КАРТОЧКИ ЭКЗАМЕНАТОРА-СОБЕСЕДНИКА К ЗАДАНИЯМ ПО ГОВОРЕНИЮ КАРТОЧКА ЭКЗАМЕНАТОРА-СОБЕСЕДНИКА ЗАДАНИЯ 5.1.1

Warm up

1. Doyoulikegoingtoschool?

2. What are your favourite classes∕subjects?

3. What do you like doing in your free time?

INTERLOCUTOR CARD

TASK 1 (3—3.5 minutes )

Let the student talk for 2—2.5 minutes.

If the student fails to cover some of the options suggested in the task, ask her/him the question(s) concerning this (these)option(s).

Ask only those questions which the student has not covered while giving a talk.

1. Whydomanypeopleliketravelling?

2. What places do people enjoy going to?

3. a) Have you ever travelled? What places have you been to? (What places would you like to visit? Why?)

B) What did you see and do there?

C) Did you like it there?

Then ask every student the following question:

Where do people usually travel: to places of historical interest

Or places where they can have fun?

SKILLS TO BE TESTED

The student is expected to demonstrate her/his ability to:

— speak at length elaborating on the topic

— produce coherent utterances

— give reasons

— use accurate grammar structures and a good range of vocabulary appropriate to the context and function.

КАРТОЧКА ЭКЗАМЕНАТОРА-СОБЕСЕДНИКА ЗАДАНИЯ 5.1.2

INTERLOCUTOR CARD Task 1 (3—3.5 minutes)

Let the student talk for 2—2.5 minutes. Ask only those questions which the student has not covered:

1. What kind of sports do you like∕dislike watching on TV and why?

2. Are all sports good for us? Why?

3. Whatcanwelearnfromsport?

4. Which sports do you enjoy playing and why?

You should ask each student the following questions:

— Do you go in for non-competitive kinds of sports like fishing?

Why?

— Do you prefer individual sports to team sports? Why? SKILLS TO BE TESTED

The student is expected to demonstrate her/ his ability to:

— speak at length elaborating on the topic,

— produce coherent utterances,

— give reasons,

— use accurate grammar structures and a good range of vocabulary appropriate to the context and function.

КАРТОЧКА ЭКЗАМЕНАТОРА-СОБЕСЕДНИКА ЗАДАНИЯ 5.1.3

INTERLOCUTOR CARD Task 1 (3-3.5 minutes)

Let the student talk for 2—2.5 minutes.

Ask only those questions which the student has not covered while giving a talk.

1. Why do many school-leavers choose to follow in their parents’

Steps?

2. How often do they break their family traditions?

3. Is it usual for Russian school-leavers to take a year-off to think the choice over?

4. How much are we influenced by our friends’ opinions in choosing a profession?

All of these ideas must he covered.

Finally, you must ask each student the following questions: Have you already made the choice of your career yet? Who and what influenced your decision?

SKILLS TO BE TESTED

The student is expected to demonstrate her/his ability to:

— speak at length elaborating on the topic;

— produce coherent utterances;

— give reasons;

— use accurate grammar structures and a good range of vocabulary appropriate to the context and function.

КАРТОЧКА ЭКЗАМЕНАТОРА-СОБЕСЕДНИКА ЗАДАНИЯ 5.1.4

Warm up

1. Doyoulikegoingtoschool?

2. What are your favourite classes∕subjects?

3. What do you like doing in your free time?

INTERLOCUTOR CARD

Task 1 (3—3.5 minutes)

Let the student talk for 1.5—2 minutes.

Ask only those questions which the student has not covered while giving a talk.

1. What are the most important holidays in the UK and the USA?

2. What important dates are celebrated in these countries? Why?

3. What customs and traditions are connected with the celebrations of different holidays and dates in these countries?

4. What are the favourite holidays of your family? Why?

All of these ideas must be covered.

Finally, you must ask each student the following question: Do you think birthday celebrations are important? How much are they important?

SKILLS TO BE TESTED

The student is expected to demonstrate her/his abihty to:

— speak at length elaborating on the topic;

Produce coherent utterances;

Give reasons;

— use accurate grammar structures and a good range of vocabulary appropriate to the context and function.

КАРТОЧКА ЭКЗАМЕНАТОРА-СОБЕСЕДНИКА ЗАДАНИЯ 5.1.5

Warm up

1. Do you like going to school?

2. What are your favourite classes∕subjects?

3. What do you like doing in your free time?

INTERLOCUTOR CARD

Task 1 (3—3.5 minutes)

Let the student talk for 1.5—2 minutes. Ask only those questions which the student has not covered:

1. Is it easy or difficult to learn English, why?

2. Which is most important — grammar, vocabulary,

Pronunciation, why?

