Official demo version of the OGE 2015 in a foreign language, approved
Demonstration version of control measuring materials for conducting the main state exam in ENGLISH in 2015
Explanations for the demo version of the exam paper
When reviewing the 2015 demo (verbal) please note that the items included in the demo do not reflect all of the content elements that will be tested using the 2015 CMM options. A complete list of content elements that can be monitored in the 2015 exam, is given in the codifier of content elements and requirements for the level of training of students for the main state exam in English, posted on the website: www.fipi.ru.
The demo version is intended to enable any participant in the exam and the general public to get an idea of the structure of the exam paper, the number and form of tasks, as well as their level of difficulty. The given criteria for evaluating the performance of tasks with a detailed answer, included in the demo version of the examination paper, will allow you to get an idea of the requirements for the completeness and correctness of writing a detailed answer.
This information gives graduates the opportunity to develop a strategy for preparing for the English language exam.
oral part The examination paper consists of two speaking tasks: a thematic monologue statement and a combined dialogue. Oral response time - 6 minutes per student.
Written part examination paper in English consists of four sections, including 33 tasks.
2 hours (120 minutes) are given to complete the tasks of the written part of the examination paper.
In section 1 (listening tasks) it is proposed to listen to several texts and complete 8 comprehension tasks for the listened texts. The recommended time to complete the tasks in this section is 30 minutes.
Section 2 (reading tasks) contains 9 reading comprehension tasks. The recommended time to complete the tasks of the section is 30 minutes.
Section 3 (tasks on grammar and vocabulary) consists of 15 tasks. The recommended time to complete the tasks of the section is 30 minutes.
Answers to tasks 3-8 and 10-17 are written as one digit, which corresponds to the number of the correct answer. Write this number in the answer field in the text of the work.
Answers to tasks 1, 2, 9, 18-32 are written as a sequence of numbers or words (phrases) in the answer field in the text of the work.
If you write down an incorrect answer to the tasks of sections 1-3, cross it out and write down a new one next to it.
In section 4 (writing task), 1 task is given, offering to write a personal letter. The task is performed on a separate sheet. The recommended time to complete the task is 30 minutes.
When completing assignments, you can use a draft. Draft entries do not count towards the assessment of the work.
The points you get for completed tasks are summed up. Try to complete as many tasks as possible and score the largest number points.
We wish you success!
Specification
control measuring materials for carrying out
in 2015 the main state exam
FOREIGN LANGUAGES
1. Appointment of KIM for OGE– assess the level of language training in a foreign language of graduates of the ninth grade educational institutions for the purpose of their state final certification. The results of the exam can be used when enrolling students in specialized secondary school classes.
The OGE is conducted in accordance with the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation".
2. Documents defining the content of KIM
- Federal component of the state standard of the main general education in Foreign Languages (Order of the Ministry of Education of Russia dated 05.03.2004 No. 1089 “On Approval of the Federal Component of State Standards for Primary General, Basic General and Secondary (Complete) General Education”).
- Exemplary programs in foreign languages // New state standards for a foreign language grades 2-11 (Education in documents and comments. M .: AST: Astrel, 2004). When developing CIM, the following are also taken into account:
Common European Framework of Reference for Languages: Learning, Teaching, Assessment. MSLU, 2003. - Approaches to the selection of content, the development of the structure of KIM
The main goal of foreign language education in primary school is the formation of students' communicative competence, understood as the ability and readiness of students to communicate in a foreign language within the limits determined by the standard of basic general education in foreign languages. This goal implies the formation and development communication skills students in speaking, reading, understanding sounding / oral speech by ear and writing in a foreign language.
To determine the level of formation of communicative competence among graduates of the main school, the examination work of the OGE provides for two parts (written and oral) and uses various types of tasks aimed at testing communication skills and language skills.
The fulfillment by students of the totality of the tasks presented allows assessing the compliance of the level of their foreign language training, achieved by the end of education in the main school, with the level determined by the standard of basic general education in foreign languages. This level guarantees the possibility of successful continuation of education in secondary school.
