 situations |
|
THRESHOLD (B1) |
||
| Test | Target | Job type |
| Test 1. Reading | ||
| 45 min. | - understanding of the main content (handbooks, guides, course brochures, service announcements, informational articles) - understanding of selective information (advertising, announcements, announcement, help, weather forecast) |
choice of one option out of four (6 texts, 20 tasks) |
| Test 2. Letter | ||
| 45 min. | - fill in the form - write a letter |
- filling out the form - freely configurable response according to a given program and situation |
| Test 3. Vocabulary. Grammar | ||
| 60 min. | - verbal statement - written text (vocabulary) - written text (grammatical forms and means of communication) |
choice of one option out of four (85 tasks) (55 tasks) (30 tasks) |
| Test 4. Listening | ||
| 45 min. | - understanding of selective information (announcements of radio and television programs, telephone information, advertising, weather forecast) - understanding of the main content (announcements, political and other news on radio and television) - full understanding (instructions, traffic police information and other state services) |
- choice of one correct option out of four (5-6 situations, 19 tasks); * sound rate 120/130 words per minute; one-time sound radio news double sound |
| Test 5. Oral exam | ||
| 15 minutes. | - problem solving - thematic conversation | Candidates talk to each other on given situations and the program, taking turns acting as the initiator. If the number of candidates is odd, one of the candidates talks to the examiner |
|
POST-THRESHOLD (B2) |
||
| Test | Target | Job type |
| Test 1. Reading | ||
| 60 min. |
|
|
| Test 2. Letter | ||
| 60 min. |
|
|
| Test 3. Vocabulary. Grammar | ||
| 60 min. |
|
|
| Test 4. Listening | ||
| 40 min. |
|
|
| Test 5. Oral exam | ||
| 20 minutes. |
|
|
|
COMPETENCE LEVEL (C1) |
||
| Test | Target | Job type |
| Test 1. Reading | ||
| 90 min. | 1.1. Full understanding of literary texts; 1.2. Understanding the main content of texts such as a problematic article; 1.3. Understanding the selective information of polemical texts. |
1.1. Fiction text (tasks 1 - 10 for multiple choice): it is necessary to understand the character, feelings and relationships of the characters in the story; 1.2. Problem article (tasks 11 - 14 to choose from 1 option out of 4 based on 1 text); 1.3. 6 assignments to find a match. |
| Test 2. Letter | ||
| 90 min. | 2.1. Cliche form instruction; 2.2. Private everyday writing with elements of reasoning; 2.3. Abstracts for a speech on a topical issue. |
2.1. Freely constructed response according to the situation, given words. Compliance with the genre of instructions and the ability to arrange information logically are required; 2.2. Freely configurable according to the situation and the fragment of the letter. Ability to use elements of reasoning is required; 2.3. Freely configurable response to the situation, key issues. The ability to briefly and logically state the main content of the current problem is required. |
| Test 3. Vocabulary. Grammar | ||
| 90 min. | 3.1. Knowledge of vocabulary (the use of single-root words of different word-formation models, homophones, words that are close in meaning, etc.); 3.2. The use of verb types in the imperative, control of verbs, noun forms, pronouns, adjectives, numerals; 3.3. verbs with prefixes, aspectual-temporal forms of the verb in the text; 3.4. structure complex sentence, means of text communication. |
part I (tasks 1 - 2):
|
| Test 4. Listening | ||
| 50 min. | 4.1. Understanding selective information (television interview); 4.2. Understanding the main content of cultural and scientific news (2 authentic teletexts); 4.3. Full understanding of sounding literary texts (films, performances, etc.) |
4.1. Write the missing part of the phrase so that its meaning corresponds to the text you have listened to. (the beginning of 8 phrases with visual support); 4.2. 8 tasks for multiple choice from 4 answer options after listening to two texts; 4.3. 9 tasks for multiple choice of 1 option out of 4; the tasks check the understanding of the relationship of the characters to each other, their opinions, emotions, assessments. |
| Test 5. Oral exam | ||