3. What do you prefer doing — listening, speaking, writing,

Reading, why?

4. How could you improve your English?

All of these ideas must be covered.

Finally, you should ask each student the following:

— Does everyone need to learn English? Why?

— What is the best way to learn English for you? Why?

SKILLS TO BE TESTED:

The student is expected to demonstrate her/ his ability to:

Speak at length elaborating on the topic;

— produce coherent utterances;

Give reasons;

— use accurate grammar structures and a good range of vocabulary appropriate to the context and function.

Assessor Card

Interlocutor’s name_______________________________________ Assessor’s name_____________________________________

Task 1 (3—4 minutes)

Criteria

Students’ code numbers

Content: max 3 points

1) all the ideas covered;

2) good reasoning provided;

3) utterances coherent

Interaction: max 3 points responses appropriate to the context

Vocabulary: max 3 points

Grammar: max 3 points

Pronunciation: max 3 points

ДОПОЛНИТЕЛЬНАЯ СХЕМА ОЦЕНИВАНИЯ ЗАДАНИЯ 5.1.1

ФИО собеседника__________________________ ФИО оценивающего__________________________

Задание 1 (3—4 Минуты)

Критерии

Индивидуальные номера экзаменуемых

Содержание:

Макс. 3 балла

1) все вопросы раскрыты;

2) хорошая аргументация;

3) высказывания связные, логичные

Взаимодействие: макс. 3 балла ответы соответствуют содержанию задаваемых вопросов

Лексика; макс. 3 балла

Грамматика: макс. 3 балла

Произношение: макс. 3 балла

Criteria

Students’ code numbers

1. Content (max — 3)

1.1) the following points in the talk on sports covered:

— what kind of sports you like∕dislike watching on TV and why;

— whether all sports are good for us, why;

— what we can learn from sport;

— which sports you enjoy playing and why.

1.2) good reasoning provided.

1.3) utterances coherent

2. Interaction (max — 3)

1.1) responds appropriately to the Interlocutor’s question(s).

2.2) indicates lack of comprehension and requests clarification (if necessary)

Критерии

Индивидуальные номера экзаменуемых

1. Содержание (максимальный балл — 3)

1.1) все аспекты темы «Спорт» раскрыты:

— Соревнования по каким видам спорта вы любите смотреть по телевизору и почему?

— Все ли виды спорта полезны для людей, почему?

— Чему спорт может научить нас?

— Какими видами спорта вам нравится за­ниматься и почему?

1.2) Аргументация адекватна поставленной задаче.

1.3) Высказывание связное и логичное

2. Взаимодействие с собеседником (максимальный балл — 3)

1.1) адекватно отвечает на вопросы собесед­ника.

2.2) выражает непонимание и просит разъ­яснения (если необходимо)

Criteτia

Student’s code number

1. Content (шах — 3)

1.1) the following points in the talk “problems of choosing a career”:

The student explained that:

— many school-leavers choose to follow in their parents’ steps, why/why not;

— they often break their family traditions, why/ why not;

— it is usual for Russian school-leavers to take a year-off to think the choice over, why/ why not;

— we are influenced much by our friends’ opinions in choosing a profession, why/why not.

1.2) good reasoning provided.

1.3) utterances coherent

2. Interaction (max — 3)

2.1) responds appropriately to the Interlocutor’s question(s).

2.2) indicates lack of comprehension and requests clarification

Критерии

Индивидуальные номера экзаменуемых

1. Содержание (максимальный балл — 3)

1.1) Раскрыты все аспекты темы «выбор карьеры»:

— следуют ли выпускники школ по стопам своих родителей, почему/почему нет;

— часто ли они нарушают семейные традиции, почему/почему нет;

— часто ли русские выпускники школ берут год на размышления по поводу выбора профессии, почему/почему нет;

— влияют ли мнения наших друзей на выбор про­фессии, почему.

1.2) Аргументация дана адекватно поставленной задаче.

1.3) Высказывания связные и логичные

2. Взаимодействие (максимальный балл — 3)

2.1) Адекватно отвечает на вопрос(ы) собеседника.