4. Communication examination model OGE with KIM USE
The examination paper for the OGE and KIM USE in foreign languages have common objects of control (communicative skills of graduates in listening, reading, writing and speaking, lexical and grammatical skills) and some common content elements.
To test the communication skills and language skills of graduates of grades IX and XI studying in the examination papers, the same types of tasks are used (for example, tasks with a short answer, tasks with a detailed answer, tasks for choosing and recording the number of one answer out of three proposed), and also unified approaches to the evaluation of productive and receptive types of speech activity.
At the same time, the OGE and the Unified State Examination differ in the objectives of the conduct, and the KIM OGE and the Unified State Examination differ in some elements of the content being checked, the number and level of complexity of tasks, the duration of the exam, which is due to the different content and conditions of teaching foreign languages in primary and secondary schools.
5. Characteristics of the structure and content of KIM
The examination paper consists of two parts:
- written (sections 1-4, including tasks for listening, reading, writing, as well as tasks for monitoring the lexical and grammatical skills of graduates);
- oral (section 5, containing tasks for speaking).
KIM in foreign languages includes tasks of various forms:
- 14 tasks with the answer recorded in the form of one number: 6 tasks for testing the auditory skills of graduates (section 1 "Listening tasks") and 8 tasks for testing the reading skills of graduates (section 2 "Reading tasks");
- 18 tasks with a short answer: 2 tasks to test auditory skills, 1 task to test reading skills and 15 tasks to test the lexical and grammatical skills of graduates of the ninth grade. The answer to tasks with a short answer is given by the corresponding entry in the form of a number or a sequence of numbers written without spaces and separating characters or a word/phrase written without spaces and separators).
- 3 tasks with a detailed answer: writing a personal letter in section 4 "Assignment in writing"; thematic monologue statement and combined dialogue (section 5 "Tasks for speaking").
.............................
OGE (GIA-9) 2015, English, standard tests, Solovova E.N., Markova B.S., Toni Hull.
This manual is focused on preparing students for the successful passing of the English language exam for the course of the basic school (OGE).
The proposed manual contains information on the structure and content of the OGE in English.
The guide offers five full options examination work in the OGE format.
The materials of the manual can be used in the classroom under the guidance of a teacher, as well as during self-study to the exam. The proposed tasks allow you to check and evaluate the level of readiness for the OGE, to determine the strengths and weaknesses of your preparation.
The manual is intended for English teachers and methodologists, students of grades 8-9 of schools and all those who prepare and prepare for the OGE in English.
Task examples:
You will hear a conversation with the veterinarian. In tasks 3-8, write down one number in the answer field, which corresponds to the number of the correct answer. You will hear the recording twice.
Dr. Manuel Gutierrez mainly works with
1) pets of celebrities.
2) exotic animals.
3) elderly pets.
4 Dr. Manuel Gutierrez states that the pets of his clients
1)nees special care.
2) are like other pets.
3) lack of love.
5 What is NOT TRUE according to Dr. Gutierrez?
1) Pet-keepers live longer.
2) Pet-keepers live happy lives.
3) It's beneficial hire dog-walkers.
6 According to Dr. Gutierrez having a pet is a sort of therapy because pets can
1) understand people.
2) compensate for the lack of company.
3) help you to keep fit.
CONTENT
WRITTEN PART
Exam options in the GIA (OGE) format. The written part.
Option 1.
Section 1. Listening.
Section 2. Reading.
Section 4. Letter.
Option 2.
Section 1. Listening.
Section 2. Reading.
Section 3. Grammar and vocabulary.
Section 4. Letter.
Option 3.
Section 1. Listening.
Section 2. Reading.
Section 3. Grammar and vocabulary.
Section 4. Letter.
Option 4.
Section 1. Listening.
Section 2. Reading.
Section 3. Grammar and vocabulary.
Section 4. Pis uhm.
Option 5.
Section 1. Listening.
Section 2. Reading.
Section 3. Grammar and vocabulary.
Section 4. Letter.
Attachment 1.
Texts for listening.
Option 1.
Exercise 1.
Task 2.
Tasks 3-8.
Option 2.
