Oge English language Trubaneva online.

Structure of the OGE in English – 2017.

English teacher

Municipal educational institution secondary school No. 17

g.o. Podolsk

PECHKUROVA ELENA ANATOLYEVNA

Exam structure in GIA (OGE) format in English language

GIA in English is conducted in the format of the main state exam (OGE), which includes tasks of a standardized form.

OGE in English consists of written and oral parts.

The written part is divided into four sections: “Listening”, “Reading”, “Grammar and vocabulary”, “Writing”. The written part of the exam is allotted 120 minutes.

Section 1. Listening

This section includes three parts (8 tasks). Time to complete – 30 minutes.
Task No. 1. The purpose of this task is location determination, in which this dialogue can take place: cinema, park, hotel, hospital, etc. It's important to remember that There is one extra answer.
Task No. 2. During this task, the examinee must match each speaker with the thought which he/she expressed .
For example, he/she describes the school library or his/her classroom. This task also contains one extra answer.
Tasks No. 3-8. These tasks are aimed at understanding details and specific information in the monologue/dialogue . These tasks give three possible answers to the question. The examinee must choose the option that matches what you heard. For example, indicate who the hero is traveling with or what souvenir he bought.
Maximum score -15.

Section 2. Reading

This section includes two parts.

Task No. 9 represents seven small texts And eight titles. The examinee must match each text with the corresponding heading that best reflects the main idea of the text. 1 heading is superfluous.

Tasks No. 10-17 directed to understand narrative text . Following the text are presented 8 statements . The examinee must determine whether the statement is true (True), false (False) or nothing is said about it in the text (Not stated).

Maximum score -15.

The recommended time to complete this section of the OGE is 30 minutes.

Section 3. Grammar and vocabulary

The chapter comprises 9 tasks aimed at creating the right grammatical form words and 6 tasks on lexical transformation of words.

Maximum number of ba lls for completing this section - 15
(1 point for each correct answer).

Recommended time to complete this section OGE – 30 minutes.

Section 4. Written speech

This section is represented by one task , in which the examinee must write a personal letter in response to a provided letter from a “friend.”

This assignment is assessed according to the following criteria:

- solving a communication problem(full answers to the questions asked, the correctness of the address used, the final phrase, signature, gratitude, mention of previous contacts, expression of hope for the response letter);

- text organization(logic of text construction, division into paragraphs, correct use of linguistic and logical means of communication, compliance of the letter with the norms of written etiquette);

- lexico-grammatical design of the text(correct use of a variety of vocabulary and grammatical structures (no more than two language errors are allowed));

- spelling and punctuation (absence of spelling and punctuation errors (no more than two errors are allowed)).

The letter must contain from 100 to 120 words . Recommended time to complete this section of the OGE - 30 minutes . Maximum score -10.

Section 5. Speaking

The oral part is represented by three types of speaking tasks:
Task No. 1. Reading aloud a short non-fiction text. The examinee is given 1.5 minutes to read the text to himself, then he must read the text out loud in 2 minutes. The maximum number of points for this task is 2.
Task No. 2. Participation in a conditional questioning dialogue (answering questions). During this task, the examinee must answer 6 questions heard in an audio recording on a specific topic (sports, school, healthy lifestyle, etc.). The questions are asked in the format of a telephone survey of public opinion. Answering each question should not take more 40 seconds.
The maximum number of points for this task is 6.
Task No. 3. Thematic monologue statement with verbal support in the text of the assignment. To prepare for this task, you are given 1.5 minutes. The monologue should last no more than 2 minutes (10-12 phrases). The maximum score for completing this task is 7.
In this task, the examinee must give a monologue on a specific topic, taking into account the criteria presented in the task.
Verbal response time is 15 minutes per responder. Maximum score when performing the oral part - 15.

The maximum score for successfully passing the OGE in English is 70 points.

Point scale

OGE score

Grade

We suggest you take another test (test 3) to assess your level of English and understand whether you can pass the OGE in English.

LISTENING

You will hear four short dialogues (A, B, C, D). Identify where each of these conversations occurs. Use each setting from list 1-5 only once. There is one extra scene in the task.