| 30 min. 10 minutes for preparation for tasks 1 and 2, and 10 minutes for task 3. | 5.1. Interaction and / or impact on the interlocutor when communicating on everyday topics; 5.2. Mediation; achieving an accurate understanding in the process of clarification; 5.3. Participation in the discussion. |
5.1. Dialogue on the situation with another candidate. (2 situations); 5.2. Explanation of the meaning of phrases or phraseological units in an excerpt from the text of a newspaper article of a journalistic nature or a literary text according to the situation and the words highlighted in the text (2 situations); 5.3. A polemical discussion in which one more candidate and an examiner on the situation participate (the topic/problem is indicated, the speaker's position is described, which the candidate chooses himself) according to the program using verbal supports in the form of theses. |
|
NATIVE LEVEL (C2) |
||
| Test | Target | Job type |
| Test 1. Reading | ||
| 120 min. | 1.1.-1.2. Understand and restore the text in context and / or on the proposed supports. 1.3. Full understanding of the problematic article and generalization and highlighting of key ideas based on textual material in writing; 1.4. Understanding the main content of the problematic article and compiling supporting theses based on the proposed text material |
1.1.-1.2. Write the words missing in meaning in the required grammatical form (11 points), and also enter the missing word in the required grammatical form, forming it from the proposed single-root word (10 points); 1.3. The time for presentation of the text material is 30 minutes. Writing summary(summary) - 20 minutes; 1.4. The time for presentation of the text material is 20 minutes. Abstract writing – 20 minutes |
| Test 2. Letter | ||
| 120 min. | 2.1. Review article; 2.2. Entry in the online diary; 2.3. Response to the letter. |
2.1. Based on watching a video clip (2 times) and reading two texts (presentation time - 20 minutes), a review article of 350-400 words is created; 2.2. Based on the text (presentation time - 10 minutes). Volume - 250-300 words; 2.3. Based on a letter read on the Internet. Volume - 250-300 words. |
| Test 5. Oral exam | ||
| 50 minutes To prepare for task 1. - 15 minutes, for task 2 - 10 minutes, task 3 is performed without preparation |
3.1. Full understanding of the video clip, mediation, achieving an accurate understanding in the process of clarification; 3.2. Full understanding and analysis of textual material; 3.3. Participation in a conversation. |
3.1. A) determination of the main theme of the fragment, the point of view of the speaker, his argumentation; b) retelling in your own words the content of the fragment; |
About testing in Russian as a foreign language
(TORFL, levels A1-C2)
The Russian state system of certification levels of general knowledge of Russian as a foreign language (TORFL) includes the following system of tests:
- TEU - Test in Russian as a foreign language. Elementary level (A1);
- TBU - Test in Russian as a foreign language. A basic level of(A2);
- TORFL-1 - Test in Russian as a foreign language. First certification level (B1);
- TORFL-2 - Test in Russian as a foreign language. Second certification level (B2);
- TORFL-3 - Test in Russian as a foreign language. Third certification level (C1);
- TORFL-4 - Test in Russian as a foreign language. Fourth certification level (C2).
The Russian state system of certification levels of general knowledge of Russian as a foreign language correlates with testing systems adopted in other countries.
| Russia | elementary level | A basic level of | I level (TORKI-1) |
II level (TORKI-2) |
III level (TORKI-3) |
IV level (TORKI-4) |
| A1 | A2 | B1 | B2 | C1 | C2 | |
| Europe | Level 1 Breakthrough Level |
Level 2 Waystage Level |
Level 3 Threshold Level |
Level 4 Vantage Level |
Level 5 Effective Operational Proficiency |
Level 6 good user |
| USA | Novice | intermediate | Intermediate High | Advanced | Advanced Plus | Superior Native |
Since 1997, the Russian State Testing System (TORFL) has been an official member of the Association of Language Testers in Europe (ALTE).
Test procedure
TORFL— international exam to determine the level of Russian language proficiency. General knowledge of Russian as a foreign language includes six levels:
- Elementary,
- Base,
- I certification,
- II certification,
- III certification,
- IV certification.
Test for each level is from five components(subtests):
- Vocabulary. Grammar,
- Reading,
- listening,
- Letter,
- speaking.