Exercise 1.
Task 2.
Tasks 3-8.
Option 3.
Exercise 1.
Task 2.
Tasks 3-8.
Option 4.
Exercise 1.
Task 2.
Tasks 3-8.
Answers.
Option 1.
Option 2.
Option 3.
Option 4.
Option 5.
ORAL PART
Instructions for performing work.
Exam options in the GIA (OGE) format. oral part.
STUDENT CARDS.
Option 1.
Option 2.
Option 3.
Option 4.
Option 5.
Appendix 3
CARDS OF THE EXAMINER-INTERVIEWER.
Option 1.
Option 2.
Option 3.
Option 4.
Option 5.
Appendix 4
Criteria for assessing the performance of task C2** “Speaking. Monologue speech” (Maximum 6 points).
Criteria for assessing the performance of the task SZ *** “Speaking. Dialogic speech” (Maximum 9 points).
Free download e-book in a convenient format, watch and read:
Download the book OGE (GIA-9) 2015, English, typical test tasks, Solovova E.N., Markova B.S., Toni Hul. - fileskachat.com, fast and free download.
- OGE (GIA-9), English language, Typical test tasks, Solovova E.N., Markova B.S., Toni Hull, 2015
- OGE (GIA-9), English language, Practicum, Markova E.S., Solovova E.N., Toni Hull, 2015
- OGE (GIA-9), English, workshop, Markova E.S., Solovova E.N., Toni Hull
The following tutorials and books.
) in English 2015 - an exam that is not mandatory. By structure this testing identical to testing in other foreign languages. Rent GIA in English ninth-graders who plan to connect their lives with linguistics or philology, as well as students of classes and schools with a language bias.
The structure of the GIA (OGE) in English
To begin with, let's figure out what the OGE is. In 2013, an order was issued by the Ministry of Education and Science of the Russian Federation and the GIA became mandatory final testing for all 9th graders. The exam took 2 forms: OGE(main state exam) and GVE(state final exam, which is taken by ninth-graders with disabilities, as well as students of special institutions of a closed type). In 2015, there will be some changes in the structure of the exam. There will no longer be letters in the examination sheets, instead of them there will be continuous numbering, as well as in the KIM published on the portal FIPI there was a record about changing the rules for answering some questions. Now the students will choose the number that they think corresponds to the correct answer.
The structure of the exam consists of 5 parts. Four written and one oral, the so-called "speaking".
- Listening, 5 mixed questions, the answer should be chosen from the proposed ones, some questions will need to be given a short answer.
- Reading the text, tasks on the text are also 5, answers by type are the same as in listening.
- Grammar tasks, 12 questions. Here it will be necessary to give a short answer to the question posed.
- Writing a response letter in English to an English friend.
- oral part. Give a short answer to the examiner's question, as well as a dialogue with the examiner on one of the topics of the school curriculum.
The exam is given 90 minutes of time, 5-6 minutes for "speaking" and approximately 8-10 minutes for preparing for the oral part. Excellent students will need to score 70 points in order to get the coveted five. As for the "satisfactory" rating, here minimum score - 29.
Preparation for the GIA in English
It is worth seriously preparing for the OGE in English in 2015, since you will have to communicate with the examiner in a foreign language and here no cheat sheets will save you. For starters, it's worth exploring codifier, presented on the FIPI portal, to learn about the changes made to the exam format and the school curriculum, some topics in the language may differ from those in the GIA in English in 2014. Then it is worth starting the preparation itself. Demo versions of tests will help schoolchildren with this, including the demo version of the GIA in English in 2014, training tasks and numerous textbooks on GIA in English, for example, N.N. Trubaneva "GIA in English 2014". You can try your hand by passing mock exam by language.
Demo version of GIA in English 2015
In preparation for the GIA (OGE) in English, 9th grade students will be helped by demo versions of assignments that combine questions from the entire school curriculum. Schoolchildren will be able to improve their knowledge on certain topics, grammatical structures, replenish vocabulary. available on our website.