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 catalogue. 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 that corresponds to the answer option you chose.

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 until 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 styles of music 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 texts A-G with headings 1-8. Record your answers in the table. Use each number only once. There is one extra heading in the task.

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 is not stated in the text, 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 are grammatically and meaningfully appropriate to the context.

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 program.
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.

Official demo versions of the OGE 2017 in foreign languages, approved

Demonstration version of control measuring materials for conducting the main state exam in ENGLISH in 2017

Explanations for the demo version of the examination paper

When reviewing the 2017 demo version (oral part), you should keep in mind that the tasks included in the demo version do not reflect all the content elements that will be tested using the CMM options in 2017. Complete list of content elements that can be controlled at the 2017 exam, is given in the codifier of content elements and requirements for the level of preparation of students for the main state exam in English, posted on the website: www.fipi.ru.

The demo version is intended to enable any examination participant and the general public to get an idea of the structure of the examination paper, the number and form of tasks, as well as their level of difficulty. The given criteria for assessing the completion 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 recording a detailed answer.

Changes in the 2017 OGE in English and other foreign languages:

there are no changes in structure or content.

This information gives graduates the opportunity to develop a strategy for preparing for the English language exam.

Oral part The examination work consists of two speaking tasks: a thematic monologue statement and a combined dialogue. Oral response time is 6 minutes per student.

Written part The exam paper in English consists of four sections, including 33 tasks.

2 hours (120 minutes) are allotted to complete the tasks of the written part of the examination.

In section 1 (listening tasks) you are asked to listen to several texts and complete 8 tasks to understand the listened texts. The recommended time to complete the tasks in this section is 30 minutes.

Section 2 (reading tasks) contains 9 tasks for reading comprehension. The recommended time to complete the tasks in this section is 30 minutes.

Section 3 (tasks on grammar and vocabulary) consists of 15 tasks. The recommended time to complete the tasks in this section is 30 minutes.

Answers to tasks 3-8 and 10-17 are written as one number, 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 in sections 1-3, cross it out and write a new one next to it.

In section 4 (writing task) there is 1 task asking you to write a personal letter. The task is completed on a separate sheet. The recommended time to complete the task is 30 minutes.

When completing assignments, you can use a draft. Entries in the draft are not taken into account when grading work.

The points you receive for completed tasks are summed up. Try to complete as many tasks as possible and score the most points.

We wish you success!

Specification
control measuring materials for carrying out
in 20176 main state exam
in FOREIGN LANGUAGES

1. Purpose of CMM for OGE– to assess the level of language training in a foreign language of graduates of IX grades of general education institutions for the purpose of their state final certification. The exam results can be used when admitting students to specialized classes in secondary schools.

The OGE is carried out 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 CMM

Federal component of the state standard of basic general education in foreign languages (Order of the Ministry of Education of Russia dated March 5, 2004 No. 1089 “On approval of the Federal component of state standards of primary general, basic general and secondary (complete) general education”).
Sample programs in foreign languages // New state standards in foreign languages, grades 2-11 (Education in documents and comments. M.: AST: Astrel, 2004). When developing CMMs, the following are also taken into account:
Common European Framework of Reference for Languages: Learning, teaching, assessment. MSLU, 2003.
Approaches to content selection and CMM structure development

The main goal of foreign language education in a basic school is the formation of communicative competence of students, understood as the ability and willingness 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 of students’ communicative skills in speaking, reading, understanding sound/oral speech by ear and writing in a foreign language.

To determine the level of development of communicative competence among graduates of basic school, the OGE examination paper provides for two parts (written and oral) and uses various types of tasks aimed at testing communication skills and language skills.

Students' completion of the set of presented tasks allows one to assess the compliance of the level of their foreign language training, achieved by the end of their studies in basic school, with the level determined by the standard of basic general education in foreign languages. This level guarantees the possibility of successfully continuing education in secondary school.

4. Connection of the OGE exam model with the Unified State Exam KIM

Examination work for the OGE and KIM Unified State Exam in foreign languages have common objects of control (communication skills of graduates in listening, reading, writing and speaking, lexical and grammatical skills) and some common elements of content.

