«ПРОСВЕЩЕНИЕ. ИНОСТРАННЫЕ ЯЗЫКИ»

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Key to success or how to pass RNE with “Options”

Пятница 2 Июнь 2017

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Новый УМК по английскому как второму иностранному языку «Мой выбор – английский» (“Options”) – это новейшая совместная разработка издательства «Просвещение» и британского издательства “Express Publishing” в области изучения английского как второго иностранного языка. Данный курс целенаправленно готовит к сдаче единого государственного экзамена. В статье предлагаются   полезные советы по подготовке к каждому разделу ЕГЭ.

Options is an engaging, highly motivating series especially designed for the needs of Russian students. It creates a safe, fail-proof environment where students are put at the heart of the learning experience! Options enables students to develop the 21st Century Skills needed in order to succeed in the information age.

настроение: практическое, позитивное

ключевые слова: RNE(Russian National Exam), skills, English as a second language, multiple matching, gapped text, headings, Text completion, Word formation, an opinion essay, speaking at length

город: Москва

 

Options is a modern  course  of learning English as a second language.   It explains how to teach all four parts: Reading, Writing, Speaking and Listening. The course first explores what it means to be good at these skills,   the types of tasks learners can expect, and strategies for each of those tasks. Finally you will learn how to apply this knowledge to the classroom with practical teaching ideas that give learners confidence and help them perform at their best during the RNE.

Teachers often have many questions about what benefits better to use in preparation for Russian National Exam. In order  to the students pass their exams successfully, they should know the features of it. The sooner orient students in the final examination paper, the better the result will be.

In my article I will use  a modern  course  of learning English as a second language, Options.   It explains how to teach all four parts: Reading, Writing, Speaking and Listening. The course first explores what it means to be good at these skills,   the types of tasks learners can expect, and strategies for each of those tasks. Finally you will learn how to apply this knowledge to the classroom with practical teaching ideas that give learners confidence and help them perform at their best.

Is listening to English difficult?

How easy or difficult  you find it often depends on lots of things – who you are listening to, what they are talking about, where you are listening, how quickly people speak, their accent and so on.

To avoid mistakes can help some useful tips in the listening test.  There is a section “Study Skills” in Options.

“Study Skills”   Brief tips, explanations and reminders, at various points throughout each module, help students to develop strategies which improve holistic learning skills and enable students to become autonomous learners of the English language.

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Listening

Multiple matching

  • Be careful and listen to carefully! Use all the information you get to help you answer the questions.
  • Read the statements before you listen and find the key words. Listen for words that mean the same as the key words you selected – the exact words will not be in the recording. Try to think of why the speaker is talking – to describe something, explain something, or give some other kind of information.

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  • Read the sentences before you listen and underline the keywords in the sentences. Think of/listen for words that mean the same as the words in the sentences (synonyms) and related The exact words in the sentences will not be heard on the recording. When you listen, think of a word that sumps up what the speaker is talking about.

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  • Go through the questions and possible answers carefully. Try to predict what you are going to hear. Don’t finalize your answer until you have listened to the recording twice. Remember you are listening for detail and a specific purpose.

    020617_4What is difficult about reading?

 Reading

Choosing headings

  • To choose the heading that best describes each paragraph, look for the key words/phrases which are examples or synonyms of the words in each heading.

020617_5Gapped text

  • Read the title then the text quickly to get the gist. Read the parts of sentences, then read the text carefully and decide which parts best complete each gap. Look for pronouns (this, he, those, etc), repetition and transitional words (also, again, yet, etc). Read the completed text to see if it makes sense.

020617_6Matching information

  • This type of question tests your scanning ability – looking at the text quickly to find a particular piece of information. You will be given a list of pieces of information and the paragraphs of the text will have letters but not every paragraph will necessarily be used. Read the pieces of information first then scan the paragraphs to find a match.

020617_7What is difficult about  vocabulary and grammar?

Text completion

  • Read the text quickly to get the gist. Read again and decide what is missing from each gap (it is usually a verb form, but can be something else like a pronoun). Pay attention to the words before and after each gap as well as time words and linkers in the sentence. They will help you decide which form to use. Read the completed text to make sure it makes sense.

020617_8Word formation

  • Read the title to get a general idea of what the text is going to be about. Read the text once to get the main idea. Read again. Pay close attention to the words before and after each gap. Look at the word given in capitals and choose the appropriate derivative of the word to fill the gap. Read the completed text to see whether it makes sense.

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020617_10Text completion (multiple choice)

  • Read the text quickly to get the gist. Read again and choose the best answer for each gap. Pay attention to the words before and after each gap. The task tests both lexis and grammar. Read the completed text to make sure it makes sense.

020617_11  What is difficult about writing?

 Writing a letter

In this task, you will need to write a short, informal letter to a friend. You must answer three questions and ask three questions. Before you start writing, think of informal writing structures. When you write your letter, make sure you have answered each question individually. When you finish, read the whole letter. Check that the tone, grammar and spelling are all correct.

020617_12Writing an opinion essay

  • In this task ,you will write an essay giving your opinion on a topic. It is important to structure each main body paragraph in the same way. They should begin with a topic sentence, which explains the content of the paragraph. They are followed by an explanation or justification of the topic sentence. Before you write your essay, take two minutes to brainstorm for ideas. Think of all the opinions and opposing opinions related to the topic and write them down. Pick three of the strongest arguments and base your essay around these points.

020617_13What is difficult about speaking?

Reading aloud

Reading aloud need to be addressed systematically, rather than sporadically. Only then will form the necessary literacy skills of speech. Students need to read:

  • clearly, clearly representing that appears before a group of people;
  • with a pencil in hand, simultaneously noting the words that do not know or do not remember the value of the correct pronunciation (accent);
  • with dictionaries;
  • with intonation.

020617_14Asking questions

When you need to ask questions based on key words, use the 20 seconds you have to form the question clearly in your mind. Remember that the task asks for a direct question and not an indirect one. Remember that direct questions are “wh”-questions (what, why, who etc.). Indirect questions  are quite sensitive (E.g. I’d  be interested to hear, I’d like to know etc.).

020617_15Speaking at length

  • You will have 3.5 minutes to complete the task; 1.5 minutes to prepare and 2 minutes to speak. Take your time and cover each point in depth. It will require 12-15 sentences to fill two minutes, so you should aim for two to three sentences on each point, plus an introductory and a concluding sentence.

020617_16Comparing and contrasting photographs

In Task 4 you have 1.5 minutes to study two photographs before you talk about them.

Students should:

  • describe the first picture;
  • describe the second picture;
  • comparing the pictures;
  • contrasting the pictures;
  • speculating;
  • Personal Feelings.

 

To avoid mistakes in Speaking can help some useful phrases from  section “Everyday English” in Options.

Section “Everyday English”. Functional dialogues set in everyday contexts familiarize students with natural language. The dialogues also present useful expressions so that students can practise everyday English.

020617_17RNE  through CLIL

Content and Language Integrated Learning (CLIL) has become the umbrella term describing both learning another (content) subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content-based subject.

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1 Comment »

Анна:

Очень похож на Focus on RNE

5 Июнь 2017 | 10:13
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