GIA English Online Solutions 2015
This training program is good because the student can complete the tests online, download the solutions of the GIA tasks in English, and then compare them with the answers . GIA in English online will help not only to deepen the knowledge of the student, but also to get acquainted with the structure and process of the exam. In this way, online solutions They will help you gain confidence in your abilities and overcome the fear of the exam. You can take the online GIA in English at any time and from anywhere where you have access to the Internet, which makes preparation even more convenient.
Statistics for last year 2014
Results of the GIA (OGE) in English 2014 the following: 74.6% of schoolchildren passed the grades “good” and “excellent”, 3.1% – “unsatisfactory”. It follows from these statistics that more than 20 percent of schoolchildren passed the exam with a “satisfactory” grade. Since the GIA in English is not mandatory, many students consciously choose it. In order not to get into these twenty percent of those who passed poorly, one should nevertheless prepare more carefully, correctly and systematically approaching the exam preparation program.
Exam Schedule
Date of the main GIA exam in English: June 3 (Tue).
Preliminary exam: April 21 (Mon) - May 17 (Sat).
We suggest taking another test (test 3) to assess your level of English and see if you can pass the exam in English.
LISTENING
You will hear four short dialogues (A, B, C, D). Determine where each of these dialogues takes place. Use each location from list 1-5 only once. There is one extra location in the quest.
play Listening task 1
1. In the library
2. In a classroom
3. At the hotel
4. In a shopping center
5. At the airport
A-5
B-3
C-1
D-4
Dialogue A
A: Oh, it's so nice to see you! How was the flight?
B: Fine, but it was a long one.
A: I bet it was. The flight from Australia can't have been short. And you arrived almost an hour later than was scheduled.
B: Yeah. It was because of the delay in Hong Kong. The weather was awful…
A: I see. But it's all over and you're here at last. Let me help you with your luggage.
B: Thanks.
Dialogue B
A: Excuse me, can I have the key to room 209?
B: Yes, here it is.
A: And one more thing.
B: Yes?
A: I'm checking out tomorrow at noon. Can I leave my suitcase in the luggage room till 5 or 6 pm?
B: Yes, you can, no problem.
Dialogue C
A: I'm sorry, but food and drinks are not allowed in the reading room.
B: Sorry, I just wanted to have a sandwich… but I’m already putting it back into my bag. By the way, where can I find something on the history of aviation? I'm writing a report on it.
A: The books on that topic are displayed over there, next to the exit table. But if you need something specific, I would advise you to use our electronic catalog. It's there, in the corner of the room.
B: Yes, I will. thank you.
Dialogue D
A: Excuse me, I'm looking for a Sports Goods shop…
B: Oh, there’s one on this floor - it sells sportswear of all kinds, and’ the other one is on the ground floor - it offers different sports equipment, sleeping bags, tents and so on.
A: Thank you. I need a good sports bag.
B: To the ground floor then. You can't miss it - it's next to the cafeteria and there is a large poster advertising sports gear.
You will hear five statements (A, B, C, D, E). Match each speaker's statements with the statements given in list 1-6. Use each statement from list 1-6 only once. There is one extra statement in the assignment.
play Listening task 2
1. The speaker describes his / her dream job.
2. The speaker explains what jobs are most popular with students.
3. The speaker talks about difficulties in making a career choice.
4. The speaker talks about his/her personal work experience.
5. The speaker believes that teenagers should earn their pocket money themselves.
6. The speaker explains how to find a job for summer.
A-3
B-1
C-6
D-5
E-4
Speaker A
When I was a small child, I felt irritated when adults asked me about what I wanted to become in the future. They are still asking. It's irritating, probably because I don't know the answer. I have no idea what job is right for me and I'm afraid of making the wrong choice. Dad says that I should do different summer or part-time jobs in order to understand what I want. And what if I don't understand it then? I don't mind working in the summer but I don't know what temporary job to apply for.
Speaker B
I've always known what I want to do as a career. No, I'm not making ambitious plans about becoming an ingenious scientist, or an astronaut, or a famous actor. I want to work with small children as there's nothing better than helping the curious explore the world. Working in an infant school would be very rewarding. It wouldn't actually be a job for me - it would be a privilege because I'd be enjoying every minute of it. If you say it would be difficult - yes, it would be, but it would never get boring.