2.2) При необходимости может выразить непони­мание и попросить разъяснения

Criteria

Student’s code number

1. Content (max — 3)

1.1)the following points in the talk “Holidays and celebrations in different countries”:

— the most important holidays in the UK and the USA known to you;

— important dates celebrated in these countries;

— customs and traditions connected with the celebrations of different holidays and dates in the UK the USA;

— the favourite holidays of your family;

— are covered;

1.2) good reasoning provided;

1.3) utterances coherent

2. Interaction (max — 3)

2.1) responds appropriately to the Interlocutor’s question(s);

2.2) indicates lack of comprehension and requests clarification

Критерии

Индивидуальные номера экзаменуемых

1. Содержание (максимальный балл — 3)

1.1) Раскрыты все аспекты темы «Праздники и знаменательные даты в разных странах»:

— наиболее важные праздники в Великобрита­нии и США вам известны;

— памятные даты, отмечаемые в Великобрита­нии и США;

— обычаи и традиции, связанные с праздниками и памятными датами в этих странах;

— самые любимые праздники в вашей семье.

1.2) Аргументация дана адекватно поставленной задаче;

1.3) Высказывания связные и логичные

2. Взаимодействие (максимальный балл — 3)

2.1) Адекватно отвечает на вопрос(ы) собесед­ника;

2.2) При необходимости может выразить непони­мание и попросить разъяснения

Criteria

Student’s code number

1. Content (max — 3)

1.1) the following points in the talk on learning English covered:

— whether it is easy or difficult to learn English, why;

— which is most important — grammar, vocabulary, pronunciation, why;

— what the student prefers doing — listening, speaking, writing, reading, why;

” ways to improve the student’s English;

1.2) good reasoning provided;

1.3) utterances coherent

2. Interaction (max — 3)

1.1) responds appropriately to the Interlocutor’s question(s);

2.2) indicates lack of comprehension and requests clarification (if necessary)

Критерии

Индивидуальные номера экзаменуемых

1. Содержание (максимальный балл — 3)

1.1) все аспекты темы «Изучение английского языка» раскрыты:

— легко или трудно учить английский язык и почему;

— что является наиболее важным: грамматика, лексика, произношение — и почему,

— какие виды речевой деятельности предпочи­тает экзаменуемый: аудирование, говорение, письмо, чтение — и почему;

— Как экзаменуемый планирует совершенство­вать знание английского языка;

1.2) Аргументация адекватна поставленной задаче;

1.3) Высказывание связное и логичное

2. Взаимодействие (максимальный балл — 3)

1.1) адекватно отвечает на вопросы собеседника;

2.2) выражает непонимание и просит разъясне­ния (если необходимо)

КАРТОЧКА ЭКЗАМЕНАТОРА-СОБЕСЕДНИКА ЗАДАНИЯ 5.2.1

INTERLOCUTOR CARD

Task 2 (3—4 minutes)

These are your ideas about what new hobby to choose.

+

Photography

— Manyofour classmates do it as a hobby.

— We will need a special place where we can print the photos.

— It’s a great idea. Two weeks ago I bought a new camera.

— Wecouldpublishour photos in different magazines.

Collecting coins

— It’s rather boring.

— Where can we find coins?

— It’s a good idea. It’s very educational.

— You can do it all year round.

Sailing

— It’s dangerous.

— It requires a lot of training.

-We have no sea nearby.

— We will need special equipment.

— Ifsnotabadidea-It is challenging. Not everyone can cope with it.

— Wecouldwinagold medal in the Summer Olympicsone day.

Foreign

Languages

— I can speak English already.

— It takes a lot of time and effort to learn a language if you don’t live in the country.

— They come easy to me.

— They can help us in our future career.

— We won’t need an interpreter whhe traveling.

Note: Make sure all the options have been discussed.

SKILLS TO BE TESTED

The student is expected to demonstrate her/his ability to: 1) Initiate and maintain conversation:

— explain the situation;

— come up with suggestions;

— give good reasons;

— find out her/his partner’s attitudes;

— agree or disagree with her/his partner’s opinion;

2) Reach an agreement by taking into account the partner98 attitudes.

You should not say everything at once. You should use this information throughout the discussion to encourage the student to say as much as possible. To keep the conversation going you should first say things which are contrary to what the student has said. Finally, you come to an agreement on one of the suggestions, but only after you have discussed all four of them.

Do not speak first all the time but ask the student what she/he thinks about the suggestions.

If the student says all the time: “What do you think about it?” without expressing her/his own opinion, say: “Sorry, I, m not sure.” Or mI really don’t know. What do you think?”