To successfully pass the exam, you must score at least 66% in each subtest. If in one of them the tested person received less than 66%, he has the right to re-test for the failed subtest again for an additional fee (50% of the cost of the exam). In this case, a certificate of passing the test is issued, which indicates all the results obtained. The certificate is valid for 2 years, it can be presented for retake at any time. educational institution, which is part of the Russian State Testing System.
The results of successfully passed subtests are taken into account when retaking the exam.
Exam duration
| Component (subtest) | elementary level | A basic level of | I certification level |
| Vocabulary. Grammar | 50 min. | 50 min. | 60 min. |
| Reading | 50 min. | 50 min. | 50 min. |
| listening | 30 min. | 35 min. | 35 min. |
| Letter | 50 min. | 50 min. | 60 min. |
| speaking | 30 min. | 25 min. | 25 min. |
| Total duration: | 3 hours 30 minutes | 3 hours 30 minutes | 3 hours 50 minutes |
| Written part of the exam: | 180 min. | 185 min. | 205 min. |
| Component (subtest) | II certification level | III certification level | IV certification level |
| Vocabulary. Grammar | 90 min. | 90 min. | 60 min. |
| Reading | 60 min. | 75 min. | 80 min. |
| listening | 35 min. | 35 min. | 40 min. |
| Letter | 60 min. | 60 min. | 60 min. |
| speaking | 35 min. | 40 min. | 50 min. |
| Total duration: | 4 hours 40 minutes | 5 o'clock 00 min. | 4 hours 50 minutes |
| Written part of the exam: | 280 min. | 260 min. | 290 min. |
Russian language as a means of business communication
Typical tests by levels
-
6 300 rub. 3 150 rub. Third Certification (TORFL-III/C1)
High level communicative competence.6 500 rub. 3 250 rub. Fourth certification (TORFL-IV/C2)
Fluency in Russian, close to the level of a native speaker.6 500 rub. 3 250 rub. The maximum number of points that can be scored is 20.
ExerciseA1-A7. Understanding the requested information.
Maximum 7 points.
The text will sound twice.
The essence of the task: seven statements are proposed in the task related to the audio recording test, it is necessary to decide whether each statement, based on the content of the audio text, is true (true), incorrect (false), or the text does not say anything about the information given in the statement (not stated) .
Tips for effective performance of the task.
Before the audio recording starts playing, we need to:
- Determine what will be discussed in the text, based on the installation prescribed in the task itself.
- Skim through all the statements, and then each statement in sequence. Mentally formulate clarifying questions for each statement. They will help to focus on the right moments of the text, ignore unnecessary information, determine whether the requested information is in the text.
- If the statement contains information (most often a clarifying detail) that is not in the text - this is the basis for choosing an answer - no information(not stated).
- If you have not had time to study and understand all seven statements, do not be discouraged and do not panic. All tasks go sequentially according to the text of the record, advancing the understanding of the statement by one task is enough.
When the record is played for the first time, mark all possible answers as you listen to the recording, taking into account clarifying details and your questions that you asked for each statement prior to the audio recording.
During re-listening pay attention to tasks where several possible answers were initially selected. As you listen to the text, write down key words to justify your choice of answer.
After the second listening check the correctness of the answers and transfer the answers to the form.
Illustration of the application of the action algorithm by example.
Job example:
Audio recording for the task:(mp3)a1-a7(/mp3)
Before listening to the text:
- Reading the setup. There is no additional information in the installation for this task, except that we will hear a dialogue. But Additional Information will appear after we skim through the statements.
- So, having skimmed through the statements, we conclude that we will talk about the study of Peter and Jane.
A1. Who? Peter. What is he doing? Walks. Where does he go? To the library. How often does he walk? Rarely.
A2. Who? Peter. What is he doing? Satisfied. How? With my studies during the semester.
A3. Who? Peter. What is he doing? Expects. What is he hoping for? To cope with the course. Cope how? Just like his classmates.
A4. Who? Peter. What is he doing? Prefers to work. With what? With a computer. Where? At home.
A5. Who? Jane. What is he doing? Does not expect (does not hope). For what? What Peter will hand over. Give up what? Language exam.