Speaker C
Lots of teenagers want to get a summer job but not everyone gets one. The most common mistake is that they start looking for a job when the holidays are in full swing. The job search takes time and you should start it months before the holidays. First, make up a list of jobs you would like to do, then find out about the requirements and contact the employers. If you suit each other, leave your information and discuss the date when you are ready to start.
Speaker D
There are usually lots of opportunities for young people to earn money for things like snacks and drinks, outings and accessories. There are always plenty of vacancies for seasonal workers, waiters, couriers, cleaners etc. Being a full-time student is not an excuse to avoid getting a job. I really don’t think that teenagers can understand the value of money and appreciate their families’ care and support until they start working themselves.
Speaker E
I think that doing temporary and part-time jobs does young people lots of good. I had my first summer job at the age of fifteen. I worked as a pizza seller in a fast-food cafe for two months. I still remember how difficult it was - there were always lots of people, it was hot and my legs and arms hurt. Since then I've worked as a courier, as a seasonal worker (picking apples and cherries) and as a landscape worker.
You will hear a conversation between two classmates. In tasks 1-6, circle the number 1, 2 or 3 corresponding to your choice of answer.
play Listening task 3
1. Zach didn't sleep at night because he
1) felt unwell.
2) wrote a project paper.
3) played a computer game.
2. Sally says that
1) she walks to school.
2) she gets to school by bus.
3) her mother drives her to school.
3. According to Sally, her mother
1) works for a financial company.
2) works as a university teacher.
3) stays at home.
4. Sally says that the most difficult subject for her
1) Maths.
2) French.
3) history.
1) the guitar.
2) the drums.
3) the piano.
6. As for music styles, Sally prefers
1) jazz.
2) rock.
3) pop.
1 – 3
2 – 2
3 – 3
4 – 1
5 – 2
6 – 3
Sally: Are you OK Zach? Hey Zach!
Zach: Oh, it's you, Sally. I was daydreaming.
Sally: You were sleeping, not daydreaming! Did you play computer games all night again?
Zach: Yes, how did you guess?
Sally: That's easy. Your eyes are red, your reactions are slow, and you look sleepy! And your homework isn't done.
Zach: OK, you're right. Just a new game. I couldn't quit before I reached the fifth level. You wouldn't understand as you don't care about computers.
Sally: Why, I do, but I'm not a geek. I have more important things to do than play games for hours.
Zach: Really? And what are you busy with all day long?
Sally: Well, I start with walking my dog. At 8 o'clock sharp I have to be at the picking up point for the school bus. Mum used to drive me to school, but now she's very busy with my little brother, so I have to go by bus.
Zach: I see. Babies are always trouble.
Sally: No, not at all! He's a little darling and I love him! Twice a week, when I don't take my music lessons, I babysit for my mum so that she can read the economic news . She's got a university degree and worked for a financial firm but she had to quit it because of my brother's poor health. She's planning to go back to her career and has to be well informed about everything.
Zach: Yeah, that's important to stay in the profession. And it's nice of you to help her so much. But how do you manage to do your own lessons then?
Sally: The main thing is not to put off the assignments till the very last moment.
Zach: I always put them off...
Sally: And it's important to start with the most difficult subjects - I always do Maths first. Languages and other humanities are easier so French goes the last.
Zach: I see. I find Maths the most difficult, too. And I'm really impressed with your ability to plan your day and stick to the plan. I never do anything on time… I even had to give up my guitar lessons… Do you play an instrument?
Sally: The drums. Mum wanted me to choose the piano, but I think drums are cooler.
Zach: They certainly are. There're lots of people who play the piano but very few drummers. By the way, my friends are looking for a drummer for their band. Are you interested?
Sally: Well…, yes. What sort of music do they play?
Sally: I see. I prefer pop music too. We learn about other music styles in music classes, like jazz, rock and classical, but you can't dance to them.
Zach: True. I can introduce you to the guys. You'll really need my recommendation as no girl's ever played with them. It's always been an all-boy pop band.