КАРТОЧКА ЭКЗАМЕНАТОРА-СОБЕСЕДНИКА ЗАДАНИЯ 5.2.2

INTERLOCUTOR CARD Task 2 (3—4 minutes)

You are discussing what special event to organize during the Arts Week. These are your ideas about each option:

+

A poetry reading

— I like this idea. We can organize an evening where everyone will be welcomed to read her/ his favourite poem.

— Besideswecanlit the candles to make the atmosphere very romantic.

— I find this idea a little bit old-fashioned.

— Doyouknowmany students who are keen on poetry, especially among boys?

A picture exhibition

— I think everyone likes to draw. So this idea might be supported by our friends.

— I don’t really like this idea. It seems to me childish.

— Ittakesalotoftime first to collect the pictures then to place them on the wall.

+

A musical

— We could stage some extract from one of famous musicals. They are very popular now.

I think everybody will like it.

— Theideaisnotbad, but it demands many people to be involved, then time for rehearsals, music, costumes…

A disco

— I am in favour of this idea. We could invite some pop group and dance to live music.

— I think we all are bored to death with school discos.

A photo competition

— A fresh idea. I am sure that everyone has got a album with exciting pictures that will be interesting to look at.

~ Iamnotsurethatthis idea will encourage our schoolmates.

Note: Make sure all the options have been discussed.

When discussing each option first use the information that is contrary to what the student says. You may choose to make use of some ideas only.

Do not speak first all the time but ask the student what s/he thinks about the options.

Invite the student to come up with her/his suggestions, especially if she/he readily agrees with the things you say. If the student says all the time, “What do you think about it?” without expressing her/ his own opinion, say, “Sorry, I don’t know.” or “I’m not sure. How do you feel about it?”

SKILLS TO BE TESTED

The student has to demonstrate her/his ability to:

Initiate and maintain conversation;

Suggest ideas;

— give good reasons;

Invite your partner make suggestions;

Find out partner’s attitudes;

~ agree or disagree with the partner;

Reach an agreement.

КАРТОЧКА ЭКЗАМЕНАТОРА-СОБЕСЕДНИКА ЗАДАНИЯ 5.2.3

INTERLOCUTOR CARD Task 2 (3—4 minutes)

You and the student are discussing where to organize the surprise birthday party for your classmate.

These are your ideas about each option:

+

Your

Home

— I think it’s better to celebrate his birthday at his place rather than at your place.

— Itmaybeinconvenient for your parents.

— I guess it may be difficult to invite our friend to visit you on his birthday.

— You know, it’s a wonderful idea. We’ll be able to prepare everything in secret.

— I like the idea of organizing our dinner party ourselves.

— We shouldn’t miss the opportunity to see his surprised face.

Your

Friend’s

Place

— Itmaybedifficultto organize the party at his place without his learning about it. I don’t think it’s possible without his learning about it.

— What if he guesses about the surprise?

— It sounds terrific! It’ll be fun to prepare the surprise secretly at his place.

— I like preparing the decorations and music.

— We may enjoy bringing each a home-made dish.

Cafe

— To be honest, I don’t plan spending much money.

— Cafesmaybecrowded and it is not fun to have many people around.

— YouknowIjusthate eating out.

— Wemayenjoythe easy and friendly environment of the place. It’s a good way to relax.

— Why don’t we order some cakes and tea and fruits.

— We haven’t been to this new cafe in our district.

I think it would be interesting to see what it is like there.

+

Disco club

— I don’t feel like dancing.

— IMratherhaveaquiet talk in a cafe.

— Themusicisusuallytoo loud and it is noisy. I’m afraid we won’t be able to relax.

— I like the atmosphere there, it’s so exciting.

— We may try new soft drinks.

— What about organizing a dress-up party? It’s

A wonderful chance to dance and play games.

Note: Make sure all the options have been discussed.

When discussing each option, first use the information that is contrary to what the student says. You may choose to make use of some ideas only.

Do not speak first all the time but ask the student what she/he thinks about the options.

Invite the student to come up with her/his suggestions, especially if she/he readily agrees with the things you say. If the student says all the time, “What do you think about it?” without expressing her/ his own opinion, say, ’’Sorry, I don’t know.” or “I’m not sure. How do you feel about it?”

