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Рекомендації щодо системи зовнішніх іспитів з сучасних іноземних мов розробка: д-р Радослав Кухарчик Вступ Дані рекомендації, що стосуються системи зовнішніх іспитів з сучасних іноземних мов, створені у рамках програми «Польська допомога»

Рекомендації щодо системи зовнішніх іспитів з сучасних іноземних мов розробка: д-р Радослав Кухарчик Вступ Дані рекомендації, що стосуються системи зовнішніх іспитів з сучасних іноземних мов, створені у рамках програми «Польська допомога»




Сторінка5/9
Дата конвертації10.03.2017
Розмір0.87 Mb.
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Two

For the facilities, location and food services, on-campus life is unbeatable. With classmates and friends around 24 hours a day, you can always find someone to study or take a study break with. Living here I’ve formed friendships that I know will last a lifetime. Halls are also convenient when you need a hand. If your computer crashes, you can head to the computer freak next door. If you run out of paper, your roommate will surely give you a stack of sheets. Most halls of residence are as big as cities, and yet as warm as a home.



adapted from www.utexas.edu
Three

What I like about living on campus is that everything you need, sports facilities, library, canteen, classes, is right here in the halls or nearby. Also, after a long night of studying, I don’t have to wake up at 6:30 the next morning to get to class for 8.30 a.m. Instead, I can sleep till 7:45! What I miss, though, is my own space. I’m a studious person and I could do without all-night parties and crowds of visitors. Having roommates around all the time and queuing to take a shower drives me crazy much more than I thought it would. But, who knows, you might create lifelong bonds in that queue.



adapted from www.utexas.edu
Four

During their first year of college, students should definitely try living in a hall of residence. For me it is mainly a social experience; you learn to get on with other people, both those living with you and living around you. But there are many rules to obey so for many young people it might be too restrictive. Renting a flat on your own obviously gives you more freedom so if you are a free spirit, uncomfortable with curfews, closed circuit TV and people watching your conduct, and you can afford it, go for that option.



adapted from www.debates.juggle.com

Завдання 3. (0–5)

Двічі прослухаєте інтерв'ю з журналісткою.

Журналіст (новинар) - людина, яка займається збором, створенням, редагуванням, підготовкою та оформленням інформації для редакції зареєстрованого засобу масової інформації, що пов'язаний з нею трудовими чи іншими договірними відносинами, - або займається такою діяльністю за власною ініціативою.

З поданих відповідей виберіть таку, яка відповідає змісту прослуханого тексту. Закресліть літеру А, B, C або D.

3.1. Judith turned to travel writing for magazines and newspapers after

A. she realized she wasn’t paid enough as a screenwriter.

B. her sister introduced her to a producer of a travel show.

C. she came up with a couple of travel stories for the radio.

D. her husband encouraged her to relate their trip to a monastery.
3.2. According to Judith, novice travel writers

A. should avoid badly-paid online writing.

B. have to cut down on the number of pieces they work on.

C. are rarely employed on a permanent basis.

D. take too much time to submit the final version of their work.
3.3. During her travels, Judith

A. collects as much up-to-date material as she can.

B. works on the first draft of the articles on location.

C. mainly notes down factual and practical information.

D. makes extensive use of the notes she prepares beforehand.
3.4. Judith thinks that the new media will

A. bring about the definite end of printed guidebooks.

B. make publishers reprint their guidebooks regularly.

C. cause a reduction in the employment of journalists.

D. stimulate greater involvement from online users.
3.5. In the interview, Judith

A. recommends destinations travel writers should visit.

B. provides listeners with practical insights into her profession.

C. talks about the ups and downs in her career as a travel writer.

D. discusses the problem of unfair competition from the new media.

Транскрипція

Завдання 3.
Interviewer: Judith Fein, an award-winning travel journalist and photographer,
is in the studio today. Judith, how did your career start? Did you work for magazines and newspapers from the very beginning?