Sally: It won't be any more.
Zach: We'll see.
READING
Read the texts and match between texts A-G and headings 1-8. Record your answers in a table. Use each number only once. There is one extra title in the assignment.
1. My accommodation in Rome
2. New friends
3. Getting the job
4. The working day
5. Plans for next summer
6.Language experience
7. The top tourist attraction
8. General impressions of the country
A) I’ve just returned from Italy, and it was the most beautiful working holiday anyone could dream of. Yes, I saw the Colosseum with my own eyes! It was built in the first century AD - the amphitheater could house as many as 50,000 people. It's difficult to imagine the gladiators fighting there and the public watching the cruel show. There were also fights with lions. Fortunately, there are no lions in the Colosseum now - only cats. And there are a lot of them!
B) The Colosseum was the first thing I wanted to see in Rome, but not the only one that impressed me. I used my camera a lot - Italy is a country with a great cultural heritage. Apart from the views, Italy is a country of delicious food - I’ve never eaten such gorgeous pizzas! I’d have certainly put on some weight if I hadn’t had to walk such a lot - we were saving on transport because Italy is an expensive country.
C) It took us thirty-five minutes every morning to get from the hostel where we were staying to the pizzeria we were working. Our room was very small, it had a poor view, just the house opposite, but that wasn't a problem - we didn't spend much time there anyway. We had only the basics in our room - two beds, hangers for clothes, a little table and one chair. There was a laundry downstairs and a shared kitchen to prepare meals.
D) As for the kitchen, we didn't use it much - we ate at work! Our working day started at 9 am and lasted till 9 pm. We had a long siesta (a break between two and five in the afternoon) which we used for sightseeing in spite of the heat. And in the evening there were usually lots of customers and we had to be quick and attentive so as not to confuse their orders. We felt absolutely exhausted when we came home.
E) Anyway we felt privileged to have got the job. It was Anna, my best friend, who suggested working holidays in Italy. She found the vacancies and sent our CVs to the manager. At first I didn't know what to say as I wasn't sure I wanted to work in summer. But on the other hand, the idea of earning my own money and seeing Italy was very attractive.
F) I'm glad I agreed to Anna's suggestion - we enjoyed living in a new country and meeting new people. Italians are very sociable and easy-going. Our fellow workers showed us lots of interesting places and it was fun to explore the country together. Anna and I really hope that they'll come to Britain one day and we'll be able to show them our country too. We are going to keep in touch.
G) We didn't know Italian when we went there. Some people in the pizzeria spoke English and they helped us a lot. Two weeks later we were able to understand what the customers were asking us about and we spoke basic Italian to them. Italian is beautiful - I like how it sounds and it's not at all difficult. We plan to go on learning it in case we want to work in the pizzeria again.
A-7
B-8
C-1
D-4
E-3
F-2
G-6
Read the text. Determine which of the given statements 1-8 correspond to the content of the text (True), which do not correspond (False) and what the text does not say, that is, based on the text, neither a positive nor a negative answer can be given (Not stated).
The Dolphins Team
The Dolphins is a relatively new beach service that has been in operation for three years so far, and we are growing fast. The tourist business in the region is booming. More and more people are coming to the Southern Beach every year and our services are in great demand.
We provide a variety of services to the beachgoers. We lend them beach equipment like parasols and beach chairs, we arrange boat tours, snorkelling and diving expeditions. However, first, and foremost, The Dolphins help swimmers who are in danger. We've got a highly professional rescue team. Last year we were awarded first prize in the national lifeguard competition in which the best teams of the country took part. Being a lifeguard is a job, not entertainment as some people may think. Anyone who wants to join us has to remember that the duty of a lifeguard is not only to be on watch and save careless holidaymakers but to prevent any dangerous situation for them.