To test the communication skills and language skills of students in the examination papers of graduates of grades IX and XI, the same types of tasks are used (for example, tasks with a short answer, tasks with a detailed answer, tasks to choose from and recording the number of one answer out of three proposed), and also uniform approaches to assessing productive and receptive types of speech activity.

At the same time, the OGE and the Unified State Exam differ in the purposes of their conduct, and the KIM OGE and the Unified State Exam differ in some tested content elements, the number and level of difficulty of tasks, and 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 CMM

The examination paper consists of two parts:

written (sections 1-4, including tasks on listening, reading, writing, as well as tasks to control the lexical and grammatical skills of graduates);
oral (section 5, containing speaking tasks).

The KIM in foreign languages includes tasks of various forms:

14 tasks with the answer recorded in the form of one number: 6 tasks to test graduates’ auditing skills (section 1 “Listening tasks”) and 8 tasks to test graduates’ reading skills (section 2 “Reading tasks”);
18 tasks with a short answer: 2 tasks to test auditing skills, 1 task to test reading skills and 15 tasks to test the lexical and grammatical skills of 9th grade graduates. The answer to tasks with a short answer is given by the corresponding entry in the form of a number or 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 “Writing task”; thematic monologue statement and combined dialogue (section 5 “Speaking tasks”).

.............................

Good day everyone!

We continue to prepare for the OGE exam.

Today we will perform reading assignments (Section 2) from the Demo version of the OGE 2017, presented on the FIPI website.

As always, first we get acquainted with the format of the tasks and useful tips that will help you successfully complete these tasks.

Assignment Format

Task 9– test to establish correspondence between headings and text

Maximum score – 7 points

Tasks 10 – 17– a test to establish the correspondence of the given statements to the text read ( True/ False/ Not stated)

Maximum score – 8 points

Maximum score for correctly completing all tasks in Section 2 (Reading) – 15 points

Basic reading strategies to help you manage your time during the exam.

- when reading texts, try to grasp the main idea of the text

- highlight (underline) keywords

- do not panic if you encounter unfamiliar words; learn to ignore vocabulary that is new to you, focusing on the main content of the presented text

— when reading, pay attention to the organization of the text: first and last sentences of a paragraph, because most often it is from them that you can choose a title that matches the text

- after reading the paragraph, try to formulate its main content in one sentence or phrase

In tasks of this type, you need to connect headings (or questions / or statements to the text) with the text.

Number of texts – 7

Number of titles – 8

Start this task by reading the headings and try to guess what the text might be about.
When you are sure that you fully understand the headings, move on to reading the texts. During the first reading no need to immediately select headings for texts, since the information in the texts may differ slightly and there is a high probability of making a mistake.
On your second reading, begin to match passages of text with headings (or statements, or questions).
If the headings are close in meaning, you need to choose the most suitable one, i.e. most accurately reflecting the content of the passage read.
After you have finished the task, make sure that the title you did not use does not match any of the texts.

In this task, you need to determine whether a given sentence agrees with the information you read in the text.

1) First, read the text completely and try to understand its content as accurately as possible. Determine whether the sequence of events presented in the text corresponds to the statements given.

2) Then find the place in the text that corresponds to each statement. Please note that this will not be a complete match, but a transfer of information in other words. For this, it is very useful to know a synonymous series of words. For example, to like doing smth = to enjoy doing smth = to be interested in smth = to be keen on smth = to be fond of smth

3) It is very important to learn to distinguish the absence of information in the text ( Not stated ) from its inconsistency ( False ).

- you choose the answer True , if this information appears in the text, but at the same time different vocabulary used

- you choose False , if it is stated in the text, but the statement has opposite meaning of the text

- you choose Not Stated , if the text says so not clearly stated although the statement does not contradict the general content of the text

5) You need to learn to feel the difference between the facts that you read in the text and your own conclusions (inferences) that you made based on the content of the exam text.