Judith: Not really. I used to be a Hollywood screenwriter. The problem was I couldn’t write what I wanted to but only what the producer was willing to pay for. After 12 years I realized I couldn’t stand that any more. Then one day my sister called me and said they were starting a new travel show on national radio and that I could submit something. Fortunately, we had a recording studio in our house and my husband helped me record a piece about people going to a monastery on a silent retreat. A week later the producer called me and asked me to do another piece for them. Of course, I agreed. From there, I moved into travel writing for magazines and newspapers.

Interviewer: So which is betterfor somebody considering a career like yours–writing for the printed press or online magazines?

Judith: Online doesn’t pay much but it’s good to get clips and exposure and it’s relatively easier to get published there than in traditional magazines and newspapers, especially that they are all cutting back. The best you can get starting in the business is to write short pieces for different publishers, usually as a free-lancer, so forget about a long-term contract and stability.

Interviewer: And moving on to your own experience, how much research is involved in travel writing?

Judith: That depends on the person. I research very little before I travel. But on the road, I’m a sponge... soaking up everything I can. Using outdated materials is a crime for a travel writer so I pick up info sheets everywhere I go. When I get home, I refer to this info, check with experts and use the net.

Interviewer: And is note taking useful?

Judith: Of course. Two years from now, if you find an outlet for an article, you can refer back to your notes to get the first draft quickly. But to record factual information like opening hours or information panels at sites and museums I prefer to use a digital camera. It’s just quicker than rewriting them. I stick to note taking when I want to record more abstract, peculiar things, for instance, what the place smells like, how I feel there, things photos can’t really show.

Interviewer:And in what way has the new media, especially the Internet, reshaped the role of guidebooks and travel magazines?

Judith: I think many traditional publishers are evolving to keep pace with the new media. Reliable information is key. Many online sites offer up-to-date tips about destinations from locals living within those destinations. I’m sure the websites will follow the current craze for networking and encourage people to contribute even more than today. Two obvious options are linking your blog to a publisher’s website or sharing your travel photos there. As for traditional guidebooks, I can envisage publishers ‘recycling’ existing print titles into applications and ebooks. I remain skeptical, however, that they will ever totally replace traditional guidebooks. I think that people still enjoy reading from paper and, personally, I would still rather take a guidebook with me than scroll around online for information while out and about.

Interviewer: Well, Judith, thanks for coming to the studio today.
adapted from www.travel-writing.suite101.com

Рекомендації до конструювання завдань схожі ,як у випадку іспиту на базовому рівні.

Конструюва́ння - процес створення конструктором проекту певного об'єкта техніки, що полягає у визначенні форми, розмірів, взаємного розташування й параметрів частин й елементів конструкції об'єкта, його складових (агрегатів, систем, вузлів тощо), способу їхнього з'єднання, вибору матеріалів окремих елементів та розробки конструкторської документації.

Однак, потрібно подбати про те, щоб завдання в цій частині іспиту перевіряли наявність у екзаменованих таких компетенцій:



  • вміння виділити головну думку тексту;

  • вміння виділити головну думку окремих частин тексту;

  • вміння визначити контекст висловлювання;

  • вміння зрозуміти інтенції лектора / автора тексту;

  • вміння відрізнити факти від думки про ці факти;

  • вміння знайти в тексті потрібну інформацію.

Розуміння написаного тексту

Якщо мова йде про розуміння писаних текстів, то випускний іспит з сучасної іноземної мови на розширеному рівні повинен відповідати таким критеріям:






Розширений рівень

Джерело текстів

автентичні або мінімально адаптовані тексти;

Загальна довжина текстів

Близько 1300-1600 слів

Типи завдань

закриті завдання: багатократний вибір, на відповідність, вірно/невірно

Підрахунок балів

за кожну правильну відповідь атестований учень отримує 1 бал

Кількість завдань

3-4

Доля в сумарному результаті

26%

Таб 8 Випускний іспит з сучасної іноземної мови на розширеному рівні – розуміння писаного тексту

Нижче представлені приклади екзаменаційних завдань з польського випускного іспиту з англійської мови на розширеному рівні.