Not only excellent physical condition but strong personal skills are necessary as beachgoers are not always very cooperative. Everyone knows that lifeguards fly flags of different colors: the green one indicates that the sea is calm and there’s no danger for swimmers; the yellow flag means that the weather conditions are not very good - swimmers should be very careful and not go too deep. The red flag indicates that the situation is potentially dangerous and swimming is prohibited. It doesn't necessarily mean a storm, it could be a strong current, water pollution, the danger of marine animals attacking or something else. Unfortunately, some people ignore it and go into the water anyway. The beach patrol are not the police - we can't arrest people for disobedience. All we can do is educate people and get them to behave in a civilized way.
This is actually the main reason why we decided to set up our Summer Lifeguard School - we want to make the beach a safer and more civilized place. The school is for children from ten to seventeen who want to spend summer on the beach and learn some lifeguard skills. Anyone who meets the age requirement is admitted. Our instructors will teach them the basic skills of water safety and basic emergency procedures, the language of semaphore (that is how to use flags to transmit a message), how to avoid sunstroke and how to swim in the waves of the sea. Our open-air classes will be useful to everyone. Reckless divers and swimmers will understand that no one, no matter how sporty they are, can be absolutely free of risk in the sea. Those who are afraid to step into the water will learn to control their fear and will learn to swim (under the very close supervision of our instructors).
On completing the summer course, the children will be awarded our Summer Lifeguard School Certificate and we hope some of them will join The Dolphins in the future. To do so, they will have to wait until they turn 18 and gain the Professional Lifeguard Certificate.
1. The Southern Beach offers tourists lots of different services.
1) True
2) False
3) Not stated
2. The Dolphins main responsibility is to save drowning swimmers.
1) True
2) False
3) Not stated
3. The Dolphins rescue team is the only professional team in the country.
1) True
2) False
3) Not stated
4. Due to the weather conditions The Dolphins have to fly a red flag very often.
1) True
2) False
3) Not stated
5. The Dolphins perform the function of the police patrol on the beach.
1) True
2) False
3) Not stated
6. Children who are afraid of swimming can join Summer Lifeguard School, too.
1) True
2) False
3) Not stated
7. On completing the course, the children take an end-of-course exam.
1) True
2) False
3) Not stated
8. Children who complete the Summer Lifeguard School can work as lifeguards.
1) True
2) False
3) Not stated
1-True
2-True
3-False
4 - Not stated
5-False
6-True
7 - Not stated
8-False
VOCABULARY-GRAMMAR
Time was running out. The game was exciting and dynamic but the score was still 0-0. Jim couldn't take his eyes off the TV and __(NOT HEAR)__ when his father came into the room.
“Who __(PLAY)__ ?” he asked.
“The Spanish Club and the Portuguese,” Jim __(KNOW)__ that his dad was not a fan and didn’t go into details.
“Who are you supporting?”
“The Spanish. If the team __(MANAGE)__ to win this game, it'll get to the final.”
“They will. The final score will be 2-1 to the Spanish Club.”
Jim turned to his dad: “How do you know?”
“It's not me. A colleague of __(I)__ has predicted the results of ten matches.
No mistake yet. Today's the __(TEN)__ game.”
Jim looked at his father again. “Sounds a bit crazy. But if I were able to predict the results of the game…”
“If you were able to predict it, it __(NOT BE)__ interesting to watch football at all.
Are you hungry by the way? I __(ORDER)__ some pizza. Will you join me?”
“Yes, sure,” Jim turned to his father. “But I still __(NOT CAN)__ understand…” And at that very moment the Spanish forward scored the first goal.
did not hear
is playing
knew
manage
mine
tenth
would not be
have ordered
cannot
Transform the words so that they fit the context grammatically and meaningfully.
Lana switched off the TV. So many channels and nothing interesting on! There were several talk shows on __(DIFFER)__ channels but she liked none of them.
The talk on __(ENVIRONMENT)__ problems was boring,
and she wasn't in the mood to listen to a __(POLITICS)__ talking about the government's social programme.
She didn't like the film on the next channel either. The plot seemed to be weak and confusing and even the __(FAME)__ actors were not able to save it.
The women's figure skating __(CHAMPION)__ held Lana's attention for a few minutes.
However, it didn't last long - she wasn't a fan and it made her feel __(BORE)__ too. She was glad to hear the phone ringing and hurried to answer it.