SKILLS TO BE TESTED

The student is expected to demonstrate her/his ability to

1) Initiate and maintain conversation using politeness conventions by:

— explaining the situation;

~ discussing all the options;

— coming up with suggestions;

~ giving good reasons;

— finding out her/his partner’s attitudes;

— inviting the partner to come up with suggestions;

— agreeing or disagreeing with her/his partner’s opinion;

2) Reach an agreement taking into account the partner’s attitudes.

КАРТОЧКА ЭКЗАМЕНАТОРА-СОБЕСЕДНИКА ЗАДАНИЯ 5.2.4

INTERLOCUTOR CARD

Task 2 (3—4 minutes)

You and the student are discussing which sports event to visit at the stadium.

These are your ideas about each option:

+

Figure

Skating

— I think it’s better to go to the skating rink and spend some time skating rather than watch somebody do it.

— Skatingcompetitions may be crowded.

— I’d rather see some football match on

TV, relax and discuss the results with my friend.

— You know, I’m fond of going to the stadium.

— Iliketheatmosphere there, it’s so exciting.

— We shouldn’t miss the opportunity to see famous sportsmen with our own eyes.

A hockey match

— I guess hockey matches are not interesting when they aren’t important. I don’t think there is anything special about them.

— Whatif there aren’t tickets on sale?

— It sounds terrific! We may enjoy watching the match from the best seats.

— It’s so nice to be at the stadium for a change. We spend too much time in front of the

TV screen.

— I haven’t watched any hockey match at the stadium yet. I think it would be interesting to know what it’s like.

+

A boxing match

— To be honest, I never thought much of boxing.

— People often shout and scream at boxing matches. Theyare usually crowded and people are too aggressive.

— YouknowIjusthate boxing.

— We could. I like giving small gifts to my relatives and friends. They will really enjoy the match.

— It’s a good way to relax.

— Why don’t we go to watch a match. It’s fun.

An athletics competition

I Don’t feel like watching somebody running and jumping.

— I’d rather see a figure skating competition and while the time away in front of TV.

— I would prefer not to spend money on a boring competition.

— That’ a good idea. I am a great fan of our athletes.

— I’m keen on long — jumping and long distance running.

— What about inviting our friends? We could spend a wonderful time together.

Note: Make sure all the options have been discussed.

When discussing each option first use the information that is contrary to what the student says. You may choose to make use of some ideas only.

Do not speak first all the time but ask the student what s/he thinks about the options.

Invite the student to come up with her/his suggestions, espe­cially if s/he readily agrees with the things you say. If the student Says all the time, “What do you think about it?” without expressing Her/his own opinion, say, ’’Sorry, I don’t know.” or “I’m not sure. How do you feel about it?”

SKILLS ТО BE TESTED:

The student is expected to demonstrate her/his ability to

• initiate and maintain conversation using politeness conventions by:

— explaining the situation;

Discussing all the options;

— coming up with suggestions;

— giving good reasons;

— finding out her/his partner’s attitudes;

— inviting the partner to come up with suggestions;

— agreeing or disagreeing with her/his partner’s opinion;

• reach an agreement taking into account the partner’s attitudes.

КАРТОЧКА ЭКЗАМЕНАТОРА-СОБЕСЕДНИКА ЗАДАНИЯ 5.2.5

INTERLOCUTOR CARD

Task 2 (4—5 minutes)

These are your ideas about what to cook for lunch.

+

To cook a pizza

— Itwilltakemuchtime to make it.

— Mother is trying to lose weight. She doesn’t eat fatty things.

— I think it’s great. I like pizza. We can buy it frozen.

— We can use different fillings.

To make a salad

— It’s not a bad idea but just a salad isn’t enough for lunch.

— We’ll have to buy many ingredients for the salad and I’m afraid we haven’t got much money.

— It sounds good. It’s slimming.

— Salads are easy to cook.

+

To grill meat

— As far as I know our grill doesn’t work.

— I have to admit I can’t choose good meat.

— We have a delicious sauce to go with it.

— We all like meat.

To fry fish

— You could easily overdo fish.

— Γm not sure it’s such a good idea. I can’t bear the smell of frying fish.

— You can always find fresh fish on sale.

~ Fishisahealthydish.

SKILLS ТО BE TESTED:

The student is expected to demonstrate her/his ability to:

• initiate and maintain the conversation;

• explain the situation;

• come up with suggestions;

• give good reasons;

• find out her/his partner’s attitudes;

• agree or disagree with her/his partner’s opinion;

• reach an agreement hy taking into account the partner’s attitudes.