Завдання 4. (0–4)

Прочитайте інформацію про три книжки. До кожного речення (4.1.-4.4.) підберіть відповідну книжку (A-C). Впишіть відповідь у таблицю. Увага: одна книжка відповідає двом фрагментам.

In this book the investigator

4.1.

finds out that the prisoner might not be guilty.




4.2.

used to work as a police officer.




4.3.

discovers that another trial might prove vital to the case he/she is on.




4.4.

is employed by a recently released prisoner.







А.

Bleed for Me by Michael Robotham

Former policeman Ray Hegarty is dead and his 14-year-old daughter Sienna is accused of murdering him. Joe O’Loughlin, a famous psychologist, believes Sienna is innocent and persistently investigates other people in and around the Hegarty family to see who else might have had a motive for the murder; the police generally accept that their colleague was killed by his daughter. At the same time, three men are being tried for a hideous murder and suddenly Joe realizes that the two cases might ultimately converge.



adapted from www.reactionstoreading.com

В.

The Scarecrow byMichael Connelly

The story is set in the newsroom of The Los Angeles Times. Forced out of the paper amid budget cuts, a weathered crime reporter, Jack McEvoy, decides to go out with a bang, using his final days to write a Pulitzer-worthy murder story. He focuses on Alonzo Winslow, a 16-year-old drug dealer who is in jail after confessing to a brutal murder. But as he delves into the story, Jack realizes that Winslow’s


so-called confession is fake and is determined to prove that the kid shouldn’t have been convicted. Jack is tracking a killer who operates completely below the police radar
and with perfect knowledge of any move against him. Including Jack’s.

adapted from www.bookbrowse.com

С.

A Is for Alibi by Sue Grafton

A murder mystery featuring private investigator, Kinsey Millhone, in her debut role. Kinsey is a former cop with a solitary life and a troubled romantic past. She is hired by Nikki Fife, a woman who has just spent eight years behind bars for a murder she claims not to have committed. Now Nikki is out on parole and she wants Kinsey to find her husband’s real killer. The story unfolds as Kinsey investigates the murder, hoping that the trail has not grown cold, and becomes deeply involved in dangerous events that might put her own life in jeopardy.



adapted from www.bookrags.com

Завдання 5. (0–4)

Прочитайте текст, з якого вилучено чотири речення. Впишіть в прогалини 5.1.-5.4. літери, якими позначено вилучені речення (A-E) так, щоб отримати логічний і завершений текст.

Увага: одне речення зайве і не відповідає жодній прогалині.
HOTEL MEDEA

When I first heard the words ‘participatory theatre’, I must admit I had my doubts. It sounded like my worst nightmare. 5.1. _____ Nevertheless, the excellent reviews and a little persuasion from friends encouraged me to head into Edinburgh on a Friday night and check into Hotel Medea, which is a six-hour overnight theatre experience. Despite the enforced all-nighter, and my initial scepticism, not for a moment did I feel I’d rather be in bed.

The role of the audience shifts as the play goes on. In the first act, we were all guests at the wedding of Jason and Medea. 5.2. _____ This definitely relaxed everybody a little.

After a brief recovery period, half of the audience (myself included) found ourselves being led downstairs into a room lined with bunk beds. One of the ‘nurses’ took charge of me, I was dressed in pyjamas and tucked into bed with a cup of hot chocolate. I had become one of Medea’s children. 5.3. _____ Lying in bed, I certainly felt like I was witnessing an argument between my ‘parents’, Medea and Jason, from a child’s perspective. Their angry words contrasted with the soothing lullaby being played, and whenever I tried inquisitively to raise my head at a new turn of events, a nurse would appear at my bedside, stroking my hair and telling me to go back to sleep.

At the end of the play, Medea’s children are told to run away and hide somewhere in the building. 5.4. _____ Her reaction shows how fully the play is able to submerge you into its world. By this point my scepticism had been completely washed away.