A6. Who? Jane. What did you do? Always was. Was who? The best student. Where is the best student? In Group.
A7. Who? Jane. What is he doing? Has a number of problems. Problems with what? with one of the items.
- We pay attention to the clarifying details in the statements.
- We remember that all statements go sequentially along the text of the recording, we try to be ahead of understanding the statements by one, if we did not have time to work through them all before the audio recording began to sound.
During the first listening:
We mark all possible options, taking into account clarifying details and questions we asked to the statements: A1. 1 A2. 2.3 A3. 2.3 A4. 3 A5. 1.2 A6. 3 A7. 1
During the second listening:
We pay special attention to the statements for which we have chosen several answers and choose the final option: A1. 1 A2. 2 A3. 2 A4. 3 A5. 2 A6. 3 A7. 1
It remains only to transfer our answers to the answer sheet.
Used Books:
- USE. English language. Thematic test tasks. Russia and the world / E. N. Solovova, John Parsons. - M.: Center for the Study of English of Elena Solovova, 2011.
- USE - 2012. English: standard exam options: 10 options / edited by M. V. Verbitskaya. - M.: national education, 2011.
Based on this list of stresses, tasks 4 / former A1 are formed USE tests In Russian.
The material was created on the basis of the "Orthoepic Dictionary" posted on the FIPI website.
Nouns airports, fixed stress on the 4th syllable Anty, fixed. stress on 1st syllable
beard, wine n., only in this form. h. stress on the 1st syllable
accountants, b. n. pl. h, motionless stress on 2nd syllable
creed, from: confess the faith
citizenship
hyphen, from it. lang., where the stress is on the 2nd syllable
dispensary, the word came from English. lang. through the French lang., where the beat is always on the last syllable
agreement
document
leisure
blinds, from French lang., where the beat is always on the last syllable
significance, from adj. significant
catalog, in the same row with the words: dialogue, monologue, obituary, etc.
quarter, from it. lang., where the stress is on the 2nd syllable
self-interest
cranes, fixed stress on 1st syllable
lecturers, lecturers, see the word bow(s)
areas, genus. n. pl. h., on a par with word forms: honors, jaws, but: news
intention
ailment
news, news, but: see localities
nail, nail, motionless. stress in all forms of unit. h.
Adolescence, from Otrok - teenager
parter, from French. lang., where is the blow. always on the last syllable
briefcase
handrails
beet
orphans, them. n. pl. hours, stress in all forms pl. h. only on the 2nd syllable
funds, them. n. pl. h.
convening
customs
cakes, cakes
chain
scarves, see bows
chauffeur, in the same row with the words: kioskёr, controller ...
expert, from the French. lang., where the stress is always on the last syllableAdjectives
correct, short adj. and. R.
significant
prettier, adj. and adv. in comparison. Art.
most beautiful, excellent Art.
kitchen
agility, short adj. and. river mosaic
wholesale
perspicacious, short adj. and. R., in one row
with the words: cute,
fussy, talkative ... but: voracious
plum, derived from: plumAdverbs
during
white
to the top
utterly
bottom
dry
before dark
prettier, adj. and adv. in comp. Art.
up
over a long time
for a long timeParticiples
started
raising
starting
having understood
having given
arrivedVerbs take - take, take - take
take - took
take - took
pour in - poured in
burst in - burst in
perceive - perceived
recreate - recreated
hand over - hand over
drive - drove
chase - chased
get - got
get - got
wait - waited
get through - get through, get through
wait - waited
live - lived
cork up
take - took, took,
occupied, occupied
lock - locked
lock up - locked up
(on a key, on a lock, etc.)