In conclusion, I would like to say that, despite the advice to “ignore unfamiliar vocabulary,” I still believe that it is necessary to learn new words while preparing for an exam, especially if the word occurs frequently and is key to understanding the content of the text. Good vocabulary will help you succeed in more than just reading assignments. You can also write an excellent letter (read the article) and easily cope with .

Demo version of OGE 2017 FIPI

Section 2 (Reading Assignments)

Task 9

Read the texts and establish correspondence between the texts and theirheadings: for each text marked with letters A–G, selectthe corresponding heading, indicated by numbers 1–8. Useevery digit just one time. The assignment contains one extra header .

The scientific explanation
The real shape
A lucky sign
Some tips
Places without rainbows
A personal vision
A bridge between worlds
Impossible to catch

A.Two people never see the same rainbow. Each person sees a different one. It happens because the raindrops are constantly moving so the rainbow is always changing too. Each time you see a rainbow it is unique and it will never be the same! In addition, everyone sees colors differently according to the light and how their eyes interpret it.

B. A rainbow is an optical phenomenon that is seen in the atmosphere. It appears in the sky when the sun’s light is reflected by the raindrops. A rainbow always appears during or immediately after showers when the sun is shining and the air contains raindrops. As a result, a spectrum of colors is seen in the sky. It takes the shape of a multicolored arc.

C. Many cultures see the rainbow as a road, a connection between earth and heaven (the place where God lives). Legends say that it goes below the earth at the horizon and then comes back up again. In this way it makes a permanent link between what is above and below, between life and death. In some myths the rainbow is compared to a staircase connecting earth to heaven.

D. We all believe that the rainbow is arch-shaped. The funny thing is that it"sactually a circle. The reason we don’t see the other half of the rainbow is because we cannot see below the horizon. However, the higher we are above the ground, the more of the rainbow’s circle we can see. That is why, from an airplane in flight, a rainbow will appear as a complete circle with the shadow of the airplane in the centre.

E. In many cultures there is a belief that seeing a rainbow is good. Legends say that if you dig at the end of a rainbow, you"ll find a pot of gold. Rainbows are also seen after a storm, showing that the weather is getting better, and there is hope after the storm. This is why they are associated with rescue and good fortune. If people happen to get married on such a day, it is said that they will enjoy a very happy life together.

F.You can never reach the end of a rainbow. A rainbow is all light and water. It is always in front of you while your back is to the sun. As you move, the rainbow that your eye sees moves as well and it will always 'move away' at the same speed that you are moving. No matter how hard you try , a rainbow will always be as far away from you as it was before you started to move towards it.

G. To see a rainbow you have to remember some points. First, you should be standing with the sun behind you. Secondly, the rain should be in front of you. The most impressive rainbows appear when half of the sky is still dark with clouds and the other half is clear. The best time to see a rainbow is on a warm day in the early morning after sunrise or late afternoon before sunset. Rainbows are often seen near waterfalls and fountains.

Write down the selected numbers in the table under the corresponding letters.

Vocabulary

rainbow - rainbow

arch-shaped /ɑːtʃ/ – in the shape of an arc

arc /ɑːk/ – arc

horizon /həˈraɪzən/ – horizon

cloud – cloud

sunrise - sunrise

sunset - sunset

waterfall - waterfall

fountain - fountain

phenomenon /fɪˈnɒmɪnən/ – phenomen phenomenon a(pl.) – phenomena

English language. Grade 9 Used with answer sheets

Tasks 10 – 17

Read the text. Determine which of the following statements 10–17 correspond to the content of the text (1 – True) which ones do not correspond (2 – False) and what is not said in the text, that is, based on the text, neither a positive nor a negative answer can be given (3 – Not stated). In the answer field, write down one number that corresponds to the number of the correct answer.

The Best Job in the World

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

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

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

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

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

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

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

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

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

Answer:

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

Answer:

12. People from different countries applied for the job.

Answer:

13. Ben Southall was a good swimmer.

Answer:

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

Answer:

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

Structure of the exam in the GIA format in English

The State Examination in English is conducted in the format of the main state exam (OGE), which includes tasks in a standardized form.

The OGE in English consists of written and oral parts.