I would recommend Hotel Medea to anyone lucky enough to get a chance to go. This play is an amazing experience, whether or not you happen to like this kind of innovative theatrical style.



adapted from www.varsity.co.uk



  1. The genuine fear on the face of one of the girls crouched in a closet with me proves the play’s effectiveness.

  2. I was convinced that a play which relied so heavily on the audience could not be consistently effective.

  3. Having watched the ceremony, we were invited to play instruments and dance until the party broke down into a full-scale celebration to a live DJ set.

  4. They have been performing it for around five years, and evidently in that time the production has been polished.

  5. It was in this scene that it became clear that the participatory aspect of the play was not an arbitrary publicity stunt, but a fundamental part of the performance.


Завдання 6. (0–5)

Прочитайте два тексти, пов'язані з листами. З поданих відповідей виберіть ту, яка відповідає змісту тексту. Закресли літеру А, B, C або D.
Текст 1.
THE LETTER

It was November. The sky was dark when I turned into Laundress Passage. Father had finished for the day, switched off the shop lights and closed the shutters; so I would not come home to darkness he had left on the light over the stairs to the flat. Through the glass in the door it cast a rectangle of paleness onto the wet pavement, and it was while I was standing in that rectangle, about to turn the key, that I first saw the letter. Another white rectangle, lying just at my feet. I couldn’t miss it.

I took the letter, went inside and put the shop key in its usual place behind Bailey’s Geometry. Poor Bailey. No one has wanted his fat gray book for thirty years. Sometimes I wonder what he makes of his role as guardian of the bookshop keys. I don’t suppose it’s the destiny he had in mind for the masterwork that he spent two decades writing.

A letter. For me. That was something of an event. The crisp-cornered envelope, puffed up with its thickly folded contents, was addressed in a hand that must have given the postman a certain amount of trouble. The style of the writing was old-fashioned, with its decorative capitals and curly flourishes, and my first impression was that it had been written by a child. The letters seemed untrained. Their uneven strokes either faded into nothing or were heavily marked on the paper. There was no sense of flow in the letters that spelled out my name. Each had been undertaken separately – M A R G A R E T L E A – as a new and daunting enterprise. But I knew no children. That is when I thought it is the hand of an invalid.

It gave me a queer feeling. Yesterday or the day before, while I had been going about my business, some unknown person had gone to the trouble of marking my name onto this envelope. Who was it who had had his mind’s eye on me while I hadn’t suspected a thing?

Still in my coat and hat, I sank onto the stair to read the letter. I never read anything without making sure I am in a secure position. I have been like this ever since the age of seven when, sitting on a high wall and reading The Water Babies, I was so seduced by the descriptions of underwater life that I unconsciously relaxed my muscles. Instead of being held buoyant by the water that so vividly surrounded me in my mind, I plummeted to the ground and passed out for a moment. I can still feel the scar under my fringe now.

I opened the letter and pulled out a sheaf of half a dozen pages, all written in the same laborious script.

adapted from The-Thirteenth-Tale by Diane Setterfield
6.1. When the narrator arrived home, she discovered that


  1. her father had turned off all the lights.

  2. the key was cleverly hidden behind a thick book.

  3. somebody had left something for her by the door.

  4. Bailey’s Geometry had been moved to a different place.


6.2. In the third paragraph, the narrator

  1. draws a conclusion based on somebody’s handwriting.

  2. summarises the content of the letter she received.

  3. identifies the author of the letter as an experienced writer.

  4. praises the author of the letter for their style.

6.3. When the narrator was seven years old, she

  1. nearly drowned in a river.

  2. lost consciousness after a fall.

  3. strained her muscles too much.

  4. suffered a serious brain injury.



Текст 2.

NAPOLEON BONAPARTE’S LETTER IN ENGLISH

An illuminating letter written by Napoleon in English, which fetched 325,000 euro at auction, offers a window into the mind of the French emperor, struggling with the syntax of the language of enemy Britain.

It’s one of three such English-language letters by Napoleon in the world, according to the auction organizers. After fierce bidding which included a number of English collectors, it was bought by the Museum of Letters and Manuscripts in Paris. The selling price – five times what had been predicted – suggests the document’s historic value. It’s evident from the letter that Napoleon, who had famously dismissed England as a nation of shopkeepers, decided to learn the language of Shakespeare late in life.