You should not say everything at once. You should use this in­formation throughout the discussion to encourage the student to say as much as possible. To keep the conversation going you should first say things which are contrary to what the student has said. Fi­nally, you come to an agreement on one of the suggestions, but only after you have discussed All four Of them.

Do not speak first all the time but ask the student what she/he thinks about the suggestions.

If the student says all the time: uWhat do you think about it?” without expressing her/his own opinion, say: “Sorry, I’m not sure.” Or wI really don’t know. What do you think?”

Код ППЭ_________________

ФИО экзаменатора-эксперта

Код экзаменатора-эксперта

Criteria

Students’ code numbers

1. Content (max — 3)

1.1)Decision what hobby to choose made.

1.2) All the options discussed and good reasoning provided:

— photography;

— collectingcoins;

— sailing;

— foreign languages.

1.3) Utterances are coherent.

1.4) Politeness conventions are used.

2. Interaction (max — 3)

2.1) Initiates conversation:

— starts the conversation by explaining the situation;

— Comesupwithsuggestions;

— makes or attempts a final decision.

σ>

Продолжение табл.

Criteria

Students’ code numbers

2.2)Responds to the partner’s information by:

— agreeing∕disagreeing;

— (maybe) expressing surprise (pity, etc.);

~ (maybe) stating how certain∕uncertain she/he is of something;

— can repair communication break down, if necessary, by:

— indicating lack of comprehension and requesting clarification;

— checking if she/he has been understood.

2.3)Keeps turn-taking:

— finds out the partner’s attitudes;

— invites the partner to make suggestions.

3. Vocabulary (max — 3)

4. Grammar (max — 3)

5. Pronunciation (max — 2)

Критерии

Индивидуальные номера экзаменуемых

1. Содержание (максимальный балл — 3)

1.1) Решение, какое хобби выбрать, принято.

1.2) Все аспекты задания:

— фотография;

— коллекционирование марок;

— парусный спорт;

— иностранные языки;

Обсуждены и дана аргументация, адекватная поставленной задаче.

1.3) Высказывание связное и логичное.

1.4) Нормы вежливости при выражении со­гласия /несогласия соблюдены

2. Взаимодействие с собеседником (макси­мальный балл — 3)

2.1) Инициирует беседу:

— начинает беседу с объяснения ситуации;

— предлагает варианты к обсуждению;

— инициирует принятие решения

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Критерии

Индивидуальные иомера экзаменуемых

2.2) Адекватно отвечает на реплики собесед­ника:

— соглашается /не соглашается;

— (возможно) выражает уверенность/ неуве­ренность;

— (возможно) выражает удивление (сожале­ние и т. д.);

— при необходимости может восстановить беседу:

— выразить непонимание с просьбой разъ­яснения;

— спросить собеседника, понял(а) ли он(а).

2.3) Соблюдает очередность при обмене репли­ками:

— запрашивает мнение собеседника;

— предлагает собеседнику высказать свои предложения

3. Лексика (максимальный балл — 3)

4. Грамматика (максимальный балл — 3)

5. Произношение (максимальный балл — 2)

ДОПОЛНИТЕЛЬНАЯ СХЕМА ОЦЕНИВАНИЯ ЗАДАНИЯ 5.2.2

Interlocutor’s name_______________________________

Assessor’s name_________________________________

Task 3 (4-5 minutes)

Criteria

Students’ code numbers

Content: max 6 points

1) decision on what event to organise made;

2) all the options discussed and good reasoning provided;

3) utterances coherent;

4) politeness conventions when agreeing∕disagreeing used

Interaction: max 6 points

1) initiates conversation:

— starts the conversation by explaining the situation;

— comes up with suggestions;

— attempts at final decision.

2) maintains conversation: a) responds to the partner’s information by:

— agreeing∕disagreeing;

— (maybe) expressing surprise

Criteria

Students* code numbers

— (maybe) stating how certain/ uncertain she/he is of something;

B) can repair communication breakdown, if necessary by:

— checking if she/he has been understood;

— indicating lack of comprehension and requesting clarification;

C) keeps turn — taking:

— finds out the partner’s attitudes;

— invites the partner to make suggestions

Vocabulary: max 3 points

Grammar: max 3 points

Pronunciation: max 3 points

ФИО собеседника___________________________

ФИО оценивающего_________________________

Задание 3 ( 4-5 Минут)

Критерии

Индивидуальные номера экзаменуемых

Содержание: макс. 3 балла

1) решение, что орга­низовать на Неделе искусства, принято;

2) все 5 вариантов обсуждены;