The written part is divided into four sections: “Listening”, “Reading”, “Grammar and Vocabulary”, “Writing”. You have 120 minutes to complete the written part of the exam.

Section 1. Listening

This section includes three parts (8 tasks). Time to complete - 30 minutes.

Task No. 1. The purpose of this task is to determine the place in which this dialogue can take place: cinema, park, hotel, hospital, etc. It is important to remember that there is one extra answer.

Task No. 2. During this task, the examinee must match each speaker with the thought that he/she expressed.

For example, he/she describes the school library or his/her classroom. There is also one extra answer in this task.

Tasks No. 3-8. These tasks are aimed at understanding details and specific information in a monologue/dialogue. These tasks provide three possible answers to the question. The examinee must choose the option that matches what he heard. For example, indicate who the hero is traveling with or what souvenir he bought.

Maximum score -15.

Section 2. Reading

This section includes two parts.

Task No. 9 consists of seven short texts and eight headings. The examinee must match each text with the corresponding heading that best reflects the main idea of the text. 1 heading is superfluous.

Tasks No. 10-17 are aimed at understanding the text of a narrative nature. Following the text are 8 statements. The examinee must determine whether the statement is true (True), false (False) or whether the text does not say anything about it (Notstated).

Section 3. Grammar and vocabulary

This section consists of 9 tasks aimed at forming the correct grammatical form of a word and 6 tasks on the lexical transformation of words.

The maximum number of points for completing this section is 15 (1 point for each correct answer).

Section 4. Written speech

This section is represented by one task in which the examinee is required to write a personal letter in response to a provided letter from a “friend.”

This assignment is assessed according to the following criteria:

Solving a communication problem (complete answers to the questions asked, the correctness of the address used, the final phrase, signature, gratitude, mention of previous contacts, expression of hope for a response letter);

Organization of the text (logic of text construction, division into paragraphs, correct use of linguistic and logical means of communication, compliance of the letter with the norms of written etiquette);

Lexico-grammatical design of the text (correct use of a variety of vocabulary and grammatical structures (no more than two language errors are allowed));

Spelling and punctuation (absence of spelling and punctuation errors (no more than two errors are allowed)).

The letter should contain between 100 and 120 words. The recommended time to complete this section of the OGE is 30 minutes. Maximum score -10.

Section 5. Speaking

The oral part is represented by three types of speaking tasks:

Task No. 1. Reading aloud a short non-fiction text.

The examinee is given 1.5 minutes to read the text to himself, then he must read the text out loud in 2 minutes. The maximum number of points for this task is 2.

The assignment is assessed according to the following criteria:

Speech is perceived easily and clearly;

There are no unnecessary pauses;

No more than five phonetic errors are allowed, including one or two errors that distort the meaning.

Task No. 2. Participation in a conditional questioning dialogue (answering questions).

During this task, the examinee must answer 6 questions heard in an audio recording on a specific topic (sports, school, healthy lifestyle, etc.). The questions are asked in the format of a telephone survey of public opinion. Answering each question should not take more than 40 seconds. Each answer is worth 1 point, provided that:

The answer is given;

The answer is not one word or phrase;

There are no errors in the answer that would make it difficult to understand.

The maximum number of points for this task is 6.

Task No. 3. Thematic monologue statement with verbal support in the text of the assignment.

You have 1.5 minutes to prepare for this task. The monologue should last no more than 2 minutes (10-12 phrases). The maximum score for completing this task is 7.

In this task, the examinee must give a monologue on a specific topic, taking into account the criteria presented in the task.

This type of assignment is assessed according to the following criteria:

Solution of a communicative task (a detailed statement is provided that fully reveals the given topic and accurately reveals the three aspects specified in the task);

Organization of the statement (the statement must be logical and complete; the use of means of logical connection (linking words); the presence of introductory and concluding phrases);

Linguistic design of the statement (rich vocabulary, correct grammatical and phonetic design of the statement).

The oral response time is 15 minutes per respondent. The maximum score for completing the oral part is 15. The maximum score for successfully passing the OGE in English is 70 points.