call - called
call - call, call, call
put - put
glue
sneak - sneaked
lie - lie
pour - lilA
pour - poured AsnavRat - lied
to put on - to put on to break - tore
name - name
tilt - tilt
pour - poured
narwhal - narwhala
start - started, started, started
call - call
lighten - ease
pour over - poured over
hug - huggedAsoobgnAt - overtook
rip off - rip off
encourage
cheer up - cheer up
exacerbate
borrow - lendembitter
surround - surround
seal - in the same row with the words form, normalize, sort
become aware - become aware
depart - departed
give - gave
uncork - uncorked
withdraw - withdrew
respond - responded
pour - poured
fruit
repeat - repeat
call - called,
call - call - call
water - watered
put - put
understand - understood
send - sent
arrive - arrived - arrived - arrived
accept - accepted - accepted
to tear - tore
drill - drill - drill
take off - took off
create - created
pluck - plucked
remove - removed
deepen
strengthen - strengthen
scoop
pinch - pinchCommunions
delivered
folded
busy - busy
locked - locked
inhabited - inhabited
endowed
amassed
poured
started
started
relegated - relegated
encouraged - encouraged - encouraged
aggravated
disabled
repeated
divided
understood
accepted
tamed
lived
removed - removed
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Theory
An important aspect of orthoepy is stress, that is, the sound emphasis of one of the syllables of a word. Particularly important in this regard is the role of stress as a way of expressing grammatical meanings and overcoming the homonymy of word forms. Here are some rules of orthoepy in the area of stress, which will help to prevent the corresponding errors.
Stress in adjectives
In full forms of adjectives, only a fixed stress is possible on the basis or on the ending. In fact, little-used and bookish words are more often stressed at the stem, while frequent, stylistically neutral or reduced words are more often accented at the end. The degree of mastery of the word is manifested in the variants of the place of stress: circle and circle, spare and spare, near-earth and near-earth, minus and minus, clearing and clearing. Such words are not included in USE assignments, since both options are considered correct.
And yet, the choice of the place of stress causes difficulties most often in short forms of adjectives. Meanwhile, there is a fairly consistent norm, according to which the stressed syllable of the full form of a number of common adjectives remains stressed in the short form: beautiful - beautiful - beautiful - beautiful - beautiful; unthinkable - unthinkable - unthinkable - unthinkable - unthinkable, etc.
The stress often falls on the stem in the form of the masculine, neuter, and many others. numbers and ending in the form female: right - right - right - right - right; gray - gray - gray - gray - gray; slender - slender - slender - slender - slender.
Such adjectives, as a rule, have monosyllabic stems without suffixes or with the simplest suffixes (-k-, -n-). However, one way or another, it becomes necessary to refer to the orthoepic dictionary, since a number of words “knock out” of the specified norm. You can, for example, say: long and long, fresh and fresh, full and full, etc.
It should also be said about the pronunciation of adjectives in comparative degree. There is such a norm: if the stress in the short form of the feminine falls on the ending, then in a comparative degree it will be on the suffix -her: strong - stronger, sick - sicker, alive - livelier, slimmer - slimmer, right - right; if the stress in the feminine gender is on the basis, then to a comparative extent it is preserved on the basis: beautiful - more beautiful, sad - sadder, nasty - more nasty. The same applies to the superlative form.
Stress in verbs
One of the most tense points of stress in common verbs is the past tense. The stress in the past tense usually falls on the same syllable as in the infinitive: sit - sat, moan - moaned. hide - hid, start - started. At the same time, the group of common verbs obeys another rule: the stress in the feminine form goes to the ending, and in other forms it remains on the stem.
These are verbs to take. be, take, twist, lie, drive, give, wait, live, call, lie, pour, drink, tear, etc. It is recommended to say: live - lived - lived - lived - lived; wait - waited - waited - waited - waited; pour - lil - lilo - lili-lila. Derivative verbs are pronounced in the same way (live, pick up, drink up, spill, etc.).
The exception is words with the prefix you-, which takes on the stress: survive - survived, pour out - poured out, call out - called out.
For verbs to put, steal, send, send, the stress in the past tense feminine form remains on the basis: krala, slala, sent, stlala.
And one more pattern. Quite often, in reflexive verbs (in comparison with irrevocable ones), the stress in the form of the past tense passes to the ending: begin - began, began, began, began; accepted - accepted, accepted, accepted, accepted.
About the pronunciation of the verb to call in conjugated form. Orthoepic dictionaries Recently, quite rightly, they continue to recommend the emphasis on the ending: you call, call, call, call, call.