3) аргументация хо — рошая,

4) высказывания связные;

5) нормы вежливости при несогласии соблю­дены

Взаимодействие: макс. 3 балла

1) инициирует разго­вор:

Критерии

Индивидуальные номера экзаменуемых

— начинает с объяс­нения ситуации;

— выступает с пред­ложениями;

— самостоятельно

Принимает или делает попытку принять решение

2) поддерживает раз­говор:

А) реагирует на инфор­мацию собеседника;

— (не) соглашается;

— (возможно) выра­жает удивление, сожаление и т. п.;

— (возможно) выражает

(неуверенность по поводу каких-либо предложений;

Б) может при необхо­димости восстановить сбой в разговоре:

— проверяет понима­ние собеседником;

— демонстрирует

Непонимание и

Просит уточнить; в) соблюдает очеред­ность при обмене репликами:

— выясняет отноше­ние собеседника к обсуждаемым вопросам;

~ приглашает собе­седника высказы­вать свои предло­жения

Лексика: макс. 3 балла

Грамматика: маце. 3 балла

Произношение: макс. 3 балла

ДОПОЛНИТЕЛЬНАЯ СХЕМА ОЦЕНИВАНИЯ ЗАДАНИЯ 5.2.3

Criteria

Student’s code number

1. Content (max — 3)

1.1) Decision on where to organize a surprise birthday party made.

1.2) All the specified options are covered:

— celebration at your place;

— celebration at your friend’s place;

— celebration in a cafe.

1.3) Utterances coherent.

1.4) Politeness conventions when agreeing/ disagreeing used

2. Interaction (max — 3)

2.1) Initiates conversation:

— starts the conversation by explaining the situation;

— comes up with suggestions;

— makes or attempts at final decision.

2.2) Responds to the partner’s information by:

— agreeing∕disagreeing;

— (maybe) expressing surprise (pity, etc);

— (maybe) stating how certain∕uncertain s/he is of something;

— can repair communication breakdown, if necessary by:

— indicating lack of comprehension and requesting clarification;

— checking if s/he has been understood.

2.3) Keeps turn — taking:

— finds out the partner’s attitudes and/or invites the partner to make suggestions

3. Vocabulary (max — 3)

4. Grammar (max — 3)

5. Pronunciation (max — 2)

ДОПОЛНИТЕЛЬНАЯ СХЕМА ОЦЕНИВАНИЯ ЗАДАНИЯ 5.2.3

Критерии

Индивидуальные номера экзаменуемых

1. Содержание (максимальный балл — 3)

1.1) Решение, где отпраздновать день рождения друга, принято.

1.2) Все аспекты задания:

— праздник у вас в доме;

— праздник в доме друга;

— праздник в кафе;

Обсуждены; дана аргументация, адекватная поставленной задаче.

1.3) Высказывания связные и логичные.

1.4) Нормы вежливости при выражении согла­сия / несогласия соблюдены

2. Взаимодействие (максимальный балл — 3)

2.1) Инициирует беседу:

— начинает беседу с объяснения ситуации;

— предлагает варианты к обсуждению;

— инициирует принятие решения.

Адекватно отвечает на информацию собеседника:

— соглашается / не соглашается;

— (возможно) выражает уверенность / неуверен­ность;

— (возможно) выражает удивление (сожаление ит. д.);

— при необходимости может восстановить беседу:

— выразить непонимание с просьбой разъяс­нения;

— спросить собеседник, понял(а) он(а) услы­шанное.

2.3) Соблюдает очередность в обмене репликами:

— запрашивает мнение собеседника и/или предла­гает собеседнику высказать свои предложения

3. Лексика (максимальный балл — 3)

4. Грамматика (максимальный балл — 3)

5. Произношение (максимальный балл — 2)

ДОПОЛНИТЕЛЬНАЯ СХЕМА ОЦЕНИВАНИЯ ЗАДАНИЯ 5.2.4

Criteria

Student’s code number

1. Content (max — 3)

1.1) decision on which sporting event to watch made

1.2) all the specified options discussed:

— figure skating;

— a hockey match;

— a boxing match;

— an athletics competition;

1.3) utterances coherent.

1.4) politeness conventions when agreeing/ disagreeing used

2. Interaction (max — 3)

2.1) initiates conversation:

— starts the conversation by explaining the situation;

— Coniesupwithsuggestions;

~ makes or attempts at final decision.