Napoleon wrote the letter while detained by the British on the remote island of Saint Helen’s. The standard-sized sheet of paper is a homework exercise Napoleon sent to an English teacher for correction in 1816. In a moment of surprising humility, Napoleon asks his teacher in the letter to indulge him and correct his mistakes. If you ever look at the copy, you will notice there is plenty of room for corrections.

The auction house president, Jean-Pierre Osenat, says “My view is that Napoleon had a great admiration for England. The English have the wrong idea: he didn’t hate them, he was just a military man, and the French interests were different to the English.”

“It seems that vanity, too, may have played a role,” adds Osenat with a wry smile, “Napoleon was always worried about his image. Though at the time he was stranded on the South Atlantic Ocean island, he probably still cared about what people thought, so he wanted to read what was said about him in the English press”.

Whatever the reason and despite Napoleon’s best efforts, the letter shows he knew he still had some way to go in mastering the language.



www.huffingtonpost.com
6.4. The letter which Napoleon wrote

  1. was purchased for less money than expected.

  2. will soon be displayed by an English collector.

  3. points to his problems with accuracy in English.

  4. indicates that Napoleon felt superior to his teacher.


6.5. Which of the following is stated in the text as a fact, not an opinion?

  1. In the letter Napoleon refers to the English as a nation of shopkeepers.

  2. The letter proves that Napoleon started to learn English out of vanity.

  3. In the letter Napoleon shows his secret admiration for England.

  4. The letter was written when Napoleon was held captive.

Екзаменаційні завдання на розширеному рівні з сучасної іноземної мови, які базуються на автентичних текстах або автентичних мінімально адаптованих текстах, повинні перевіряти такі мовні компетенції:

  • вміння визначити головну думку тексту;

  • вміння визначити контекст тексту;

  • вміння зрозуміти наміри лектора /автора тексту;

  • вміння розпізнати зв'язки між окремими частинами тексту;

  • вміння визначити головну думку окремих частин тексту

  • вміння найти в тексті потрібну інформацію;

  • вміння відокремлювати факти від поглядів про ці факти.

Знання мовних засобів (інструментів)

Частина випускного іспиту на розширеному рівні, яка перевіряє знання мовних засобів, має бути сконструйована з урахуванням наступних елементів:






Розширений рівень

Джерело текстів

автентичні або мінімально адаптовані тексти;

Типи завдань

закриті завдання: багатократний вибір, на відповідність; відкриті завдання: завдання з пропущеним фрагментом, парафраза речень, словотворення, переклад фрагментів на іноземну мову, компонування фрагментів речень з поданих лексичних елементів

Підрахунок балів

за кожну правильну відповідь атестований учень отримує 1 бал

Кількість завдань

2-3

Доля в сумарному результаті

24%

Таб. 9 Випускний іспит з іноземної сучасної мови – розуміння мовних засобів

Конструюючи завдання, слід пам'ятати про те, що на розширеному рівні письмового іспиту з сучасної іноземної мови потрібно вимагати від учня дуже хорошого знання мови. Іншими словами, учень повинен вміти не тільки передати свої комунікативні наміри, але надавати спілкуванню відповідної форми, яка в значній мірі базується на хорошому знанні граматично-лексичних структур. Тому необхідно, щоб екзаменаційні завдання базувалися на автентичних текстах. Більше того, частина завдань повинна мати відкритий характер, щоб можна було перевірити, чи учень оволодів мовними структурами на рецептивному рівні. У випадку таких завдань слід вимагати від учнів повної мовної грамотності, тобто учень повинен отримати бали за кожен пункт завдання лише тоді, коли повністю цей пункт виконав. Така точка зору виникає із вимог, що ставляться на випускному іспиті з сучасної іноземної мови на розширеному рівні: учень повинен не тільки вміти передати свої комунікативні наміри, але повинен також засвідчити хороше знання граматики і багатий словниковий запас. Нижче представлені приклади завдань з польського випускного іспиту з англійської мови на розширеному рівні.


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