2.2) responds to the partner’s information by:

— agreeing∕disagreeing;

— (maybe) expressing surprise (pity, etc);

— (maybe) stating how certain∕uncertain she/he is of something;

— can repair communication breakdown, if necessary by:

♦ indicating lack of comprehension and requesting clarification

• checking if she/he has been understood

2.3) keeps turn — taking:

— finds out the partner’s attitudes and/or invites the partner to make suggestions

3. Vocabulary (max — 3)

4. Grammar (max — 3)

5. Pronunciation (max — 2)

ДОПОЛНИТЕЛЬНАЯ СХЕМА ОЦЕНИВАНИЯ ЗАДАНИЯ 5.2.4

Критерии

Индивидуальные номера экзаменуемых

1. Содержание (максимальный балл — 3)

1.1) Решение, какие спортивные соревнования посмотреть, принято.

1.2) Все аспекты задания:

— соревнование по фигурному катанию;

— хоккейные матч;

— матч по боксу;

— соревнования по легкой атлетике обсуждены;

— дана аргументация, адекватная поставленной задаче.

1.3) Высказывания связные и логичные.

1.4) Нормы вежливости при выражении согла­сия / несогласия соблюдены.

2. Взаимодействие (максимальный балл — 3)

2.1 Инициирует беседу:

— начинает беседу с объяснения ситуации;

— предлагает варианты к обсуждению;

— инициирует принятие решения.

2.2 Адекватно отвечает на информацию собесед­ника:

— соглашается / не соглашается;

— (возможно) выражает уверенность / неуверен­ность;

— (возможно) выражает удивление (сожаление ит. д.);

— при необходимости может восстановить беседу:

• выразить непонимание с просьбой разъяс­нения;

• спросить собеседник, понял(а) он(а) услы­шанное.

2.3 Соблюдает очередность в обмене репликами:

— запрашивает мнение собеседника и/или предла­гает собеседнику высказать свои предложения

3. Лексика (максимальный балл — 3)

4. Грамматика (максимальный балл — 3)

5. Произношение (максимальный балл — 2)

Criteria

Student’s code number

1. Content (max — 3)

1.1) decision what to cook for lunch made,

1.2) all the options discussed and good rea­soning provided:

— cookingpizza;

— making a salad;

— grilling meat;

— frying fish.

1.3) utterances are coherent;

1.4) politeness conventions are used

2. Interaction (max — 3)

2.1) initiates conversation:

— starts the conversation by explaining the situation;

— Comesupwithsuggestions;

— makes or attempts a final decision.

2.2) responds to the partner’s information by:

— agreeing∕disagreeing;

— (maybe) expressing surprise (pity, etc.);

— (maybe) stating how certain∕uncertain she/he is of something;

— can repair communication break down, if necessary, by:

• indicating lack of comprehension and requesting clarification;

• checking if she/he has been understood

2.3) keeps turn-taking:

— finds out the partner’s attitudes

— invites the partner to make suggestions

3. Vocabulary (max — 3)

4. Grammar (max — 3)

5. Pronunciation (max — 2)

Код ППЭ_________________ ФИО экзаменатора-эксперта Код экзаменатора-эксперта

Критерии

Индивидуальные номера экзаменуемых

1. Содержание (максимальный балл — 3)

1.1) решение, что приготовить на ланч, принято.

1.2) Все аспекты задания:

— приготовить пиццу;

— сделать салат;

— пожарить мясо на гриле;

— пожарить рыбу;

— обсуждены и дана аргументация, адекватная поставленной задаче.

1.3) Высказывание связное и логичное.

1.4) Нормы вежливости при выражении согла­сия /несогласия соблюдены.

2. Взаимодействие (максимальный балл — 3)

2.1) Инициирует беседу:

— начинает беседу с объяснения ситуации;

— предлагает варианты к обсуждению;

— инициирует принятие решения.

2.2) Адекватно отвечает на реплики собеседника

— соглашается/не соглашается

— (возможно) выражает уверенность/ неуверен­ность;

— (возможно) выражает удивление (сожаление ит. д.);

— При необходимости может восстановить беседу:

• выразить непонимание с просьбой разъяс­нения;

• спросить собеседника, понял(а) ли он(а).

2.3) Соблюдает очередность при обмене репли­ками:

~ запрашивает мнение собеседника;

— предлагает собеседнику высказать свои пред­ложения.

3. Лексика (максимальный балл — 3)

4. Грамматика (максимальный балл — 3)

5. Произношение (максимальный балл — 2)

Приложение 2

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